Assessment of staff knowledge after training. Assessing the effectiveness of personnel training at the enterprise

Assessing the effectiveness of training is the central point of managing professional training and at the same time the most difficult problem of such management.

In the middle of the last century, the American Donald Kirkpatrick proposed a multi-level conceptual approach to assessing the effectiveness of training programs, which remains basic today. As you move from level to level, the assessment becomes deeper and more accurate.

At the first stage, an assessment takes place at the “like/dislike” level, that is, the degree of emotional satisfaction is determined. Dissatisfaction undoubtedly indicates the ineffectiveness of this training for those who were not satisfied with it. However, the satisfaction of the remaining “students” does not at all indicate that the training was effective for them.

At the second level, the assessment “increases” by monitoring knowledge and skills before and after training, that is, it is carried out, not yet quantitative, but already a qualitative assessment of the real effectiveness of training. In order to achieve the goal in itself, namely assessing the business result of training, passing the first two levels is not enough.

At the third level of the Kirkpatrick model, it is necessary to ensure real changes in the production behavior of the trained employee. That is, it is necessary to understand whether the employee applies the acquired knowledge and skills in his work or not.

At the fourth level, changes in the work of an employee, department or even the company as a whole should be monitored. For example, we can talk about the number of customers retained or returned due to the activities of a trained employee, a reduction in the number of defects by a certain number of product units, a reduction in order fulfillment time, etc.

Thus, to assess the effectiveness of the learning process, the following criteria can be distinguished:

students' opinions

student satisfaction;

mastering educational material;

changes in behavior, the degree of use of acquired knowledge and skills in the process of work;

work results;

cost effectiveness.

To determine learning outcomes, you can use methods such as surveys, exams and tests, employee certification, and analysis of the dynamics of the overall performance indicators of the organization. At the same time, it is a generally accepted point of view that training cannot be assessed only from the standpoint of effectiveness. According to the theory of human capital, the knowledge and qualifications of employees are considered as income-generating capital that belongs to them, and the expenditure of time and money on acquiring this knowledge and skills is an investment in it.

In any case, assessment criteria should be established before training and communicated to learners, trainers and those managing the vocational training process.

It is believed that the success of a vocational training program depends 80% on its preparation and only 20% on the desire and ability of the students. Training will be equally ineffective if it is treated as a “paid vacation” or as a “punishment.” Understanding how vocational training may interest an employee allows you to present information about the upcoming program accordingly.

Before assessing the effectiveness of investment, the company needs to build a system for monitoring training results. The most common mistake that customer companies make is the lack of control over the results of personnel training. To determine how effective the personnel training was, it is also necessary to determine what was the input and what was the output, in other words, where the increase in knowledge, skills and abilities occurred during the training. Thus, the control system necessarily includes:

input control;

ongoing control (if we are talking about long-term training programs);

final control (can have a formal or informal form);

control over the use of acquired knowledge and skills in the work process.

Such control can also be carried out by the immediate supervisor at the employee’s workplace; surveys can be conducted to find out how, for example, the level of service has changed, etc.

When reviewing learning outcomes, it is necessary to ensure that everyone who completes the training course is provided with the conditions to apply the acquired knowledge in the performance of daily duties. What an employee has learned will only be useful when it is transferred from the classroom to the workplace. It may happen that, having returned to his workplace, full of enthusiasm, he will not find support and will not be able to take advantage of the feedback. After some time, the social environment will force him to return to the way he acted before. Thus, everything valuable that the training provided is lost, and in the worst case, all motivating factors in the need for training are rejected.

The procedure for assessing the effectiveness of training usually consists of four stages.

Defining learning goals. The process of assessing the effectiveness of training begins already at the stage of planning training, when determining its goals. Learning objectives set the standards and criteria for assessing the effectiveness of training programs.

Data collection before training. This information reflects the level of knowledge, skills and work attitudes that employees had before training. These indicators can be of three types:

indicators characterizing the professional knowledge, attitudes and working skills of employees;

quantitative indicators of the work of individual employees, departments or the organization as a whole (productivity level, financial indicators, number of complaints received or customer claims, etc.);

quality indicators of the work of individual employees, departments or the organization as a whole (quality of goods and services, customer satisfaction, satisfaction of company employees, level of work morale, etc.).

Collect data during and after training (using the same indicators and using the same tools as before training).

During training, you can collect valuable information about the motivation of students, their interest in various educational topics, their assessment of the work of teachers, etc. Data after training can be collected in different ways: fill out specially designed questionnaires so that they evaluate the program, the work of teachers, their involvement in training, etc. To assess the degree of mastery of educational material at the end of training, tests, exams, and testing can be conducted.

Comparison of data obtained before, during and after training.

The effectiveness of training is not a matter of faith or belief, but rather specific results that can (and should!) be assessed quantitatively or qualitatively. The effectiveness of the training cannot always be assessed accurately enough. Firstly, a delayed effect is possible, that is, training will not give results immediately after its completion, but only after a certain time. Therefore, some organizations use the practice of multiple assessments at certain intervals.

The future use of the assessment results will depend on its purpose. After completion of the training and its evaluation, the results can be used in further planning of professional training, as well as adjustment of training programs, training scenarios, methods of working with certain techniques.

Thus, all methods of personnel training can bring the necessary results and be in demand within the organization. The main thing is to know what result the company expects from this personnel training, why it needs it, and how the results obtained will be monitored.

Assessing the effectiveness of training is an important stage in the staff training process. Its purpose is to determine how an organization benefits from employee training, or to determine whether one form of training is more effective than another. Once money has been spent on study, you should know exactly what the organization can get in return.

Information obtained from evaluating the effectiveness of specific training programs must be analyzed and used in the preparation and implementation of similar programs in the future. Assessing the effectiveness of training for an organization's employees allows us to constantly work to improve the quality of training, getting rid of such training programs and forms of training that did not live up to the expectations placed on them.

Ideally, assessment of the effectiveness of training should be carried out constantly, in a qualitative or quantitative form, assessing the impact of training on such organizational performance indicators as sales, quality of products and services, labor productivity, employee attitudes, etc.

The main reason why an organization should evaluate the effectiveness of training programs is to find out to what extent the training objectives were ultimately achieved. A curriculum that does not achieve the required level of performance, skills or attitudes must be modified or replaced by another program. After training its employees, an organization does not always achieve the desired result. In this case, there is a need to identify the reasons for failure. Even good programs can fail for many reasons: unrealistic or too general learning goals may be set, the learning process itself may be poorly organized, failures may occur for reasons beyond the control of those specialists involved in organizing the training (for example, teacher illness, breakdowns). equipment or human errors), etc. Identifying the reasons why a given training program failed and analyzing them allows the necessary corrective measures to be taken in the future.

Evaluation of the effectiveness of training can be carried out using tests, questionnaires filled out by students, exams, etc. The effectiveness of training can be assessed by both the students themselves and managers, specialists from training departments, teachers, experts or specially created target groups.

There are five criteria commonly used to evaluate the effectiveness of training. The data is presented in Figure 1.5.

Let's consider these criteria.

Students' opinions. Finding out the opinions of students about the curriculum in which they have just completed training, about its usefulness and interestingness is an accepted practice in many organizations.

Figure-Criteria used in assessing training effectiveness

This involves asking their opinions on the following issues:

Quality of teaching (teacher qualifications, teaching style, teaching methods used);

General conditions and environment during training (physical conditions, lack of distractions, etc.);

The degree of achievement of learning objectives (meeting the expectations of students, the willingness of students to use the learning results in their work practice).

When assessing opinions, it is assumed that if the participants liked the training program, then it is good enough. The opinion of students is considered as an assessment of experts who are able to objectively evaluate the curriculum according to the proposed criteria (indicators). Students are usually asked to fill out specially designed questionnaires upon completion of training, which may contain, for example, the following questions:

How helpful was this program to you?

How interesting was the training?

How relevant was the training topic? and so on.

Students' responses can provide important information about their attitude to learning, how the material was presented by the teacher, and reveal their readiness to use the acquired knowledge and skills in their work.

Mastering educational material.

To assess the degree to which students have mastered the educational material, the teacher or study organizer must answer two main questions:

What must a student be able to do to demonstrate that he has mastered the subject?

What should the student know? What questions should he be able to answer?

It is the completeness of knowledge assimilation and the strength of acquired skills that are the indicators on the basis of which the success of training is assessed. The completeness of learning material can be assessed using oral quizzes, tests, testing, oral or written tests and exams. Both written and oral forms of knowledge testing require that students be asked a variety of questions.

Unfortunately, most Russian companies make virtually no attempt to find out to what extent the training material was mastered by employees who completed the training. Often you have to deal with the fact that the “testing” or “testing” procedure, which is used to scare students, in fact turns out to be a pure formality - everyone receives a test, and the completed forms with test results are sent directly to the trash without checking. Of course, this form of “control of assimilation” has a right to exist - in this case, it serves the function of increasing students’ motivation to learn. But if you can take much more from this procedure, then you should not refuse it.

Behavioral changes. This criterion determines how employees' behavior changes after completing a training course when they return to work. For example, safety training should result in higher levels of compliance with rules for handling flammable or toxic substances; driving training - mastering driving skills, safe driving; business communication training - reducing the number of conflicts in the organization, a higher level of cooperation between employees of the organization.

Working results.

The effectiveness of a training program can also be assessed by the performance results of those who completed the training. If the performance of an organization, department or individual employee improves, then this is the real benefit that the organization receives as a result of training. The incentive to start training staff may be that the level of waste or defects is too high. In this case, the goal of employee training will be to reduce waste, for example, from 10 to 3 percent. If such a result is achieved, we can consider that the training was successful. The success of a marketing course can be measured by measuring sales volume or by measuring customer satisfaction through a customer survey. You can invite the immediate supervisors of the employees who have completed the training to evaluate how well they apply the knowledge that they received during the training. This assessment procedure can be repeated after some time (after 1 month, 3 months, 6 months or more).

Cost effectiveness.

Training programs should also be evaluated for cost-effectiveness. Training must be beneficial for the organization, that is, we must strive to ensure that the benefits that will be received upon completion of the training exceed the costs of conducting the training.

For example, at the Honeywell company, the effect of a training program on increasing labor productivity and product quality is determined by the formula:

E=P x N x V x K - N x Z, (1.1)

where P is the duration of the program (in years); N is the number of trained workers; V - cost estimate of differences in labor productivity of the best and average workers (dollars); K is the coefficient of increase in performance as a result of training: Z is the cost of training one employee (dollars).

Training should be an integral part of the organization's work, inseparable from its main goals. Training costs money, but this investment pays off through increased productivity, quality, and customer satisfaction. In addition, employees highly value the opportunities that training opens up for them.

The following indicators of training effectiveness and methods for their calculation can be distinguished (Table 1.5):

Table 1.5 - Indicators of training effectiveness and methods of their calculation

It is clear that for different types of assessment the criteria will be slightly different. For example, to evaluate initial training, the criteria could be the following: knowledge of products and services, personality profile, communication skills in interacting with clients; activity in the educational process. And to evaluate practice, monitoring and planned evaluation, criteria such as desire for development, compliance with corporate culture, etc. can also be added.

The procedure for assessing the effectiveness of training usually consists of four stages, which are presented in Figure 1.5.

Figure - Stages of the procedure for assessing the effectiveness of training

1. Determination of learning goals. The process of assessing the effectiveness of training begins already at the stage of planning training, when determining its goals. Learning objectives set the standards and criteria for assessing the effectiveness of training programs.

Indicators used to assess the effectiveness of training of the organization’s personnel:

indicators used to assess development and learning parameters. The number of company employees trained per year - this indicator depends not only on the development of the training system, but also on the size of the company: in a large organization, other things being equal, more employees are trained annually than in a medium-sized one. When setting a plan for this indicator and assessing its implementation, do not forget that the company has groups of employees who may undergo various training more than once during the year. Typically, these include company executives, sales specialists, accountants and lawyers sent to short-term seminars on the problems of rapidly changing Russian legislation, etc. The number of company employees trained per year is an indicator by which it is advisable to evaluate the dynamics of the volume of training in a company with a relatively stable number of its personnel. If the number of the company changes significantly over the years, then to analyze the dynamics of training development, as well as compare the company’s training indicators with other similar companies, it is necessary to use such an indicator as the ratio of the number of company employees trained per year to the total number of employees of the organization;

volumetric learning indicators. The above indicators do not take into account the volume of training, so a more adequate assessment of the training system in the company can be the total volume of training conducted in the company during the year, attributed to the number of company employees. That is, this indicator characterizes the amount of training per employee during the year. It can be measured in man-hours or man-days. Since individual training activities can last less than one day, you can convert hours into days using the calculation 1 day = 8 hours.

It is not difficult to calculate the costs of training: they are equal to the sum of direct (materials and salaries of teachers, the cost of lost production) and indirect company-wide costs. Most experts believe that the following general criteria should be used to evaluate a professional development program:

reaction of participants - whether the participants liked the program, whether they were satisfied with its content and results;

the degree of mastery of knowledge, skills and abilities proposed by the program - in particular, according to the data of “input” and “output” testing;

the level of successful changes in behavior at work, improvement in personal performance at work (comparing assessments of performance “before” and “after” the training program);

the impact of training on the company’s performance – employee turnover, productivity, sales volume, etc.

The effectiveness of personnel development activities can be calculated using formula 1:

E = P – K x Z,

where P is the organization’s balance sheet profit for the reporting period;

K - efficiency coefficient;

Z – actual costs for personnel development in the reporting period.

The value of the efficiency coefficient is determined by management based on the goals set for the development programs. Information can be obtained from line managers, their subordinates who did not participate in the program and from people from the external environment who have experienced the influence of the program, for example, clients. Based on the information received, it is possible to determine whether professional development is aimed at updating work ability, increasing job satisfaction and productivity of employees. Assessment methods include: special recordings, interviews, questionnaires, tests, evaluation matrices.

The practice of the best companies is characterized by the amount of training per employee ranging from 3 to 10 person-days per employee per year. In the last 3-5 years, there has been a trend in the world towards a decrease in the volume of training due to the expansion of computer-assisted training and distance learning;

economic indicators of training. Cost of a training event - this indicator can be estimated taking into account two main characteristics of the event itself - duration and number of participants. Therefore, in practice, it makes sense to consider such activities as the cost of 1 day (1 hour) of a training event and the cost of 1 day (1 hour) of training per 1 student. The first of the mentioned indicators is used for economic evaluation of group types of training, i.e. primarily closed seminars.

The second indicator is more universal, i.e. the cost of 1 day (1 hour) of training per student, which can be used for economic evaluation not only of any training activities, but also of the annual training plan. This indicator can be called a generalized measure of the economic efficiency of training. The lower this indicator, the more employees can be trained at lower costs.

Trainings based on interactive interaction between the teacher and students are usually conducted in groups of up to 10-12 people, since it is extremely difficult to ensure effective interaction in groups of larger numbers. When teaching computer skills, one teacher should have from 4 to 8 students, depending on the complexity of the product being studied, the initial qualifications of the students, and the methodological support of the educational process. An attempt to increase the economic efficiency of the mentioned types of training by increasing the number of participants leads to a sharp drop in quality. However, if there is constant monitoring of the quality and effectiveness of training, the use of this indicator can be considered legitimate.

Training costs can be assessed relative to profit and relative to the salary fund, as well as per 1 employee. The economic efficiency of training is related in the same way as the price and quality of any product and service. Namely: the lower the price, the lower the quality, as a rule. From the perspective of the employee’s interests, the assessment is carried out in two directions: the development of the employee’s competence (advanced training) and the possibility of advancement up the career ladder (career). Currently, many companies save on training, while the most successful companies allocate up to 10% of their payroll to education needs. Training comes to one of the first places in the list of means to increase the competitiveness of an employer.

The main areas for improving the work of personnel are:

1) ensuring maximum compliance of the individual qualities of the person and the position held;

2) improving the forms of division and cooperation of labor;

3) improving the system of payment and incentives for workers;

4) rational planning and equipping of workplaces with office equipment, technical means of communication and maintenance;

5) improvement of sanitary, hygienic and psychophysiological working conditions (creation of temperature conditions, noise level, comfort of furniture);

6) introduction of advanced techniques and work methods.

It is obvious that the implementation of these measures is quite a costly undertaking. That is why the process of improving labor at an enterprise must necessarily include a system for assessing the economic and social efficiency of this process.

Economic efficiency refers to the performance of an enterprise. There is a direct relationship between investments in personnel and the results of the financial and economic activities of the enterprise, but the economic effect is achieved only if the enterprise has a well-functioning personnel management system, which includes such elements as:

1) professional selection and recruitment of personnel;

2) professional guidance and adaptation of personnel;

3) staff motivation;

4) personnel certification;

5) professional training and advanced training of personnel;

6) other elements of the personnel management system.

Any enterprise is not only an economic, but also a social system. As a social system, an enterprise includes people, their interactions, relationships and connections. These connections, interactions and relationships are sustainable within the enterprise. That is why improving the work of staff also has a social effect.

But we should not forget that the main goal of the enterprise is to make a profit. That is why the economic efficiency of an enterprise always comes first. But we should also not forget that the result of an enterprise’s activities depends on its employees, which is why, while pursuing economic goals, it is necessary to consider the social, human aspect of the problem. Thus, it is correct to talk not separately about the economic or social efficiency of labor improvement, but about socio-economic efficiency in the aggregate.

The economic efficiency of a project is characterized by a system of economic indicators that reflect the relationship between costs and results associated with the project and allow one to judge the economic attractiveness of the project. To assess the effectiveness of project implementation, it is necessary to calculate the following indicators: cash flows, project payback period, discounted income, etc.

The economic efficiency of training is determined by the ratio between the total costs of organizing and conducting the educational process and the financial results of training, expressed in the form of an increase in the useful results of the enterprise, an increase in its potential, and a reduction in the costs of ensuring the functioning of the enterprise.

Depending on the goals of the event. The learning process can be classified as both an investment and an expense. If training is aimed at increasing staff motivation, and the clear goals of training are unclear, the funds spent on training are considered expenses, therefore, the result of such training is an increase in employee loyalty to the organization. If the organization receives additional benefits from the training, then such costs can be classified as investments.

When preparing a training program at a third-party organization, the HR manager searches for investment concepts: examines economic efficiency indicators, considers training conditions, and evaluates financial opportunities. At the implementation stage, the HR manager negotiates with third-party organizations, concludes contracts, and determines the logistics of the training process. At this stage, an assessment is usually made of the initial and final level of staff knowledge and skills, and the degree of satisfaction with the training. At the operational stage, the HR manager organizes support and improvement of acquired knowledge and skills, assesses how the behavior of participants in the work environment has changed.

At this stage, it is recommended to enter the calculation of return on investment (ROI - Return on Investment), net present value, payback period. To apply the Phillips methodology, it is necessary to isolate its results from the influence of other factors to determine the added value of training. This can be done in the following ways: analyze the dynamics of changes in the indicator of interest over the year; compare the same performance indicators between employees who attended training and those who did not attend educational events; use expert assessment methods. Methodology for calculating ROI.

Improving staff qualifications is a necessary condition for effective work. Technologies, equipment and materials are constantly being improved and in order to use them in practice, personnel must have the appropriate qualifications. For these reasons, this organization requires advanced training.

The training is conducted in a third-party organization with the involvement of highly qualified trainers and specialists who have been trained abroad and have experience working with many types of equipment and materials.

Modern repair and painting technologies

Materials and technologies

Tinting and paint preparation

Using new materials in construction and renovation

During the training, specialists must review all stages of repair, from analysis to painting and eliminating defects with a demonstration of modern equipment, materials and work methods. Studying innovative materials and products used in repairs, choosing an effective repair system, as well as consolidating the acquired knowledge in practice. Studying methods for eliminating defects with systems from various manufacturers, rules for caring for any surfaces using professional compounds.

The number of people sent for advanced training is 3 people.

The duration of the training course is 65 hours.

The cost of training one employee is 35,140 rubles.

An employee's salary during training is 12,500 rubles.

Formula for calculating the total cost of training:

Where, S is the cost of training;

R is the employee’s salary during training;

n - number of employees;

y is the cost of the course per employee;

Therefore, the total costs of employee training are:

S = 35140*3+12500*3 = 142,920 rub.

The result of the training is a reduction in labor intensity due to the use of the studied innovative methods; the expected increase in employee productivity will be approximately 18% (332,640 rubles/year).

The calculation of the return on investment ratio is calculated using the formula:

Roi%=Project Income-Project CostProject CostH100%

Calculation of return on investment:

ROI=332640-142920142920Х100=132%

Thus, for every 1 rub. investments made in training, the organization will receive 2.32 rubles per year. The expected return on investment period is 5 months.

It is recommended to introduce systematic conduct of these advanced training courses in the organization, once a year. Since the constant development and improvement of materials, equipment and technologies require professional development of personnel. Additionally, it is possible to organize free unscheduled training for staff by suppliers of equipment and materials.

Conclusions on the fourth chapter

staff training employee professional

Promising areas of work with personnel include social planning based on what has been achieved and planning based on the final result. In decision-making theory, planning is understood as a dynamic and goal-oriented activity associated with directing efforts to bring systems from possible states to the desired one. A possible outcome is the result of the implementation of a scenario determined both by the existing state and by the current forces that pursue their goals, implement their policies and achieve certain outcomes.

The main way of working is to deploy a model of advanced training, “living” in it for each student, and “removing” ways of working to implement it in the organization. The model can be divided into several stages:

Work with individual educational programs of participants: drawing up the basics, correction and specification;

Implementation of individual educational programs for participants;

Removing ways of working and designing your own actions to launch this model in the organization;

Work with individual educational programs of participants: drawing up the basics, correction and specification.

Another promising area of ​​personnel training in an organization is distance learning. learning is a set of information and pedagogical technologies of a purposefully organized process of synchronous and asynchronous interactive interaction of teachers and students with each other and with teaching aids, invariant to their location in space and consistent in time.

The goals of creating a distance learning system are:

Minimizing the time and financial costs of resources for employees to obtain the necessary professional knowledge in the areas of using information technology;

Providing access for employees to geographically distributed information (educational and intellectual) resources in the areas of use of information technologies necessary for them to perform their functional tasks.

Organization and support of a permanent corporate (office) system of continuous professional development for employees.

Traditional approaches to assessing the effectiveness of personnel training activities are that at the end of the training (seminars, trainings, courses, schools, etc.), students, as a rule, give their assessment in the form of interviews or filling out questionnaires, answering questions and by choosing one of the proposed assessment options (points):

compliance of the training content with the expectations (needs) of students;

application of active learning methods;

use of modern teaching aids;

connection of educational activities with the workplace;

quality of handouts (workbooks, etc.);

optimal number of students in a group;

organizational conditions for conducting classes;

qualifications of teaching staff, etc.

Students give organizers and teachers a score based on their level of satisfaction with the training.

In addition, traditional methods for assessing the effectiveness of personnel training include observation, statistical analysis, self-report, testing, etc. Of particular interest to us is the analysis of non-traditional methods for assessing the effectiveness of personnel training, such as:

Donald Kirkpatrick technique;

Jack Phillips technique;

biparametric assessment technique;

assessment of training effectiveness within the framework of comprehensive assessment systems such as BSC, KPI;

Bloom's assessment model.

Kirkpatrick's model, described in the book “Four Steps to Successful Training,” involves assessment at four levels. These levels determine the sequence in which learning assessments are conducted. He writes: "Each level is important and influences the next level. As you move from level to level, the assessment process becomes more difficult and time-consuming, but also provides more valuable information. No level can be skipped simply because to focus on what the coach thinks is most important." Here are the four levels according to the author:

Level 1 – Reaction

Evaluation at this level determines how program participants respond to the program. Kirkpatrick himself calls this a customer satisfaction score. He emphasizes that the reaction of the participants is a very important criterion for the success of the training, for at least two reasons.

Firstly, people one way or another share their impressions of the training with their management, and this information goes higher. Consequently, it influences decisions about continuing training.

Secondly, if participants do not respond positively, they will not be motivated to learn. According to Kirkpatrick, a positive reaction does not guarantee the successful development of new knowledge, skills and abilities. A negative reaction to training almost certainly means a decrease in the likelihood of learning.

Level 2 – Learning

Learning is defined as the change in attitudes, improvement in knowledge and improvement in skills of participants as a result of their completion of a training program. Kirkpatrick argues that changes in participants' behavior as a result of training are only possible when learning occurs (attitudes change, knowledge improves, or skills improve).

Level 3 – Behavior

At this level, an assessment is made of the extent to which the participants' behavior has changed as a result of training. Kirkpartick points out that the lack of change in participants' behavior does not mean the training was ineffective. Situations are possible when the reaction to the training was positive, learning occurred, but the behavior of the participants did not change in the future, since the necessary conditions for this were not met. Therefore, the lack of change in the behavior of participants after the training cannot be a reason for making a decision to terminate the program.

Level 4 – Results

Outcomes include changes that occurred as participants completed the training. As examples of results, Kirkpatrick cites increased productivity, improved quality, decreased accidents, increased sales, and decreased employee turnover. He insists that results should not be measured in money.

According to Kirkpatrick, assessment at this level is the most difficult and expensive. Here are some practical tips that can help you evaluate your results:

if possible, use a control group (those who did not receive training);

carry out the assessment over time so that the results become noticeable;

conduct pre- and post-program assessments (if possible);

conduct the assessment several times during the program;

compare the value of the information that can be obtained through the assessment and the cost of obtaining this information (the author believes that conducting an assessment at level 4 is not always advisable due to its high cost).

The Jack Phillips technique is the use of various formulas to measure the return on capital invested in personnel (ROI):

Estimation of investments in the HR department = HR expenses / operating expenses.

Estimation of investments in HR departments = HR costs/number of employees.

Absenteeism rate = absenteeism, unannounced absences + number of employees who quit unexpectedly.

Satisfaction indicator is the number of employees satisfied with their work, expressed as a percentage. Determined by survey method.

A criterion that reveals unity and agreement in the company. Calculated based on statistical data on productivity and assessment of labor efficiency.

McGee offers a biparametric assessment, that is, he considers the effectiveness and efficiency of training, he also introduces the concepts of effectiveness and efficiency and how their optimal combination introduces the concept of training productivity.

The methodology for measuring effectiveness should take into account the specifics of training activities, the range of which is quite wide.

If the task is to evaluate the success of events through reducing the cost of a business process (although this is only a special case - reducing costs), then the following set of formulas for assessing the effectiveness of training will be optimal.

The private economic effect (E) from a personnel training event that caused a change in the cost of a given business process can be determined as follows:

where is the cost of the business process (unit of production) before training, den. units;

– cost of the business process after training, den. units

Determining the absolute value of the effect only allows one to find out the trends, scale and direction of the effect of training (positive, neutral, negative), therefore it is advisable to compare the value of the effect with the costs aimed at training personnel.

Interpretation of the result: if E ≥ 0, therefore, success has been achieved, at least the goal of reducing costs has been achieved, however, it is a question of price. Therefore, it is necessary to determine the net effect. The net private economic effect of personnel training activities is determined as follows:

where is the cost of the business process (unit of production) before training, den. units;

– cost of the business process after training, den. units;

– cost of the training program (company costs for maintaining the training center), den. units

Determining the absolute value of a particular effect allows you to compare the result of an activity with the costs of training (whether the benefits exceed the costs or not).

Interpretation of the result: if ≥ 0 - therefore a positive result was achieved, at least the cost reduction exceeded the costs - the activity brings a net effect.

This sequence of calculations is appropriate for assessing the effectiveness of training specifically for line personnel, for example, as a result of training activities, the speed of customer service has increased, the quality of customer service (quality can be assessed by reducing the number of errors, customer complaints) has improved, etc.

A more traditional indicator for perception and easier to interpret is the profitability indicator (let’s consider it as a typical indicator for a business - the ratio of net income to costs):

Return (return on investment in training) is expressed as a percentage.

Interpretation of the result: if > 0, therefore the type of activity is profitable, otherwise, training costs are not returned as an additional effect.

This indicator is convenient to use when comparing several options or implemented activities.

Assessing the effectiveness of training within the framework of comprehensive assessment systems such as BSC, KPI. Often assessing individual areas of company development, modern management uses complex assessment systems that include a number of private indicators that reflect the effectiveness of departments, within the framework of which models successfully apply comprehensive assessment methods, for example, determining the contribution of certain departments to the overall performance result. Among the above-mentioned models, we can note the applicability of each of them for solving the problems of assessing the effectiveness of personnel training, highlighting the subdepartment responsible for training, a certain set of target indicators that allow us to evaluate this particular division of the company.

For example, by highlighting some quantitative and qualitative indicators for a given department, assuming that personnel training activities will affect these indicators, we will be able to assess the effectiveness of these activities as a whole and for each individual episode related to training. By clearly defining the correlation of these indicators with the performance indicators of the units that have undergone training, we will be able to analyze the effectiveness of personnel training efforts in the enterprise as a whole.

These methods are difficult to use due to the breadth of the spectrum of action, however, with their skillful use, not only their intuitive clarity, adequacy and consistency are achieved, which, in general, allows us to solve the problem outlined above. The development of a system of indicators will allow not only to comprehensively evaluate, but also to monitor in real time the level of effectiveness of these activities.