Corporate training for employees. What is a corporate training system for personnel

The most important prerequisite for substantiating the theory of management is the presentation of management objects of social and psychological management, people, as members of human society. This implies that the individual must be treated as a person.

A personality in psychology is a systemic social quality acquired by an individual in objective activity and communication and characterizing the level and quality of representation of social relations in an individual.

As follows from the fact of non-coincidence, non-identity of the concepts of "individual" and "personality", the latter can be understood only in the system of stable interpersonal relationships, which are mediated by the content, values, meaning of joint activity for each of the participants. These interpersonal relationships are real, but by their very nature they are "supersensible." They are manifested in the specific individual properties and actions of the people included in the collective, but they are not reducible to them. They form a special quality of the group activity itself, which mediates these personal manifestations, which determine the special position of each individual in the system of interindividual relations and, more broadly, in the system of social relations.

The personality of each person is endowed only with her inherent combination of features and characteristics that form her personality. Individuality is a combination of the psychological characteristics of a person that make up his originality, his difference from other people. Individuality is manifested in the traits of temperament, character, habits, prevailing interests, in the qualities of cognitive processes (perception, memory, thinking, imagination), in abilities, individual style of activity, etc. There are no two people with the same combination of these psychological characteristics - human personality unique in its individuality.

Just as the concept of "individual" and "personality" are not identical, personality and individuality, in turn, form a unity, but not identity. The ability to add and multiply large numbers very quickly "in the mind", dexterity and decisiveness, thoughtfulness, the habit of biting nails, giggle and other features of a person act as traits of his personality, but do not necessarily enter into the characteristics of his personality, if only because they can and not be represented in the forms of activity and communication that are essential for the group, which includes an individual with these traits. If personality traits are not represented in the system interpersonal relationships, then they turn out to be insignificant for assessing the personality of an individual and do not receive conditions for development. Only those individual qualities that are most "involved" in the leading activity for a given social community act as personal ones. The individual characteristics of a person remain "dumb" until a certain time, until they become necessary in the system of interpersonal relations, the subject of which is the given person as a person.

Natural, organic sides and traits exist in the structure of personality human personality as its socially conditioned elements. The natural (anatomical, physiological and other qualities) and the social form a unity and cannot be mechanically opposed to each other as independent substructures of the personality.

Thus, the structure of the personality, therefore, first of all includes the systemic organization of its individuality, represented in the structure of temperament, character, human abilities, necessary, but not sufficient for understanding the psychology of personality. Thus, the first component of the personality structure is distinguished - its intraindividual (intraindividual) subsystem.

Personality, being the subject of the system of actual relations with society, with the groups in which it is integrated, cannot be enclosed only in some closed space within the organic body of the individual, but reveals itself in the space of interindividual relations. Not the individual itself, but the processes of interpersonal interaction, and which include at least two individuals (and in fact a community, group, collective), can be considered as manifestations of the personality of each of the participants in this interaction.

It follows from this that the personality in the system of its "real relations, as it were, acquires its own special being, which differs from the bodily being of the individual. The real existence of the personality is found in the totality of the objective relationships of individuals, mediated by their activities, and therefore one of the characteristics of the personality structure should be sought in" space "outside the organic body of the individual, which constitutes the interindividual subsystem of the personality.

It is noteworthy that by transferring the consideration of the personality into the interindividual "space", we get the opportunity to answer the question of what the collective phenomena are: collectivist self-determination, collectivist identification, etc. What is it: group or personal manifestations themselves? When the characteristics and the very existence of a person are not locked “under the skin” of the individual, but are carried out into the interindividual “space”, the false alternative generated by the identification of the concepts “individual” and “personality” (either personal or group) is overcome. The personal acts as a manifestation of group relationships, the group appears in a specific form of personality manifestations.

Research on systematic approach in science, have shown that the most important characteristic of each system is its structure. Structure - "a set of stable connections between many components of an object, ensuring its integrity." The development of a scientific understanding of the structure of personality is a prerequisite for the creation of a holistic theory capable of revealing the social essence of a person in all the variety of its manifestations. Among social scientists (primarily among psychologists), a generally accepted understanding of the social and psychological structure of the individual has developed. In particular, it is possible to consider the approach, associated with the allocation of orientation, character, temperament and abilities in the personality, as a well-established approach in psychology. Scientists view them as complex structures properties that together common system characterizing an integral personality. At the same time, they designate directionality as a system of needs, interests and ideals; temperament - as a system of natural properties; abilities - as an ensemble of intellectual, volitional and emotional properties and, finally, character - as a synthesis of attitudes and modes of behavior.

The foregoing makes it possible to schematically depict the socio-psychological structure of a person's behavior in the following way.

In the individual psychological differences between people, an essential place is occupied by the so-called dynamic features of the psyche. This means, first of all, the degree of intensity of mental processes and states, as well as one or another speed of their course. As you know, with a relative equality of the motives of behavior and activity, with the same external influences, people noticeably differ from each other in impressionability, impulsivity, and displayed energy. So, one person is prone to slowness, the other to haste, one is inherent in the ease of awakening feelings, and the other is composure, one is distinguished by sharp gestures, expressive facial expressions, the other is restraint of movements, very little mobility of the face. Differences in dynamic characteristics appear - all other things being equal - in the general activity of the individual, in his continent and his emotionality.

Of course, the dynamic manifestations of a person can largely depend on the attitudes and habits brought up, on the requirements of the situation, etc. But there is no doubt that the individual differences in question also have their innate basis. This is confirmed by the fact that such differences are found already in childhood, appear in various spheres of behavior and activity, and are distinguished by special constancy.

The dynamic features inherent in an individual are internally interconnected and constitute a kind of structure. Individually unique, naturally-conditioned set of dynamic manifestations of the psyche is called human temperament.

The idea of \ u200b \ u200bwhich a person's temperament is usually formed on the basis of some psychological characteristics characteristic of a given person. A person with noticeable mental activity, quickly responding to surrounding events, striving for a frequent change of impressions, relatively easily experiencing failures and troubles, alive, mobile with expressive facial expressions and movements is called a sanguine person. An imperturbable person, with stable aspirations and mood, with constancy and depth of feelings, with evenness of actions and speech, with a weak external expression states of mind called phlegmatic. A person who is very energetic, capable of giving himself up to business with special passion, quick and impetuous, prone to violent emotional outbursts and sudden changes in mood, with impetuous movements is called a choleric person. An impressionable person, with deep feelings, easily injured, but outwardly weakly reacting to the environment, with restrained movements and muffled speech is called a melancholic.Each type of temperament has its own ratio of mental, first of all, varying degrees of activity and emotionality, as well as certain features of motor skills. A certain structure of dynamic manifestations characterizes the type of temperament.

It is clear that not all people can be classified into four types. The question of the variety of temperaments has not yet been finally decided in science. But the named types are considered to be the main ones. In life, quite often there are people who can be attributed to one or another of these types.

Translated from the Greek, “character” is “chasing,“ omen. ”Indeed, character is a special feature that a person acquires while living in society. imagination, ingenuity, etc.) and in the traits of temperament, we find ourselves in the traits of character.

Character is a set of stable individual personality traits, which develops and manifests itself in activity and communication, determining the ways of behavior typical for an individual.

A person's personality is characterized not only by what he does, but also by how he does it. Acting on the basis of common interests and beliefs shared by all, striving for common goals in life, people can reveal in their social behavior, in their actions and deeds, not the same, sometimes opposite, individual characteristics. You can, along with other people, experience the same difficulties, fulfill your duties with equal success, love or not love the same thing, but at the same time be soft, compliant. , a friendly company, a work or educational team, an asocial association, etc.). Depending on how the individualization of a person is carried out in a group that is reference for her and what is the level of development of interpersonal relations in it, a teenager, for example, can form in one case openness, frankness, courage, adherence to principles, firmness of character, in the other case - hidden - to bear, deceit, cowardice, conformity, weak character. In the team, as a group of a high level of development, the most favorable opportunities for the development and consolidation of the best character traits are created. This process contributes to the optimal integration of the individual in the team and the further development of the team itself.

Abilities are such psychological characteristics of a person, on which the success of acquiring knowledge, skills, and abilities depends, but which themselves cannot be reduced to the presence of this knowledge, skills and abilities. Otherwise, the assessment on the exam, the answer at the blackboard, the successful or unsuccessful test work would make it possible to make a final conclusion about the person's abilities. Meanwhile, the data of psychological research and pedagogical experience indicate that sometimes a person who initially did not know how to do something and thus differed unfavorably from those around him, as a result of training, begins to extremely quickly master the skills of inability and soon overtakes everyone on the path to mastery. Bliss manifests greater abilities than others. Manifesting in the mastery of knowledge, skills and abilities, abilities at the same time are not limited to knowledge and skills. Abilities and knowledge, abilities and skills, abilities and skills are not identical to each other. In relation to skills, abilities and knowledge, a person's abilities act as a certain possibility. Human abilities are only an opportunity to acquire skills and abilities.

So, abilities are individual psychological characteristics of a person, which are the conditions for the successful implementation of this activity and reveal differences in the dynamics of mastering the knowledge and skills necessary for it. If a certain set of personality traits meets the requirements of the activity that a person masters during the time pedagogically reasonably allotted for its development, then this gives reason to conclude that he has the ability for this activity. And if the other person, all other things being equal, does not cope with the demands made by his activity, then this gives reason to assume that he has no corresponding psychological qualities, in other words, a lack of abilities. The latter does not mean, of course, that a person cannot master the necessary skills and knowledge at all, but only that the process of assimilation will be delayed, will require significant efforts and time of teachers, an extraordinary effort with relatively modest results. This also does not exclude the possibility that abilities may develop over time.

Being individual psychological characteristics, abilities cannot be opposed to other qualities and personality traits - mental qualities, memory characteristics, character traits, emotional properties, etc., but must be put on a par with them. If any of these qualities or their combination meets the requirements of activity or is formed under the influence of these requirements, then this gives every reason to consider this individual psychological personality trait as an ability.

Among the many personality traits that make up its individuality, the qualities of the intellect (mind) are essential. They are manifested in the peculiarities of a person's mental activity, in the specifics of his mental abilities. Mental abilities are a set of certain qualities that characterize the thinking of a given person. These qualities of the mind include: curiosity, inquisitiveness, depth of thought, flexibility and mobility of the mind, consistency, evidence, critical thinking, etc.

Curiosity is understood as the desire of a person to learn something new with which he meets in life, in work, in study. An inquisitive person is a person who seeks to learn about an object, an event, to comprehensively understand the main phenomena and reasons that were previously unknown to him.

Depth of mind. This quality of intelligence is manifested in a person's ability to reveal the essence of a specific phenomenon, in his ability to establish basic, essential connections between phenomena and within them.

Flexibility and mobility of the mind. These qualities characterize a person's ability to quickly disconnect from old connections in the analysis of events and quickly establish new relationships and connections, while being able to consider a phenomenon, a fact from an unusual point of view.

Consistency. This quality of the mind characterizes the course of the thinking process and is determined by the correlation of analysis - synthesis, the clear direction of the thinking process, its sequence, compliance with the question posed, and the correct comparison of general and particular problems.

Evidence and criticality of the mind reflect a person's ability to justify his decision. A person's thinking acquires evidence and persuasiveness when he knows how to give irrefutable arguments and facts to substantiate his decision.

The most important element of the socio-psychological structure of a person is will. Will is the regulating side of consciousness, expressed in a person's ability to perform purposeful actions and deeds that require overcoming difficulties.

As you know, an act of will is performed under conditions of a certain physical and psychological stress, i.e. volitional effort, which is characterized by the corresponding amount of energy spent not performing a purposeful action or, conversely, retention from it. Psychological studies show that the intensity of the volitional effort of the individual, his strength and resilience depend on the worldview, the significance of the goal, the level of responsibility and strength of character (including the type of temperament).

The level of will development is manifested in the following basic volitional properties of the individual: purposefulness, decisiveness, perseverance, endurance, independence.

Purposefulness is the ability of a person to set and achieve socially significant goals. A purposeful person has clear and distinct goals in life (work, study). Often this is a person obsessed with work, working 12-16 hours a day (for example, the famous physicist Edison believed that genius is 1% of inspiration and 99% of "sweating").

Determination is the ability of a person to quickly and thoughtfully choose a goal and determine ways to achieve it. A decisive person is able, at the right time, to cast aside all hesitations and doubts and firmly stop at a specific goal or choose a means of achieving it.

Perseverance. This volitional personality trait manifests itself in the ability to direct and control behavior for a long time in accordance with the intended goal. A persistent person does not stop before failures, does not give in to the feeling of doubt, reproaches that has arisen, but again and again mobilizes his physical and psychic powers to fulfill the set goal.

Endurance (or self-control) is understood as a volitional property of a person, which is reflected in the ability to restrain physical and mental manifestations (actions, emotions) that interfere with the achievement of the goal. Endurance is especially necessary in difficult, extreme conditions that threaten the health and life of a person, his honor, dignity, etc.

Independence is a volitional property of a person, expressed in the ability to set goals on his own initiative, to find means of achieving them. An independent person does not wait for instructions from other people, does not hope for a hint, but makes decisions and implements them in practice.

The next element of the socio-psychological structure, which plays a stimulating role in the activity of the individual, are emotions and feelings. Feelings are complex, stable personality traits, manifested under the influence of any influences. Personal experiences that reflect certain influences are emotions. Emotions are mental processes on the basis of which feelings are formed as personality traits.

In psychology, the following personality feelings are distinguished: moral (moral), intellectual (cognitive), aesthetic.

Moral feeling is the emotional; the attitude of the individual to the behavior of people and his own. Such feelings arise and develop in the process of joint activities of people and reflect the moral norms adopted in society, in a specific team. These experiences are the result of assessing actions, their compliance or non-compliance with moral norms, which a person considers obligatory for himself and others. Moral feelings include feelings of sympathy and antipathy, respect and contempt, gratitude and ingratitude, love and hate. The highest moral feelings, conditioned by the worldview of a person (a system of views and beliefs), are Intellectual feelings are experiences that arise in the process of mental activity. The main intellectual (cognitive) feelings include: curiosity, joy and admiration, pride in solving a problem, doubt and disappointment in case of failure, inspiration, etc. as a motive for the search for new techniques and methods of work, the struggle for the introduction of innovations (innovations) and practice, the formation of market thinking.Intellectual feelings are very closely related to moral feelings.So, the desire to know the truth is determined not only by intellectual feeling, but also dictated by a person's moral duty.

Aesthetic feelings arise and develop when a person perceives and creates beauty. Perceiving the beautiful (for example, masterpieces of art), a person experiences an aesthetic sense of beauty, which causes a desire to admire it, encourages more and more new meetings with it.

The systemic qualities of an individual include the entire set of characteristics that reflect its sociality, belonging to humanity. These qualities include such generalized characteristics as worldview, convictions, patriotism, civic responsibility, etc.

The social behavior of an individual is largely related to her role. The concept of "role" in social psychology means the social function of the individual, the way of behavior corresponding to the accepted norms, depending on its status (positions) in the system of interpersonal relations. This understanding is due to the fact that in similar circumstances (for example, at the same enterprise), employees, occupying the same positions, behave in the same way in the labor process in accordance with the requirements of production, i.e. their labor behavior is regulated by the relevant documents (regulations, job descriptions, etc.). In other words, a role is a stable pattern of behavior reproduced by people who have the same status (position) in social system... The role reflects, therefore, the socio-typical aspects of behavior.

Based on the above definition, the social role performs two functions:

1) tells a person how to behave in a given position (a student, a customer in a store, a passenger on a bus, a son in a family, etc.);

2) forms certain expectations of the partner from the behavior of her performer, which, in turn, determine the reciprocal behavior of the partner. The functional role of each member of the work collective is determined; job descriptions (seller, foreman, etc.), which reflect the duties, rights, responsibilities of the employee, his official relationship with other team members, as well as the basic requirements for his professional qualities. A detailed and clear job description is the basis for adequate understanding) and assimilation of the functional role. However, as evidenced by the results sociological research, detailed regulation of the functional activity of an employee is not always justified, i.e. the instruction should establish a certain degree of independence of the employee, the opportunity for the manifestation of initiative and creativity.

The foregoing allows us to reveal the structure (internal structure) of the social role. It includes the following elements:

1) role prescriptions (social and group norms of behavior, requirements of a specific profession, position, etc.);

2) role expectations;

3) role-playing behavior (i.e. playing a role);

4) assessment of role behavior;

5) sanctions (in case of failure to fulfill the role). The central element of the structure that allows you to explain why the same role, for example, a line supervisor (manager) in an enterprise, different people perform differently, is the concept of "role behavior".

The above-described features of the social behavior of an individual are clearly manifested in groups.

A group is a really existing formation in which people are gathered together, united by some common feature, a kind of joint activity, or placed in some identical conditions, circumstances, in a certain way they realize their belonging to this formation.

The elementary parameters of any group include: the composition of the group (or its composition), the structure of the group, group processes, group norms and values, the system of sanctions Each of these parameters can acquire completely different meanings depending on the type of the studied group. For example, the composition of a group can be described in different ways depending on whether in each particular case, for example, age, professional or social characteristics of the group members are significant. A single recipe cannot be given for describing the composition of a group in connection with the variety of real groups; in each specific case, it is necessary to start with which real group is chosen as the object of research: a school class, a sports team or a production team. In other words, we immediately set a certain set of parameters to characterize the composition of the group, depending on the type of activity with which this group is associated. Naturally, the characteristics of large and small social groups differ especially strongly, and they should be studied separately.

The same can be said for the structure of the group. There are several rather formal features of the structure of a group, which, however, are revealed mainly in the study of small groups: the structure of preferences, the structure of "power", the structure of communications.

However, if we consistently consider the group as a subject of activity, then its structure must be approached accordingly. Apparently in this case the most important thing is to analyze the structure of group activities, which includes a description of the functions of each member of the group in this joint activity. At the same time, a very significant characteristic is emotional structure groups - the structure of interpersonal relations, as well as its relationship with the functional structure of group activities. In social psychology, the relationship between these two structures is often viewed as the relationship between "informal" and "formal" relationships.

An important component of characterizing the position of an individual in a group is the system of "group expectations". This term denotes the simple fact that every member of the group not only performs his functions in it, but is also necessarily perceived and appreciated by others. In particular, this refers to the fact that each position, as well as each role, is expected to perform certain functions, and not only a simple list of them, but also the quality of performance of these functions. The group, through a system of expected patterns of behavior corresponding to each role, in a certain way controls the activities of its members. In some cases, there may be a mismatch between the expectations that the group has regarding any of its members, and its real behavior, the real way of fulfilling its role. In order for this system of expectations to be somehow defined, there are two more extremely important formations in the group: group norms and group sanctions.

All group norms are social norms, i.e. represent "establishments, models, standards of due, from the point of view of society as a whole and social groups and their members. behavior."

In a narrower sense, group norms are certain rules that are developed by a group, adopted by it and which the behavior of its members must obey in order for their joint activity to be possible. The norms thus fulfill a regulatory function in relation to this activity. Group norms are associated with values, since any rules can be formulated only on the basis of the acceptance or rejection of some socially significant phenomena. The values of each group are formed on the basis of the development of a certain attitude to social phenomena, dictated by the place of this group in the system of social relations, its experience in organizing certain activities.

Although the problem of values is fully explored in sociology, it is extremely important for social psychology to be guided by some facts established in sociology. The most important of them is the different significance of various kinds of Nastya's prices for group life, their different correlation with the values of society. When it comes about relatively general and abstract concepts, for example, about good, evil, happiness, etc., then we can say that at this level values are common to all social groups and that they can be considered as the values of society. However, with the transition to the assessment of more specific social phenomena, for example, such as labor, education, culture, groups begin to differ in the accepted assessments. The values of various social groups may not coincide with each other, and in this case it is difficult to talk about the values of society. The specificity of the attitude towards each and such values is determined by the place of the social group in the system of social relations. Norms as rules governing the behavior and activities of group members, naturally, are based precisely on group values, although the rules of everyday behavior may not carry any special specificity of the group. Group norms thus include both generally valid norms and specific ones, developed by this particular group All of them, taken together, act as an important factor in the regulation of social behavior, ensuring the ordering of the position of various groups in social structure society. The concreteness of the analysis can be ensured only when the ratio of these two types of norms in the life of each group, and in a specific type of society, is revealed.

A formal approach to the analysis of group norms, when in experimental research only the mechanism of acceptance or rejection by an individual of group norms is clarified, but their content, which is determined by the specifics of activity, is clearly insufficient. It is possible to understand the relationship of an individual with a group only if it is revealed which norms of the group he accepts and which he rejects, and why he does so. All this takes on special significance when there is a mismatch between the norms and values of the group and society, when the group begins to focus on values that do not coincide with the norms of society.

An important problem is the measure of acceptance of norms by each member of the group: how does the individual accept group norms, how much each of them deviates from the observance of these norms, how social and "personal" norms relate. One of the functions of social (including group) norms consists precisely in the fact that, through them, the demands of society "are addressed and presented to a person as a person and a member of a particular group, community, society." This requires an analysis of sanctions - the mechanisms by which a group "returns" its member to the path of compliance. Sanctions can be of two types: encouraging and prohibitive, positive and negative. The sanctions system is not intended to compensate for non-compliance, but to enforce compliance. The study of sanctions makes sense only if specific groups are analyzed, since the content of sanctions is correlated with the content of norms, and the latter are determined by the properties of the group.

Thus, the considered set of concepts, with the help of which the socio-psychological description of the group is carried out, is only a certain conceptual grid, which has yet to be filled with content.

Such a grid is useful and necessary, but the problem is to clearly understand its functions, not to reduce it to a simple statement, a kind of "fitting" to this grid, the real processes taking place in groups. In order to take the next step along the path of analysis, it is now necessary to give a classification of the groups that are the subject of consideration in the framework of social psychology.

First of all, for social psychology, the division of groups into conditional and real is significant. She focuses her research on real-world groups. But among these real ones there are those that mainly figure in general psychological research - real laboratory groups. In contrast, there are real natural groups. Socio-psychological analysis is possible with respect to both types of real groups, however greatest value have real natural groups identified in sociological analysis. In turn, these natural groups are subdivided into the so-called "large" and "small" groups. Small groups are an inhabited field of social psychology. As for large groups, the question of their study is much more complicated and requires special consideration. It is important to emphasize that these large groups are also unequally represented in social psychology: some of them have a solid tradition of research (these are mostly large, unorganized, spontaneously emerging troupes, the very term "group" in relation to which is rather arbitrary), while others are organized , long-existing groups - like classes, nations, are much less represented in social psychology as an object of research. The whole point of the preceding discussion of the subject of social psychology requires the inclusion of these groups in the scope of analysis. In the same way, small groups can be subdivided into two types: becoming troupes, already set by external social requirements, but not yet united by joint activity in the full sense of the word, and groups of a higher level of development, already established. This classification can be visualized in the following diagram. Everything from the rubric "real natural groups" is the object of research in social psychology. All further presentation will be carried out according to this scheme. The general patterns of communication and interaction between people analyzed above should now be considered in the context of those real groups where these patterns acquire their special content.

Hence - the content of the second node: what exactly does social psychology investigate in the field of intergroup relations? The fundamental difference between the socio-psychological angle of view on the problem lies in the fact that here in the center of attention (as opposed to sociology) are not intergroup processes and phenomena in themselves or their determination public relations, and the internal reflection of these processes, i.e. cognitive sphere related to various aspects of intergroup interaction. Socio-psychological analysis focuses on the problem of relationships that arise in the course of interaction between groups as an internal, psychological category. However, in contrast to the cognitive orientation, such an understanding presupposes not only the closest connection between the subjective reflection of intergroup relations with the real activity of the studied groups, but also its determination of all cognitive processes accompanying these relations. Just as in the interpretation of the group itself, here cause-and-effect relationships, the conditioning of the cognitive sphere by the parameters of joint group activity are the main direction of study of the entire area. In this case, reasoning by analogy is appropriate: groups exist objectively, and for social psychology it is important under what conditions a group is transformed for an individual into a psychological reality; in the same way, intergroup relations exist objectively (their study from this point of view is the business of sociology), and it is important for social psychology how this fact is reflected in the consciousness of group members and predetermines their perception of each other.

The nature of intergroup perception lies in the fact that here we are dealing with the ordering of individual cognitive structures, linking them into a single whole; it is not a simple sum of the perception of an alien group by individuals belonging to the subject of perception, but precisely a completely new quality, a group formation. It has two characteristics: for the group-subject of perception it is "integrity", which is defined as the degree of coincidence of the ideas of the members of this group about the other group ("all" and this way or "not all" think about the other group in this way). With regard to the group-object of perception, this is "uniformity", which shows the extent to which ideas about another group are spread to its individual members ("all" in another group are such or "not all"). Integrity and uniformity are specific structural characteristics intergroup perception. Its dynamic characteristics also differ from the dynamic characteristics of interpersonal perception: intergroup social-perceptual processes have greater stability, conservatism, rigidity, since their subject is not one person, but a group, and the formation of such processes is not only a longer, but also a more complex process, which includes both the individual life experience of each member of the group and the experience of the "life" of the group. The range of possible sides, from the point of view of which the other group is perceived, is much narrower than that which takes place in the case of interpersonal perception: the image of the other group is formed directly depending on the situations of joint intergroup activity.

This joint intergroup activity is not limited to direct interaction (as was the case in Sheriff's experiments). Intergroup relationships and, in particular, the concept of "other groups" can also arise in the absence of direct interaction between groups, as, for example, in the case of relationships between large groups. Here, a broader system of social conditions, the socio-historical activity of these groups acts as a mediating factor. Thus, intergroup activity can appear both in the form of direct interaction of various groups, and in its extremely mediated impersonal forms, for example, through the exchange of cultural values, folklore, etc. There are a lot of examples of this kind of relationship in the field of international life, when the image of the "other" (another country, another people) is not necessarily formed in the course of direct interaction, but on the basis of impressions gleaned from fiction, media, etc. Both the very nature of intergroup perception and its dependence on the nature of culture determine the especially important role of stereotypes in this process. The perception of an out-group through a stereotype is a widespread phenomenon. It is necessary to distinguish between two sides: the stereotype helps to quickly and reliably categorize the perceived group, i.e. to attribute it to some broader class of phenomena. As such, a stereotype is necessary and useful, since it provides relatively quick and schematic knowledge. However, as soon as the stereotype of another group is filled with negative characteristics ("they are all such and such"). he begins to contribute to the formation of intergroup hostility, as there is a polarization of value judgments. As already noted, this pattern is especially pronounced in interethnic relations.

The socio-psychological structure of the team ends with the promotion of leaders in small groups and in the whole team. Leadership is a natural socio-psychological process in a group, built on the influence of a person's personal authority on the behavior of group members. 3. Freud understood leadership as a two-pronged psychological process: on the one hand, a group process, on the other, an individual one. These processes are based on the ability of leaders to attract people to themselves, to unconsciously evoke a feeling of admiration, adoration, and love. The worship of people of the same person can make that person a leader. Psychoanalysts have identified ten types of leadership

1. "Sovereign" or "patriarchal ruler". A leader in the image of a strict but beloved father, he is able to suppress or suppress negative emotions and instill confidence in people. He is promoted on the basis of love and revered.

2. "Leader". In it, people see the expression, the concentration of their desires, corresponding to a certain group standard. The personality of the leader is the bearer of these standards. They try to imitate him in the group.

3. "Tyrant". He becomes a leader because he inspires others with a sense of obedience and unaccountable fear, he is considered the strongest. A tyrant leader is a dominant, authoritarian personality, he is usually feared and obeyed.

4. "Organizer". It acts for the members of the group as a force to maintain the "I-concept" and satisfy the needs of everyone, relieves feelings of guilt and anxiety. Such a leader unites people, he is respected.

5. "Seducer". A person becomes a leader by playing on the weaknesses of others. It acts as a "magical force", giving an outlet to the suppressed emotions of other people, prevents conflicts, relieves tension. Such a leader is adored and often overlooked for all his shortcomings.

6. "Hero". Sacrifices himself for the sake of others; this type manifests itself especially in situations of group protest - thanks to his courage, others are guided by him, see in him a standard of justice. The hero-leader draws people along with him.

7. "Bad example". Acts as a source of contagion for a conflict-free person, emotionally infects others.

8. "Idol". It attracts, attracts, positively infects the environment, it is loved, idolized and idealized.

9. "Outcast".

10. "Scapegoat".

There is a distinction between “formal” leadership — when influence comes from formal position in an organization, and “informal” leadership — when influence comes from others' recognition of the leader's personal superiority. In most situations, of course, these two influences are intertwined to a greater or lesser extent.

A formally appointed unit leader has the advantage of gaining leadership positions in a group and is therefore more likely to be recognized as a leader than anyone else. However, his status in the organization and the fact that he is appointed "from outside" place him in a position somewhat different from that of informal natural leaders. First of all, the desire to move up the career ladder prompts him to identify himself with larger divisions of the organization, rather than with a group of his subordinates. He may believe that emotional attachment to any work group should not serve as a brake on him on this path, and therefore identifying himself with the leadership of the organization is a source of satisfying his personal ambitions. But if he knows that he will not rise higher, and does not particularly strive for this, often such a leader decisively identifies himself with his subordinates and does everything in his power to protect their interests.

Formal leaders first of all determine how and in what ways to achieve the goal set, as a rule, by other people, organize and direct the work of subordinates in accordance with detailed plans, while taking a passive position. They build their interaction with others on the basis of a clear regulation of rights and obligations, try not to go beyond them, seeing themselves and others as members of one organization, in which a certain order and discipline should prevail.

In contrast, informal leaders determine which goals to strive for, formulating them independently, without going into unnecessary details. Their followers are those who share their views and are willing to follow them, despite the difficulties, and the leaders find themselves in the role of inspirers, as opposed to managers who ensure the achievement of goals through reward or punishment. Unlike formal leaders, informal leaders are not controlled by others, but build relationships with followers on trust in them.

To summarize what has been said, we will use the table, which is based on the materials of O. Vikhanskiy and A. Naumov.

In a collective, general level who is below average, the informal leader most often acts as an expert-specialist on any issues or an emotional center, can cheer, sympathize, and help. In a team with a high level of development, he is primarily an intellectual center, a source of ideas, a consultant on the most difficult problems. And in both cases, he is the integrator of the collective, the initiator and organizer of its active actions, the model with which the rest check their thoughts and actions.

Since the informal leader reflects the interests of the collective, he is a kind of controller, making sure that the specific actions of each of its members do not contradict the common interests, do not undermine the unity of the group. In necessary cases, he can enter into a conflict with the administration in this regard, authorizing, even in the field of production activities, only those decisions that do not contradict the interests of the team he represents. It is almost impossible to fight this phenomenon, because pressure on the leader only causes even greater cohesion of the team and its opposition to the administration.

It is believed that in a conflict situation, if there is an opportunity with informal leader it is better to compromise by offering him at the same time an official position, which he usually does not have, but fully deserves.

The easiest way to do this is when the boundaries of the formal and informal team headed by such a leader coincide, and its members are guided by corporate values. In these conditions, it will be much easier for a leader who has received official powers to manage the team, and to a certain extent he will be able to neglect the interests of the team for the sake of the interests of the official organization, to which people, trusting him, will agree. However, in this case, the official decisions still have to be adjusted taking into account the interests of the collective, because it is dangerous to abuse its trust.

The study of leadership has been undertaken on a large scale and systematically since the early 1930s. Then the goal was set to identify those personal characteristics of people that make them leaders. They turned out to be such qualities: the level of knowledge and intelligence, impressive appearance, common sense, high degree self-confidence, honesty, etc. However, the "theory of great people" emanating from them could not explain, for example, why Stalin became a leader, who clearly did not meet the overwhelming majority of the listed requirements.

CASE: BUILDING THE "PRESENT" BLENDED LEARNING SYSTEM IN THE COMPANY. DEVELOPING DISTANCE LEARNING OR SOMETHING MORE?

As part of the analysis of the case, we will consider:

What is Blended Learning? What are the advantages of this approach to employee training? What are the benefits for the company, managers, HR, employees? Let us compare the system with full-time classical education, distance learning and other forms of development.
Consider an example of building a Blended Learning system in a pharmaceutical company for all categories of personnel (managers, Sales Force, experts and administrative personnel)
What are the steps towards implementing a blended learning system? What are the barriers and difficulties?
Let us consider the scheme of Blended Learning implementation that is minimal in terms of investment, but at the same time maximum in terms of return. What real results has it brought to the company in the development of its employees?
What's next? How will the Hard and Soft skills training system change further?

Head of Personnel Training and Development Department

Yaroslav Razhev started his career at STADA in 2006 as a medical representative and has come a long way in sales. A pharmacist by education, Yaroslav graduated from the Peoples' Friendship University of Russia, and then an internship with a degree in Pharmacy Management and Economics. For the past few years, Yaroslav has been actively involved in the development of students of his native faculty: he gives lectures and conducts seminars for students and interns, helping them to determine their profession.

In 2010, Yaroslav Razhev took the position of a trainer, and later a training manager in the STADA training department. In this period professional activity he actively created and implemented advanced training methods for personnel: distance learning, business simulations, employee competency development programs.

In recent years, Yaroslav has been the head of the STADA training department, whose work is aimed at developing the skills of sales and marketing employees in Russia and the CIS countries. In this position, Yaroslav implemented projects to build training systems for privates and management positions in sales and marketing, implemented blended learning and self-study programs. This made it possible to efficiently guide all employees of the divisions through development programs when attracting minimum quantity time and material resources. Under the leadership of Yaroslav, a mechanism for the continuous development of employees' skills and knowledge was launched, linking the annual and ongoing assessment of competencies with targeted training.

Yaroslav Razhev as an expert represents STADA at HR and professional conferences. He shares his experience and cases in the field of training - transfers the experience of building training systems, talks about the difficulties from his practice and offers action plans for the selection and implementation of personnel development tools.

The representative office of the German concern STADA in Russia is rightfully considered one of the most attractive employers for people seeking professional growth. The company maintains a leading position in terms of the development of the competencies of its representatives (according to IQVIA data).

Among the audience of specialists in the field of marketing and sales, STADA is known as a forge of personnel, more than 80% of the company's managerial staff have grown from ordinary specialists.

The personnel is the most important strategic resource of the Company.

Providing the Company with employees with the necessary competencies and qualifications to achieve current and future business goals is one of the main tasks of the personnel management system. The corporate training system is an integral part of the personnel management system, a set of technological and methodological solutions, and processes that provide:

Preservation, systematization and distribution of knowledge.
Adaptation of employees when hiring and in the process of personnel rotation.
Systematic and continuous professional development and development of personnel employed in various areas of the Company's activities.

The corporate training system is available to all full-time employees of the Company and includes both a portfolio of “internal” training and self-training programs for employees, as well as specially selected training programs for “external” suppliers.

Strategic approach Objectives of COEX systems

The strategic goals of the Corporate Training System are:

Creation of a unified knowledge management system;
Formation and broadcast of a unified corporate culture;
Organization of trainings.

Principles of organization of DIS

The corporate training system is based on the following principles:

The complexity of the entire process of training and development of personnel;
Implementation and maintenance of uniform policies and procedures in the field of training, retraining, assessment, personnel rotation;
Creation and maintenance of mechanisms aimed at identifying the needs for new knowledge;
Centralized management of planning processes, methodological support, preparation and conduct, evaluation of the effectiveness of training programs;
Communication with assessment, certification, rotation, staff motivation;
Availability of fragments of knowledge, training materials, plans and content of training and self-study programs in the information environment of the Company;
Voluntary participation of top managers, heads of structural divisions, Company specialists in holding events.

Priority areas of DIS

The priority areas of training and development of the Company's personnel are:

Management, professional and corporate competencies.
Effective communication skills.
Sales skills.
Knowledge of the Company's product.
Information technology skills.
Specialized education and advanced training of specialists in the field of management, marketing, legislation and law, economics / finance, logistics.

Organizational chart of DIS

Overall responsibility for the development and implementation of uniform policies, quality standards and procedures in the field of selection, training, retraining, training, assessment, rotation of personnel is borne by the Head of the Human Resources Department. Overall responsibility for the development of the concept, methodology, organization and architecture of the Corporate Training System, development of the content, forms and plans of training in the Company in accordance with the identified needs is borne by the Head of the Training and Personnel Development Department of the Human Resources Management Department. The overall responsibility for organizing the processes of training and development of personnel in accordance with the approved methods and standards, for conducting post-training educational support in the regions, is borne by the HR partners assigned to the regional divisions. Training programs within the framework of the Corporate Training System are conducted in accordance with the approved plans:

full-time trainers of the Personnel Development Department;
internal experts from among the Company's employees;
external trainers and teachers.

General structure of DIS processes

The full cycle of organizing and conducting training implies the regular and consistent execution of the following processes:

Definition of key management, professional and corporate competencies;
Measurement of the formed managerial, professional and corporate competencies of employees;
Identifying the need for staff training;
Planning educational events;
Selection of forms and methods of submission of materials, analysis of external suppliers;
Budgeting of team development processes;
Development of the content of events or selection of an external supplier;
Organization and holding of events;
Evaluation of the effectiveness of classes;
Post-training educational support.

Definition of key management, professional and corporate competencies

The study of key managerial, professional and corporate competencies is carried out by employees of the HR Department annually, in the process of preparing a training plan for the next year, under the supervision of the Head of the HR Department. The main methods used in the research process are job analysis, predictive interview, direct attribute method, critical incident method, workplace observation method.

Measurement of the formed managerial, professional and corporate competencies of employees

In order to identify training needs, a quarterly study of the formed managerial, professional and corporate competencies of employees is carried out according to the plan of the Head of the Human Resources Department. The main methods used in the research process are a survey or questionnaire, aimed at analyzing existing problems in the work, methods used by employees for solving standard work tasks. Lists of questions are developed separately for each group of personnel. The questionnaire is filled in both by the employee on his own and by the manager for this group of employees.

Structured interviews with employees of different departments in order to clarify the most difficult topics in the work.
Double visit - working in tandem with an employee (going to the fields or listening to telephone conversations) aimed at analyzing the employee's behavior model and providing developmental feedback.
Personnel assessment - analysis of the results of the standard personnel assessment procedure.

Identification of the need for training / professional development of personnel

Identifying training needs is a process of a structured comparison of existing competencies, knowledge and skills of employees, with key competencies, knowledge and skills required to solve current and future business problems. The main methods of identifying training needs are comparing the results obtained during research, analyzing applications for training from managers. Analysis of individual development plans for employees, drawn up according to the results of the standard personnel assessment procedure.

Planning training events

Planning of training and development of the Company's personnel is carried out for a calendar year, with subsequent detailing and adjustment by quarters and months.

Annual planning

The head of the Personnel Training and Development Department develops the Personnel Training and Development Plan for the next year based on the analysis of the following components:

Development strategy of the Company for the planning period.
Identified training needs.

Coordination and approval of the plan is carried out in accordance with the Training Plan for the year.

Monthly planning

The monthly training plan for the Company's employees is formed by the Head of the Personnel Training and Development Department on the basis of the annual training plan, the monthly training plan for internal experts, and analysis of training applications received from the heads of the Company's divisions. Coordination and approval of the plan is carried out in accordance with the Regulations for training planning.

Selection of forms and methods of training, analysis of external suppliers

The choice of forms and methods of training depends on the goals set for training.

Forms of training in the Company:

Webinar training.
On-the-job training (in the process of educational support).
Selfeducation.
Training.

Teaching methods:

The choice of a particular method depends on a number of factors: the goals and objectives of training, the urgency of training, the financial capabilities of the organization, the availability of training materials, equipment and premises, and the composition of training participants (level of training, qualifications, motivation).

Classification of teaching methods:

on-the-job training methods;
methods of teaching outside the workplace;
combined methods (which include the first two groups).

On-the-job training methods:

mentoring, coaching, educational support, business game.

Outside the workplace training methods:

trainings, webinars, facilitation, moderation, round tables.

External training and development providers must meet the following criteria:

experience in implementing projects of a given specifics in large companies;
availability of positive recommendations;
competent staff of teachers and trainers.

Development budgeting

Training costs are planned by the CFD in the budget period in accordance with the training plan. Planning takes place on a quarterly basis within the framework of the general budgeting regulations. Expenses are charged to the item “Costs of personnel training”.

Types of expenses:

Payment for external training services for employees.
Travel expenses related to training.
The cost of renting premises and equipment for training.
The cost of purchasing equipment and supplies for training.

Development of the content of training programs. Choosing an external training and development service provider

Persons conducting a training event are required to:

coordinate with the Head of the Personnel Training and Development Department the content, organization and methodology, place and time of the educational event;
follow uniform corporate quality standards in the preparation and conduct of training events (Appendix 5).
to develop methodological materials for training events - training design, entrance and assessment tests, handouts for training participants: cases, workbooks, etc.

The involvement of an external provider of training and development services is carried out in the case when:

The topic of training is narrowly specific and is not the area of competence of the persons conducting the training.
The topic of training is aimed at the development of the top management of the Company.
The training format is innovative, and the provider has the copyright to conduct such events.

Organization and conduct of educational events

The organization of training events includes:

Methodological preparation of the expert conducting the training for the program (detailed study of the program, consulting on the program, analysis of tasks and exercises, etc.).
Preparing the classroom for learning.
Checking the necessary equipment and teaching materials for the training.
Calling the training participants in order to ensure full attendance of the group.

Unless otherwise provided by the methodology for conducting a specific training event, the training group must have at least six, but not more than 12 employees. Training events are carried out in accordance with the developed and approved training program and the established time schedule.

Assessment of the effectiveness of education

Upon completion of the training event, the staff of the Training Department, together with the Head of the unit, conduct an assessment of its effectiveness.

Post-training educational support

Post-training educational support is carried out with the aim of helping the training participants to introduce the knowledge gained during the training into their professional activities, to provide advisory support on the application of new behavioral models in work. Post-training educational support is one of the most important stages of the personnel training and development system within the Company, providing

Working out the knowledge, skills and abilities acquired by the employee during the training in the course of professional activities.
Analysis of the employee's behavior model and its further correction in case of low efficiency.
Formation of the most effective employee behavior model for the Company.
Support for positive training effects (emotional uplift, inspiration, etc.).
Minimizing the effect of forgetting and devaluing new knowledge, skills, and abilities.
Formation of employee motivation for training and development within the company.

Conducts post-training educational support in the HR-partner company. Post-training support in the Company is carried out 3-4 weeks after the training. The HR partner fixes agreements with the head of the branch on the date and time of the training support. At the appointed date and time, the HR partner comes to the branch and conducts educational post-training support at the workplace.

Stages of the post-training educational support system:

The HR partner reinforces the employee's acquired skills and analyzes the behavior model using the “Double visit to the client” and “Role-playing games” methods. The behavior model is assessed using a checklist. Further, growth zones are analyzed, the employee receives feedback, as well as recommendations for the development of weak skills. After working with the employee, the HR partner provides feedback to the direct supervisor of the student employee, enters the results of the checklist into the system.

Continuing courses of RMS

Part of the Corporate Lessons System is a package of on-going courses aimed at adapting and training employees at three levels:

Beginner school.
Professional faculty.
Faculty of Leadership and Management.

The topics of the classes within the framework of these courses are determined in accordance with the strategic objectives of the Company and the general identified needs for personnel training. training courses is the Employment and Personnel Development Department. Primary information on the number and composition of groups of course participants is prepared and provided by HR partners, in accordance with the course schedule.

Beginner school

The training course is an obligatory part of the adaptation / internship process for new employees of the Company. The purpose of the course is to form basic knowledge of new employees (trainees) about the Company, its structure and activities, the Company's products, business processes and software, technologies for working with a client, regular processes. Training is carried out during working hours. It is the responsibility of the HR partner and mentor to ensure that employees attend this course. In the case of hiring new employees, an additional enrollment in the "Newbie Schools" group can be made no later than 1 day before training, having coordinated this information with the Head of the Personnel Training and Development Department.

Beginner Schools programs:

The program "Welcome!" (takes place every week, on Mondays).
Product training for new employees (takes place once every two weeks on Wednesdays).
Software training.
Training in work technologies and regular processes.
Sales standards. Basic course. (takes place once a month, or at the request of the head).

Professional Faculty

The training course is an obligatory part of the training and development process of the Company's employees who have passed the probationary period. Individual programs of the Vocational Faculty can be assigned to employees as part of the development of professional competencies based on the results of the annual personnel assessment. The aim of the course is the formation of knowledge, skills and abilities necessary for the effective performance of professional tasks.

Professional Faculty programs:

advanced sales course, business communication, effective negotiations, time management (Time Management),
constructive behavior in conflict, team building (Team Building, Team building),
stress resistance (Stress Management, Stress management),
professional external training programs,
additional programs at the request of the business,
role-playing games and master classes on problematic topics of departments.

Faculty of Leadership and Management

The training course is an obligatory part of the training and development process of the Company's employees, whose level of competence development according to the results of the annual assessment is at high level and who are members of the talent pool. Individual programs of the Faculty of Leadership and Management can be assigned to managers as part of the development of professional competencies based on the results of the assessment.
The aim of the course is the formation of knowledge, abilities and skills necessary for the effective implementation of managerial tasks.

Leadership and Management Faculty programs:

personnel management (planning and setting tasks, delegation, control, effective feedback, personnel motivation, organization of processes);
effective interview tools;
leadership;
time management (Time Management);
external training programs;
other additional management programs at the request of the business.

External education

The employee is allowed to participate in training programs conducted by external suppliers educational services, on topics important for effective execution an employee of their professional duties, in the following cases: courses of a similar subject are absent in the SKO; narrow-profile specialized training is required, including training in working with specialized software.

To undergo external training, an employee sends to the Head of the Personnel Training and Development Department an Application (Appendix 10), approved by his immediate supervisor. external programs, depending on the cost and duration of training, can be paid in full or in part at the expense of the Company (the legal entity in which the employee works), subject to all of the following conditions:

The employee is trained at the "Professional Faculty" or the "Faculty of Leadership and Management".
The cost and duration of external training is documented.
The payment plan has been approved by the Head of the Human Resources Department.
An “Apprentice Agreement” was signed between the employee and the Company in the form of Appendix 11.

In case of partial payment, part of the funds is transferred by the Company, and part of the funds is withheld from the employee's salary. An employee who has undergone external training is obliged to transfer the acquired knowledge to colleagues and conduct training on the topic covered.

A responsibility

The responsibility of the parties is distributed taking into account the fact that the effectiveness of the development and training process depends on a set of factors:

Corporate culture.
Built system of internal PR-training and development.
Management policies regarding the training system.
Control of the management over the training of the personnel of the entrusted subdivision.
Correctly identified training needs and correctly set training goals.
The choice of the form and methods of teaching.
The quality of the curriculum.
Motivating employees to learn.
Self-study quality level.
Opportunities to consolidate the acquired knowledge in the process of work.
Linking employee learning outcomes to employee motivation.

Responsibility of the Department of Education and Development

The development department is responsible for:

Creation of a unified training system for all staff members of the Company.
Collection and analysis of the needs for new knowledge and skills acquisition.
Collection and analysis of applications for education from the heads of the Company's divisions.
Organization and implementation of high-quality trainings based on this analysis.
Formation of an internal “portfolio” of programs reflecting the work standards adopted by the Company.
Qualitative selection of external training providers.
Transfer of the methodology of the corporate training and development system to regional HR partners.
Super audit of the work of HR partners in the field regarding the development of employees in the regions.
Monitoring the work of HR partners regarding the organization of the processes of assimilation of the material and development and post-training educational support in the field.
Advising local HR partners on the development of employees in the regions.
Consulting the heads of departments in the field of information submission and development of employees of the departments entrusted to them.
Maintaining a database of educated employees.
Implementation of the system / performance assessment in its part.

Employees of the Personnel Development Department are responsible for organizing and conducting the training process within the framework of their job responsibilities... In case of violations committed by the parties to the course of the lessons, the Head of Staff prepares a memo addressed to the Director of the HR Department indicating the content of the violation, the persons who committed them, the date of the violation and provides it no later than the working day following the day on which the violations were committed.

Responsibility of HR partners

Implementation of a unified education system for all employees of the Company in the entrusted regional divisions.
Analysis of the needs for new knowledge of the Company's personnel in the entrusted regional divisions.
Transfer of information on the identified needs for new information to the Personnel Development Department.
Collection and analysis of applications for education from the heads of the Company's divisions;
Transfer of the collected applications for the education of managers to the Personnel Development Department.
Gathering groups for education, the number of groups.
Conducting effective courses, entrance and assessment testing, role-playing games, post-training educational support.
Control of filling out the feedback questionnaires.
Maintaining established reporting and development statistics.

Responsibility of Heads of Subdivisions

The department heads are responsible for:

Monitoring innovations in their professional field and, accordingly, for determining the needs for new knowledge of employees of the subdivisions entrusted to them.
Timely submission of an application for education in accordance with the approved lesson plan for a month.
Bringing to employees information about the timing and content of programs.
Provision of working conditions conducive to attendance at events on the set dates and times of all employees specified in the Application.
Employees' application in the process of work of knowledge and skills acquired by them during the entire course of classes.
Contributing to the development of the necessary competencies of employees in the process of work.
Monitoring the implementation of recommendations based on the results (testing, additional assessment tasks, checking).

When sending employees to education during working hours, the Head of the department is obliged to adjust the workload in the department, redistributing responsibilities between employees.If it is impossible for an employee of the department to be present at the lesson, the Head of the department must notify the Head of the Personnel Development Department no later than three working days before the start of the lesson.

Responsibility of an educated employee

An employee assigned to a class is personally responsible for:

Timely attendance at the event.
Attendance of the lesson in full.
Involvement in the lesson process - active participation in the attended educational events.
Successful completion of crediting events at the end of classes (testing, role play, completing assessment tasks, checking).
Application of the acquired knowledge, skills and abilities in the process of work.
Organization of your working time, taking into account the compulsory attendance of the lesson at the stated time.
Effective self-study.

If it is impossible to attend the lesson for a good reason (illness, unplanned employment, etc.), the employee must notify his immediate supervisor with an explanation of the reason no later than 3 working days before the start of the event. Missing more than 30% of the lesson for any reason other than force majeure is counted as his absenteeism and is the basis for re-passing the study of the materials and an extraordinary assessment of the employee. In this case, the percentage of no-show is calculated from the whole school day. Partial attendance of the school day is counted as non-attendance of the 1st school day. A delay of more than 20 minutes is counted as a partial attendance of the school day.

We advise you to also see:

Successful business development directly depends on the qualifications and performance of the company's employees. How to raise the level of professionalism of personnel, unleash the potential of everyone and motivate the entire staff of the company for success?

We offer the optimal solution - to use corporate training programs from training center"Valuable experience" and gain a competitive advantage in the market for goods and services.

Advanced techniques, experienced coaching staff, technical and material equipment - all in a complex allows us to conduct educational events on a turnkey basis at a high professional level. The implementation of the project, the development of the budget remains under your control. Upon completion of the work, we submit a full report.

Formats and forms of classes

Corporate training programs for personnel from our training center are a profitable investment in business development. Their implementation significantly increases the efficiency of the professional activities of the entire team, reduces staff turnover, forms the team spirit and corporate ethics.

Training activities are developed and shaped individually. You choose the form of training depending on the strategic directions of the company, its specifics or the specific goal of training employees.

remote online.

We conduct classes in any optimally selected format:

seminars,

trainings,

specially designed format.

We are also ready to offer convenient sites that correspond to the selected training concept, to pre-calculate the cost of each event.

The main directions of corporate education

The strategic and specific goals of training the company's staff depend on the specifics of the industry, on the business objectives of the enterprise. However, in the context of a rapidly changing market and external factors, it is necessary not only to improve the qualifications of all personnel, but also to build up their potential for the future.

This is to develop the adaptability of the management apparatus, workers and employees to current and possible changes in technological processes, legislation, economic and tax policy.

The main directions of corporate education from the training center "Valuable Experience" and solve the problems posed by modern times in the following areas:

personnel Management;

information Technology;

marketing, management, logistics;

communication skills, corporate culture, personal growth;

legislation, economics, finance; in-depth knowledge of a company's product or service.

We are open to cooperation and are ready to help you optimize the process of increasing the efficiency of your business!

The staff is the only resource for the success of the company. For this reason, the smartest choice of managers would be to invest in its development. Following this principle, many prefer one-time and loud trainings, but one-time training gives a one-time effect. Therefore, all eminent companies, be it Apple or Samsung, choose systematic personnel development, working out development programs for years to come. They know for sure that it will be difficult to break a company that is able to train the necessary specialists who fully meet the requirements.

In this article, we will talk about the whales on which personnel development management programs are built. Having understood this information, each HR specialist or manager will be able to prepare a powerful tool for effective work with employees.

1. Synchronization with company strategy

You can find many beautifully written, large and detailed employee development programs. But in practice, they do not work if they do not take into account the business strategy. When using such programs, the result does not live up to expectations, and sometimes it is simply disappointing.

Employees and even line managers often have a hard time understanding what strategic goals have been identified for the development of the company. Because they are like a swan, cancer and pike pull the organization in different directions. The synchronization of the personnel development strategy and the enterprise development strategy is what begins to lay the foundation for a successful program.

Therefore, the very first step is to define (for managers) the vector of the company's development in order to integrate the development of the team into it.

The development movement can be different, for example, in a sales company there are often strategies for:

- development of a new market;
- expansion of sales channels;
- cost optimization;
- reducing the percentage of refusals;
- strengthening the position in the direction of large transactions;
- reducing turnover or attracting new specialists;
- strengthening long-term relationships with customers;
- an increase in turnover or profit by a certain number of percent;
- increasing competitiveness;
- much more.

It does not matter which development strategy of the enterprise is the key for the future period, it is important to think over how the personnel development program can support it and help to promote it in the right time and in the right place.

2. Choosing the focus of the personnel development program

Having understood the strategic goals of the company, you can safely determine what problems need to be solved in order to redirect personnel in the right direction.
There may be a lot of options, but the main thing is that these problems are connected precisely with the organization's strategy.

Top problems that most enterprises undertake to solve:

The need to expand the staff and train the personnel reserve.
When specialists work successfully and efficiently for some time, sooner or later they face a choice: to develop in this company or to go in search of development on the labor market. In order not to lose a valuable resource, it is necessary to think over their career or linear growth. This approach has long been successfully used at McDonald's. All managers grow from ordinary specialists, so they know exactly the key to success in each position, which makes it possible to make the right management decisions.

Reducing the uniqueness of personnel.
For each key role, it is important to grow hot swaps to be prepared for different twists and turns of fate. Only in this case, the loss of managers does not seem strongly to the results of the units entrusted to them.

Preservation or creation of corporate culture.
Even if the enterprise has highly qualified specialists who achieve results and earn good money, they can scatter like water spreads through their fingers. The reason for this is the lack of corporate culture and, as a consequence, the value of what the company gives. The consequences can be disloyal and "wrong" behavior, squabbles, disunity in thinking. As a result, no matter how much the company gives, they will constantly devalue it and demand more. It takes years to develop corporate values, standards and embed a corporate culture, but it's worth it.

Training of new employees.
This issue is especially popular when it is planned to open a new line of business or simply sales. It is also relevant for maintaining the current turnover, because, one way or another, the company loses a certain percentage of its employees over the course of a year. And the most painless way out of these situations will be the advance training of personnel. This helps to slowly choose the right specialist, have time to instill all the values and train within the company.

Preservation of knowledge.
A company is at great risk if it develops valuable skills and forms important knowledge in only one employee. If he decides to say goodbye to the employer, then the development of the direction can start from scratch. This strategy implies a program of transfer of experience, technological processes, rotation of personnel and the creation of instructions so that they can be easily reproduced by other people to achieve a result.

Shortening the term of transactions.
This indicator depends on:
- Beginner adaptation: who will enjoy getting the first results for months?
- Return on investment in personnel: specialists will have more time in less time.
- Efficiency of business processes: downtime will be excluded in the work.

If the program is HR, then for more precise definition key issues, it is necessary to consult with representatives of the departments with the help of which the strategy will be implemented.

3. Identifying the need for staff development

Employees working at the enterprise have different levels of knowledge, competencies, abilities and skills, and have different potential. For the program to work effectively, it is necessary to determine the level of development and potential of each employee at the current time.

This will allow:
make more winning bets on the direction of development of a particular specialist;
more accurately define;
more thoughtful approach to calculating the cost of investment.

1st level. As a rule, these are newcomers to the company or old people who have received a new position. Both those and others have begun to master the activity recently.

They are characterized by high motivation and a desire to act. At the same time, they do not know much about the specifics of the new activity, they are fully aware of this and, as a result, act uncertainly. Awareness allows you to quickly absorb and apply new information. When a person succeeds in achieving the first results, he gradually moves to the second level.

2nd level. Such employees can already be called average. They have first experience (both negative and positive), but do not understand how to make the result stable. From this, the motivation of the middle peasants tends to zero.

It is important for the management to understand that during this period the employee will either figure out the essence and move on, or leave the company. Therefore, the middle peasants need to provide maximum support, indicate the right way, help to understand what actions positively and negatively affect the result. When the results stabilize, and the specialist will work without interruptions for 3 to 6 months, fulfilling the plans, he moves to the next level.

Level 3. Motivation returns, the employee is satisfied with his result and can overfulfill the set plans.

In his work he feels confident, knows how to reach the goal, he has fully built interaction with colleagues. It is important to understand that at the third level, the specialist stops developing, because he has already done his best, studied all the subtleties of the craft in order to be realized in this position. Often at this level, "star fever" appears and a feeling of comfort arises. From this level it is quite difficult to transfer an employee further, since this will force him to go out of his comfort zone again. But if you do not push a colleague to the next step, then soon he will become tired of the well-known activity, he will feel like an unrecognized genius and will begin to think about leaving.

4th level. The stage of transition to a leadership position.

A specialist can be assigned to manage a small project, transferred to another position (in the case of linear growth), or made a mentor so that he can transfer his skills. Whichever direction of development is chosen further - this will be a new role for the employee and he will again return to the first level, starting to comprehend all the subtleties and fill bumps.

Each worker goes through development levels in stages and if he lingers on any of the bottom for too long, then:

- HE is ineffective and it is time to dismiss him for non-fulfillment of goals and plans (in the event that he cannot stabilize the result or simply understand the specifics of the activity);
- YOU did not promptly push for further development, he is bored and ready to quit (in the event that all indicators are achieved, but the specialist is still deprived of the opportunity to move and develop further).

In order to effectively structure development work, it is important to take these levels into account. on each of them, the specialist needs different approaches to training, control, detailing, motivation, or, simply, management.

Development cannot be managed without monitoring indicators and setting benchmarks. When there are about 100 people in a company, it is already difficult to keep track of everyone.

A skill matrix has been used successfully in many companies to address this issue. It can be maintained individually for each employee or general for departments.

The matrix shows:
what skills and abilities are needed to function in the position,
what level of mastery of these skills the employees have at the moment.

In order for it to help draw up a development plan for employees, it is necessary:

1. Prepare a table in which to indicate the employees of the department vertically, and horizontally.

The list of competencies can be taken from the job description, but then be sure to check it with the head of the department so that he crosses out irrelevant details and highlights the key success factors.

2. Ask employees to rate themselves against this matrix. You can choose a simplified model, and mark the existing skills with an "X", and the missing ones with "0". The improved model, which reflects the level of mastery of a particular skill, will be more illustrative.
For example, 0 - there is no knowledge, and 3 - the employee can teach colleagues this skill himself.

3. The manager conducts an assessment of the skills of all employees of the unit so that he corrects the real picture of what is happening and can draw conclusions for himself about the self-esteem of subordinates.

4. Draw up an individual development plan and plan training based on this matrix. To do this, it is necessary to prioritize, what is important to teach in the first place, then to unite people into groups: who needs specific knowledge and who owns it to the extent that they can teach.

5. Constantly update the matrix, conducting periodic control of knowledge.

4. Drawing up an enterprise curriculum

Personnel development plan at the enterprise should be holistic, all activities are planned and interconnected.

Understanding what layer of tasks will have to be solved individually for employees in order to implement the strategy of business owners, it remains to form on the basis of it. For this, it is necessary to plan the sequence and frequency of training of the formed groups of employees, to determine the form and lecturers.

Motivation to learn
A learning plan alone is not enough to achieve leadership goals. To work effectively on this plan, employees must be motivated to develop. The very fact of training is not attractive to anyone, the most important incentive is what training will give, how it will help in achieving the employee's personal goal.

After all, what will people fight for without sparing themselves? Only for the fact that they themselves ardently want. It remains to understand what people want in order to tie the development program to this.

Development meetings
The most effective tool for the growth and development of employees is the systematic holding of individual development meetings. At such meetings, they analyze the goals that he would like to achieve within the enterprise (professional or career growth, increase in earnings, etc.), jointly analyze the skills matrix and the development plan, explaining how following these plans will help to reach the goal faster.

For example, a salesperson wants to purchase his home in order to become self-reliant. At the meeting, you assess what is needed to achieve this goal:
1. Have a down payment.
2. Maintain a certain level of income for the bank to approve the mortgage.
3. Make stocks of funds to complete the transaction and meet the needs of the primary improvement.

As a result of the analysis, you have the amount to be earned for the year and the level of monthly income to be achieved. It remains for you to determine what is currently lacking for the employee to achieve this goal. Suppose a given salesperson needs to increase the number of monthly sales. The next step is to assess the skills matrix: what failures prevent the plan from being fulfilled. Further, the leader has to present an individual development plan. Thus, the specialist will be fired up by this plan and will work it out with maximum efficiency.

The same is important to do with ambitious careerists. In any case, the company needs a talent pool for managers, not to mention the opening of new business areas, for which a high-quality managerial staff is also important. Having analyzed the matrix with the careerist and determined what he lacks for further growth in the position, you can easily provide stable motivation and prepare a potential manager.

For the development of the potential of the people of the organization, it is important to make the planning of the personnel's career as transparent as possible. Having a holistic picture of their growth prospects, employees show themselves more responsibly and effectively, striving to meet the criteria known in advance and understanding that they are ready to invest in them.

Development meetings should be held periodically to keep staff motivated. At follow-up meetings, the manager and the subordinate discuss how much they have progressed in the planned plan, discuss what needs to be emphasized and determine further short-term goals. It is important to include such meetings in the personnel development management program and monitor the frequency of their holding.

5. Analysis of the effectiveness of the development program

How to evaluate how the chosen development program has brought the company closer to the target indicators? For this, it is important to think over a system for evaluating the effectiveness of the program.

6. Organization of mentoring work

Using the skills matrix, identify employees with the necessary knowledge and experience.
Analyze the potential and individual goals of each potential mentor from the resulting list. Perhaps some of them do not want to develop in the direction of management at all, such people will have to be deleted from the candidates.
Evaluate the necessary preparation for mentoring: describe tasks, select forms of work (for example, interviews, seminars, or on-the-job training).
Prepare a list of employees in need of mentoring (the skills analysis matrix will also help with this).
Draw up a general work plan for mentors (indicate mentors, mentors themselves, forms of training, terms, supervisors).
Form an individual work plan for mentors, prescribe in it the employees assigned to him and the types of work with them, as well as the implementation timeline.
Assess the appropriateness of the previously selected (in paragraph 5) method of assessing the effectiveness of work for this group of specialists, if necessary, adjust it.

7. Elaboration of the provision of the personnel reserve

To ensure that there are no failures on the way of implementing the strategy during the year, it is necessary to think over in detail the issue of the personnel reserve. To do this, you have to go through the following steps:

Step 1. Form a list of positions for which a personnel reserve is required. This step evaluates the “places” of the greatest turnover or the “short-lived” positions. For example, in sales companies, these are often the appointment managers for salespeople.

Step 2. Analyze the need for newcomers for new divisions as well as for expanding existing divisions.

Step 3. Form a list of candidates for the reserve from the current employees of the company. For example, someone has long wanted linear growth or is simply bored, but has great potential; or perhaps someone is not effective, but there is a suspicion that he will flourish in another position.

Step 4. Determine the list of competencies for the position for which a reserve is required.

Step 5. Prepare a training program for the talent pool group and add it to the general development plan of the company.

Summary
The plan of the personnel development management program in the organization will be complete if all 7 listed components are taken into account in it.

Thanks to well-thought-out development plans, all knowledge, skills and experience will always remain within the walls of the company.

This will ensure stable operations and minimize risks. Such companies are becoming more competitive in the labor market, because one of the key criteria for evaluating applicants is the opportunity for career or professional growth. If we talk about competitiveness in the market for the professional activity of an enterprise, then personnel development here also plays one of the key roles.

Simply put, business ideas can be stolen, but building a well-coordinated professional team will take years.