Основы управления персоналом (на английском языке). Учебное пособие
.pdfman were among the first to formulate the idea that the best companies are learning companies. Following them, P. Senge, T. Boydel, E. Deming, R. Revan and other researchers began actively to address this topic.
Currently, the concept of a "learning organization" is becoming increasingly popular in Russia. According to this concept, the distinctive feature of the learning organization is that it not only acquires new knowledge, but also studies the process of obtaining it and allows its employees to practically realize this knowledge. In other words, the trainee is an organization in which people consciously study, study and improve the learning process themselves, and consciously change the surrounding reality.
Thus, the key idea of the concept is that the efficiency of the enterprise's activity depends not so much on the accumulation and use of solutions already found, as on the development of its own skills in resolving issues, on the ability of the organization's personnel to learn from their own experience.
Professional qualities of the employee are determined by a number of factors: general basic education, special professional education, acquired skills, experience and experience of work, as well as personal and social qualities.
The main factors determining the need for and importance of staff training are the following:
-training contributes to the increase of the level of labor motivation, the commitment of the staff of their organization and its involvement in its affairs, the creation of a favorable climate in the organization; well-planned and organized work on training can become for the organization a pledge of the company's success in achieving its short-term and long-term goals, in increasing competitiveness;
-training plays a significant role in increasing the value of human resources. For many large Western companies, the vocational training budget has become the largest after-wage expense item and amounts to billions of dollars. Individual companies create their own universities and institutes for the training and retraining of personnel;
-improving the skills of the employee gives him additional opportunities for professional growth both inside and outside the organization, making it more competitive in the labor market.
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Training of personnel performs an important dual function: the best use of the employee and his motivation. The objectives of training from the perspective of the employer and the employee are different.
Training planning is an integral part of overall workforce planning, along with the calculation of staffing requirements, the development of recruitment plans, career planning.
There are three types of training: training, professional development and retraining of personnel.
Staff training - systematic and organized training and the production of qualified personnel of the day of all fields of activity, possessing a set of special knowledge, skills, skills and methods of communication.
Staff development is the improvement of knowledge, skills, skills and communication in connection with the growth of requirements for the profession or promotion.
Retraining of personnel is the mastering of new knowledge, skills, skills and ways of communication in connection with mastering a new profession or changing requirements for the content and results of work.
Forms of vocational training, retraining and qualification of employees, a list of necessary occupations and specialties are determined by the employer with consideration of the opinion of the representative body of workers. In cases stipulated by federal laws and other normative legal acts, the employer is obliged to carry out raising the qualifications of employees, if this is a condition for the performance of certain activities by them.
For workers who undergo professional training, the employer must create the necessary conditions for combining work with training, provide the guarantees provided by federal laws, conclude a student contract.
The employer has the right to conclude a student contract for vocational training with a person who is looking for a job, and with the employee of his organization - to retrain without leaving the job. The contract with the person seeking employment is civil law and is governed by civil law and other civil law norms. The student's contract with the worker is additional to the current employment contract and is regulated by labor law and labor law norms.
The organization of apprenticeship can be carried out at the enterprise in the form of individual, brigade, course training and in other forms. In the
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Russian Federation, the initial training of young workers is carried out in the system of vocational education and includes two main forms of education:
-in state educational institutions of primary and secondary vocational education;
-directly at enterprises and organizations with various forms of owner-
ship.
Domestic and foreign experience has developed three concepts for training personnel.
1. The concept of specialized training, oriented to the present day or the near future and related to the relevant workplace. Such training is effective for a relatively short period of time, but from the perspective of the employee promotes the preservation of the workplace, and also strengthens self-esteem.
2.The concept of multidisciplinary training is effective from the economic point of view, as it increases the in-production and non-productive mobility of the employee. The employee has the choice and therefore is less attached to the workplace.
3. The concept of training focused on the individual, is aimed at the development of human qualities inherent in nature or acquired in practice. Refers to people prone to scientific research and talented leader, teacher, etc.
The main areas of work of the EMS on the organization of training: 1. Determine the need for training.
2. Setting training objectives.
3. Definition of the content, forms and methods of teaching and resources.
4. Choice or training of teachers.
5. Carrying out of preparatory measures.
6. Conducting training.
7. Evaluation of the effectiveness of training.
In order for the training to be effective, its basis should be the following principles:
1. accounting for the initial level of knowledge of students; 2. feedback;
3. Practical training of acquired knowledge and skills;
4. transfer of acquired knowledge and skills to working conditions; 5. the relevance of learning outcomes;
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6.formation and maintenance of high motivation to learn;
7.reinforcement of training in remuneration;
8.Knowledge control and correction of training.
Studies show that the success of a vocational training program is 80% dependent on its training and 20% on the willingness and ability of students. Training will be equally ineffective in the case of treating it as a "paid vacation" or as a "punishment". Therefore, the Human Resources Department should pay special attention to the creation of an appropriate attitude to the planned training. The following factors can motivate employees to actively participate in the vocational training program:
•the desire to retain work, to remain in the position held;
•the desire to get a promotion or to take another position;
•interest in increasing wages;
•interest in the very process of mastering new knowledge and skills;
•desire to establish contacts with other participants in the program. Understanding how professional training can be of interest to the em-
ployee, allows him to adequately present to him information about the upcoming program. In this case, the head of the unit in which the employee sent for training should play a decisive role. As a rule, the leader understands his motivation better than others and has the opportunity to coordinate the employee's interests with the forthcoming course.
It is also important to determine the ability of an employee to participate in a specific vocational training course, i.e. degree of its preparedness. Indirect indicators of this are the level of education, professional experience, the results of attestation.
Quite often, preliminary testing of candidates for participation in the training course is used. The presence in the group of even one insufficient (or too) trained participant can significantly reduce the effectiveness of the entire course.
Thus, the tasks of personnel training presuppose the improvement of existing skills and the mastering of new skills, more complex works, the mastering of new technology and technology, the study of the most rational methods based on the experience of advanced production, the achievement of quality indicators, the mastering of new methods and methods of labor and its organization.
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6.3. The concept of personnel development management
The key point in the management of development is the definition of the organization's needs in this area. It is a matter of identifying a discrepancy between the professional knowledge and skills that the organization's personnel must have for the realization of its goals and those that it actually possesses. Determining the development needs of an individual employee requires the joint efforts of the staff development department, the employee himself and his supervisor.
Each of the parties brings their own vision into this issue, determined by its position in the organization and the role in the process of professional development.
The development of personnel in the organization should take into account the individual and social development of the employee, contribute to his career.
There are several methods and types of training,
When the most important factor of development is the development of the skills of employees, a development plan is drawn up, which is also called the educational plan.
In terms of development, two most important points are usually indicat-
ed:
1. development goals, which are subdivided by;
-workplaces, contain specific positions that must be occupied after the implementation of the development plan;
-professions, indicate specific professions without indicating specific positions;
-Areas that define specific knowledge that must be acquired under this development plan and do not have a direct relationship to any post;
2. the measures necessary to achieve the above goals, on the part of:
-enterprises that are conducted during working hours and financed by the employer (taken into account in terms of personnel costs), for example, enterprise training, daytime courses and seminars outside the company, participation in scientific congresses, systematic variation of classes, internship
or assistant activities;
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-employees who are accepted by them in their spare time and are fully or mainly financed by them, for example, education in an evening school, self-study, correspondence education in a university, instruction in correspondence courses or listening to a television course of lectures.
There are two types of development plans; standard and individual. Standard development plan. If several or even many employees are
needed to achieve one or several development goals, it is recommended not to develop an individual development plan for each of them, but to work with standard plans. Standard plans should be applied only where:
-the initial conditions are the same;
-there are workers who can develop according to similar plans.
If there are no such prerequisites, it is recommended to develop an individual development plan that takes into account the individual qualities of each employee.
Planning the development of the specialty. If there is no suitable employee available for a vacant workplace or other employees are hired for other reasons, it is necessary, especially in the case of management positions, to draw up a plan for mastering the specialty of a new employee.
Mastering a specialty covers simultaneously several tasks that are to be performed:
-acquaintance with the enterprise;
-fulfillment of the proposed tasks;
-mastering a specialty in an unfamiliar workplace
-study of unfamiliar methods and technologies;
-acquaintance with managers, colleagues and other employees. The specialization plan may include:
-presentation of a new employee to all employees of the enterprise, with whom he will constantly interact, in a brief introductory conversation;
-Conducting interviews with those officials whose competence and field of activity are relevant to the work of the new employee;
-participation in discussions and conferences related to the performance of functions as a new employee and necessary for the development of a new workplace.
Performance of job duties requires employees to know the working procedures and methods, the products and services provided, the ability to work
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on installed equipment, etc. The training needs related to the performance of production duties are determined on the basis of the requests of the heads of departments and employees themselves, by conducting interviews with managers and specialists (the training department sends out a questionnaire with the request to indicate in it the requirements for professional training), analysis of the organization's performance, . Taking into account the development strategy of the enterprise and the collected applications, prospective and current annual training plans for personnel are being developed (developed). At the same time, the principle is based on the principle of continuity of professional development of each employee during his entire production activity at the firm. The system of continuous corporate professional education of managers and specialists assumes the following main types of training:
-primary training of persons employed;
-annual training on topical issues of professional activity of managers and specialists;
-periodic training (in accordance with the needs, but not less than the periodicity established for each category of persons) for special professional educational programs to maintain the qualifications of the entire contingent of managers and specialists at a level sufficient for the effective performance of official duties;
-training of persons preparing for official displacements (appointment to a higher position or position of a different profile).
Specific individual professional educational programs of managers and specialists, forms of education, terms of training are determined by the personnel service in agreement with their managers and, as a rule, with the employees themselves.
The direction of each manager and specialist for training should be preceded by an assessment of their professionalism and creativity, the effectiveness of their performance of their duties, as well as the determination of the appropriateness and need for training, the development of an individual vocational training plan.
The goal and the program (content) of training should be timely communicated to the employee sent for training, the theme of the final work (if such work is provided for in the curriculum) is coordinated with him, aimed
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at increasing the efficiency of his work, the unit, the enterprise where he works.
Depending on the goals and objectives of the training, there are several established and accepted worldwide forms and methods of teaching. The most common are:
1.Training in the recruitment of managers and professionals, first taken to work, is conducted to study the specifics of the enterprise, the organization of production, economics, technology, social conditions of work, safety and industrial sanitation, environmental requirements. Training in hiring (primary education) is, as a rule, after registration of documents for employment. Duration of training is 7-14 days. Successful completion of primary education ensures admission to work for a particular position or specialty in accordance with the order in force at the enterprise.
2.Annual training for managers and specialists is conducted to familiarize them with new technology and advanced technologies, effective methods of management and analysis of production, innovations in production and in the field of human resource management. Annual training is organized in the form of several modules of programs, the duration of training for which 1-3 days.
3.Advanced training is conducted to update the theoretical and practical knowledge, skills and skills of managers and specialists in accordance with the ever-increasing demands of state educational standards and the specifics of production development. It is organized throughout the whole work activity of employees as required in accordance with the frequency established for each category of persons.
4.Internship is a form of training, in the process of which professional knowledge, skills and skills obtained as a result of theoretical preparation are fixed in practice. It is also carried out to study best practices, acquire professional and managerial skills to fulfill responsibilities for a position held or higher. Internship can be both an independent unit of additional vocational education, and one of the sections of the curriculum for advanced training and retraining of a leader or specialist. It is organized both in the Russian Federation and abroad at enterprises, in companies, leading research organizations, educational institutions, consulting firms.
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5.Professional retraining is aimed at obtaining by managers and specialists additional knowledge, skills and skills in educational programs that provide for the study of individual disciplines, sections of science, technology and technology necessary to carry out a new type of professional activity. Based on the results of professional retraining, managers and specialists receive a diploma or a state-recognized certificate that certifies their right (qualification) to conduct professional activities in a certain field. The content of retraining is determined by the head of the enterprise, directing the employee to training. The procedure and conditions for professional retraining of managers and specialists are determined by the Ministry of General and Professional Education, implementing a unified state policy in the field of additional professional education.
6.Retraining of managers and specialists is conducted to obtain a second education in a new specialty or qualification on the basis of available higher or secondary vocational education. It is carried out respectively in educational institutions of higher or secondary vocational education. Leaders and specialists who have been retrained are given a state diploma on the education of the established sample.
The following state documents are issued to managers and specialists who have completed the training course on additional professional educational programs, educational institutions of advanced training:
- Certificate of professional development for persons who have completed short-term training or who participated in the thematic and problem workshops on the program in the amount of 72-100 hours;
- certificate of professional development for persons who have completed training under the program in the amount of more than 100 hours;
- Diploma of professional retraining for persons who have completed training under the program for more than 500 hours.
The greatest controversy among theorists and especially among practitioners is the issue of effectiveness (economic and social) training. Until now, many managers do not see a direct relationship between learning and increasing production efficiency. This is primarily due to the fact that the assessment of the economic effectiveness of education is currently interfaced with difficulties and can be only approximate until they are overcome. These difficulties are related both to the transitional state of the Russian economy and to
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the undeveloped methodology for assessing the economic effect of certain measures, as well as to the lack of an approved and approved normative framework for calculating economic efficiency.
Training of employees is a multifunctional process that influences the various components of the activities of enterprises. Directly on the scale, progress and results of training depends: current and future performance of the enterprise; current and future costs associated with the activities of the enterprise; the level of risk in the activities of enterprises and organizations of the industry from incompetent actions of personnel. The result of the training system is rarely unambiguous. So, if we are talking about the system of training employees, the result can be assessed either by the economic consequences of raising the level of knowledge and skills (skills) of specialists, either by changing the social level of workers, or by other parameters.
Possible goals of calculating the economic efficiency of the learning process:
a)determination of the optimal amount of training costs as part of the total cost of production;
b)making decisions on the development of forms and methods of teach-
ing;
c)comparison of different technology options and the tool base for train-
ing;
d)comparison of the economic efficiency of training with the economic efficiency of other possible investments of enterprise funds, providing a comparable increase in the efficiency of the main production. In general, the economic efficiency of any event held at the site is determined by the ratio between the indicators describing the full result of the activity of the studied object after the start of the event and the indicators characterizing the total costs associated with the activity of the facility (for the same period).
Cost indicators in assessing economic efficiency are selected in practice so that they allow summation, bringing to one point in time and reflecting the share of the event in question in total costs. In this case, the indicator of the economic efficiency of an activity is the difference between the value of its contribution to the increase in the result of the activity of the object and the amount of costs. The economic efficiency of training is determined by the ratio between the total costs for the organization and conduct of the educational
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