A detailed story about the creation of a training center in the company. How to understand if a training center is needed? Or can you do with the training department? Or is an internal coach sufficient? What structure is needed, and why is it the way it is? On what principles does the training center “work”? The stages of building an educational structure "from scratch" are considered on the example of a retail network.

Creating a training department within the company is now fashionable. Almost everyone has coaches on staff, and those who don’t are seriously considering getting them. The idea is great, it has many advantages, and in this article we will try to analyze the process of creating a training unit within the company, evaluate several formats, discuss their pros and risks.

What are the preconditions for setting up a training center?

• The need to prepare employees for work themselves, the lack of “ready-made” specialists on the market

Most often, this situation is typical for specialties related to sales (managers, sales representatives, salespeople), since there is no such specialty as a “salesperson”, no one prepares a school graduate to work as a sales manager.

At the moment, we are seeing a big gap between a person's education and the real needs of the labor market. The current generation of able-bodied people went on to higher education in the post-crisis years, and they studied for the credits, not for the skills. As a result, we have a huge number of people who do not work in their specialty, who did not need what they were taught. And this means that in the near future people who do not have the necessary skills in the profession will come to work with us. And in order for our business process to be effective, people need to be taught.

• Development of needs in the implementation of employees.

At the same time, an interesting trend is observed in the market of applicants - people are quietly trying to realize themselves in work. Hooray! More and more young people go to work because they like the activity, more and more people want to see the meaning in work, and not just get paid. Work gradually ceases to be a means of survival (huh?), and becomes something else - for example, an opportunity for realization. What does this give the Jews? This means that the requirements for the place and organization of work among applicants are increasing. I personally know several hired specialists who choose their place of work according to the personality of the director, whether he is an adequate person. Perhaps soon the motivation “work - otherwise we will kick you out” will begin to lose its effect, and people will need more subtle schemes. One of them is a streamlined learning process within the company. Because a new person needs to know what to sell (product courses), how to sell (sales) and why to do it (starting ideology - welcom trainings).

• The need to translate the experience of solving problems.

During its development, the company gains experience in solving various business problems: from how to issue an invoice to how best to build a branch structure. This experience is gained by the company's employees, it is stored in their head and the heads of their colleagues (usually 2-4 people). But employees of the company tend to leave / be transferred to another position / go for a promotion. At the same time, a new person who comes to the workplace is forced to again gain the same experience in solving the same problems. Waste your time and your money. Moreover, the larger the company, the greater these information losses. The function of educational structures, among other things, is the preservation and transmission of information, developed schemes to new employees.

• The need for independence from employees.

Often in companies there is an effect of "dependence" on a good specialist. Usually this is an employee who is well versed in the company's product, a carrier of experience and knowledge. He pulls on himself many processes, it is impossible to replace him, since valuable knowledge will be lost, but he, realizing his importance, allows himself (usually different things ...)). The training department removes this dependence on specialists by developing product courses, systematizing and depersonalizing information.

Conclusion: if the described situations are observed in your company, the training structure is important and necessary.

What structure of the training unit do we need?

Let's define the format of the educational unit.

The educational center.

In my understanding, the training center within the company is an independent division, with a classical structure; performing a full cycle of work on training, adaptation, assessment of employees; working with specialists from all levels of the company. Perhaps even self-supporting.

1. Fig.1. An example of the organizational structure of a training center

Opportunities: you can completely build a training system associated with a system of assessment, motivation, personnel development. With a few specialists, it is possible to achieve specialization of trainers in products, which will increase the quality of training; and cover a large number of employees of various categories at the same time. This structure is able to create its own educational products and self-develop, flexibly adapt to business needs.

Department of education.

This is on a smaller scale, usually located in the structure of the HR department. Engaged in training and evaluation, most often the most needed categories of specialists (for example, salespeople).

1. Fig 2. An example of the organizational structure of the educational department

Opportunities: the structure allows a comprehensive approach to the needs of the business, due to the concentration of the management function on the head of the department. Due to the coordination of actions of all services, tasks are usually solved more efficiently, flexibly, and more quickly. However, when training needs are high, trainers are usually overwhelmed and only able to provide the basic level of training - sales and product.

Internal trainer.

The most local level. Usually in a single person. Spends what he can and knows how, depending on the tasks set by the leader. Usually subordinate to the HR service, or to the sales service.

Opportunities: By working in a single person, it is possible to grow an excellent generalist capable of working on a wide range of products (sales, product, field mentoring, consulting.). At the same time, there is a high probability of working at a low level of the organization, without goals, a plan, evaluation of results and motivational schemes, because who is a coach and what to do is not completely clear to anyone.

The criterion for changing these levels is the coverage of employees with training programs and the consistency and plannedness of building a structure.

By coverage, we mean the range of educational products implemented by the educational structure. Only sales technique? Or another company product? Or are there other leadership training programs? And the webinar system? And e-learning? What categories of employees do we train: front-staff (salespeople, managers)? Are there training programs for all key positions in the company? How wide is the range of learning formats (classroom-field-internet media)?

By planned and logical, we mean the depth of training planning and evaluation of results. Are there measurable learning objectives? A training plan for the year? structure budget? Formed methodological courses? Training quality monitoring system? Training support system (field mentoring - self-learning system - express briefings)? To what extent are the schemes of interaction between the training department and other structures of the company worked out?

The format of the educational structure, in my personal opinion, must be chosen based on two criteria: the needs and goals of the business within 3-5 years and the financial and organizational resources of the company. As always, the goals of the company and its tasks in the field of personnel are of paramount importance. To simplify, what competencies will employees need to solve the company's problems? How are things now? How many and what employees need to be trained?

Example 1 . A company of 300 people plans to increase its sales (turnover), has a constant turnover of sales staff and a lack of ready-made specialists in the market. In this case, the solution is a training department of 1-2 trainers, and a range of products for training - sales, product, field audit, mentoring and task setting for middle managers.

Example 2 . The federal company opens representative offices/shops in the regions. The total number of employees is more than 2000 people. The main goal is to prepare staff for effective work according to standards, to create a self-organized and efficient structure in each branch. Here, on the basis of the office, it is necessary to create a training center with a staff of trainers on the ground. The office team will have to develop the entire methodological base and work technology, and the field trainers will have to translate it. At the same time, the range of products: sales, product, field audit, personnel and trade structure management for managers; evaluation and motivation system.

Example 3 . A chain of stores with 90 employees. The task is to maintain a high standard of work with the buyer, to increase the average bill and revenue. Here, one internal trainer can quite cope, conducting products: sales and field audits, auditing the implementation of standards.

Conclusion: understand why you need a learning structure and how much are you willing to spend on it?

What are the principles for building a learning structure?

When developing a learning structure, the ideology, values ​​and thoughts that we put in the foundation are very important. Let's discuss the principles that seem important to me?

• Business connection.

Any training in the company is started with one goal - to increase the efficiency of employees, and hence their results. For owners, most often financial. Therefore, it makes sense to define measurable learning outcomes and build motivation for trainers on them, link training programs to specific business needs, and integrate the training department into the management system. Does your head of training participate in company meetings? Does he attend strategic planning sessions?

• measurability.

It is important to evaluate the results of the work of the educational department, it is very invigorating for both the department and the founders. Despite the fact that the results of training are not directly related to financial performance, nevertheless, theoretically speaking, the company should be more efficient from our training, and efficiency is a completely measurable concept.

The principle of subjective assessment of the quality of education.

How to do: To offer to fill out questionnaires for evaluating the course of study, to conduct interviews; enter the rating of coaches; create an online feedback system.

The principle of objective assessment of the quality of education.

How to do: Make a list of indicators of behavior that the employee should demonstrate after training; assess the degree of use by the case-studies method or the "mystery shopper" method; interview regular customers; collect analytics on business indicators.

• Practicality.

Training should help people do their job either easier, or faster, or more accurately, or more efficiently. All skills curricula should be practice-oriented and built around the “master” principle. This is when the training course is written by the person who is really good at doing this operation. For example, a course on sales techniques should be drawn from the practical experience of real salespeople; and the management course - from the experience of real leaders.

• Versatility.

The experience of colleagues (thanks, Yana) and common sense tells us that coaches should be generalists in a reasonable sense. Previously, it was practiced to divide trainers into sales, product, and methodologists. Practice has shown that versatility has more advantages.

Firstly, the trainer’s brain “stops thinking” from concentrating on the same products, phrases and techniques, professional burnout becomes closer. Secondly, the possibility of replacing specialists with universality is obvious. Thirdly, for the trainer, the key factor is the opportunity to gain experience in the field, and for group members, it is important to integrate all topics into a single semantic context. Therefore, the ideal option is when the same person teaches you first about the product, then how to sell this product, then goes with you to the field.

• Consistency.

The training system, like any system, is built on the principle of a cycle: analysis-planning - actions - analysis. Almost all training cycles are built on the same principle: goals - how do we achieve goals - what do we teach - evaluate the level now - conduct training - evaluate the level later - draw conclusions. This cycle is followed in sales training, less often in product training, and only occasionally in management skills training. And when I attended external courses, I didn’t see such an approach at all. Although I believe it exists.

How to do: Set goals for SMART, set tasks, determine methods and ways to solve these problems in the form of a curriculum, calculate upcoming expenses, determine the units of measurement of the result, set deadlines for implementation, evaluate the results.

• Development.

The main tool of coaches is still intellect. And the ability to think and produce new products, ideas needs to be developed and nourished. The training department should learn on its own, using external or internal resources, there should be formats for group discussions and meetings, the opportunity to think and storm.

How to do: create a training schedule for trainers; develop creative Fridays for trainers; to introduce the regime of methodical planning meetings; create a format for public reports on trainings; expand the product portfolio of trainers.

• The principle of maintaining skills.

We all know that learning outcomes need to be maintained and that a series of classroom trainings has never saved anyone. It is important to understand that support can be arranged in the short and long term. In an operational way, when planning a training cycle, you can immediately plan a system of regular supportive post-training sessions, consisting of regular 1.5-2-hour seminars or informal discussions. In the long term - to use a system for assessing and motivating personnel, to form projects for a personnel reserve, innovative tasks for project teams.

• Publicity.

Since training is a good event that greatly influences the inner spirit, atmosphere, loyalty and many other factors, it is necessary to take care of the publicity of this process. We need to make learning within the company fashionable, honorable, effective, so that we have tools for broadcasting information and learning outcomes.

How to do: Publish articles and documents on the Intranet about the application of the skills to be taught; organize a training section on the Intranet and post success stories; include learning outcomes in monthly reports; inform direct supervisors about the results of training of their employees; use an internal mailing list or newspaper to post training schedules; use legends “he learned and is now CEO” within the company.

• Accumulation of knowledge.

Everything that the training department produces is unique and valuable information content. Once developed, the program allows you to train a bunch of employees even after the dismissal of the coach. The created rules, technologies, algorithms must be independent of the trainer's personalities and permanently kept in the company.

How to do: Place all training materials in the appropriate section of the Intranet or on the internal website of the training center; create a resource on the server's public access; introduce a rule for describing each new process; implement a method of updating information quarterly.

Conclusion: the stage of planning and developing the concept of the educational structure is key for this project, so it should be given maximum attention. Just at this stage, it becomes clear how much it costs to create an educational structure

What steps need to be taken when designing a learning department?

I propose to consider the stages of building an educational structure, in this case, the training department, "from scratch" on the basis of a retail network.

The principles underlying:

• The principle of synergy - an integrated approach is planned: classroom training and field mentoring.
• Topics of study: sales training for beginner and advanced levels; welcom training for new employees; company product seminars.
• Integration of the training system into the company's business processes by linking the learning outcomes with the process of evaluating and stimulating employees of the sales structure.
• Trainers are generalists providing sales and product training.
• Cycle of training: audit before and after training, field mentoring as post-training.

Project scheme:

Description of the project tasks:

1. Audit of the current situation and business needs.

   At this stage, it is important to understand at what level the professional competencies of current employees are developed. It is also important to evaluate the current financial or numerical criteria for the performance of employees at the current level. This data will help us plan the project and set training targets.

   For example, under given conditions, as an analysis of the current level of competencies, you can use the method of open observation of the test group (10% of the team) according to "extreme values" (the best and weakest in terms of sales results). Questionnaires can be used to diagnose product ownership. And as performance criteria to analyze such values ​​as: turnover (conditionally); average check, pieces per check; the ratio of sales to traffic; % according to checklists; product group turnover or % of collection sales.

2. Analysis and discussion of the department concept

   This is a key step in the work. We are finalizing the vision of the educational structure. To do this, we need to answer the following questions:

   • What tasks will the structure implement? What goals are we ready to set for the coming year? What results are we waiting for? Why do we need them?
   • Who will we teach? What? With what frequency? How will we evaluate the results?
   • How will the training system correlate with other HR processes? Training and selection? Training and adaptation? Training and evaluation? Motivation? At what point is the training service connected, what training products are needed for this?
   • What will be the organizational structure of the department? Department size? Areas of responsibility of department employees? A system for assessing and motivating coaches?
   • How will we implement the main processes: developing courses, gathering groups, printing materials, storing information, broadcasting information?
3. Development of work technology, methodology of the educational department.

   At this stage, we need to form an organizational, functional and methodological base. For this you need:

   • Form a system of goals and objectives of the training department
   • Form an organizational structure, staffing, job responsibilities, payroll for employees of the training department
   • Create a job profile for the training department
   • Form a system of target indicators for employees of the training department
   • Form an assessment system for employees of the training department
   • Create a pay structure for training department employees
   • Form the technology of adaptation of employees of the training department
   • Prepare the material and technical base of the training department
   • Develop the necessary training programs (methodological materials, scripts, handouts)
   • Develop diagnostic assessment tools for courses (tests, observation questionnaires) and methods for their application
   Develop technologies for the work of the training department:
   • technology of formation of study groups
   • technology of organizing and conducting training
   • technology for assessing learning outcomes
   • CA reporting
   • structure of interaction with related departments
   • regulations for the formation of curricula and programs
4. Training of specialists of the training center.

   At this stage, our main task is to recruit and train employees of the training department

   • Staff the training department
   • Conduct training of trainers on methodological courses and field mentoring technology
   • Supervise the work of trainers in conducting training courses and field mentoring
   • Conduct training for trainers on the internal technologies of the TC

Publications in the media about the creation of corporate training centers (CC) are generally not difficult to find. Add to this numerous training courses and regularly held conferences devoted to a comprehensive study of this issue, and it turns out that there is nothing to discuss - the issue has already been well studied. But here is a paradox that I encountered while preparing the material. According to the results of the PC Week/RE reader survey, 46% of companies have CCs, i.e. almost every second (!) respondent works in an organization that has its own CC.

Now let's try to find these companies. An Internet search gives isolated examples of sites that mention at least something about the corporate CC. It's strange - after all, this is a serious competitive advantage, which hardly anyone will be silent about ... Direct PR of their CC (press releases, articles, interviews, participation in public thematic events) is also not carried out by many companies. A direct invitation to the discussion of the problem of large distribution companies did not give any result - most of them (according to their PR services) do not have CC.

I don’t want to question the answers of readers - why should they fantasize about this topic? In this situation, it remains to be assumed that either most companies need to improve their PR activities, or they should clarify what is meant by the term “corporate training center”.

We will not discuss PR problems in this article, but let's dwell on the second point ...

Specialists involved in the creation of a turnkey CC define it as a product consisting of a set of internal documentation for the training center (concept, mission, goals, strategy, positioning, plan, structure, job descriptions, motivation schemes, accounting forms, description of procedures, standards, requirements and approaches, contract templates, alignment with the goals, structure and procedures of the parent company, methodological and informational materials, style, description of the Web server and automation system for the training center), from recruited and trained personnel, a package of necessary courses (textbooks, presentations, descriptions, schedule) and much more*. In this interpretation, the CC is a powerful organizational structure capable of solving a large number of tasks, being a personnel training center and a carrier of corporate knowledge and culture, while it is also called upon to perform the functions of a marketing link and a profit center.

But the definition is simpler: a corporate training center is a bearer of uniform standards for the personnel training system.

Or so: CC is designed to develop certain practical skills in certain categories of key employees.

The first option looks representative and significant, but the creation of such a center is a very expensive undertaking, and its constant maintenance in an active and viable state is even more expensive.

The second option sounds nice, but for practical application it requires additional elaboration and concretization of the concepts associated with “unified standards of the education system”.

Perhaps the third option suits us best. If we assume that this is how the majority of readers who took part in the survey define CC, then its results become more plausible.

And one more thing... If we talk about medium and small companies, then for them the construction of a powerful CC complex (according to the first definition), as a rule, is unjustified - as they say, "not to fat"... But building a solid small typical CC No. 3 is quite real! Shall we try?

How to understand that it's time?

Of course, the signs that the right moment has come to create your own CA may vary depending on several circumstances, among which three main ones can be distinguished.

1. The complexity of the product and/or sales technology.
2. Method of distribution of the product (by its own staff or through a network of stores / representative offices).
3. The need to educate clients.

For simple products with simple sales techniques (“load oranges in barrels”), you can get by with the creation of good documentation, the development of introductory briefing and the organization of strict control. In this case, the CC is not needed.

Complex products or sales techniques are a critical factor that makes it imperative to create a CC if you need to attract many new employees on a regular basis (with high turnover or in the case of constant company development).

Distributing a complex product through a network of representative offices (stores) or organizing training for customers to use this product in most cases turns CC into an urgent need.

Among the main reasons leading to the creation of a CC, Alexander Glushkov, HR Director of Merlion, highlights the presence of unique competencies and knowledge, the transfer of which is impossible by attracting training providers. Narrowly targeted programs customized for the key tasks of a particular business can only be implemented on their own with the help of company specialists.

“The main indicator of the need for a corporate training center,” emphasizes Alexander Glushkov, “is the economic factor. If the costs (or investments) for training begin to exceed the usual 2-3% of the wage fund, it is worth considering creating an internal training system.”

Elena Uchitkina, head of the training center of the management company Positronics, notes that if a company operates in a dynamically developing market, it constantly needs a certain pool of specialists with up-to-date skills and knowledge in the right area. The same goes for companies that need narrow specialists. And such “free access” rarely appear and are quite expensive. “In both cases,” says Elena Uchitkina, “it is more profitable to train and develop your employees than to constantly look for new ones. Investments in this area can be seen as one of the ways to increase the competitiveness of the company and increase its value.”

Ida Esipenok, HR Director of IT Co., recalls that IT, as a rule, changes every two years, and this, in turn, requires continuous training of engineering staff, and employees must undergo continuous training on products and technologies , project management methods.

Readers of PC Week / RE among the main reasons for creating a CC (see Fig. 1) singled out a long and laborious adaptation of new employees, a constant influx of new personnel and financial benefits (if training by an external provider is more expensive than in an internal structure).

What to do with it so that it does not stand idle?

In practice, it is often the fear that it will not be possible to ensure the constant loading of the training center, which is one of the main obstacles to its creation. However, if you wish, you can make a very impressive list of tasks for the CC, especially if you remember that in its maximum incarnation it combines four components: personnel development, promotion of corporate culture, marketing functions and profit generation.

On the other hand, the more areas of work we assign to a structural unit, the more costs will be required to organize its effective work. Therefore, here the most optimal way of development will be the classical one - from simple to complex. We start by teaching certain categories of key employees certain practical skills, and then we look at how the development will go...

By the way, as Elena Uchitkina notes, the teaching function of the CC itself includes several very laborious and important areas. First of all, this is the identification of the need for training itself: it should be assessed to what extent the knowledge and skills of employees correspond to the level of competencies that is determined by specific business tasks and strategic priorities. After establishing the need for training, the stages of developing and implementing an effective system of personnel development come, which include the creation and adaptation of training programs, the choice of forms of training, planning its results, protecting the budget in front of training customers and explaining its usefulness and effectiveness to participants in the development program. In the process of training itself, an express assessment of the knowledge and skills of personnel is often carried out, followed by recommendations for their improvement. The final stage is the evaluation of the effectiveness of the process. It allows you to decide whether to continue or stop the training (training) program, determine how to improve it in the future, and evaluate how the CC contributes to the achievement of the goals and objectives of the organization.

Along with the already listed tasks of the KC, Ida Esipenok emphasizes its significant role in internal PR. It is known that the organization of training and the availability of ongoing staff development programs are a powerful motivating factor that contributes to the formation of a positive image of the company in the eyes of its employees. In addition, well-thought-out planning of personnel training for the introduction of new management technologies can provide significant support not only in achieving the required level of competencies, but also in terms of the correct perception of the upcoming changes by the participants.

What to teach?

The effectiveness of the implementation of the main task of the CC - staff development - is largely determined by the level of programs used for training. In this regard, the question arises: how to develop such programs that would best contribute to solving the strategic and tactical tasks of business?

Alexander Glushkov emphasizes the importance of correct goal setting and identification of the true needs and tasks facing the special unit in terms of personnel development, and Elena Uchitkina highlights the problem of the relevance of the program, including awareness of its participants in the training.

Of great importance is the choice of the right forms of education and the optimal combination of opportunities provided by full-time, part-time and distance learning tools. For example, for a geographically distributed project, a significant increase in the effectiveness of training can be achieved through the use of modern technologies, as Ida Esipenok said: “Due to the need to train employees working in different cities of Russia, our company decided to use distance learning technologies. In the early 2000s, we entered into agreements with manufacturers of distance learning platforms and content creators for distance courses. Today, all employees of our branches in Russia and the CIS countries have access to the corporate distance learning system for self-education, training in a specialty, preparation for passing exams for obtaining vendor certificates. Nearly a third of our training programs take place remotely, with several thousand training courses and programs available to employees.”

Some time ago, I had the opportunity to participate in the discussion of the problems of the CC at the round table, which was held as part of the conference of the club of consultants and trainers in St. Petersburg**. In accordance with the conclusions made in the course of his work, three main sources should be used to fill the content of training programs.

The first is a combination of existing knowledge on a specific topic (general cultural background). The second is based on the best experience of competitors and global companies (competitive and general benchmarking). The third involves studying and highlighting the best practices and experience of your own specialists and departments of the organization (internal benchmarking).

Unfortunately, quite often when creating training programs, there are excesses towards any one component of the above list. For example, a training provider program is selected that takes into account only external experience, or training courses are based solely on the experience of the head (or best employee) of the company. The highest effectiveness of training programs can only be achieved by taking into account all three components.

Who will teach?

With a progressive movement from small to big, from simple to complex, the obvious option for the development of CC at first is to attract the best specialists from your own company as teachers. Judging by the results of a survey of readers, this is most often done (see Fig. 3).

However, not always the best specialist can be a good teacher. In addition, when we are not talking about specific skills, but about broader issues or about fundamentally new areas in which the company does not have its own experienced specialists, then inviting external teachers becomes natural and appropriate.

Of course, the staffing of the CC directly depends on the characteristics of the business and the tasks set for the training center. According to Elena Uchitkina, a specialist with a specialized (psychological) education is optimally suited for the learning process itself, especially when it comes to trainings dedicated to the development of skills. If a company is focused on product training, i.e., training in the promotion of a particular product or service, a person with a marketing education will be more effective. The development of distance learning e-courses requires people with a technical background and “pedagogical” design skills. To organize the learning process and coordinate the work of employees of several departments, a teacher with a managerial education is needed. If some of the tasks are of a project nature (for example, one-time certification of the company's personnel), it is considered good practice to use outsourcing in the person of narrowly focused specialists or companies.

And what about the license?

Another constraint when creating your own training centers is the need to obtain a license to conduct educational activities. Let's see if it is always required.

In accordance with Decree of the Government of the Russian Federation No. 796 of October 18, 2000, which approved the “Regulations on Licensing Educational Activities”, educational activities in the form of “one-time lectures, internships, seminars and other types of training that are not accompanied by final certification and issuance of documents on education and (or) qualifications”.

However, if the company intends to provide educational services on a commercial basis for external students, then registration and obtaining a license are required.

How much is it?

The key issues in making a decision are the issues of cost and timing. According to various estimates, the cost of maintaining the CC ranges from 55 to 150 thousand dollars annually, depending on its tasks, state and region.

The article “Pocket School: How to Create a Corporate Training Center”*** provides an approximate calculation for 2005, which, with minor amendments, is also valid for today's situation: “Let's assume that the center has three trainers at the first stage. In Moscow, the average salary of such a specialist is 1.5 thousand dollars, add to this the cost of jobs, the total is 9 thousand dollars. Plus, the head (organizer) will cost 3-4 thousand dollars a month, another 600-800 dollars - the manager (organizer) and 500 dollars - the secretary. With the cost of a workplace, it will turn out to be about 13-15 thousand, and about 150 thousand dollars per year ... If we take St. company will cost approximately 60-80 thousand dollars annually. The regions of the “second row” (Vladimir, Penza) will spend 30% of the amount indicated for Moscow.”

Alexander Glushkov proposes to budget staff training (including the costs of maintaining the training center), based on the relationship to the wage fund, while the indicator should range from 1 to 3%.

As for the timing of the launch of the existing CC, much depends both on the volume of tasks to be solved at the first stage, and on the specifics of the business. According to Ida Esipenok, a full-fledged training center with a developed methodological base and professional teaching staff cannot be created in a short time. So, for their company, it took about two years.

Alexander Glushkov emphasizes that the time resource is directly related to the amount of investment that the employer is willing to invest in employee training, and estimates the launch period from one month to a year.

How to evaluate the effectiveness of the training center?

One of the participants in the round table I mentioned earlier gave an example of a simple peer review of the effectiveness of a shopping center corporate university. At the meeting following the results of the year of work, the director of the university suggested that those present (and these were mainly top managers of the company) evaluate, in percentage terms, the contribution of the training center to such an achievement of the past year as an increase in the average check amount, which amounted to 80% (or several hundred million dollars). ), while during the entire reporting period, mandatory training programs were conducted for the staff of the shopping center. The contribution of the training center, according to the participants of the meeting, corresponded to 40%. “If I cost so much,” the director asked, “then why are we discussing the university budget for the next year for so long, because it is only a tenth of the amount already received from our activities!”

The peer review method, for all its simplicity, can be very illustrative for evaluating the activities of the CC. Compare the costs of onboarding new employees before the introduction of training programs and after - and you will get quite reliable results of the training center. For example, in one IT company, after the development and implementation of an intensive training system for sales department employees, the period of “entering sales” (the period from the moment they start working to the start of sales) was halved. Considering that for a complex product, a new employee usually enters sales no earlier than after 6-8 months, then such an increase in work efficiency is very significant.

Elena Uchitkina notes that in Russia there is still no unified system for evaluating the effectiveness of corporate training. There are separate performance criteria: implementation of the training plan; certification of participants; analysis of behavioral transformations; change in production (financial) indicators; ROI (return on investment), which is calculated based on the ratio of income growth and training costs incurred.

Elena Uchitkina emphasizes that for certain participants in the process, ideas about efficiency will differ. Financial services evaluate the effectiveness of programs primarily in terms of budget positions and savings (for example, on the salaries of highly paid employees). The customer of the training (the head of the company or department) draws conclusions about its effectiveness based on the improvement in the performance of trained employees and the department as a whole. Participants in the development program, as a rule, are guided by the atmosphere created during the training, the degree of interest in the topic, the presence of a clear idea of ​​​​the technology of work, etc. The teachers themselves evaluate the result in terms of the level of mastering knowledge, skills, and the activity of students during classes , satisfaction of all participants in the process.

A clear setting of goals at the start, their unambiguous understanding by all participants in the process lays the foundation for ensuring the future efficiency of the CC, which can be assessed precisely from the point of view of the compliance of the results achieved with the intended indicators.

One of the options for the successful development of the CC can be to bring it to self-sufficiency. Is it necessary to set such a task immediately when it is created? Opinions of heads of the companies in this question differ. Some consider it fundamentally impossible, because in this way valuable professional developments can become the property of competitors. Others believe that the initial planning for the exit of the CC outside the company will become the basis for the high quality of educational programs.

According to Elena Uchitkina, the task of achieving self-sufficiency, in principle, can be set before the CC at any stage. However, she says, during the formation of a training center, this can interfere with the strategic goals of the unit. On the other hand, if investment in staff training is less than the increase in income as a result of its results, then CC can be considered self-sustaining.

Of course, the approach to evaluating the results of the work of the CC depends on what direction of its activity we are evaluating. The functioning of the CC as a center for personnel development or profit generation can be analyzed using relatively simple techniques. It is more difficult with the assessment of marketing functions and the development of corporate culture. Although, in these matters, the correct digitization of goals can also provide significant assistance, including an unambiguous understanding by all participants of the wording of tasks and the admissibility of the costs of diagnosing their implementation.

In conclusion, I want to note one very important trend. It is true that in most cases a corporate training center begins with the personnel training function. Indeed, very often he concentrates on performing only an educational function. However, with the development of competition, with the aggravation of the personnel issue, the motivational and image components of the activities of the CC will become increasingly important. Moreover, it is important and valuable that they are present even if you do not specifically set the task of “motivating staff through the activities of the CC” or “improving the internal image of the company by creating a training center”. Have you started training employees on a regular basis? Do you have an active department dealing with the adaptation and development of personnel? This is the very good news that builds loyalty, causes a sense of pride in the company and satisfaction from working in it. It is important not to stop there and not slow down.

* Udovichenko M. Corporate training center: from idea to implementation. www.trainings.ru/library/articles/?id=6226

** Round table No. 2 within the framework of the VII Conference of the St. Petersburg Club of Consultants and Trainers. December 23, 2006, www.treko.ru/show_article_1204 .

*** Chinarova K. "Pocket" school: how to create a corporate training center.“Company Management”, No. 2, 2005.

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Now it has become very popular to receive additional education, both in the field of one's profession, and additional self-education for adults and children. Demand creates supply, so opening a training center for additional education is a good opportunity to make money. Consider all the stages, how to open a training center?

How to open a training center - choosing a niche!

Decide in what format you want to train and to whom?

Usually additional education can be found in the form of courses, trainings, seminars, lectures, master classes, educational marathons.

They are conditionally classified:

1. By training time.

The duration of the activities depends on the declared program, which can last from several hours to several years.
Such a long-term format of training includes courses of a foreign language, design and other disciplines. The program is divided into several levels of training, the duration of which is on average from 3 months to 2 years. Long-term education is good because for a long time there will be income from students in the form of monthly contributions.

Short-term training can be from several hours, like a master class, to 2 months, like an educational marathon or training.

1. According to the subject of the courses, which happens:

Professional - this is an increase in the level of professional knowledge, or the development of new professions, such as an accountant, designer, florist, manicurist, hairdresser, bartender, etc.

General education - when they develop certain skills, for example, foreign languages, or pump over personal qualities, the so-called personal growth trainings that are now popular.

Creative courses when they learn to draw, sew, knit, make dolls, bead weaving, embroider, woodcarving and others, in a hobby format.

1. Classification by audience age.
   They are divided into children, adolescents, adults.

Having decided on the training program and the audience, we move on to the next step.

How to form a staff?

To ensure the life of the training center, you will need an administrator, an accountant, teachers, a cleaner.

Teachers can be both full-time employees and invited from outside.

For a specialized training center that constantly teaches the same courses, a permanent full-time teaching staff is needed.

There are training centers that serve only as a platform for educational programs. Now this format is popular, when space is rented for rent from hours to several days, equipped with everything necessary for educational events. In this case, the teaching staff is not needed, an administrator, a cleaning lady is enough. The accountant is also freelance on outsourcing.

How to choose a room?

Basically, educational institutions are located in central areas, which is very convenient for people in all areas of the city. How to open a training center profitably? Choose a central location!

An exception may be sleeping areas, which are convenient for children's educational centers.

The room must comply with sanitary standards.
Its dimensions and layout depend on the chosen concept of the training center.

It can be either large rooms or small classrooms. A prerequisite is a bathroom, a room-kitchen, where employees can relax at lunch or have a snack for students during the educational process.

What is the required equipment?

The basic equipment is tables, chairs, a board or flipchart, a projector, stationery.

From the theme of the training center, you may also need educational methodological material, computers, for children - toys and carpeting on the floor.

How to formalize?

There may be questions: how to open a training center, you need a license. A license is not required to conduct educational activities in the course format. Only there should be mandatory registration with the tax authorities.

The following package of documents is also required:

List of educational programs of the center;
— documents for the availability of highly qualified teaching staff;
- documents for a room that meets all sanitary standards;
– documents to ensure the learning process with everything necessary;
— information on the registration of a non-state educational institution.

What will be the costs?

It is difficult to say a certain figure, because. the cost of rent, wages and wages to employees from regions differ significantly.

In order not to lose sight of anything, let's sum up the estimate of what they are made up of:

1. Rental premises may need additional repairs;
2. Purchase of equipment;
3. staff salaries;
4. Advertising costs;

Part of the cost can be reduced by salary. For example, pay salaries according to the number of students.

Advertising costs may vary. Depends on how you promote. One working method is online advertising. It is not necessary to immediately create your own website, it is enough to advertise on social media. networks, place an ad on forums, which is much cheaper at the initial stage than investing in a site.

How should the training center be promoted?

The marketing development strategy is based on the chosen concept.

If you teach professions, then it is worth getting the support of employment centers that can send you for retraining. Post ads on city forums.

For children's centers, it is necessary to place ads on forums, magazines for mothers. In children's entertainment centers. It can even pass nearby houses and put up an ad at the entrance.

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The Orenburg State Educational Institution of Additional Professional Education "Regional Training Center for Retraining and Advanced Training of Cultural and Art Workers" is a non-profit organization established in accordance with the Civil Code of the Russian Federation on the basis of the Order of the Committee on Culture and Art dated October 21, 1999 No. 208 in as a result of reorganization in the form of separation from the state cultural institution of the Regional Methodological Center of Folk Art.

Legal address: Orenburg, st. Mussy Jalil, 43.

The founder of the Training Center for retraining and advanced training of workers of culture and art is the Orenburg Region represented by the Department of Culture and Art of the Orenburg Region.

The purpose of the creation and operation of the Training Center for retraining and advanced training of workers of culture and art is to fully meet the educational needs of workers of culture and art of the region in obtaining knowledge about the latest achievements in the field of culture and art, advanced domestic and foreign experience.

To achieve the goal, the Training Center for retraining and advanced training of cultural workers carries out the following main activities:

Implementation of state and regional policy in the field of professional art, cinematography, museum work, folk art and traditional culture, library science, cultural heritage;

Organization of professional retraining, advanced training of civil servants, employees of structural divisions of the Department of Culture;

Organization of work on retraining and advanced training of cultural workers of the Orenburg region, organization of a system for improving professional education in the field of culture and art, taking into account the main priority areas of cultural and leisure activities in the manner and under the conditions provided for by the current federal legislation;

Organization of methodological support for the system of additional education in the field of culture and art;

Development of organizational, regulatory and methodological documentation;

Organization and holding of workshops, master classes, short-term and thematic seminars, internships;

Creation of a system of advanced training and retraining of personnel;

Implementation of the state personnel policy;

Implementation of interethnic and international cultural cooperation aimed at strengthening cultural ties.

In addition to organizing training for personnel of cultural institutions of the region, one of the main tasks of the Training Center for retraining and advanced training of cultural and art workers is forecasting and planning the advanced training of workers and heads of cultural institutions in order to implement the personnel state policy, as well as providing them with organizational and methodological assistance. in the system of continuous education.

The mission of the Training Center for retraining and advanced training of workers of culture and art is to create mechanisms for the sustainable development of the regional system of culture and art through improving the professional skills of industry specialists and stable resource support for the activities of cultural institutions in the Orenburg region.

The purpose of advanced training is to update the theoretical and practical knowledge of specialists in connection with the increased requirements for the level of qualifications and the need to master modern methods for solving professional problems.

Advanced training is carried out as necessary, but at least once every 5 years during the entire working life of the employee.

The activities of the Training Center in the field of retraining and advanced training of workers of culture and art include the following types of training:

Short-term (at least 72 hours) - on specific issues of specialization, ends with passing the exam, offset, defense of the abstract;

Thematic and problematic seminars (72-100 hours) - on problems arising at the level of the industry or organization (institution);

Long-term (over 100 hours) - for in-depth study of topical issues in the profile of professional activity.

The institution produces:

Analysis of the state of educational and methodical, educational work in cultural institutions of all types;

Work with employees and heads of cultural institutions in individual and group forms;

Consulting, reviewing;

Conducting open lessons, their analysis;

Conducting schools and competitions of professional skills;

Providing employees of cultural institutions of all types with the necessary information about the main directions of development of the industry, searching for and supporting new methods and technologies for the development of culture at the regional and federal levels;

Studying the needs, summarizing the proposals of cultural and art institutions, placing an order for educational and educational literature for all types of institutions:

Generalization and dissemination of pedagogical experience for the development of the system of children's art and secondary education in the field of culture and art;

Implementation on the territory of the city of Orenburg of the state policy in the field of protection of historical and cultural monuments and promotion of the historical and cultural heritage of the Russian Federation;

Participation in the development and implementation of urban programs for the preservation and development of culture;

Participation in the formation and maintenance of the functioning of the city system of additional education in the field of musical, artistic and aesthetic education, and more.

The development of the education system in the Orenburg region as a whole and in the Training Center for Advanced Training of Cultural and Art Workers, in particular, is being implemented in accordance with the objectives of the national project "Education", the message of the President of Russia V.V. Putin to the Federal Assembly, "Concepts for the modernization of Russian education for the period up to 2010", "Federal target program for the development of education for 2006-2010", as well as in accordance with the Resolution of the Orenburg City Council dated March 15, 2005 No. 73, which approved " Program for the Development of Education in the City of Orenburg for 2005-2009, which defines measures that ensure the progressive development of education in the Orenburg region, including in the field of culture and art.

The training center for advanced training of workers of culture and art in its activities is guided by the Constitution of the Russian Federation, the legislation of the Russian Federation and the Orenburg region, the Law of the Russian Federation "Fundamentals of the legislation of the Russian Federation on culture", the Charter of the city of Orenburg, the Resolutions of the Orenburg City Council, legal acts of the Head of the city of Orenburg and Regulations on the Department of Culture and Art.

The methodological department is a structural subdivision of the Training Center for retraining and advanced training of workers of culture and art. The organization of the activities of the methodological department is carried out by the head K.S. Dyakovskaya.

In its work, the methodological department is guided by resolutions, orders and other governing and regulatory documents of the Ministry of Culture of the Russian Federation, the Ministry of Education of the Russian Federation, the Director of the Training Center for Retraining and Advanced Training of Cultural and Art Workers.

Two methodologists serve in the methodological department (Fig. 2.1), who provide the work of the specialists of the Training Center with all the necessary methodological documents-forms, work to control the organization of the educational process, fulfill the requirements for the design of educational documentation, etc.

The main directions of the department's work are: organization of the educational process for professional retraining, internships and advanced training; coordination of work on planning and accounting for the contingent of students; control and accounting of educational activities of departments; interaction and provision of methodological, educational and advisory assistance to organizations and institutions of culture and art; analysis of the results of the educational activities of the Training Center for the first half of the year and for the academic year.

In the field of organizing the educational process, the methodological department determines the number of study hours, the terms of study for the formation of the annual calendar plan for professional retraining, internships and advanced training and submits it for approval to the Director; distributes the annual calendar plan to regional institutions of culture and art and advanced training courses; collects applications for training; takes part in the work on concluding agreements with students, bodies of the Department of Culture, individual organizations on educational issues; submits information about the contingent to the Ministry of Education of the Russian Federation, the Ministry of Culture of the Russian Federation and other organizations.

In the field of control over the educational activities of divisions and specialists, the department conducts work on checking and storing programs that have passed licensing; exercises control over their work to provide the educational process with educational and educational-thematic plans for professional retraining, internships and advanced training; carries out the issuance of forms of diplomas on professional retraining, certificates and certificates of advanced training to students of the Training Center; forms a weekly consolidated schedule of classes and distributes the classroom fund; checks the training documentation of the trained group; coordinates the work between cultural organizations that have concluded an appropriate agreement with the Training Center, etc.

In the field of accounting for the educational work of the specialists of the Training Center, the methodological department controls the planning and sums up the results of the educational work, analyzes the plans-reports of the specialists; organizes accounting of the work of hourly teachers.

In analytical work, the methodological department analyzes the arrival of students; fulfillment of the training load by full-time specialists for advanced training, internships and professional retraining; summarizes the results of the implementation of training and educational-thematic plans for the six months and the year.

The accounting department of the Training Center for the retraining and advanced training of workers of culture and art is an independent structural subdivision of the Establishment and is not part of any other subdivision (service). The accounting department carries out accounting, execution of cost estimates, expenditure of funds for all sources of financing.

Accounting is carried out using the software product "Sail-Accounting", URM, the program "Payroll", e-mail, the Internet, the information and reference system "Garant".

The accounting department consists of two employees: the chief accountant and the accountant-cashier.

The duties of the chief accountant include:

1. Ensuring a rational workflow system, the use of progressive forms and methods of accounting based on modern computer technology, which allow for strict control over the rational and economical use of material, labor and financial resources.

2. Ensuring full accounting of incoming cash, inventories and fixed assets, as well as timely reflection in accounting of operations related to their movement.

3. Compilation of accumulative statements on cash transactions, on the movement of funds on budgetary current accounts, on settlements with various organizations; maintenance of the Journal of operations on a bank account, the Journal of operations on a personal account, the General Ledger; drawing up a turnover balance sheet, quarterly and annual reports with all annexes to them, with subsequent submission to a higher organization on time.

4. Development and provision of reliable accounting of budgetary and extrabudgetary appropriations and execution of estimates for budgetary and extrabudgetary appropriations.

5. Ensuring the registration of materials on shortages and theft of funds and inventory items and control over the transfer, in appropriate cases, of these materials to judicial and investigative authorities.

6. Ensuring verification of the organization of accounting and reporting in the structural units of the Institution, as well as timely briefing of employees on accounting, control, reporting and economic analysis.

7. Ensuring the safety of accounting documents, their execution and transfer in the prescribed manner to the archive.

8. Control over compliance with the established rules for registration of acceptance and release of inventory items.

9. Control over the correct spending of the wage fund, the establishment of official salaries, strict observance of staff, financial and cash discipline.

10. Monitoring compliance with the established rules for conducting inventories of funds, inventory items, fixed assets, settlements and payment obligations.

11. Monitoring compliance with payment discipline.

12. Accounting for financial, settlement and credit transactions and control over the legality, timeliness and correctness of registration of these transactions, etc.

The duties of the accountant-cashier include: to keep a complete record and control the validity of the receipt of funds to the settlement account and to the cash desk of the Institution, to ensure the safety of cash; receive cash by check (with its self-execution) in a bank for the needs provided for by the Directive of the Central Bank No. 305 / U of 31.07.98, namely for wages and household needs; keep a cash book on a daily basis and draw up primary cash documents in accordance with the procedure for conducting cash transactions in the Russian Federation. Synthetic and analytical accounting is kept in the journal-order "Cashier" under account No. 020404000, and for medicines No. 010502000; keep accounting journals in a timely manner in accordance with the accounting regulations of the Russian Federation: a journal of an order for a bank account, a journal of an order for settlements with accountable persons, a journal of an order for settlements with suppliers and contractors; keep records of expenses with accountable persons of the Institution, check, draw up and conduct advance reports of accountable persons in a computer database; prepare payment orders and send them to banks via the "bank-client" system until 13.00 on the basis of a plan for spending funds. Exchange correspondence with banks: providing banks with information required by law (cash plans, applications for approval of the cash balance limit at the cash desk, confirmation of current account balances, etc.); obtaining information, letters, confirmations necessary for the enterprise. Daily enter payment orders prepared in the "Client-Bank" systems into the information base of the Institution; receive bank statements twice a week, every Monday and Thursday, as well as on the 01st day of each month; quarterly reconcile settlements with suppliers and draw up reconciliation reports, draw up a journal-order of settlements with suppliers and contractors, etc.

The administrative and economic department of the Training Center for the retraining and advanced training of workers of culture and art is headed by the head of the department, whose duties include: organization of economic, logistical and social services for the Training Center and the hostel in which students of training courses live; maintenance in proper condition of the buildings and premises of the Institution, the adjacent territory; creation of conditions for work and rest of employees and students of the Establishment; control over the activities of AHO employees, etc.

Thus, the Orenburg State Educational Institution of Additional Professional Education "Regional Training Center for Retraining and Advanced Training of Cultural and Art Workers" implements the state and regional personnel policy in the field of art and culture due to the comprehensive satisfaction of the educational needs of cultural and art workers in the region in obtaining knowledge about the latest achievements in the field of culture and art, advanced domestic and foreign experience.

One of the main tasks of the Training Center is the forecasting and planning of advanced training (at least once every five years) of employees and heads of cultural institutions in order to implement the state personnel policy, as well as providing them with organizational and methodological assistance in the system of continuous education.

The following types of training are carried out: short-term; thematic and problematic seminars; long (over 100 hours).

The structure of the Training Center includes: the methodological department responsible for the organization, accounting and control of the educational process; accounting department that maintains accounting records, execution of cost estimates, expenditure of funds for all sources of financing; administrative and economic department responsible for organizing the economic, logistical and social services of the Training Center and the hostel in which the students of the training courses live.

The duties of the Director of the Institution include organizing the work of the training center; development of new directions of activity; ensuring the possibility of obtaining high-quality and affordable education in a convenient form; coordination of the activities of district resource centers (RRC) established in the Orenburg region, etc.