In any performance appraisal system, the result includes both performance feedback and development plans aimed at improving the performance of an individual employee in the future. There are three related roles in which a manager can be involved in the feedback and development process: counseling, coaching, and mentoring.

Mentoring is a process in which one person (the mentor) is responsible for the promotion and development of another person (the novice or mentee) outside of the normal manager-subordinate relationship.

Consulting. Individual counseling means listening to the individual worker and allowing him to find ways to solve a problem or reduce anxiety in areas that matter to him.

Counseling is the process of recognizing the developmental needs of an individual employee and providing an opportunity for him (her) to explore ways to meet these needs.

training is a set of means by which knowledge, procedures and thoughts are transformed into practical actions. Training has a number of additional meanings:

a systematic approach that provides for the development of certain skills in combination with increased employee motivation to improve work;

a process in which one trains another in the basics of his activities through intensive training, demonstration and practical work;

daily training and guidance to improve the efficiency of performing activities.

3. Development of human resources is a complex and continuous process of comprehensive development of the personality of the employees of the organization in order to increase the efficiency of their work.

For managers, the daily tasks of working directly with employees as assessor, consultant, interviewer, mentor and educator are combined with active involvement in developing, supporting and overseeing the human resource development process. By setting options in which managerial roles are reversed, they not only need to practice skills interpersonal communication but also to participate in setting the context and creating the structure in which such skills are revealed. Managers are responsible for both effective relationships and effective human resource development systems.

Understanding the process of human resource development will help to integrate all stages of the process of adaptation of personnel in the organization

13. Determining the need for staff training

Essence, goals, alternatives and stages of staff training. Place of training in the personnel management system. Features of adult education. Analysis of the needs for personnel training, taking into account the goals and objectives of: a) organizations, b) divisions, c) individuals. Taking into account the demographic composition of the staff and the results of the work of performers when determining the need for training. Selection of an educational service provider in accordance with ISO 9001:2000. Types of companies providing educational and training services. Algorithm of actions for choosing providers of educational services. Criteria for choosing a provider of educational services. The content of the "case" of the educational service provider.

Understanding the need for staff training arises from the owner: the business as the development of his enterprise. Changing environmental conditions (legislative norms, tax policy, actions of competitors and suppliers) and internal transformations (change of ownership, organizational structure, etc.) require a qualitative improvement in the actions taken by employees, and for this, employees need new knowledge and skills. skills.

Training of personnel for most Russian organizations in our time is of particular importance. This is due to the fact that work in the current market conditions places high demands on the level of staff qualifications, knowledge and skills of employees: the knowledge, skills, attitudes that helped the staff to work successfully yesterday are losing their effectiveness today. Both external conditions (economic policy of the state, legislation and taxation system, new competitors appear, etc.) and internal conditions for the functioning of the organization (restructuring of enterprises, technological changes, the emergence of new jobs, etc.) change very quickly, which puts most Russian organizations are faced with the need to prepare personnel for today's and tomorrow's changes.

The increasing role of learning in the processes of organizational change in organizational development is due to the following factors:

1.Personnel training is the most important means of achieving the strategic goals of the organization. Success in the implementation of the most important strategic goals of the organization largely depends on the extent to which the staff is aware of the content of the strategic goals and how prepared they are to work to achieve them. Training of all categories of employees is designed to contribute to the successful achievement of long-term and short-term organizational goals.

2. Training is the most important means of adding value to an organization's human resources. Many organizations do not train their staff, because they do not consider this item of expenditure as a necessary expenditure of financial resources, believing that they can easily do without it. However, sooner or later, the management of any organization will inevitably have to face the fact that if you do not invest in increasing the level of knowledge and skills of your employees, then the return on the organization's human resources will be less and less every year.

3. Organizational change is impossible without staff training. The work that many organizations are doing to improve their competitiveness is impossible without the use of new, modern equipment, without the introduction of more efficient technologies and methods of work and management methods. Technological changes and the setting of new organizational goals can radically change the content of the work of various categories of workers - from top management to ordinary personnel - and this requires additional knowledge, the development of necessary skills, and a revision of old approaches to work.

Goals, objectives and stages of training

Often the company's management sets the task for the personnel service to create a system corporate training, the purpose of which is both to meet the needs of departments in improving the skills of employees, and to increase the efficiency of the enterprise as a whole. In this case, the HR manager needs to develop and implement all elements of the system in the company.

Stages of corporate training cycle

Corporate training is usually carried out in 5 stages. If you miss even one of them, the quality of training can be significantly reduced.

1. Analysis of training needs

The effectiveness of training as a whole will depend on how competently the training needs of an employee are identified. On the this stage The HR manager needs to work closely with the heads of departments and the employees themselves. It is important to understand that the need for training must be consistent with the development strategy of the entire company. It must be identified and analyzed in such a way that the training manager has a clear idea of ​​what skills employees lack and what they should be taught.

Training needs can be identified in a variety of ways, the main ones being:

Results of regular evaluation (or attestation) activities;

The results of the selection interview for employment;

The results of the employee's probationary period;

Interviewing department heads and top managers;

Analysis of questionnaires filled out by employees;

Changes in the external environment in which the organization exists.

It should be remembered that training programs are not always the most

effective way to solve a problem.

2. Training planning

At this stage, the tasks of the HR manager or training manager are:

Determining the goals and objectives of the training or seminar;

Definition of participants;

Choice of the form of training and the future provider;

Performing functions related to event budgeting.

If the company has a training center or qualified personnel service specialists, then the provider is not selected, and the training program is prepared by internal specialists.

H. Development curriculum

At this stage, the training program is adapted to the specifics

companies. It includes activities related to refining the content of the program, gathering participants' expectations, choosing teaching methods and preparing training materials.

Even if the training itself will be conducted by an involved trainer or training company, the task of the personnel manager is to understand and control the services provided, since the responsibility for the training still lies with his department.

4. Conducting training .

In order for the training to be carried out at a high level, all

little things. At this stage, an employee of the personnel service solves organizational issues related to the choice of a place of study, preparation of an audience and equipment, and also interacts with future participants: informs employees about training and, if necessary, motivates them to study.

5. Assessment of learning outcomes

The stage of evaluating the effectiveness of training is the final one. The success of the training depends on whether it has achieved goals and objectives set before it. The most applicable at this stage are the methodologies for evaluating the effectiveness of Donald Kirkpatrick and Jack Philips

Types of training

1. Product, service, assortment training

2. Business skills training

A skill is an action that, through systematic repetition, can turn into almost a conditioned reflex, helping to achieve goals on a subconscious level.

Consultants define three categories of business skills:

self-management;

People management;

Business management.

3. Functional and production training

The purpose of training is to improve the employee's qualifications by mastering new professional information and improving professional skills

Place of training in the personnel management system

Staff training is not an end in itself for the organization. It should be inextricably linked with the processes of organizational development, with the strategic goals of the organization, ensuring the maximum readiness of people working in the organization to solve the problems they face.

Personnel management should not only be linked to the goals of the organization, but also lined up as one system, which suggests the interconnection and interdependence of various areas of work in this area. If personnel management is built as a system, then each specific area of ​​\u200b\u200bthis activity (selection, i.e. providing information about the qualifications of employees and determining their need for

learning; career planning, i.e. determining the needs of employees

in training and possible ways of their advancement in the organization; adaptation, i.e. introducing new workers into the organization and into the working environment; facilitation of the process, entry into the organization, position and team, staff training itself, i.e. providing employees with knowledge

and the skills necessary to work in accordance with established

standards and training of workers for more complex work; analysis professional activity, i.e. job descriptions describe the qualification requirements for employees, determining what training is necessary for successful work; remuneration, when additional knowledge and skills imply a higher level of remuneration, as well as performance appraisal, when the definition of work standards and

the establishment of criteria for evaluating the performance of different categories of personnel provide information to determine or clarify the needs of employees in training.

All these areas should be subordinated to a single common goal - to ensure the effective operation of the organization and its development. In this sense, training, being a reflection of the organizational philosophy of management, is subordinate to and supports all other areas of work. On the other hand, training itself creates the prerequisites for solving new and more complex tasks due to the fact that the staff masters new approaches to work, new knowledge and skills. The place of learning in the UE system is central.

The system of training and advanced training is effective only if it is closely connected with the most important areas of work in personnel management - the system of labor incentives (a set of measures to influence motivation: wages, bonuses, benefits, moral incentives, etc.), work with a reserve for leadership positions, personnel development programs, etc.

Learning Responsibility

Personnel training requires the support and commitment of top officials of the organization. Exceptionally dangerous for the health of the organization is the attitude to personnel training as such a line of work, which is outside the responsibility of the top management of the company. Support and cooperation from top management, based on an understanding of what training can bring to the organization, is the most important condition for the successful organization of staff training. The clearer the management of the organization sees the goals of personnel training, the better it will understand the possible benefits associated with their achievement, the higher will be its interest in actively solving the whole range of issues in the field of training.

Responsibility for the organization of practical work on personnel training is usually shared between specialists of personnel services (psychologists, methodologists) and managers of different levels. However, if managers are responsible for identification of training needs, referral for the training of employees of their department and the relevance of the results of training in the workplace, then HR specialists are mainly responsible for preparation and practical organization of training and implementation of training programs different categories of personnel of individual departments and the organization as a whole.

Supporting training with special programs that give employees greater opportunities for career development after completing the training, and the demand for acquired knowledge and skills in the process of work are the steps that help to consolidate trained personnel in the organization.

Determination of training needs

Unfortunately, today a typical situation is when the organization does not pay enough attention to identifying the training needs of various categories of employees. This happens not because it is considered unnecessary, but simply because the organization does not have documents and regulations that regulate the procedure or technology for identifying this need.

Many organizations do not link promotion to the need for an employee to undergo training designed to prepare him for work in a new position, for solving a new range of tasks.

Need for training of various categories of personnel of the organization is determined both by the requirements of the work or the interests of the organization, and by the individual characteristics of employees. The need for training, the acquisition of new knowledge and the development of certain professional skills is influenced by age, work experience, ability level, features of labor motivation and other factors.

A more complete account of differences in the level of training of participants in the training allows you to achieve a reduction in the costs of the organization and more rational use of the time of the employees undergoing training. Students can start learning from different levels (stages) of the program, depending on the level of their knowledge and the degree of preparedness for mastering the material. Methods for determining the needs of employees of the organization for training

In order to determine the content and methods of training that can help achieve the goals of the organization and the goals of training, it is necessary to establish the qualitative and quantitative need for training of the main categories of employees. quality(what to teach, what skills to develop) and quantitative(how many employees of different categories need training) need for training can be identified by the following methods:

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

Regular evaluation of performance (certification). In the course of regular assessment of performance (attestation), not only strengths, but also weaknesses in the work of a particular person can be found. For example, low marks for employees of a certain professional group in the column "professional knowledge" show that for this category of workers there is a need for training. After that, a decision can be made on the need for training and determining the specific form and content of training.

3. Analysis of long-term and short-term plans organization and plans of individual units and determining what level of qualification and professional training of personnel is necessary for their successful implementation. What should be the training (content, methods used) that will allow employees to achieve the required level of qualification and vocational training?

4. Monitoring the work of staff. The non-compliance of personnel work with established standards and requirements of job descriptions revealed as a result of observation may be an indicator of the need for appropriate training.

5. Analysis of problems that hinder effective work. If the organization has problems associated with poor performance, with marriage, with safety violations, with unreasonably large losses of time, then this information can also be used both in the preparation of training programs and to justify an application for training of certain categories of personnel .

6. Collection and analysis of applications for staff training from department heads.

7. Employee suggestions. Such proposals can be collected with the help of surveys or questionnaires of employees.

8. Organization of work with a personnel reserve and work on career planning. In the process of working with the personnel reserve and when planning the career of employees of the organization, HR specialists receive additional information about the training needs of different categories of personnel.

9. Identification of factors influencing the work of personnel. For example, changing standards or introducing new procedures and new equipment often requires additional training.

Selection and preparation of educational service providers.

Currently, the Ministry of Education of the Russian Federation and consumers have created documentation for choosing a provider of educational services in accordance with the requirements of GOST R ISO 9001-2000 and its certification.

Educational service - a set of purposefully created offered opportunities to acquire knowledge and skills in order to meet educational needs. According to their goals and content, educational services are divided into professional, focused on the needs of the labor market and related to the reproduction of the labor force, social, focused on the needs of the development of organizations and social communities, and socio-cultural, focused on the needs of human development.

A training manager or a training manager may be involved to carry out training tasks. But special structures can also be created:

Personnel Training Department;

Training Center;

Corporate University;

The organizational structure, which is determined by the tasks that the HR director sets for the new department.

Personnel training department

Most often, training departments do not have an internal trainer on their staff and are engaged in identifying training needs and administering it, i.e., searching and selecting external providers, organizing trainings.

Training Center

The training center always has a full-time trainer who is responsible for developing and delivering training. The work of the center begins with the preparation of the most demanded programs in the company. It can be conducting classes for so many employees who came to work, trainings on sales and work with clients, merchandising, etc.

Teachers are selected on the basis of such formal criteria as age, education or work experience, communication skills of candidates, the level of general development, the ability to clearly express one's thoughts and a desire to teach.

and "Introduction to Marketing" are conducted by specialists of the financial service and the marketing department; the specifics of working on high-tech equipment are trained by specialists of the technical service. The presence of functional trainers allows the company to train highly qualified specialists within the company in a growing business, and the functional trainers themselves receive an additional salary.

Corporate University is a strategic project of the company, its distinguishing features are: assistance in increasing the value of the company; use of business resources, combined knowledge and experience of employees; the presence of such a direction as knowledge management and innovation; availability of strategic programs of cooperation with universities, business schools;

scale: wider range of programs and target audiences; participation in business projects.

Benefits of internal coaches

Internal training specialists know their company well (its business, structure, corporate culture), they easily adapt and change programs to meet new needs, and their services are relatively cheap for the company. This is an effective solution in terms of long-term optimization of training costs.

The disadvantage of external partners is that they can also work for competitive organizations, and the choice of a future business partner is not so simple: you need to go through the stage of getting used to each other.

Choosing a training company and trainer

The conditions of the tender, i.e., the activities for the selection of a provider of educational services, must be determined in advance. An HR manager needs to find the best way to choose a training partner: there are now dozens of training companies on the recruitment market that at first glance offer the same product, but the quality and execution of training programs vary significantly.

First of all, it is necessary to determine the criteria for selecting a provider of educational services for the company, among which the main ones are:

List of clients of the company or trainer, their recommendations;

Availability of own methodological base;

Availability of a license for educational activities;

Number of full-time trainers, their qualifications;

Availability of an equipped classroom for training;

Availability of a tool for assessing the effectiveness of training;

Commercial terms, discount policy.

After several companies have been identified based on the results of the initial selection (it is recommended not to select more than five applicants), it is necessary to get acquainted with the trainers. It is no secret that it is the personality of the host of the program that mainly determines its success.

If possible, you should ask the trainer to conduct the program module in demo mode. An HR manager should pay attention to how the coach:

Motivates participants to perceive new information;

Manages the group and maintains a dialogue with it;

Presents the material;

Uses auxiliary materials (how harmoniously they complement what he says);

Uses effective methods of monitoring the assimilation of the material.

If for some reason it is not possible to observe the work of a coach, pay attention to the peculiarities of his behavior during a personal meeting:

Manner of speech, clarity of presentation of thoughts;

Oratory skills: the presence of rhetorical questions in speech, the construction of sentences, the volume and clarity of speech;

Ways of expressing emotions, using facial expressions, gestures;

The presence of positive energy;

The ability to defend your ideas.

Determining for the choice of a particular professional is how his beliefs and views are consistent with the interests of the organization.

Carrying out a set of preparatory measures

The preparation and conduct of training involves the implementation of a whole range of preparatory activities. If the training is conducted by external teachers:

* it is necessary to find an institution that will conduct studies;

* determine where the study will take place (outside the organization or on its territory);

* coordination of the training program offered by external teachers with representatives of the organization.

If the organization conducts training on its own: Preparation and approval of training programs; Determination of the composition of teachers. Conducting, if necessary, their special training or retraining. Preparation and/or reproduction of necessary materials for listeners.

Preparation of training facilities, necessary equipment and aids.

Solving issues of remuneration of teachers, ensure a sufficient level of their motivation.

Providing the educational process with the necessary consumables (raw materials, parts, components, stationery, etc.). Regardless of whether the organization conducts training with external teachers or in-house, training professionals have to solve the following preparatory tasks:

Formation of lists of study groups;

Informing trainees in advance about the goals and content of training;

Preparation of orders that release students from their main work for the duration of their studies.

Learning is not just getting new knowledge, getting to know new opportunities and new solutions. The result of training should be the ability of managers to find more and more effective solutions in everyday practice.

Features of adult education

The specificity of adult education is determined by the structure and content of their professional activities. Among the most important goals that adult education is designed to pursue are the following:

1. Give students the knowledge they need to successfully solve

the tasks ahead of them.

3. Training in the skills and abilities necessary for work.

4. Provide an opportunity to creatively rethink their daily work and stimulate the need for improved” own work.

5. To promote the development of students' attitudes that contribute to the successful achievement of the goals of the unit and the organization as a whole.

Considering the problem of adult education, it is necessary to take into account that we are talking about people who have already received education and have already formed as individuals.

An important goal in training adults is to help them understand their own attitude to work, dominant values ​​and priorities and overcome defensive behavior that prevents them from changing behavior patterns that have become ineffective.

Principles that create more favorable opportunities to influence the attitudes of adult learners and increase their willingness to use the knowledge gained in their own work. These are primarily the following principles:

1. Activity. Minimizing the use of lecture presentation of material during training and the widest possible use of active learning methods that require a high degree of activity and personal involvement of students in studying proccess(analysis of specific situations, business games, training exercises).

Focus on practical use of acquired knowledge, close connection of the content of classes with everyday management practice.

2. Teamwork.

3. Project work as a form of consolidation of acquired knowledge and development of teamwork skills.

For managers and specialists of NGOs. We are sure that our teamwork will be a step in achieving the goals set by the organizations. Training will be more effective if you take part in its preparation. When drawing up a training program, we will definitely take into account your needs and wishes.

1.Information about the organization

1. Name _________________________________________________________________________________________

2.Date of registration ____________________

3.Basic:

fields of activity (no more than 3) __________________________________ ________________________

objects of activity (no more than 3) ______________________________________________________________

4. Full name, position of the head _____________________________________________

__________________________________________________________________________

5.Contact information:

mailing address_____________________________________________

tel. (with locality code)_________________________________

email mail__________________________________________________________

2. Information about the specialist sent for training

1. Your last name, first name, patronymic ________________________________________________________________

2.How old are you?_____________________

3. What is the area of ​​your main professional activity (basic education)?_________________________________________________________________________________

4. How long have you been working in the NPO in general _______, in this organization ______________

5. What is the work in the organization for you from the material side:

Main source of funds ____________

Additional source of funds __________

Not a material source_________________

6. What position do you hold in the organization?_________

7. What are your functional tasks?____________________________________________________________

8. How many other specialists of the organization perform the same (close) functional tasks as you? _____________________________________________________________________

9. What are the main difficulties you face in the process of carrying out your activities? _________________________________________________________________________

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

10. In what trainings, seminars, courses and other educational events for

Have you participated in an NGO in the last 3 years?

Name of the training session	Training organizer	Study period (days, weeks)	Year of study

11. Who was the initiator of your training? (you yourself, the head of the organization, etc.)

12. Do you personally have a need for training?

If yes, please answer the following questions:

12.1 What theoretical knowledge would you like to receive (indicate topics/questions)?

________________________________________________________________________________________________________

12.2 What skills and abilities do you want to develop?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

12.3 What functional tasks will training on the topics/questions you named help solve?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Topic/Question

13. Who else in the organization will benefit from the information (knowledge, skills) you received while training on topics/issues that interest you? (transfer)____________________________________________________________________________

_________________________________________________________________________________________________

If so, will you be able to train them after completing the course (partially or fully)?

14. What additional resources might you need to use the learning outcomes?_________________________________________________________________________________________________

________________________________________________________________________________________________________

15. What clear result will demonstrate the application of the acquired knowledge, skills in practice? _________________________________________________________________________________________

________________________________________________________________________________________________________

16. Specify the format of training you want:

remotely

17. Information to contact you:

tel. (with locality code/mobile) _______________________________________________

email mail________________________________________________________________

Date of completion of the questionnaire ____________
We are waiting for your application at*****@***ru

1. 1. Form to fill out "Determining the need for training" QUESTIONNAIRE1. Full name of the department: __________________________________________________________________________________________________________________________________________________________________________2. Is the unit interested in training (upgrading) its employees? (mark "+") YES NO 1. What are the goals of the organization? 2. What tasks should be performed in order to achieve these goals? 3. How should an employee behave in order to fulfill the tasks assigned to him? 4. What gaps do employees have in skills, knowledge, attitudes to perform current and future tasks? 5. What exactly is the difference between the current and the desired situation? What areas (topics) of training are needed and relevant for the employees of your unit? Topic Category of employees in need of training Managers Employees of the OP (specify who exactly) (specify who exactly)
2. 2. Form to fill out "Determining the need for training"4. Specify the desired ways of obtaining knowledge in areas of interest to you (mark "+") Participation in training seminars, conferences, round tables, etc.Obtaining training materialsConsultation with expertsOther (please specify)5. What support/information from experts/trainers would you like to receive?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. Information about the person who filled out the questionnaire ________________________________________________________________ Position __________________________________________________ Personal signature _________________________________________________ THANK YOU FOR YOUR COOPERATION!

“Questionnaire for surveying employees to identify training needs We ask you to take part in a study that is being conducted during ...”

Employee Survey Questionnaire

to identify needs

in teaching

We ask you to take part in the study, which is carried out in all divisions of the company. This study will provide information to optimize the system of interaction in the company,

existing corporate culture.

To do this, you are invited to answer questions in which you can express your own opinion or select several options. Please answer as accurately, completely and sincerely as possible.

This study is anonymous, and its results will be used only in a generalized form, however, all opinions, even the most negative ones, are important to us.

You are asked questions about how you perceive the company and your role in it. In questions 1-3, please mark the correct answer or write the answer in the "Other" column.

How do you feel when you tell others that you work for a company?

Check only ONE answer:

Pride;

Talk about it with pleasure;

You do not experience any special experiences;

Some embarrassment, say "as if apologizing";

Prefer not to talk about it;

I think my role in the company is (check up to TWO options in each column):

So it is So it will be now in 2-3 years

1) performer - I am only responsible for my area of ​​work, “I do what they say”

2) the implementer - I am responsible for achieving the goals, I organize the work of other people to solve the tasks. For me, the main thing is to achieve the planned

3) administrator - I strictly monitor compliance with the established rules and regulations. For me, the main thing is that the established order is not violated.

4) idea generator - I offer solutions to problems, come up with something new. For me, the main thing is that there is no stagnation and monotony

5) communicator - I create a favorable psychological atmosphere in the team, I strive to do everything for the benefit of others, I do not allow conflicts, I fight for justice

6) expert - I am highly qualified in any professional area. I analyze the situation, think it over, determine all the pros and cons, offer all solutions, but, as a rule, I don’t make a decision myself

7) other:

At the moment I am satisfied with my role in the company:

1) YES 2) NO

In answering questions 4-11, you need to do the following:

Read the question and answer options carefully;

From the proposed answers, select several options that are typical for the team in which you work and for the company at the moment (as it really is). Check the selected answers with a tick in the columns "So it is now";

The answers in the columns "So it is now" and "So it should be" may or may not be the same;

If none of the answer options suits you, write your answer in the "Other" column.

–  –  –

2) those who occupy a higher position

3) those who are on good terms with management

4) the most responsible employees

5) a leader who is able to inspire the team

6) employees who have been working in the company for a long time and have earned the trust of management

7) power is distributed strictly in accordance with the approved rules, procedures, where it is written who has the right to what

8) all decisions are made by top management

9) in our team no one wants to make decisions, everyone tries to shift responsibility to someone else

10) other:

When employees encounter procedures and rules that interfere with them, they (in each column, select up to TWO answers):

1) break them if they have enough power to do so

2) appeal to management with a proposal to change the rules.

But as long as the rule is not changed (not canceled), follow it

3) break or circumvent the rules if it interferes with the work

4) ignore procedures

5) in spite of everything, obediently follow the rules and do nothing to change them

6) other:

How would you describe the leadership style in the department/company:

(choose up to TWO answers in each column):

2) the leader is able to make risky, non-standard decisions

3) the leader is cautious, always strives for safe solutions

4) the leader is a tyrant

5) for the leader, the main thing is to achieve the set goals 6) for the leader, the main thing is good relations in the team 7) for the leader, the main thing is to get the approval of higher management 8) the leader is strict but fair 9) the leader is incompetent - does not have sufficient knowledge in the professional field 10) the leader is soft, never punishes, tries to negotiate with everyone

11) other:

What is the style of control in the unit (in each column, select up to TWO answers):

This is how it is now, this is how it should be.

1) the manager sets the task and controls the result (does not interfere in the work process) 2) the manager controls how the employee performs the work, how much time he spends on it, with whom he communicates on work issues 3) the manager does not control the work, “leaves everything to chance”

4) the manager does not set tasks properly, but controls the work process

5) other:

How decisions are made (choose up to THREE answers in each column):

In our division In the company So is So So is So now it should be now it should be

1) decisions are made by the head alone, none of the employees is consulted 2) decisions are made collectively, after a general discussion and come into force if all team members agree with them 3) the head asks the opinion of subordinates on important issues, but final decision makes it himself 4) the existing regulations and procedures clearly describe who has the right to make what decision, what approvals are needed, etc. And in our team they strictly follow these rules 5) decisions are made promptly 6) decision-making is delayed, there are too many approvals, cumbersome procedures 7) "on the run", without careful study, based on superficial data

8) other:

Relationships between work groups or departments in a company can be characterized (in each column, select up to TWO answers):

–  –  –

1) competitive. Each division focuses only on its own interests. Employees do not want to negotiate with colleagues from other departments, make concessions, provide assistance 2) indifferent attitude towards other departments. No one takes the initiative to help another unit. But at the direction of higher management, they provide support and cooperate 3) cooperative relations, different departments actively cooperate to achieve common goals. Do everything possible to reduce bureaucracy in relationships

4) other:

In our department/company, it is customary to talk to colleagues (in each column, select up to TWO answers):

–  –  –

1) strictly formal, business-like 2) without much ceremony, like with comrades 3) politely, but not too formally 4) use obscene language 5) address each other only as you 6) Communication style depends on who you are with talking - with a boss, colleague or subordinate 7) people are rude to each other, get annoyed and do not choose expressions

8) other:

–  –  –

1) are resolved with the participation of senior managers 2) are resolved through discussions aimed at achieving better results in work. Solutions in conflict situations are accepted based on the interests of the case 3) are allowed in order to maintain good relations between people.

The main thing is that everyone stop swearing and treat each other well 4) are allowed, based on established, prescribed and well-known rules

5) other:

For questions 12–22, you must select one or more of the answers provided and mark them. If none of the proposed options suits you, write your answer in the “Other” column.

I believe that our division is hindered from working even more efficiently (tick no more than THREE answers):

1. lack of clearly defined goals;

2. constant change of goals and priorities;

3. too many rules, approvals, procedures, documents;

4. insufficient qualification of workers (lack of necessary knowledge and skills);

5. lack of help and support from the head;

6. unfavorable situation in the team (conflicts, unwillingness to help each other, etc.);

7. orders of management that do not correspond official duties employees;

8. unsatisfactory technical equipment and equipment;

9. uncomfortable working conditions;

10. irrational distribution of duties between employees;

11. the fact that duties are not distributed among employees at all;

12. excessive workload;

13. there is no interference. I think that our division is working quite effectively;

14. the fact that employees are not disciplined, lazy;

15. too loyal undemanding management;

16. unwillingness of employees to develop, improve their skills;

17. use of old methods of work, lack of "fresh" ideas;

18. other: _________________________________________________________________________________

__________________________________________________________________________________________

How much do you think the company is interested in its employees:

1. very interested;

2. not interested;

3. I have no opinion;

4. interested;

5. not interested at all;

6. other: _________________________________________________________________________________

–  –  –

Do you receive mutually exclusive instructions from different people:

1. never;

2. happens;

4. quite often

When problems arise, how free do you feel to ask your boss questions:

1. completely free;

2. do not feel freedom;

3. relatively free;

4. other: ________________________________________________________________________________

How clear are your job responsibilities?

1. completely clear;

2. not completely clear;

3. relatively clear;

Your assessment of the work distribution system:

1. very good;

2. normal;

3. bad;

4. other: _________________________________________________________________________________

How would you rate the level of teamwork in your department:

1. gorgeous;

2. medium;

3. no team work;

4. other: _________________________________________________________________________________

When you were appointed to the position, were you provided with training:

1. yes, the training was good;

2. the training was sufficient;

3. training was insufficient;

4. I mastered everything without outside help

How fair, in your opinion, is the internal promotion system:

5. fair;

6. not always;

7. mostly not fair;

8. other: ________________________________________________________________

In my opinion, our company (multiple marks possible):

1. a good place work for my children;

2. not the best place to work for my children;

3. bad place of work for my children;

4. a good place to work for persons aged ___ years;

5. not the best place to work for people aged ___ years;

6. bad place of work for persons aged ____ years;

7. a good place to work for young people;

8. not the best place to work for young people;

9. bad place of work for young people;

10. other: ________________________________________________________________

Thank you for your answers!

Key In order to assess which competencies employees have developed and which do not, as well as to identify their desire to learn and develop, use the table of correspondence between competencies and question numbers.

–  –  –

By analyzing the answers to questions 14, 15, 16, 17, 18, 19, you will find out if there are problems at the managerial level.

Question 12 is a generalizing one, with the help of which you can find out why the company is operating inefficiently.

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Unfortunately, today the situation when the organization does not pay enough attention to identifying the training needs of various categories of employees is quite typical. This is not because it is considered unnecessary, but simply due to the fact that we have long been accustomed to assessing the need for training by eye. Many organizations do not link the appointment to a new position or promotion with the need for an employee to undergo training designed to prepare him for work in a new place, for solving more complex and responsible tasks. If it is quite natural for Western companies that a manager who is promoted, before starting work in a new place, undergoes a training course that prepares him to perform new, more complex and responsible tasks, then for many Russian organizations the question of , what new knowledge is necessary for managers receiving a promotion, often not even put.

A systematic analysis of the training needs of various categories of personnel is necessary to determine which forms and methods of training will best meet the interests of the company. This analysis should follow from the strategic objectives of the company and the tasks facing individual divisions. Inattention to the work of identifying the need for employee training creates serious problems for the organization: it may be forced to pay for training that may not be necessary, distract employees from their main work, and as a result, instead of increasing the return on employees after the completion of the training program, they risk getting decreased interest in training and advanced training, unwillingness to think about their professional growth.

The need for training of various categories of personnel of the organization is determined both by the requirements of the work and / or interests of the organization, and by the individual characteristics of employees. The need for training, the acquisition of new knowledge and the development of certain professional skills is influenced by age, work experience, ability level, features of labor motivation and other factors.

METHODS FOR DETERMINING THE NEEDS OF EMPLOYEES OF THE ORGANIZATION FOR TRAINING

In order to determine the content and most effective methods training that will the best way contribute to the achievement of the goals of the organization and the goals of training, it is necessary to establish the qualitative and quantitative need for training of the main categories of employees. Qualitative (what to teach, what skills to develop) and quantitative (how many employees of different categories need training) training needs can be identified by the following methods:

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

2. Annual performance appraisal (attestation). In the course of the annual assessment of performance (attestation), not only strengths, but also weaknesses in the work of a particular person can be found. For example, low marks for employees of a certain professional group in the "professional knowledge" column show that a need for training has been identified for this category of employees. After that, the question of the need for training for specific categories of workers can be considered and the specific form and content of this training can be determined.

3. Analysis of long-term and short-term plans of the organization and plans of individual units and determination of the level of qualification and professional training of personnel necessary for their successful implementation. Determination of what kind of training (content, methods used) will allow employees to achieve the required level of qualification and training.

4. Monitoring the work of staff and analyzing problems that hinder effective work. The non-compliance of personnel performance with established standards and requirements revealed as a result of observation may be an indicator of the need for appropriate training. If errors, miscalculations regularly occur in the work of personnel, leading to poor work, marriage, safety violations, unreasonably large losses of time, then this information can be used to justify an application for staff training and in the preparation of training programs.

5. Collection and analysis of applications for staff training from department heads. Today it is one of the most common Russian organizations methods for determining the need for employee training. Unfortunately, many training workers often find out about what they will learn only in the classroom. Therefore, in order to make training more productive, the manager must inform employees in advance why and for what training he sends them.

6. Individual applications and proposals of employees. If an employee is interested in obtaining certain knowledge and skills, he can submit an application addressed to the head of the training department, endorsed by his immediate supervisor, indicating what kind of training he needs.

7. Organization of work with a personnel reserve and work on career planning. In the process of working with the personnel reserve and when planning the career of employees, HR specialists receive additional information about the need for training of the most promising employees.

8. Changes in work, placing higher demands on the qualifications of staff. Changing standards or introducing new procedures and new equipment often requires additional training.

9. Surveys of employees. Personnel surveys designed to assess their need for obtaining new professional knowledge and skills development make it possible to more accurately determine the need for training for specific categories of personnel, specific departments or individual employees. Surveys can cover the entire organization or individual departments, they can be selective, covering only a representative sample. If the range of respondents is small, you can use the interview method.

1 0. Studying the experience of other organizations. Often the experience of competitors or related enterprises provides important clues related to the need for training of a particular category of personnel in order to maintain the required level of competitiveness.

11. Expert assessments. The expert provides an opinion on the need for training, either based on their own experience or using an integrated approach based on a number of methods from among those listed above. Both external consultants and employees of the organization (managers, specialists of the personnel service, training department, representatives of senior management) can act as experts.