The learning process of a person continues throughout his entire adult life. Primary education is carried out in schools, vocational schools, technical schools, colleges, lyceums, and universities. Secondary training takes place in universities, institutes and faculties of advanced training and retraining of personnel, in training centers, specially organized courses and seminars, in organizations, etc. The purpose of training is to obtain an education.
Education
- the process and result of mastering systematized knowledge, skills, habits and behaviors necessary to prepare a person for life and work. The level of education is determined by the requirements of production, scientific, technical and cultural level, as well as social relations. Education is divided into two types: general and vocational. Education must be ongoing.
Continuing Education
- the process and principle of personality formation, which provides for the creation of educational systems that are open to people of any age and generation and accompany a person throughout his life, contribute to his constant development, involve him in the continuous process of mastering knowledge, skills, habits and ways of behavior ( communication). Continuing education provides not only advanced training, but also retraining for changing conditions and stimulating constant self-education.
Vocational education as a process
- this is one of the links in a unified system of continuous education, and as a result - a person’s preparedness for a certain type of labor activity, profession, confirmed by a document (certificate, diploma, certificate) of graduation from the relevant educational institution.
Staff training
- the main way to obtain professional education. This is a purposefully organized, systematically and systematically carried out process of mastering knowledge, abilities, skills and methods of communication under the guidance of experienced teachers, mentors, specialists, managers, etc.
Three types of training must be distinguished.
Personnel training
- systematic and organized training and production of qualified personnel for all areas of human activity, possessing a set of special knowledge, abilities, skills and methods of communication. Staff development
- training of personnel in order to improve knowledge, skills, abilities and methods of communication in connection with increasing requirements for the profession or promotion. Personnel retraining
- training of personnel in order to master new knowledge, abilities, skills and methods of communication in connection with mastering a new profession or changing requirements for the content and results of work.
Domestic and foreign experience has developed three concepts for training qualified personnel. Specialized training concept
is focused on the present or near future and is relevant to the relevant workplace. Such training is effective for a relatively short period of time, but, from the employee’s point of view, it contributes to job retention and also strengthens self-esteem. Multidisciplinary training concept
is effective from an economic point of view, as it increases the employee’s intra-production and non-production mobility. However, the latter circumstance represents a known risk for the organization where the employee works, since he has the opportunity to choose and is therefore less tied to the corresponding workplace. The concept of person-centered learning
, has the goal of developing human qualities inherent in nature or acquired by him in practical activities. This concept applies primarily to personnel who have a tendency to scientific research and having the talent of a leader, teacher, politician, actor, etc.
Thus, the subject of training is: knowledge- theoretical, methodological and practical, necessary for an employee to perform his duties in the workplace; skills- ability to perform the duties assigned to an employee at a specific workplace; skills - a high degree of ability to apply acquired knowledge in practice; skills presuppose such a measure of mastery of work when conscious self-control is developed; ways of communication(behavior) - a form of a person’s life activity, a set of actions and actions of an individual in the process of communicating with surrounding reality, development of behavior that meets the requirements of the workplace, social relationships, communication skills.
Recently, the importance of training methods for qualified personnel has increased significantly, according to which members of working groups (up to 10 people) discuss the work situation in regular meetings outside the workplace and together search for opportunities to solve it (we are talking about the Japanese “quality circle” method, which is used in the USA and Europe). In Germany this method is called "instead of studying". Both methods have a number of the same, similar features: work groups want to manage themselves. The production hierarchy in the work group does not matter; the results of the group's work are presented to higher authorities. Groups differ from each other primarily in their goal setting. The “quality circle” primarily tries to emphasize the result-oriented, cost-effectiveness of training qualified personnel, while the “instead of studying” group brings to the fore the personality-oriented elements of training a qualified worker, i.e. development of behavior and methods of communication.
Training objectives for individual target groups:
1. Students. Theoretical initial training outside the field of activity in combination with practical training in the specialty in the workplace (the so-called dual education system: vocational school - production).
2. Specialists with experience. Advanced training to deepen specialized knowledge in the specialty.
3. Managers with work experience. Practicing behavior in case of conflict situations, negotiating, decision-making techniques, developing restraint, etc.
On-the-job training methods:
1. Directed acquisition of experience. Systematic planning of on-the-job training, the basis of planning is an individual vocational training plan, which sets out the training objectives.
2. Production instruction. Information, introduction to the specialty, adaptation, familiarization of the student with his new working environment.
3. Change of workplace (rotation). Gaining knowledge and gaining experience as a result of a systematic change of workplace. As a result of this, over a certain period of time, an idea of the versatility of activities and production tasks is created (special programs for the younger generation of specialists).
4. Using workers as assistants and interns. Training and familiarization of the employee with problems of a higher and qualitatively different order of tasks while simultaneously taking on a certain share of responsibility.
5. Preparation in project groups. Collaboration carried out for educational purposes in project teams created within an enterprise to develop large, time-bound tasks.
Characteristics of types of personnel training:
1. Professional training. Acquiring knowledge, abilities, skills and training in communication methods aimed at performing certain production tasks. Training is considered complete if a qualification is obtained to carry out a specific activity (students are trained).
1.1. Professional initial training. Development of knowledge, abilities, skills and methods of communication as the foundation for further professional training (for example, bachelor's training).
1.2. Professional specialized training. Designed to obtain specific professional qualifications. Deepening knowledge and abilities in order to master a certain profession (for example, specialist, master).
2. Professional development (advanced training). Expanding knowledge, abilities, skills and methods of communication in order to bring them into line with modern production requirements, as well as to stimulate professional growth (workers employed in production with practical experience are trained).
2.1. Improving professional knowledge and abilities. Bringing knowledge and abilities into line with the requirements of the time, updating and deepening them. Specialists are trained (horizontal mobility).
2.2. Professional development for the purpose of career advancement. Preparation for performing qualitatively higher tasks. Managers are trained (vertical mobility).
3. Professional retraining (requalification). Obtaining knowledge, abilities, skills and mastering methods of learning (behavior) to master new profession and qualitatively different professional activities(workers employed in production or unemployed people with practical experience are trained).
Methods of training personnel outside the workplace:
1. Lectures. Passive teaching method is used to present theoretical and methodological knowledge and practical experience.
2. Programmed training courses. A more active learning method is effective for gaining theoretical knowledge.
3. Conferences, seminars. Active learning method, participation in discussions develops logical thinking and develops ways of behavior in various situations.
4. A method of training management personnel based on independent solving of specific problems from production practice. Modeling of an organizational problem that the group participants (listeners) must solve. Allows you to combine theoretical knowledge and practical skills, provides for information processing, constructive-critical thinking, and the development of creativity in decision-making processes.
5. Business games. Learning how to behave in various work situations, during negotiations, and role holders must develop alternative points of view.
6. Methods for solving production and economic problems using models. Modeling processes occurring at competing enterprises. Listeners distribute among themselves the roles of competing fictitious organizations. Using input data, students must make appropriate decisions for several stages of production of products or services (production, sales, financing, personnel issues, etc.).
7. Working group (“quality circle” and “instead of studying”). Young specialists develop specific solutions to organizational management problems, united in working groups. Proposals developed in working groups are transferred to the management of the organization, which reviews the proposals, makes decisions on them and informs working group on the acceptance or rejection of its proposals.
Training of qualified personnel is effective if the costs associated with it will in the future be lower than the organization's costs of increasing labor productivity due to other factors or costs associated with errors in hiring labor. Since determining the results achieved through the training of qualified personnel is associated with certain difficulties, there is an economic efficiency of training in the form of cost reductions that can be accurately calculated. Training of qualified personnel affects important factors social efficiency. Increasing professional skills has a positive effect on guarantees of job retention, opportunities for promotion, expansion of the external labor market, the amount of income of the organization, self-esteem and opportunities for self-realization.
Introduction…………………………………………………………………………………...2
1. Theoretical foundations for staff development……………...4
1.1 The role of training, retraining and advanced training of personnel in increasing the economic efficiency of the organization………………4
1.2 Basic forms of education, advanced training and training in a market economy…………………………………6
2. Analysis of the system of training and advanced training of personnel at Alliance LLC………………………………………………………………………………………...11
2.1 General characteristics of the activities of Alliance LLC…………….11
2.2 Analysis of the quantitative and qualitative composition of the personnel of Alliance LLC………………………………………………………………...13
2.3 Analysis of personnel development management
LLC "Alliance"……………………………………………………… 16
3. Improving the system of training and advanced training of personnel………………………………………………………………...20
3.1 Implementation of a program for advanced training and retraining of personnel……………………………………………………….………………….....20
3.2 Calculation of the effectiveness of the proposed measures………………...24
Conclusion………………………………………………………………………………..27
References…………………………………………………………….28
Introduction
The improvement and development of material factors of production and, above all, the development, implementation and mastery of new technologies requires a systematic increase in both the general cultural, technical and professional level of workers, and advanced training within specific labor functions. Both enterprises and the workers themselves are interested in such an increase, since the requirements for the quality of the workforce are constantly increasing.
The relevance of this topic lies in the fact that modern production places high demands on workers and the system of training, retraining and advanced training. In the course of scientific and technological progress, some professions disappear, others appear. The work rhythm is tightening, technical means are changing. All this creates a need for new forms of training, retraining and advanced training of workers.
The technical policy pursued at the enterprise ensures continuous improvement of technological processes and increased product quality. Therefore, the company’s management pays great attention to working with personnel, both in terms of social security and training, advanced training and retraining of personnel.
The purpose of this work is to develop measures to improve the system of training, retraining and advanced training of personnel at the Alliance LLC enterprise.
Analyze the personnel development system
Identify the features, advantages and disadvantages of this system
Formulate a proposal for improving the optimal system of advanced training at the enterprise.
The object of study is the Construction Company LLC "Alliance" - a construction company engaged in the production of general construction, finishing and repair work, and the subject is the system of training, retraining and advanced training of personnel at this enterprise.
To carry out the work, accounting and reporting data from the HR department and personnel training bureau of Alliance LLC were used. The work consists of three chapters.
The first chapter describes the theoretical aspects of training and advanced training.
The second chapter describes an analysis of the system of training and advanced training of personnel at Alliance LLC.
The third describes the main directions for improving the training system and advanced training of personnel.
1. Theoretical foundations for staff development
1.1 The role of staff development in increasing the economic efficiency of an organization
IN modern conditions The most important condition for the development of an organization, its authority in the market and increasing competitiveness is corporate knowledge. Activities of management to train and improve the qualifications of employees, own work employees in this direction, a powerful information retrieval system for innovations and innovations - all this should work towards the idea of constantly increasing and improving corporate knowledge.
That is why recently the heads of many companies and organizations have been paying close attention to the creation of systems for corporate training of specialists, primarily work training centers and educational departments.
Without serious organizational changes in the field of training and retraining of personnel, it is difficult to expect qualitative changes in the work of the company. Seminars and internships cannot replace constant targeted work on training, retraining, and informing employees. When choosing a strategy for training employees, the head of the HR department always faces a dilemma - training as liquidation of the consequences of a not-so-successful hiring of employees or training in innovations and new technologies for operating in the company.
Personnel development is a set of measures including professional training for school graduates, retraining and advanced training of personnel. The goal of personnel development is to provide the organization with well-trained employees in accordance with its goals and development strategy.
Modern state policy in the field of vocational training is designed to ensure the solution of two interrelated tasks of a socio-economic nature:
Meeting production needs with a workforce of the required qualifications;
Combating unemployment by retraining the unemployed.
Training of qualified personnel is a set of activities that are aimed at systematically obtaining and improving qualifications that meet current and forward-looking goals company and ensuring compliance with the requirements of the workplace for the employee’s abilities. From an economic point of view, the training of qualified personnel is effective if the costs associated with it are lower than the organization’s costs of increasing labor productivity due to this factor. Developing qualified personnel can eliminate the need for external labor and prevent labor shortages by eliminating labor shortages.
Training of qualified personnel affects many components of social efficiency. Improving professional skills has a positive effect on:
Guarantees (preservation) of a job;
Opportunity for professional growth in production;
Employee income.
In modern conditions, the development of the vocational training system is determined by two opposing trends: the growing requirements of scientific and technical progress for the general and professional level of the workforce and the desire of entrepreneurs to reduce the costs of its reproduction as much as possible.
The emergence of new technologies leads to a qualitative change not only in the professional, but also in the qualification structure of personnel. Modern features of the qualification structure of personnel today are the increased proportion of specialists with higher and secondary special education, highly qualified workers, as well as a steady reduction in the share of low-skilled labor.
Qualification is a person’s dynamic ability to engage in the production process and perform labor operations provided for by technology. It characterizes, on the one hand, the potential ability of an employee to perform work of a certain complexity, and on the other, the level of development of the employee himself.
1.2 Basic forms of education, advanced training and training
Education and preparation are two sides of the same process. Education is associated with the development of a person's general intelligence, and training is associated with the acquisition of knowledge directly related to the work performed. Vocational training is targeted training, the ultimate goal of which is to provide the enterprise with a sufficient number of employees whose professional qualities fully correspond to the production and commercial goals of the organization. Training programs should be drawn up taking into account the specific features of the personnel structure and the current development tasks of each organization.
The goal of organizing professional training of personnel in production should be the creation of a system of continuous education of personnel based on the optimal combination of various forms of training for new workers, retraining and training, workers in second professions, improving their qualifications and level of knowledge, taking into account dynamic changes in technology, technology, production organization, in close connection with their individual professional and qualification advancement.
The essence of the concept of “lifelong” education is constant adaptation, periodic upgrading and retraining of the workforce throughout their active working life, both within the formal and informal education systems based on high-quality basic, initial training. The principle of continuity of vocational training should be ensured by the step-by-step and continuity of each worker passing through individual stages of education based on the consistent acquisition of knowledge, skills, and abilities.
In the system of continuous professional education in Russia today there are five levels of qualification (Table 1). Their totality constitutes the qualification structure of vocational education, which reflects the traditions and trends in the development of vocational training in Russia, determines the role and place of the profession in the economic system and takes into account the qualification requirements of the countries of the European Community.
Concept and features of personnel training. The meaning, objectives and methods of training and advanced training of personnel. Management of vocational training. Interest and motivation of staff in development. Annual certification of performance indicators.
I. Concept and features of personnel training.
II. The importance and objectives of staff development.
III. Methods of training and advanced training of personnel.
Conclusion
List of used literature
INTRODUCTION
Advanced training, training, and preparation of new employees is becoming an urgent task these days. This could be training in new professions, as well as retraining or retraining. The priority of issues of training and personnel development is due to the processes of transition to conceptual business education, that is, the need to retrain and train workers in accordance with their specialization in the most specific direction.
In a rapidly changing, developing market, the need to improve professional skills, as well as professional development, becomes a necessary condition for the successful operation of any organization. A highly qualified specialist increasingly has to combine in his work, in addition to his immediate responsibilities, more and more different job functions and make decisions that require knowledge of the basics of management, marketing, psychology and sociology. Such changes lead to the need to increase the importance of the issue of education and training of personnel and improve the personnel training system in the organization. An employee’s lack of certain skills and knowledge leads to ineffective work and fulfillment of assigned tasks, and also contributes to an increase in the employee’s stress and energy costs associated with work, as well as a decrease in motivation. Accordingly, effective training of the organization’s personnel, in addition to profit growth, has a number of important consequences for the organization, such as: unity and improvement of the socio-psychological climate in the team, unlocking the full potential of employees, forming an appropriate organizational culture and patterns of behavior that contribute to the successful achievement of organizational goals, attracting new employees to the organization.
The need for constant changes in management principles and organizational changes in an ever-increasing competition requires constant professional growth of personnel, improvement in the quality of customer service, and an innovative, creative attitude to work. Management recognizes the need to improve professional training given that the current level is insufficient to implement future market strategies.
The goal of personnel development is to ensure the effective functioning of the organization, increase labor productivity based on developing employees’ ability to work in a team, modern economic thinking, maintaining and developing human resources, and improving the professional skills of employees.
Personnel training is the most important tool through which management has the opportunity to increase the potential of human resources and influence the formation of organizational culture.
The relevance of the research topic is determined by the fact that personnel training and development is one of the most important components of the effective functioning of an organization. Improving staff qualifications has a positive effect on employee motivation, has a direct impact on the organization’s financial performance, and also ensures a more favorable climate in the team and continuity in management.
I.Concept and features of personnel training
Professional training is the process of directly transferring new professional knowledge, skills or abilities to employees of an organization.
The subject of training is: knowledge - obtaining theoretical, methodological and practical knowledge necessary for an employee to perform his duties in the workplace; skills - the ability to perform the duties assigned to an employee at a specific workplace; skills - a high degree of ability to apply acquired knowledge in practice; skills presuppose such a measure of mastery of work when conscious self-control is developed; methods of communication (behavior) - a form of personal life activity, a set of actions and deeds of an individual in the process of communicating with the surrounding reality, the development of behavior that meets the requirements of the workplace, social relationships, sociability.
Education and training are the main areas of professional development of personnel, as well as two sides of the same process. During the learning process, a person develops intelligence, the ability to analyze certain processes, and training is associated with the acquisition of skills and knowledge that relate directly to the work performed. The vocational training system must increase its ability to respond flexibly to market needs and its ability to innovate.
The professional learning cycle begins with identifying training needs. To do this, the degree of correspondence between the existing and required level of employee preparedness is determined. Based on an analysis of the training needs and resources (time, material, intellectual) of the organization, a training plan is formed, the goals of professional training are determined, as well as criteria for assessing its effectiveness. Since the cost of training is seen as an investment in the skills of employees, the organization expects a return on it in the form of increased efficiency of its activities.
The key point in managing professional training is to determine the organization's needs in this area, which consists of identifying the discrepancy between the organization's requirements for the professional skills and knowledge of its employees and the knowledge and skills that they possess. Determining the training needs of an individual employee requires a joint effort from the human resources department, the employee, and his or her supervisor. Each party brings its own perspective on this issue, determined by its position in the organization and role in the professional development process.
Sources about vocational training needs include:
Certification results;
Individual development plans;
Applications and wishes from the employees themselves;
Organization development strategy.
After identifying needs, they move on to the training program preparation stage. The development of vocational training programs can be carried out both by the organization itself and by specialized companies. The choice in each specific situation is determined by an analysis of the advantages and disadvantages of each option.
The algorithm for creating a professional development program is developed depending on the chosen proactive and reactive approach to training.
The reactive learning model assumes that there is a specific problem and the main goal of learning is to eliminate it. With proactive learning, continuous systematic prevention of difficulties is carried out in accordance with the organization's strategy.
The basis for effective training of managers and specialists is the systematic preparation of the educational process. In this case, proactive and reactive approaches to training are represented, respectively, by long-term (strategic) and short-term (operational) planning of professional development activities. Long-term planning of the professional development process determines the framework for future activities for its organization and creates a system for early response to emerging problems or future needs.
At the operational level, planning is carried out for a period of no more than one year. At the same time special meaning is devoted to solving problems of meeting the demand for advanced training programs and the correct choice of forms and methods of advanced training.
Budgeting for vocational training and professional development is the process of determining the acceptable level of training costs. At the same time, available resources are assessed and priorities for their distribution are developed. At the stage of budgeting for vocational training, statistics on vocational training are collected. This is an extremely important element of the professional learning management process.
Statistical data is collected in the following areas:
The share of employees of the organization, vocational training during the reporting period in relation to the total number of the organization - this indicator characterizes the scale of vocational training, allows you to determine how often on average an employee of the organization improves his qualifications;
The share of hours spent on vocational training in the overall time balance of the organization - the indicator allows you to determine the relative scale of the organization's vocational training program;
The average number of hours of professional training per person trained gives an indirect idea of the extent of employee training;
The total cost of vocational training is made up of three components: direct costs, indirect costs and lost productivity;
Share of costs in sales volume - displays how many kopecks from one ruble of product sales are spent on personnel training;
The amount of training costs per employee of the organization is the amount of money spent on training one employee;
The cost per hour of vocational training is determined as the ratio total costs for training and the number of hours spent on vocational training during a certain period. This value is important for assessing the effectiveness of training costs and planning the budget for the next year.
These indicators help evaluate the effectiveness of investments in professional training, monitor the overall level of employee preparedness in comparison with competitors, and correctly plan costs for subsequent periods.
The final stage in the process of vocational training is the assessment of the effectiveness of training and professional development. This stage is the most important moment of personnel management. It is quite difficult to assess the effectiveness of each individual program, since it is not always possible to determine its impact on the final results of the entire organization.
In general, the assessment results should answer three questions:
Did the training achieve the goals set for it?
Could training be more effective and efficient?
What is the meaning and value of the training provided?
An important feature of organizing training assessment is the need to cover its most important results and consequences of training and carefully consider the assessment system at the planning stage of the training program. Assessment criteria should be established prior to training and communicated to students.
Personnel training cannot be an end in itself for an organization. This is understandable. Money is spent on training, often quite significant. Few people will agree to spend money without expecting a proper return on it, just because they consider staff training a good thing. Training is the most important element of the personnel management system and must be inextricably linked with processes organizational development, with work to achieve the strategic goals of the organization, ensuring maximum readiness of people working in the organization to solve the problems facing them. If personnel management is built as a system, then each specific area of activity in this area (selection, assessment, training, motivation and stimulation of personnel) must be subordinate to a single common goal - ensuring efficient work organization and its dynamic development.
Already at the stage of selecting new employees, the organization not only identifies employees who need training, but also receives the information necessary to clarify the content of the relevant training programs. Often, during interviews or testing, not only strengths are revealed, but also weaknesses newcomers. This allows, already at the first stage of new employees’ stay in the organization, to outline priority steps to train or improve their skills. Of great importance here is also a person’s readiness to acquire new knowledge and his mindset for development. The ability to learn, to assimilate new knowledge and master new skills is one of the most important criteria when searching and selecting new employees. It is no coincidence that many organizations have been attaching great importance to this recently.
Vocational training management is designed to solve the following problems:
Determining the skills and knowledge that employees should be trained in;
Determining which personnel will contribute funds that will benefit the organization;
Accounting and efficient use funds allocated for personnel development;
compliance of training activities with the goals of the enterprise and extracting maximum benefit from them;
Interest and motivation of the staff themselves in development and training.
Often, for new employees, training immediately follows a selection procedure, during which the training needs of new employees are identified. At the same time, incoming training is closely intertwined with the process of their adaptation to work in the organization. Training of new workers is the initial vocational training of persons who previously did not have working specialties.
For HR employees, training is often preceded by an annual performance review (certification). In the process of assessing performance indicators, the training needs of employees are clarified to bring their skill levels into line with the requirements and standards established in the organization. At the same time, workers with a certain lack of professional training can be identified who can improve their production indicators as a result of training, as well as those employees whose potential allows them to be nominated for promotion, which also requires appropriate developmental training. The training of skilled workers takes place directly in production and in professional educational institutions.
New workers are trained in the organization through group, individual and group forms of training, which ensure the development of professional skills of initial qualifications necessary in working conditions. The training ends with passing a qualification exam and assigning a worker rank.
Individual form of preparation- each student employee is assigned to a foreman, a highly qualified specialist, or is included in a team; in the team, his training is supervised either by the foreman or by employees of the team or shift. The theoretical course is studied independently by the student.
The course form of training is used when teaching professions of increased complexity that require knowledge of the volume of theoretical material and in the case of studying such work that cannot be fully studied in the workplace.
Group form- training teams are created and they perform work according to curriculum under the guidance of instructors.
Retraining - an employee is learning a new specialty, but at the same time already has working profession, and has the opportunity to meet the needs of the labor market and the enterprise in this specialty.
The duration of personnel retraining is indicated in regulatory documents and cannot be reduced. Industrial training and theoretical classes are carried out within the working hours. The process of managing the retraining of workers involves: choosing retraining methods to quickly achieve the desired result, as well as reducing the expenditure of funds on retraining; sociological research is conducted among the released contingent of workers. The nature of retraining is determined by the level of the structure of vacant jobs, the qualifications of the released workers and their requirements for the qualifications of the workforce.
The learning process in an organization consists of stages - analysis of the enterprise from the point of view of the human factor; job description; list of knowledge, skills and abilities; definition of professional skills; determination of educational goals, assessment of learning processes.
The construction of training programs should be carried out taking into account the knowledge and skills necessary for the professional activities of personnel. Work to achieve the required results is carried out in accordance with well-established and proven teaching methods, methods are selected to ensure the best results, as well as high reliability of their achievement.
Factors influencing what training will be provided also depend on environment and from the individual himself. Environmental influences include:
Availability of resources, that is, how many employees can be released at certain times to attend training events, as well as the adequacy of funds to pay for training events;
Quality of the course of study - how formal or informal, structured or unstructured the course is and whether it meets the objectives of the learners;
The quality of support for the employee after completing the training course, that is, the level of support and assistance to the employee in transferring the acquired knowledge and skills to the workplace;
A culture conducive to learning - the extent to which the organization supports learning by noticing errors in work, inspiring staff to avoid making mistakes in the future through training, rather than eliminating miscalculations in work through repressive measures.
The employee's influence on training includes:
Learning styles, preferences for different types of learning activities and previous experience indicating what the employee learns best during training;
Motivation based on positive and negative assessments of the standards of behavior adopted in the organization;
Personal goals - for example, ambition, desire to learn to increase the chances of professional development within or outside of one's organization;
Personal interests based on what a person enjoys doing and what they want to do to challenge themselves (think of the analogy of learning to drive a car).
The employee's personal situation (i.e. what else is on the person's mind) - personal circumstances can influence how much a person can focus on learning and development;
Potential and current knowledge - does the employee have the basic amount of knowledge required as a prerequisite for training;
Abilities - that is, whether the employee is able to intellectually understand the theory, perceive the concepts and everything that is taught to him. Does he have sufficient work skills to perform specific tasks?
These lists do not exhaust all the factors influencing training, but they do show that whatever training and development is offered and carried out, the actual situation in the field of training and development is determined by a variety of factors.
II.The importance and objectives of staff development
Advanced training is the training of an employee in order to deepen and improve his existing professional knowledge necessary for certain type activities.
The incentives for advanced training, as indicated by V.R. Vesnin, may be: “the desire to keep a job, a position, a desire to get a promotion or occupy new position, interest in increasing wages, interest in new knowledge, in mastering new skills, desire to expand business contacts.”
Sometimes advanced training refers only to training that is organized in the workplace or within special educational institutions. In fact, this process is much broader. Professional development should include the exchange of experience, self-study, visiting exhibitions, and reading specialized literature.
The peculiarity of advanced training is that students can be critical of the material, since the employee already has certain practical and theoretical knowledge of performing work. Advanced training in an employee’s current profession is aimed at consistently improving skills, abilities and professional knowledge, as well as increasing proficiency.
Evidence of the need to improve the skills of workers is the lag of the category of workers from the category of work, the expected decrease in the average category of workers. That is why the existing and required personnel qualification structures must be subject to systematic analysis. First of all, it is necessary to analyze the reasons for the current situation - changes in technology and in the technique of performing work, which set the employee the task of mastering them. Another equally important indicator is the increase in defects in the employee’s labor process. The advanced training system may include targeted courses to study new equipment, new technologies in the automotive industry, schools for foremen and foremen, production and technical courses, technologies, training courses for combined and second professions.
Domestic and foreign experience has developed three concepts for training qualified personnel, the essence of which will be discussed below.
The concept of specialized training is oriented towards today or the near future and is relevant to the relevant workplace. Such training is effective for a relatively short period of time, but, from the employee’s point of view, it contributes to job retention and also strengthens self-esteem. The concept of multidisciplinary training is effective from an economic point of view, as it increases the internal and external mobility of the employee. Moreover, the latter circumstance represents a known risk for the organization where the employee works, since he has the opportunity to choose and is therefore less tied to the corresponding workplace. The concept of personality-oriented learning aims to develop human qualities inherent in nature or acquired through practical activities. This concept applies primarily to personnel who have a penchant for scientific research and have the talent of a leader, teacher, politician, actor, etc.
Implications for the organization in staff development:
Increasing the ability of personnel to adapt to changing socio-economic conditions and market demands. Thus, the value of the human resources at its disposal increases;
Allows the organization to more successfully maintain the required level of competitiveness due to improved quality and productivity, reduced injuries, reduced costs and lower costs, as well as successfully cope with the introduction of new areas of the organization’s activities;
Increasing staff commitment to the organization, reducing staff turnover;
supporting and disseminating the values and priorities of the organizational culture among employees, promoting new approaches and norms of behavior designed to support the organizational strategy.
Meaning for employee:
Increased qualifications and competence;
Higher job satisfaction;
Expanding career prospects both inside and outside the company;
Increased self-esteem;
The objectives of work in the field of personnel training must be correlated with the goals of the organization.
Among the main tasks are the following:
1. Achieving a higher level of productivity and quality of personnel;
2. Acquisition by students of knowledge and skills that contribute to increasing the level of their professional qualifications;
3. Increasing the level of labor motivation of personnel;
4. Increasing the commitment of employees to their organization and developing mutual understanding between staff and management.
Formation in students of values and attitudes that support the strategy, goals of the organization and the existing work culture in the company.
Training objectives can vary significantly depending on variables such as the interests of the organization, the business strategy chosen by the organization, the content of the professional activities of students, demographic or qualification characteristics of personnel, and financial support for work in the field of personnel training.
III.Methods of training and staff development
Personnel is the most complex object of management in an organization, since, unlike material factors of production, it is “animate”, has the ability to independently decide, critically evaluate the requirements placed on it, act, has subjective interests, is extremely sensitive to managerial influence, a reaction that is not determined.
The inadequacy of the choice of teaching methods, their inconsistency with the learning objectives or individual characteristics of students (motivation, professional experience, educational level) can have a very negative impact on learning outcomes. The choice of teaching methods is determined not only by the basic characteristics of the students, but also by the goals of the educational process, the capabilities of the organization, the size of the study group, and the level of qualifications of the teacher.
Various teaching methods can be divided into three groups:
1. On-the-job training methods;
2. Active learning methods;
3. Traditional teaching methods.
When choosing training methods, an organization must take into account the effectiveness of their impact on a specifically selected group of students.
On-the-job training is distinguished by its practical orientation, direct connection with the employee’s production functions, and, as a rule, provides significant opportunities for repetition and consolidation of what has been newly learned. Responsibility for training lies with three participants in the process - the employee himself, his supervisor and HR manager. The global trend of corporate training, which arose even before the crisis and has been strengthened by its progression, leads to the fact that training is transferred directly to the workplace, and responsibility for its results falls to a greater extent on the employee and his manager.
On-the-job training methods include:
Secondment(secondment) - internships, rotations.
Shadowing(shadowing) - monitoring the work process.
Budding(budding) - the inclusion of a student in the process of another person’s activity.
Mentoring(mentoring) - targeted transfer of experience.
Coaching(coaching) - revealing the potential of the student’s personality.
Tutoring(tutoring) - support of the learning process, discussion of the experience of transferring acquired knowledge into real practice.
Briefing-demonstration of work techniques in the workplace.
Secondment- consists of temporarily transferring an employee to another department within the organization. Currently, it is becoming increasingly popular to go on internships to other companies; as a rule, these business trips are paid, designed for full time, lasting up to twelve months.
Shadowing- consists of monitoring the labor process, which allows us to identify weaknesses in the employee’s professional training and draw up a training program aimed at eliminating them.
Budding- informal mentoring, when an employee is included in the process of another person’s activities, mutual learning occurs, advice and recommendations are transmitted bilaterally, therefore this method is sometimes called peer coaching. It is used to support an employee in the process of adapting to a new workplace, developing behavioral skills, transferring information between employees, and increasing the efficiency of transformations in the company.
Mentoring- training by personal example, targeted transfer of professional experience, practical transfer of skills from a more experienced worker to a less experienced one. As the training progresses, an experienced mentor shares his approach to solving business problems, using examples from the past, his approach to solving certain problems.
Coaching- similar to mentoring, but unlike it, it is based on organizing an independent search for a solution to a problem with the help of a coach, without providing the trainee with template solutions to production situations. During the learning process, the student finds exactly his own solution to the problem, and the coach asks leading questions, directing his thinking and search, thereby stimulating him to independently search for solutions.
Tutoring- one of the types of mentoring, in which, during the discussion, the experience of transferring acquired knowledge into the daily practice of the student is discussed, and also develops effective ways behavior.
Briefing- conducted by a special instructor or an experienced employee; during training, work techniques are explained and demonstrated to the employee directly at the workplace.
Strotelling- consists of teaching young employees the rules of working in the company with the help of facts and the history of organizations. This method begins to work already in the personnel selection process. The interviewer talks about the company, thus preparing the new employee for corporate culture, philosophy, traditions of the company.
Traditional methods are used to transfer and consolidate a wide variety of knowledge. Many generations of students have studied and continue to study, mainly gaining knowledge during lectures and seminars; the popularity of these methods shows their fairly high efficiency. Traditional teaching methods include:
1) Lectures - the teacher orally conveys information to a group of students, while the teacher can use visual teaching aids, posters, and slide shows. Communication in in this case is one-sided, the only exception being when the lecturer answers questions from the audience. Assimilation of the material largely depends on the characteristics of the material being studied and on how widely visual aids are used. The lecture does not allow taking into account the different levels of knowledge, abilities and professional experience of students; the pace of learning is determined independently by the teacher for the entire group. The effectiveness of this teaching method depends on many factors: personal characteristics teacher, his erudition, ability to arouse interest in the topic being studied, ability to clearly and clearly present the material.
2) Seminars - usually held at the end of studying a certain portion of the material in order to check the assimilation of the lecture material, as well as to help students better understand the content of the material being studied. The main thing in the seminar is the dialogue between the teacher and the student; it allows you to consider the material from different angles, correlate it with the experience and knowledge that the students already have. Seminar classes allow you to control the degree of understanding by students of the material covered. For this purpose, surveys are conducted or practical assignments are given based on the material covered. The effectiveness of a seminar depends on the ability of the teacher to create an environment and climate during the lesson that would encourage students to actively participate in the work. Seminars are held in relatively small groups of eight to twenty-five people.
3) Educational films and videos - the learning process includes watching films and video materials. Such training ensures better memorability, clarity and accessibility of the presentation of material, the possibility of repetition and self-learning, the possibility of repeated use, ease of use, connection with practice, cost savings, assistance to the teacher or trainer. For educational purposes, the action of each film is presented in the form of separate fragments. After each episode devoted to individual aspects of the problem under consideration, students are offered a brief theoretical summary of what they saw.
Active learning methods include:
1) Trainings - during the trainings, skills and abilities are practiced, while blocks of theoretical material are minimized. Special situations are simulated for the development and consolidation of the necessary skills in students, the development of new models of behavior, and a possible change in attitude towards their own experience and approaches. Usually widely used in trainings various techniques and active learning methods - group discussions, business, simulation and role playing games.
2) Programming and computer training - the essence of programmed training is a step-by-step assessment of the degree of mastery of the material and its maximum degree of structure. With this method, information is provided to students in the form of small blocks in printed or computer form. After familiarizing yourself with the material, the student must answer questions that allow you to assess the degree of assimilation and depth of understanding of the material being studied. The main advantage of this method is the convenience of studying the material; the student can move at a pace convenient for him.
3) Group discussions - group discussions are more of a didactic technique than a teaching method. This method is widely used in other forms of training. Group discussions are held in groups of 4 to 7 people; they are widely used both in our country and abroad. The use of group discussions ensures better assimilation of the material being studied, making maximum use of the students' experience.
4) Business games - with this teaching method, educational topics are worked out on the basis of material and situations that simulate various aspects directly related to the employee’s professional activities. In a business game, it is assumed that there are operating rules and water information, a certain scenario that determines the course and content of the game. Business games are held in three stages - preparation for the game, holding, analysis of the results and summing up.
5) Role-playing games - this method of active learning is becoming increasingly popular among employers when training candidates for leadership positions, as well as current managers. Role-playing games when training workers in interpersonal communication skills. The situations they find themselves in when working directly, interacting with their colleagues, subordinates and management.
6) Behavioral modeling is one of the new methods of training employees in the skills of changing attitudes and interpersonal communication. Used as part of trainings that involve a wider use of active learning methods. This method teaches specific attitudes and skills that are related to the performance of one’s professional activities.
7) Analysis of practical situations - the method began to be used back in the twenties in the USA, it is associated with the analysis of practical situations. It is one of the most proven methods for teaching problem solving and decision making skills. The purpose of this method is to train students to analyze information, structure it, develop the ability to identify key problems and generate alternative solutions, also evaluate them and choose the optimal solution, and develop action programs.
8) Basket method - this method is based on simulating situations that often occur in the work process of managers. During the training process, the trainee acts as a leader; he is assigned immediate responsibilities - parsing letters, faxes, reports and taking certain actions on them, the trainee receives information about the leader in whose role he acts, the exercise can be complicated by including visits from different people, telephone calls , unplanned meetings.
The choice of teaching method is determined by the characteristics of the students themselves, the capabilities of the organization, the level of qualifications of the teacher, and the goals of the educational process. Errors in choosing a method can negatively affect the effectiveness of training. For example, too many lectures for students with a low level of practice, who graduated from an educational institution quite a long time ago, can significantly worsen the assimilation educational material and reduce interest in classes.
Conclusion
Training and advanced training of workers today must be continuous and carried out throughout their entire career. Enterprises should consider personnel training costs as investments in fixed capital that allow them to make the most effective use of the latest technologies.
Personnel training consists of teaching the labor skills necessary to perform high-quality work. For continuous training to be effective, employees must be interested in it. The administration needs to create a climate conducive to learning. In modern conditions, the management of any organization should admit that the existence of a cost-effective company is simply impossible without a well-thought-out system for staff development, and this applies to both ordinary employees and managers senior management. It goes without saying that such a system must be well organized and equipped at a high technical level ( this is all the more important because mastering most modern specialties is simply unthinkable without special hardware and software) and - of course! - be part of the company's overall strategy. If I may say so, then professional development programs should form an integral part of the company’s policy - both internal ( most advanced training programs), and external ( maintaining connections with leading universities and screening potential candidates even before they join the organization’s team)
It should be recognized that the accents modern economy are gradually shifting from the “mechanical economy” of production to the “information economy,” that is, an economic system that is built, first of all, on highly qualified specialists, professionals in their industries. It would be unnecessary to add that the high qualifications of any specialist are the result of work experience, education and continuous work on oneself. Assisting in this process is the ethical task of any HR manager. Thus, it can be stated that a system of advanced training is absolutely necessary for any organization that wants to enter the new economic system as an equal participant.
Perhaps the most difficult management task falls on the shoulders of the HR manager. Economic processes can be planned and partly anticipated - this is part of the job responsibilities of sales, development and marketing managers. You can manage transport flows - this is what logistics specialists do. At the same time, managing people, the very people on whom any successful organization rests, is a task of a completely different order. An effective HR manager needs to combine the mathematical art of management with the qualities of a professional psychologist.
In this regard, it is worth mentioning the undoubted connection between the issues of personnel motivation and professional development. To put it simply, the main task of the HR manager can be considered the following formulation: “To ensure that staff are interested in constantly improving their professional qualities - provided that this will benefit the organization and will be an additional incentive for employees to work at this organization."
List of used literature
Labor Economics, Textbook / V.V. Adamchuk, Yu.P. Kokin, R.A. Yakovlev; Edited by V.V. Adamchuk. - M.: CJSC [!!! In accordance with Federal Law-99 dated 05/05/2014, this form was replaced with a non-public one joint stock company] “Finstatinform”, 2002 - 431 p.
Adamchuk V.V., Romanov O.V., Sorokina M.V. Economics and sociology of labor: Textbook for universities. - M.: UNITY, 2003 - 343 p.
Organization and regulation of labor: Tutorial for universities / Ed. V.V. Adamchuk / VZFEI (Financial University). - M.: Finstatinform, 2000 - 301 p.
Economics of labor resources. Ed. V.D. Areshchenko. - M.: Higher School, 2004 - 305 p.
Economics: Textbook for universities / V.V. Adamchuk, T.P. Varna, V.V. Vorotnikova and others. Ed. prof. V.V. Adamchuk - M.: UNITY - DANA, 2002 - 254 p.
Intra-factory movement and turnover of workers / Ed. E.G. Antosenkova and Z.V. Kupriyanova. Novosibirsk Science, 2005 - 403 p.
Genkin B.M. Economics and sociology of labor: Textbook for universities. 2nd edition - M.: Publishing group NORMA - INFRA.M., 2000 - 403 p.
Kibanov A.L. Organizational personnel management. M.: INFRA-M., 2001-572p.
Prykin B.V. Economic analysis of enterprises. Textbook for universities. - M.: UNITY-DANA, 2000 - 360 p.
10. Yu.V. Truminsky, A.A. Krylova. Enterprise personnel management. Publishing house.-M.: UNITY-DANA, 2002 - 495 p.
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Teaching methods in the advanced training system
When working with an adult audience, you must be prepared to use a variety of teaching methods depending on the goals, forms of training, subject matter, composition and level of training of students. The form of training, as a rule, is known in advance; it is prescribed in the schedule and curriculum. Note: the lecture, as the most common teaching method, is not always effective for an adult audience. Let us name the most productive methods for the system of advanced training. The task comes down to mastering them in practice. Presentation. A presentation is the activity of a teacher in transmitting information, in presenting any theories and principles. The forms of presentation are different and can vary from a regular lecture to some involvement of students in the educational process through the formulation of problem-based surveys and the organization of discussion. Application of a method To master any particular aspect of a theory or methodology. Advantages of the method
Teaching skills
To successfully work with an adult audience, a number of methodological techniques (skills) are required to ensure the effectiveness of speeches, contacts with the audience, and encouragement of listeners to active work. These skills include the correct use of speech (verbal) and non-speech (non-verbal) techniques of communication with the audience, preparation of materials for a speech. Among the verbal methods, the teacher can use:
- open (involving a detailed answer) and closed (answer “yes” or “no”) questions to listeners, stimulating their activity; paraphrasing (repeating previously expressed judgments in other words), allowing a deeper understanding of the essence of the problem; summing up, when the teacher summarizes the opinions of the students and draws conclusions based on them.
- As you speak, try to maintain eye contact with each member of the study group. Do not show any preference towards any person. Don't walk back and forth. Move around the audience without distracting the listeners' attention. Avoid fast steps and do not address the group from a place where you are difficult to see. React to student comments with a smile, nod, or other way to show that you are listening carefully. Stand in front of the group, do not sit - especially at the beginning of class. It is important to appear calm, confident and trusting to your listeners. It should be clear from your behavior that you are interested in what you are talking about. Look your listeners in the eyes. Use the pronouns “I”, “WE”, “YOU” when appropriate. Do not divide the audience into “us” and “strangers”. Use notes when appropriate. Do not memorize the speech or read it from sight. Keep track of the time to allow time for discussion.
- Ask questions that encourage participants to respond and provoke discussion. Open-ended questions can be especially useful for this, for example: “What do you think about...?”, “Why...?”, “How...?”, “What if...? " etc. If the answer to your question is simply “yes” or “no,” ask him: “Why do you think so?” Always ask students if they agree with a statement made in the group. Watch your speech, speak slowly and clearly. When conducting a lesson, you must provide such an environment that students talk more than you. Not only should there be your questions, participants can (and should) also answer each other’s questions. When one of them asks a question, ask: “Does anyone have an answer to this question?” Repeat listener statements, paraphrasing them in your own words. You can thereby check whether you understand their words correctly and emphasize the most important things in them. When conducting discussions and discussions, make sure that everyone understands the task and direct the discussion in the right direction. Make sure that participants have time to draw conclusions. Participate in summarizing and summarizing the results of discussions.
- If there is disagreement about what should be removed from the list, leave the option in question for a vote. Number the remaining options. Encourage voting for different options based on preference. (The group can set a maximum of "5 votes" per option.) Give group members time to write down their decision, then ask them to vote for each option by show of hands. Count the votes and write them down in the column next to the option.
Pros and cons relate to the current situation, opportunities and dangers - to proposed solutions, to the future. To do this, draw a circle, which is divided into 4 parts. In each part of the circle, also through brainstorming or small group discussion, the relevant factors are written down and then analyzed.
Lesson Objectives
It has already been said that an adult listener goes to master additional educational programs, setting certain goals for himself, connecting his life expectations with learning. He does not need training in general, but specific knowledge and skills that allow him to achieve the expected practical goals. Identifying the training needs of trainees is best done through interviews and questionnaires. Taking into account the identified training needs of students and, based on existing knowledge and experience, the training organizer must select (develop):
- training program; learning style (dependent, cooperative, independent); tasks solved at each phase of the learning cycle; teaching methods and techniques; teachers implementing individual areas of the program.
Literature: Dolzhenko Yu.A. Theoretical and methodological foundations of humanitarization of advanced training for teachers. Scientific and methodological manual. – Barnaul: AKIPKRO, 2003. – 143 p.
Training, retraining and advanced training of personnel: types and goals
Analysis of existing regulatory documents and legislative acts allows us to distinguish four types of vocational training within the framework of training and retraining of personnel, these are:
- · vocational training;
- · professional retraining;
- · advanced training;
- · learning a new profession
In accordance with Art. 21 Federal Law dated July 10, 1992 No. 3266-1 “On Education” (as amended on April 24, 2008), each of these types of professional training is used to achieve different goals, but all of them do not imply an increase in the educational level and do not replace training in the relevant professional educational institutions. Vocational education or training involves a crash course in the specific skills needed to perform a specific type of job or several types of jobs. Professional retraining is carried out on the basis of existing professional education using specially developed training programs aimed at:
- · Improving and raising the level of knowledge to perform tasks within the framework of a new type of professional activity;
- · Obtaining additional qualification skills
The goals that are achieved through advanced training are updating previously acquired practical and theoretical knowledge, bringing them into line with modern standards. Obtaining a second new profession is possible only for those workers whose professions are blue-collar
The definitions for these types of training and retraining are contained in clause 14 of the Model Regulations on Continuous Professional and Economic Training of Personnel of the National Economy, approved. Resolution of the State Committee for Labor of the USSR, State Education of the USSR, Secretariat of the All-Union Central Council of Trade Unions dated June 15, 1988 N 369/92-14-147/20/18-22. This document applies only to the extent that it does not contradict the provisions Labor Code RF
Sometimes it may happen that you invest more in one employee in whom you see growth potential. In one of the materials electronic journal“HR Director” we told how to avoid claims from inspection authorities in this case
Rights and obligations of the employer regarding training and retraining of personnel
Personnel training and staff development are part of the system of labor law relations and, although they are directly related to them, they are a separate category of legal relations and are formalized by a separate agreement between the employee and the employer. At the same time, training and retraining are not considered as a direct responsibility of the employee, but only as an auxiliary tool with which the quality of his work can be improved within the framework of his job responsibilities.
In Art. 197 of the Labor Code of the Russian Federation, the employee is assigned the right to professional training, retraining and advanced training, including training in new professions. But the content of this article does not allow us to unequivocally state that the employee has the right to demand from the employer a referral to training or advanced training courses. The decision on the extent to which personnel training and advanced training is determined by production needs is made by the employer, taking into account both needs and financial opportunities. This right of the employer is enshrined in Article 196 of the Labor Code of the Russian Federation. Therefore, a specific employee should consider the right to on-the-job training as a potentially available opportunity, without making any claims to the employer.
Rights and obligations of the employer for training and retraining of personnel, in accordance with Part 2 of Art. 197 of the Labor Code of the Russian Federation, can only be implemented by concluding a bilateral agreement, the second party of which is the employee. According to the law, the consent of both parties is required to conclude such a document. Therefore, when one of them - the employer - does not give such consent, the contract is simply impossible to draw up. That is, the employee has the right to contact the employer with a request for professional retraining or advanced training, but the employer also has the right to refuse him this.
It should be noted that there are some categories of workers and professions for which professional retraining is prerequisite to perform work duties. Such workers, for example, include doctors and pharmacists, scientific and pedagogical personnel, transport workers, who at certain intervals must confirm their professional suitability with certificates and certificates that are issued after completing the training course
Be careful when sending an employee to training on weekends. This way you can train an employee without interrupting his main job, but you should remember to comply with all requirements, for example, payment of a stipend
Training and advanced training of personnel at the enterprise
In the case where training, retraining and advanced training of personnel is not mandatory and the decision on this is made by the employer, the enterprise must draw up a package of documents regulating the procedure for professional training and advanced training of personnel. The conditions and procedure for training must be established by a collective agreement, an additional agreement to it, or be specified in the text of the concluded employment contracts, in accordance with Part 2 of Art. 196 Labor Code of the Russian Federation
The enterprise also needs to develop and approve a local regulatory act - Regulations on advanced training, training and retraining of personnel, draw up a personnel training plan, which should indicate the reasons and goals of professional training. If the training will be external, you must select educational institution, having a certificate and a suitable educational program, and enter into an agreement with him for the provision of paid services. The customer in this case is the employer. An agreement should also be concluded with employees who will be sent for training or an additional agreement to the employment contract should be drawn up.
How to draw up regulations on advanced training, training and retraining of personnel
In this local regulatory act, which is an annex to the collective agreement, it will be necessary to determine how many employees will be sent annually to training and what will be the procedure for financing it. The regulations must provide a list of types of vocational training and those thematic areas in which training will be provided at the expense of the enterprise, as well as indicate those categories of employees who can improve their professional level on their own initiative and at their own expense
The Regulations should include sections such as:
- · general provisions and scope;
- · types and purposes of training;
- · organization of professional training, retraining and advanced training;
- · the procedure for the formation and work of the qualification commission;
- · the procedure for drawing up and executing a student agreement;
- · final provisions
You will find even more interesting materials on the topic in the “Personnel Development” section of the website.
To avoid disagreements with the document, you can include a section that will explain the abbreviations and provide a glossary of the terms used. As appendices to the Regulations, it is necessary to draw up a list of professions and specialties that will need to undergo training, as well as provide forms of such documents as:
- · Student agreement;
- · Service memo on the need to obtain additional professional education;
- · Performance characteristics of the employee sent for training;
- · Evaluation sheet;
- · Diary of internship or industrial training;
- · Work order for practical work