Corporate staff training. Corporate training selection and adaptation of training programs of ISP business school for your company Corporate training program in the company

The structure of corporate personnel training consists of preparing a business training plan, selecting appropriate programs and methods, agreeing on a list of tasks and appointing responsible persons. How to organize the process correctly, learn from the materials of the article.

From the article you will learn:

How to organize corporate staff training, types and methods

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

changes in the labor market and in the economy;

change of technological process;

equipment upgrade.

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

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

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

Types of corporate staff training

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

The types of corporate staff training include:

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

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

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

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

The organization of corporate training programs should include a number of sequential steps that are aimed at identifying the existing problems of a particular organization in personnel management, formulating business development objectives, clarifying the role and place of individual employees and their groups in achieving strategic goals, forming programmatic and resulting learning functions and other structural elements of the general policy of the corporation, aimed at training and development of personnel.

An analysis of the activities of a number of successful companies that have well-established training structures in their arsenal allows us to formulate an approximate list and sequence of setting tasks that should be solved in the course of developing a corporate training program.

• 1. Analysis of the state of the organization and the need for training. The place of corporate training in solving business problems of the organization. Organization strategy as the basis for setting learning objectives. Assessment of the current level of preparedness. The sequence of building a corporate training system.
• 2. Formation and application of types of corporate training programs when analyzing the training needs for different categories of personnel, building cycles and training systems (adaptive, functional, situational training, training of a managerial reserve, individual training programs for key specialists, etc.). Training and team building. Training and consulting.
• 3. Development of the basic principles of learning (continuity, modularity, visibility, practical relevance, the principle of advanced learning, etc.). The nature of the assessment and control parameters at all stages of training. Features of the organization of adult education, the specific needs of an adult audience.
• 4. The choice of forms and duration of training in the main curricula formed. Independent projects and programs designed to invite specialists from outside. Involvement of managers and key employees in training. Criteria for selecting an external provider. Criteria (interview) when choosing a teacher (trainer).
• 5. Budgeting for training. The structure of training costs. Main sources and order of financing.
• 6. Promote training within the company. Tasks of management and training organizers before and during training events. Structuring activities for the organization. Activities to promote learning in the organization. Notification of participants of the event: rules and procedures. Technical preparation for the training event.
• 7. Evaluation (control) of the effectiveness of training. Levels of evaluation according to Kirkpatrick, methods of evaluation at each level. The role and tasks of the management, organizer and leader of training at the stage of monitoring the results of training programs. Selection of assessment methods in accordance with the tasks and forms of training and the capabilities of the organization.
• 8. Implementation of learning outcomes into practice. Use of the training system as part of the system for stimulating and motivating staff. Creation of conditions in the organization for the application of knowledge and updating of acquired skills and technologies. Motivation of participants for professional development.

Thus, from the point of view of the procedure for developing a program that can take into account the specifics of corporate activities, the following sequence can be distinguished: definition of the target audience (whom to teach?) - goal (Why study?) tasks (What are the ways to achieve the goal?) - methods (how to teach?) results (What will be taught?) resources (what does that require?). Each element of the program carries not only its semantic load, but also plays a specific role, namely the role of a kind of argument "for" or "against" in choosing a particular program.

Corporate training as a tool for organizational development is increasingly seen by managers as a profitable investment area. What is the return on investment in staff training, how can it be measured and how can it be improved? The answers to these questions can be found in the most general ideas about how the effectiveness of training for a corporation can manifest itself.

There are three main areas in which measurements can be taken:

• efficiency – training helps to do the job faster and better;
• customer satisfaction - training can improve the relationship between employees who have been trained and the clients of the company with whom they work. Thus, training can indirectly improve the company's financial results;
• fundamental changes in business - as a result of training, employees receive knowledge and skills that can radically change the style of their work (and possibly the company as a whole) for the better.

The high costs of Western companies for staff development are not accidental. Researchers argue that now the economic effect of investing in the development of personnel is higher than from investing in capital goods. One of the frequently used examples is the results of a study conducted in 3200 American companies by R. Zemsky and S. Shamakole (Pennsylvania State University), which showed that a 10% increase in staff training costs gives an increase in labor productivity of 8.5%, in while the same increase in capital investment results in a productivity gain of only 3.8%.

The American Society for Training and Development (ASTD) has calculated that $1 invested in staff development yields between $3 and $8 in revenue. And at Motorola, every dollar invested in education generates $33 in return. Developed and implemented at a Motorola facility in 1987, the Six Sigma quality improvement program reduced scrap rates to 0.1% and reduced the cost of poor quality by 84%. The general pattern is that the larger the company, the more money, both in kind and in percentage terms, it spends on the education of its employees.

First and the most common, integrated approach to assessing the effectiveness of corporate training is Kirkpatrick model .

The model describes four successive levels of evaluation of training results:

• 1) reaction – how much did the participants like the training;
• 2) assimilation - what facts, skills, practical methods of work were learned as a result of training;
• 3) behavior - how behavior, actions, technological methods in the working environment have changed as a result of training;
• 4) result - what are the practical, quantifiable learning outcomes for the organization, manifested through cost reduction, time reduction, quality improvement, etc.

For the purpose of generalization and quantitative results, the Kirkpatrick model uses the formula proposed by J. Philips:

Return on invested capital (ROI) = financial results of training (value added) / training costs.

It should be taken into account that a change in significant performance indicators, such as an increase in sales, cost reduction, quality improvement, etc., can be associated not only with the training provided, but also with a variety of circumstances, for example, seasonal sales, fashion, the appearance of competing products. or substitute goods, etc.

The greatest difficulty is evaluating the effectiveness of training for managers and specialists, the effectiveness of which cannot be directly tied to sales volumes and thus measure the return on investment in their training. Therefore, there is practically no widespread data.

Second approach To assess the effectiveness of corporate training is based on the theory of human capital, according to which the knowledge and qualifications of employees are considered as their own and income-generating capital, and the time and money spent on acquiring this knowledge and skills is an investment in it.

The balance sheet shows the total amount of investments in the organization's personnel at the beginning of the planning period (costs for selection, adaptation and training), indicates the volume of investments made during the reporting period, calculates the amount of losses due to layoffs, obsolescence of knowledge and qualifications and displays the cost at the end of the period under review.

The third - subject-oriented approach to assessing the effectiveness of corporate training - is associated with the allocation of learning outcomes for different subjects and assessing their quality.

It should be emphasized that, regardless of the specific approach, evaluating the effectiveness of corporate training makes it possible to identify opportunities to increase the profitability of investments made. In particular, the most significant factors influencing the success of training are the interest of staff in training and the qualifications of the trainer.

The effectiveness of specific forms of training is determined by a number of parameters:

• the presence of feedback the assimilation of educational material and the correction of business behavior directly depend on the operational feedback received by the participant of the training program. One of the types of feedback and a condition for effective mastery of skills is positive reinforcement desired behaviour. In corporate training, both attestation marks and various forms of material and non-material incentives (bonuses, public congratulations, promotions) can be used as reinforcement;
• practice - the possibility of working out the acquired knowledge, skills, technological methods in working or simulated conditions contributes to an easier transfer of mastered skills into real activities. For the practical development of educational material, simulators, role-playing games and special training exercises are used;
• participants' motivation is the key to successful learning. It is worth emphasizing that the degree of interest of participants depends on the quality of the curriculum, and on organizational conditions, and on relations with direct management;
• actualization – creation of conditions for applying the acquired knowledge and skills in practical activities. To ensure the actualization at trainings and seminars, it is advisable to use modeling and specific planning methods;
• individualization - taking into account the individual characteristics of the participants (age, educational level, previous experience, expectations and attitudes) helps to convey the material more fully and selectively. You can find out the individual characteristics of the participants using the methods of preliminary questionnaires and installation interviews.

Recently, corporate distance learning, e-learning technology has become more and more popular. When thinking about whether or not to implement e-learning, doubt creeps in whether it is really effective, or whether the money spent on acquiring software and creating or acquiring educational materials will not bring the expected result and will not pay off. And then, to the above three most important parameters of the effectiveness of corporate training, we add fourth - cost reduction, connected, firstly, with flights and relocations (for employees located in the regions); secondly, with the time of absence of trained employees in the workplace.

The classroom form is the most common and, as a rule, is used in companies planning to implement distance learning. Therefore, the evaluation of effectiveness is usually carried out in comparison with the traditional classroom form of education.

The effectiveness of training can be measured by tests that are passed by employees who have been trained in classroom and distance forms. According to the experience of the largest companies that have implemented distance learning systems, the results of testing such groups are practically the same (of course, when using adequate e-learning courses developed by experienced manufacturers).

With a sufficiently large number of employees who have been trained, a survey of employees can be a good way to evaluate the effectiveness of training. For comparison, it is necessary to measure the average indicators for a group of employees who underwent classroom and distance learning.

In order to estimate the cost savings, it is necessary to calculate the total cost of training the two classroom and distance learning groups (assuming previously measured equivalent learning effectiveness).

The creation of a balanced system of economic and socio-psychological indicators, as well as a systematic list of corporate training efficiency factors are an important part of the activities of corporate training organizers.

Ultimately, the achievement of practical impact in personnel training will be possible in terms of involving top management in the personnel training process, establishing personal responsibility for bringing training programs in line with corporate objectives, production and market strategies of the enterprise and correlating the personal training plan of each employee with the general plan and programs of corporate professional training of personnel.

• Corporate training: why and how to train company employees (Electronic resource] // IBusiness. 2012. March 12. URL: ibusiness.ru/blogs/18116 (Accessed: 06/24/2014).
• See details: Kirkpatrick D.L, Kirkpatrick J.D. Evaluating Training Programs: The Four Levels. 3rd ed. San Francisco, California: Berrett-Koehler Publishers, 2006.

Successful business development directly depends on the qualifications and efficiency of the company's employees. How to increase the level of professionalism of personnel, unlock the potential of each and motivate the entire staff of the company for success?

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

Advanced methods, experienced coaching staff, technical and material equipment - all together allows us to conduct turnkey educational events 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 present 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 a team spirit and corporate ethics.

Training activities are developed and formed individually. You choose the form of classes 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 venues that correspond to the selected training concept, pre-calculate the cost of each event.

Main areas of corporate education

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

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

The main directions of corporate education from the training center "Valuable experience" and solve the tasks set by modern times in the areas of:

personnel Management;

information Technology;

marketing, management, logistics;

communication skills, corporate culture, personal growth;

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

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

According to experts - in the reluctance of most representatives of this direction to experience the products that they offer to others.

It is unlikely that any of us would dare to go to a restaurant, knowing that its chef never tastes his food. Because then almost certainly we will get something that does not meet expectations in any way. During one of his speeches, the famous restaurateur Bobby Flay said that for him the recipe is just a list of basic recommendations; and to achieve exceptional taste, you need to taste the dish during the entire cooking process.

Why then do corporate training specialists not want to attend courses that are held for company personnel? Without this, how can one be convinced of the exclusivity of the "taste" of corporate training programs?

Here are three questions that were posed to a group of experts in the field of organizational learning:

— Do you regularly take courses provided in electronic format?

Do you regularly participate in traditional training programs?

Are you currently working with a mentor to improve your professional level?

Interestingly, only a few answered “yes”. And if offered to attend a 24-hour classroom program, most asked if there was something shorter (although this is a typical duration of an internal training course).

But why shouldn't organizational learning professionals become tasters of their programs?

By taking one of the courses, its developer/manager can experience the methodology that is used. And this is always an opportunity to better understand the experience of people who are studying - to realize the essence of their needs and feel on their own skin the pressures and problems they face.

After completing the development of the course, be sure to check whether the course will work.

Do you need to answer a few questions to do this?

Does the stated learning objective match the learning objective identified in the needs analysis phase?
Does the training course reflect the real situation?
Are the levels of knowledge and skills required to achieve the learning objective taken into account?
Will the chosen methodology for assessing knowledge show the real achievement of goals?
Will the chosen metrics show the achievement of the goals of a motivated and unmotivated listener?

As a rule, while doing this, learning managers make “discoveries” for themselves that relate to the following aspects of e-learning:

1. The sequence of presentation of the material.

It is not uncommon for the sequence of course content to look very good in the presentation the course developer makes.

However, if you look at it from the point of view of program participants, it becomes clear that the order of placement of individual elements of content almost always needs to be adjusted. There is no elaborate "learning trajectory" in the course.

2. The level of knowledge of students.

In general, the content of training programs is designed for a lower level of knowledge than that which its participants actually have (for example, this may concern courses on the study of regulatory requirements, product lines). But if the training manager takes the course, he will understand how to effectively use the knowledge that his participants already possess.

3. Duration of the training course.

In many cases, when setting the time frame for a course, we are guided by certain "sacred" (though not necessarily realistic) assumptions. For some reason, it is believed that classroom programs should last from one to five days; webinars - 60 or 90 minutes, e-learning course module - from 30 minutes to 2 hours.

It has been practically proven that 4 courses of 15 minutes are more effective than one course lasting an hour. Imagine that you need to watch a 1-2 hour presentation, a video lecture from start to finish. Is it easy to do?

Unfortunately, very often the time frame of the course is planned before its content is fully defined, not to mention the fact that sometimes the specific situation in which the participants find themselves is not taken into account at all.
Do not start doing a course until we have all the study material and course syllabus.

4. Variety of course elements.

Learning is a laborious and lengthy process. In order to facilitate the process and increase the effectiveness of training, a combination of various tools is needed:

- combine different types of mental activity: watch, listen, read, write, answer, decide;

- combine simple and complex tasks or cases for optimal learning load;

- combine self-study, classes with a teacher, collective projects (cases), communication with other students;

- combine push and pull materials, when part of the information is given by the course, and the listener must find and learn the other part on his own.

Books, blogs, podcasts, videos, infographics, third-party courses all create a varied, interesting and effective learning experience that a person can immerse themselves in.

5. Practice is the most important part of learning.

One of the most important components of the learning process is practice.

If there are no practical tasks, cases, simulators in the course, then ask yourself the question: what is its purpose, is such a course necessary?

E-learning makes it possible to develop and use all kinds of simulators: in various formats, at various paces, with many attempts.

Workshops and simulators are the most rational and effective investment in training.

6. Motivation for learning.

Training managers very often do not take into account the motivation of staff for training. The training schedule is dominant. This has a very negative effect on the effectiveness of training.

Methods that work in corporate training:

- the most important motivational measure: the student must understand why he needs to study the course (goal, knowledge, skills, effect);
- KPI includes an additional coefficient for successful training;
— student ratings (by course, overall), visible to all employees or only in the training group;
— elements of gamification (badges/badges/achievements) visible to all users (puzomerki);
- an electronic portfolio of an employee, in which achievements and results are noted;
— virtual bonus points for completing courses and tests convertible into real prizes or bonuses;
- prizes for those who complete the course first / best of all (often done in retail where vendors sponsor product training for sellers);
— regular mailings to managers/trainees about the success of training (with highlighting the best and worst);
- competition between divisions.

7. Technological factor of education.

It is also extremely important to determine whether course participants can use the technology tools that are part of its structure easily, without spending extra time and effort on it. Otherwise, people simply will not be able to fully focus on the content of the program. A new trend in learning: mobile learning.

From the foregoing, three main elements of organizing effective e-learning can be formulated:

Elements of organizing effective e-learning:

1. Staff readiness:

Relevance;
declaration of goals and training tools;
diagnostic surveys;
motivational materials;
involvement.

2. Research activation:

Scenarios, storytelling;
gamification;
Additional materials;
blended learning;
social activities;
group work.
video instructions "How to do ...";

3. Fixing material:

Step by step instructions;
electronic simulators;
visualization of goals;
best practices and cases.

And one more very important thing: representatives of the corporate training direction should be in the mode of continuous beta testing - actively experimenting with new technologies, training formats and approaches to module design.

Here are some ideas to try:

— Augmented reality. The mobile game Pokemon Go, which combines the real and virtual worlds, quickly captivated tens of millions of people. Test as many augmented and virtual reality programs as possible and consider which of them can be used in the context of organizational learning in due course.

— Video 360. Using simple apps or inexpensive cameras, take a panoramic video; let users experiment with it.

— Microlearning. Short training courses serve to achieve specific production goals or to increase the productivity of a company. One module is aimed at introducing one skill, changing one technological model, or solving one production problem.

— Daily coaching. Identify some habit that needs to be changed first. Find someone among your colleagues who would agree to work on this with you daily for two to five minutes. For example, change the way you handle email and ask a colleague of yours at a certain time each day (say 4:00 pm) to see how consistently you are applying the new approach.

— Internal electronic library, media library, knowledge base.
The internal electronic "knowledge base" in the company provides a lot of opportunities for staff development.

Firstly, each employee will definitely look into the "knowledge base" by analogy with colleagues.

Secondly, reading or watching videos, courses, e-books immerses you in the learning environment.

Third, the company can realize the concept of a learning organization. Apply technology to manage employee learning.

Fourth, the company can implement continuous staff training. With a little effort and resources, create a corporate culture that supports continuous learning.

Infographics: elearninginfographics

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

There are three main types:

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

Let's consider each type in more detail.

Staff training

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

Retraining

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

Training

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

Basic Methods

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

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

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

Education outside the workplace

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

Lectures

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

Seminars and conferences

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

business games

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

Trainings

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

Selfeducation

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

How to organize staff training

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

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

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

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

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

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

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

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