INTRODUCTION
Employee training has become one of the key issues of business development in a rapidly changing world. Economic, manufacturing and service sector development requires continuous education and training of employees, which is an integral part of a company's ability to remain competitive in the market. To meet this challenge, it is necessary to establish an employee learning management system to improve employee competence.
The company also faces the need to train its employees to increase revenues and strengthen its position in the market. The aim of the final qualification work was to develop measures to improve the personnel training management system.
To achieve this goal several tasks were defined, including consideration of theoretical aspects of personnel training management, assessment of the effectiveness of the current system of personnel training management in the company and development of recommendations for its improvement.
The object of the study is the limited liability company "Organisation", which has developed a special system of personnel training management. Employees of the company attend various courses and trainings organised by the human resources department in order to improve their qualifications and professional skills.
In the course of work various analytical methods were used: collection and analysis of statistical data, interviews with the management and employees of the company, analysis of reports of the HR department, study of literature on personnel training management. As a result of these works, recommendations for improving the existing system of personnel training in the organisation LLC were developed.
To write a research paper on improving the personnel training system in the organisation, the authors used a variety of sources: company documents, Russian federal regulations, accounting reports of the company and other materials relevant to the problem under study.
The study is of great practical importance, as its results can be used to improve the effectiveness of personnel training management. The work consists of five parts: introduction, three main parts, conclusion and appendices.
In the introduction, the author substantiates the relevance of the topic of his research, gives a definition of the goals, objectives, objects and subjects of the study. Taking into account the peculiarities of personnel training management in modern organisations, the author highlights the main problems arising in this area.
The first part of the work "Theoretical aspects of personnel training management" explores the goals and objectives of organisational personnel training, reveals the main aspects of personnel training management systems. The book presents definitions of key concepts, describes pedagogical approaches to personnel training, gives examples of successful methods and practices of training management in modern companies.
In the second part of the WRC the organisational and economic characteristics of the studied enterprises are presented. Based on the data obtained in the first part of the work, the authors assessed the system of personnel training management in the organisation. The authors analysed the current situation at the enterprise and identified the most pressing problems in the field of personnel training.
In the third part of the paper the main directions of improving the personnel training system of the organisation are investigated. The authors present proposals to improve the management of personnel training, calculate the effectiveness of the proposed changes and describe the methodology of their implementation.
In the final section, the authors present their conclusions on the whole work, summarise the results of the study and discuss the possibilities of further research in this area.
The paper also presents the list of literature used and appendices supporting the relevant data and scientific significance of the conducted research. This paper will be useful to managers and other stakeholders who wish to improve learning management systems in organisations.
1. Theoretical aspects of organisational learning management
1.1 Aims and objectives of staff training
The staff learning system is integral to the successful functioning of an organisation. In order to properly analyse this system, it is necessary to first consider the concept of learning. In modern science there are different interpretations of this concept.
K.G. Kyazimov in his study describes personnel training as a continuous process that allows employees of the company to constantly replenish their knowledge, master new skills and techniques [1]. This explanation emphasises the importance and necessity of training in modern society with rapidly updating technologies and working methods.
Y.Y. Filkina defines training as a purposeful process aimed at the development of knowledge, skills and abilities necessary for the fulfilment of professional duties [9]. It is obvious that in order to achieve the maximum result the training process should be systematic and systematic.
According to the law, training is a purposeful process of organising learners' activities aimed at acquiring knowledge, skills, abilities, skills, techniques and competences for the development of abilities and knowledge [9]. This approach to training emphasises the role of training in the professional activity and personal growth of employees.
Federal legislation regulates the training process in organisations and defines the need for training [4, 7]. The Labour Code of the Russian Federation and the Law of the Russian Federation "On Education" are the main laws that regulate the process of staff training and emphasise the importance of staff training for the effective functioning of the organisation. At the same time, there are other laws regulating the process of organisational training and staff development.
The Government of the Russian Federation continues to attach great importance to the development of education and training of the labour force. In this regard, a number of articles regulating the process of professional training have been introduced into the Labour Code of the Russian Federation in order to improve the quality of work and the qualification level of employees.
One of them is Article 196, "Employer's Rights and Obligations for Training and Additional Professional Education of Employees, as well as for Referring Employees for Independent Qualification Assessment". This article regulates the necessity of training employees, as well as the conditions and procedure for sending employees for training. It also defines the forms of training and additional professional education of employees. According to this article, the employer is obliged to organise vocational training or additional vocational education of employees, if such training or additional vocational education is a condition for the employee to perform a certain type of activity.
In addition, the employer is obliged to create the necessary conditions for combining work with education by providing guarantees provided for by labour legislation and other normative legal acts containing norms of labour law, collective agreements, agreements, local normative acts and the employment contract. The Labour Code also establishes the employer's obligation to provide guarantees to employees sent by the employer to undergo an independent qualification assessment.
Labour protection is an important part of the regulation of labour relations, and efforts have been made for decades to improve this area. Article 212 of the Labour Code "Requirements of State occupational safety standards and national occupational safety standards" establishes the employer's obligation to train employees in occupational safety. The employer is obliged to bring labour safety rules to the attention of employees and to provide them with personal protective equipment in accordance with uniform standard norms. State normative requirements for labour protection were approved taking into account the opinion of the Tripartite Commission for the Regulation of Social and Labour Relations in the Russian Federation.
Thus, the Labour Code of the Russian Federation establishes the procedure for employee training and additional professional education, and defines employers' obligations in the field of occupational safety and training in this area. This, in turn, contributes to improving the quality of work and the qualification level of labour resources.
Chapter 9 of the Law of the Russian Federation "On Education" is devoted to vocational training. The chapter was adopted in 2013 to systematically regulate the organisation of vocational education in Russia. The chapter consists of 18 articles that include definitions of the concept of vocational education, its objectives, internal and external forms, and requirements for the organisation of vocational education.
According to the legislation, vocational education is divided into the following types: professional training of employees, retraining and advanced training. Professional training is the initial stage of organising personnel training. With the help of vocational training, employees can familiarise themselves with the basics of their future professional activity and acquire basic skills for its performance. Besides, at this stage the issues of adaptation of employees to new working conditions and familiarisation with the internal rules of the company are solved.
A retraining programme, on the other hand, is an in-depth professional training aimed at acquiring new knowledge and skills required to work in a new profession or position. Retraining may be required by those who want to change the nature of their activity or change the sphere of economic activity to a more promising and developing one.
Professional development is a process of training aimed at improving the skills and knowledge of employees in the field of professional activity. The purpose of this process is to maintain a high level of professional qualities of employees and their adaptation to new requirements of the labour market.
The training process occupies an important place in the HR management system, as a well-designed and structured training process leads to the development of the necessary level of competence of the organisation's employees. This contributes to improving the efficiency of the team, improving the quality of products and services, as well as increasing the company's competitiveness in the market.
It should be emphasised that the continuity of the learning process is one of the key factors influencing the success of an organisation. The reason for this trend is the rapid technological development and growing consumer demands, which require companies to ensure a high level of qualification of their employees. At the same time, it should be taken into account that the training process should not be limited to the training of employees, but should be considered as an essential element of the development strategy of the company as a whole.
Thus, an important regulatory act in the field of vocational education is Chapter 9 of the Law of the Russian Federation "On Education". This chapter defines the rules, objectives and requirements for vocational education necessary for every organisation to compete successfully in the market.
Organisations in today's world face constant change due to technological, political and economic factors. In this environment, people are the key to the success of an organisation. To work effectively, employees must possess certain knowledge, skills, abilities, techniques and communication styles, which form the basis of an organisation's employee training.
Knowledge refers to theoretical, methodological and practical knowledge required for professional activities. This knowledge may be related to technical processes, rules, regulations and legislation governing organisational activities. Skills, on the other hand, are an important part of professional training, as they enable staff to perform their duties effectively in accordance with the standards set by the organisation. Skills are competencies acquired through work and experience and represent the level of mastery of skills combined with what has been learnt. Communication styles are the actions and behaviour of employees when interacting with colleagues and clients, which determine the nature of their professional behaviour in accordance with the employer's expectations.
According to A.Yu. Petrov, training objectives should be expressed from the point of view of both the employee and the employer and take into account the interests of both. From the employer's point of view, training objectives include the organisation and development of management skills, the ability to identify and solve production problems, flexible recruitment and training, adaptation of new employees and other aspects of human resource management. From the employee's point of view, training objectives may include maintaining and improving professional skills and competences, developing competences in the field of personnel management, acquiring knowledge and skills outside the professional sphere, as well as other needs contributing to career development.
In addition, the training process has two objectives: to acquire specific professional knowledge and skills (hard skills) and to teach communication and general competences (soft skills). Hard skills can be tested in examinations, e.g. computer, foreign language, maths, driving. Soft skills, on the other hand, are skills that cannot be quantified. These include self-control, neatness, creativity, teamwork, communication, willpower, and intelligence. By achieving these goals, employees can enhance their skills and contribute to the success of the organisation as a whole.
There are a number of complex tasks that need to be comprehensively addressed before embarking on the training of an organisation's workforce. One such challenge is to ensure that the trainees internalise knowledge, skills and competencies. The development of personal qualities and character traits of employees is also an important aspect of training. In addition, training aims at shaping and developing the latent abilities of the employees of an organisation.
Currently, there are many approaches to employee learning in organisations, including systemic and integrated approaches. The systemic approach involves considering the interrelationships of various aspects of training and identifying ways to realise these interrelationships. This approach allows the training process to be organised more effectively, taking into account all the necessary factors. The integrated approach is to consider organisational, economic, psychosocial and pedagogical aspects, their interrelation and integrity. This approach makes the development of the organisation's personnel more complete and comprehensive.
Modern organisations train their staff in accordance with the principles presented in Figure 1. One of these principles is to ensure that employees reach the required level of qualification. This allows the enterprise to maintain and develop its labour potential. In addition, increasing the competitiveness of products or services can be achieved through the use of professional skills of employees, introduction of modern technologies and effective methods of labour organisation. An important aspect of training is to familiarise the company's employees with the results of applying modern technologies.
Another important principle of personnel training is the formation and development of conditions for professional growth on the basis of increased motivation and enthusiasm for labour. This not only increases the professionalism of employees, but also prepares them for career growth. In addition, the use of modern means and technologies of personnel training also contributes to the improvement of their professionalism. An important aspect of training is also the creation of a pool of the most promising employees, which helps to ensure the stability and development of the organisation.
As noted earlier, the dynamics of an organisation's external environment plays a key role in the need for continuous training and retraining of an organisation's employees, which once again highlights the importance of an organisation's staff training process. In turn, organisational staff training is directly related to the established personnel policy of the enterprise and is one of the components of this policy. The purpose of professional training of the personnel of the enterprise is to supplement the knowledge obtained in the process of training in higher or secondary specialised educational institutions, and to form skills and competences necessary for effective work.
The process of training the personnel of an organisation can be divided into two categories: internal and external training processes. Internal learning processes are characterised by the form of the process itself. Internal training is conducted by in-house specialists in a particular industry who have the knowledge and expertise to design and deliver the training. This allows the company to utilise its own resources and expertise to train its employees.
On the other hand, external training is conducted outside the company using outside experts, specialists or organisations. This may be due to the need for specialised information or skills that are not available internally. External training may involve attending seminars, training sessions, conferences or courses offered by external providers.
It is worth considering that for companies that train unique specialists for their own needs, using an internal training process for the organisation's employees is more relevant and effective than using an external training process. Internal specialists with specific expertise are better able to tailor training to the specific needs of the company and ensure that employees have a deeper understanding of the training material. However, in some cases, external training may be necessary to acquire new knowledge and promising practices that can significantly benefit the company.
In the process of training company employees, different types of training can be used to effectively transfer information and develop their skills. One such type is illustrative (traditional, conventional) training, in which the trainer conveys the available information with the help of verbal explanations and visual materials. This allows the learner to internalise the information and repeat it.
There is also dogmatic learning, in which information is taken at face value without evidence. In this case, the learner simply accepts the information presented without examining or analysing it.
Problem-based learning is another type of learning in which learners independently find solutions to learning problems under the guidance of the teacher. In the process of such learning they form new knowledge and skills, develop creative abilities, curiosity and erudition.
Developmental learning is aimed at the optimal development of the learner, with theoretical knowledge playing the main role. The learning process is fast-paced, high-level, conscious, purposeful and systematic.
Heuristic learning combines the principles of problem-based and developmental learning and assumes that the successful development of a student is conditioned by the construction and implementation of his/her individual educational trajectory in a certain educational space.
Person-centred learning involves adapting curricula and materials to the unique cognitive abilities and needs of each student.
Computer-based learning uses programming to teach and assess knowledge. It is based on computer software and provides an individualised approach to learning through feedback on the quality of learning.
Modular learning uses modules as the smallest unit of learning, which allows for a holistic view of the learning material.
Distance learning uses modern telecommunication systems to achieve its goals.
Interdisciplinary learning is based on the study of complex subjects with interrelationships between and within different areas of knowledge. This allows students to gain a deeper understanding of the material and develop holistic thinking.
Employee learning processes can be classified into several forms depending on the number of participants, the mode of learning, the place of learning, the provider of educational content and the degree of formalisation of learning.
Group learning involves the simultaneous participation of several people. In this form of learning, employees can share experiences and knowledge and develop teamwork skills. Personalised training, on the other hand, is an individual approach to the needs and characteristics of each employee.
Training can take place either on or off the job. On-the-job training involves taking an employee temporarily away from work to fully participate in the educational process. In on-the-job training, employees acquire new knowledge and skills while continuing to do their jobs.
The location of the training is also important. In-company training can be conducted within the company, which allows employees to stay in the familiar work environment and apply the knowledge gained directly at the workplace. Extra-company training involves sending employees to external trainings, seminars or conferences to keep them abreast of best practices and trends in their field.
Mobile learning is becoming increasingly popular in today's world. Using mobile devices, employees can access educational content whenever and wherever they want.
Providers of educational content can be both internal, i.e. companies themselves, and external, working in partnership with the company and providing training. Internal providers can design and deliver training programmes tailored to the company and its needs. External providers, in turn, can offer a wider range of training services and expertise from other companies and industries.
The degree of formalisation of training is also important. Formal learning involves the development and implementation of structured training plans based on defined curricula and programmes. Informal learning, on the other hand, is less structured and formalised and is based on self-learning, work experience and peer-to-peer knowledge sharing.
Collaborative learning is a learning process involving a targeted group of employees. However, the process of personalised learning involves different methods such as individual learning, learning done separately from other employees and the opportunity to gain more individual knowledge and skills. A distinctive feature of personalised learning is the ability to modify the learning process, such as the choice of location or training course, and to meet specific learning needs.
Mobile learning, on the other hand, involves the use of various mobile devices such as mobile phones, laptops, tablets or PCs, as well as specialised training courses. In this way, employees can acquire the necessary knowledge and skills at any convenient place and at any time.
The authors of the training manual D.P. Soloviev and L.A. Ilyukhina supplement the above classification of training by distinguishing formal and informal training. Under formal learning they understand primary, secondary, higher and other types of education, where employees are obliged to communicate with teachers. Informal learning, on the other hand, is a process where employees acquire information and develop skills in the course of their tasks with the help of colleagues and supervisors, as well as through books, magazines, the Internet (forums, blogs, wikis) and other self-selected resources.
Having understood the concept of training, its features and classification, let us proceed to consider the process of personnel training management.
1.2 Personnel training management system
Management of the personnel training process is one of the key aspects of the company's activity. To organise training effectively, a model based on a cyclical approach similar to project management is used. This model provides a common framework for the training staff and managers of the company, enabling them to interact successfully and achieve their goals.
The organisation's employee learning model consists of several stages as shown in Figure 2.
In the first stage, the training needs of employees are identified based on the company's goals and objectives and human resource management planning. Then the training needs of specific groups of employees in different departments of the company are identified. In addition, a training plan for the last period is developed and the impact of training on the company's performance is predicted [19].
At the second stage, the training needs of employees in different divisions of the company are analysed. For this purpose, the current situation in the company is studied and the areas where additional training is needed are identified. In addition, the management's opinion about the company's development prospects and the employees' opinion about the training process are taken into account [18].
The third step is to allocate the resources needed to implement the employee training process. Since training is an expensive process for the enterprise, it is important that the organisation has sufficient resources. The amount of resources allocated by the enterprise for training depends entirely on the chosen training method, the type of educational programme and other factors that affect the cost of training.
An important resource to be considered at this stage is also the time required to conduct staff training. Planning training activities for the organisation's staff should be based on the efficient use of employees' working time. For this purpose, a schedule is prepared in which certain time is allocated for training [15]. This approach allows to optimise the use of working time and ensure the effectiveness of training.
The fourth stage is the development of the training programme. Qualified specialists develop a training plan based on the needs of individual employees or groups of employees. The training plan should be adapted to the specific tasks and needs of the organisation [20]. This approach maximises the effectiveness of training and aligns the training plan with the company's requirements.
Finally, the sixth stage is to evaluate the effectiveness of the training process. After the training is completed, its results are analysed to assess the level of knowledge, skills and competencies acquired by employees. This allows to determine the effectiveness of training and the need to adjust the training programme [20].
Having considered all the stages of formation of the organisation's personnel training model, we can highlight the main functions of this model. The functions of the personnel training model are presented in Fig. 3. It includes the functions of training planning, training programme development, training implementation, performance evaluation and programme adjustment [15]. This model enables organisations to effectively train their employees and ensure their development.
The training plan is developed by considering the company's objectives and strategies and is based on analysing the performance of employees. This helps to determine the level of knowledge, skills and competencies of the employees and develop the most effective training programme to achieve the objectives. In this way, the company can provide its employees with the knowledge and skills necessary to successfully fulfil their tasks [20].
The objectives of internal training systems can be divided into four categories. These are training of new employees, development of skills of existing employees, adaptation of employees to changes in the organisation and development of leadership skills of employees [15]. Such a learning system enables organisations to effectively develop their employees and ensure their professional growth.
The development of strategic goals in the field of staff training is the responsibility of the heads of departments of the organisation. Together with their superiors, they determine a general plan of action based on the short-term and long-term goals of the company. In the process of defining strategic goals, the requirements for the quality of employees needed to achieve the goals are also taken into account. In addition, the need for measures to acquire knowledge and skills and to train personnel to the level corresponding to the set goals is determined [20]. This approach allows the company to successfully achieve the set strategic goals and provide staff development.
The basis for developing the objectives of an employee training study is the careful collection of information about all types of employees before, during and after training. This process provides a complete picture of the objectives to be achieved in identifying needs and developing the structure and content of training programmes. Particular attention has been paid to the managerial training programme, which requires a specific methodology and significant costs.
The development of methodological tasks involves the application of various training methods and approaches that best meet the company's goals and objectives. However, in order to select optimal training methods and formats for different groups of trainees, it is necessary to analyse and evaluate them. This ensures the effectiveness of training and achievement of the set goals.
Modern personnel training systems include not only theoretical lectures, but also active learning methods such as business games and group discussions. Thus, trainees not only receive theoretical knowledge, but also apply it in practice. Practical exercises and consolidation of knowledge are integral elements of training and contribute to a deeper and more solid assimilation of the material.
In order to set methodological objectives and coordinate methods and forms of training with the administration, it is necessary to select training programmes, identify organisations that will conduct training at the enterprise, and select training centres. This approach ensures the efficiency and quality of personnel training.
The personnel training system can be divided into two categories - supportive and innovative. Supportive education is a traditional type of training aimed at maintaining the existing culture and expertise. At the same time, innovative education is the development and improvement of the educational process, allowing the application of new methods and technologies in staff training.
Formation of understanding of the goals and objectives of personnel training at the enterprise allows to realise the importance of this aspect in the process of financial activity of the enterprise. Thus, personnel training becomes an integral part of successful functioning of the enterprise.
The study of the organisation's personnel training management system allows further analysis of the personnel training management system of the enterprise under study, to formulate goals and objectives in this area and to identify promising methods of improvement. This will increase the efficiency and effectiveness of personnel training.
Having considered the theoretical aspects of personnel training management of the organisation and having defined the goals and objectives of personnel training, let's proceed to the analysis of the object of research of this work. This approach will allow us to get a more complete picture of the personnel training system and identify opportunities for its improvement.