The law on professional standards has been in force for several months, but not everyone has finally figured out how to apply the new regulation in their companies. To help employers - practical recommendations from one of the most respected Russian experts in labor law, Maria Finatova.
What is this article about? Once again about professional standards, the application of which is still not clear to many. Let's talk about how to learn to determine the professional level at which the employee is.
All qualification levels specified in professional standards are used during their development to describe labor functions, requirements for education and training of employees. Uniform requirements for the qualifications of workers, established by skill levels, can be expanded and refined taking into account the specifics of the types of professional activity.
The level of qualification is defined as the ability of an employee to perform labor functions (tasks, duties) determined by the composition and level of complexity, which is achieved by mastering the necessary set of theoretical knowledge and skills.
The normative act that names the qualification levels is the order of the Ministry of Labor and Social Protection of the Russian Federation of April 12, 2013 N 148n “On approval of qualification levels in order to develop draft professional standards”. There are 9 levels in total and each has its own requirements. The higher the level, the higher the requirements, the lower the level, the lower the requirements for the position. Usually the 1st level is unskilled work, for which there are no strict requirements. 2,3,4 levels of working specialties, 5.6 - specialists, 7.8 leaders of the organization, top managers, 9 - the leadership of the country.
Each level has certain indicators, which include: powers and responsibilities, the nature of knowledge, the nature of skills and the main ways to achieve qualifications, on the basis of which a professional standard is developed.
For example, at the 1st qualification level they are like this:
And at the 6th qualification level, these are:
In order to understand at what level a particular employee is, the employer needs to carry out a whole range of activities:
- To begin with, select the appropriate professional standard for compliance with which the position of the employee will be checked.
- Then analyze his labor function, defined by the employment contract or job description for its compliance with the labor actions (TD) provided for in the chosen professional standard.
- After that, the already verified labor actions are compared with labor functions in the same professional standard.
- And in the end, from the compared labor functions (TF), determine which or which generalized labor functions (GTF) the employee is suitable for.
For each generalized labor function (GTF), the corresponding qualification level is indicated in the professional standard. By a simple procedure, you can determine what qualification level an employee has and what requirements are set for him.
For example, if we take the professional standard of the "Accountant", then you can see that it has only 2 qualification levels: 5 and 6 for the positions of "Accountant" and "Chief Accountant", and, accordingly, the requirements for these qualification levels are different. When comparing, it may turn out that one of the workers does not meet the standard, because he does not have enough experience, or length of service, or the necessary education at a certain level for him. In this situation, the employer must solve this problem: in the case of education, by sending the employee to study, in the case of experience and length of service, by transferring the employee to another position.
Situations may be different, but it must be remembered that the requirements of Law No. 122-FZ must be met by all employers, regardless of the legal form, form of ownership, number of employees, etc. However, the law does not provide for dismissals for non-compliance with professional standards. Therefore, it is important and possible to find the right solution in each specific situation with each specific employee.
Maria Finatova, Head of the Department of Consulting Projects and Partner of Valentina Mitrofanova Group of Companies
In the current realities of the rapid pace of technology development, high competition and the dynamic development of management approaches, a company that does not invest in the development, training and evaluation of personnel, at least, acts short-sighted. Moreover, taking into account a certain archaism of education systems: both vocational and higher education, which are impenetrably behind the ever-changing market requirements. Therefore, any organization seeking to win or maintain a leading position pays increased attention to the training and development of personnel.
However, the question of the need to evaluate the effectiveness of staff training always arises. The costs of training are always significant, and in this regard, it is reasonable to require an assessment of the economic efficiency of investments.
To date, many companies are limited to filling out evaluation questionnaires based on the results of the training: “Did you like the training / trainer?”, “Evaluate the organization of the training?”, “Was the training useful?”, “Will you use the acquired skills in your daily work?” etc. This method is only a small part of the methodology for assessing the effectiveness of personnel training, and is applicable only for the initial summing up of the results of a specific event, training, internal satisfaction, as well as the work of specific people from the personnel department, but not the effectiveness of the training program as a whole.
In international practice, several methods for assessing the effectiveness of staff training are successfully used.
The most famous of them is Donald Kirkpatrick's four-level model, which today is considered a classic. The model was proposed in 1959 and published in the book Four Levels Evaluation Program.
Modelestimatesefficiencystaff trainingD. Kirkpatrick
Step 1 Reaction. The primary reaction to the training program is measured, the so-called "feedback" or feedback: the interest, usefulness and quality of the material, the trainer and his skills, the complexity or accessibility of the presentation of the material, the organization of the training event are evaluated.
Applicable tools: , Interviews, Focus groups.
Stage 2 Assimilation. The extent to which participants acquire new knowledge/skills is measured, as well as how they plan to apply the acquired skills in the workplace.
Applied tools: Exam, Aptitude Tests, Practical Skills Tests, Making a Plan, Training Other Employees.
Stage 3 Behavior. It is measured how the general behavior of the participants has changed, and to what extent the participants of the training use new knowledge and skills in the workplace.
Applied tools: Work behavior change checklist (review of work, check of action plans - developed according to the principle of evaluation 360 0), KPI, Balanced Scorecard.
Stage 4 Results. It measures the extent to which the goals have been achieved, as well as how the change in behavior affects the organization as a whole, that is, changes in the business performance of the organization are determined and analyzed. The results should be evaluated at least three months after the end of the training in order to see the delayed effects.
Applicable tools: KPI (measures must be selected before the start of the tutorial)
It should be noted that when using all levels of the model, the process of evaluating the learning effect becomes very laborious and costly, and not always appropriate in terms of cost. The fourth level is the most difficult to analyze, since it is required to track the dynamics of the organization's business indicators (increase in productivity, increase in sales, improve quality, etc.). In 1975, Kirkpatrick published the book "" (Evaluating Training Programs), where he described the application of the model in new realities and not only for assessing the results of personnel training, but also for the change management process in an organization. In addition, it was proposed to use the model in reverse order, starting from the fourth level to the first, that is, the expected results must first be determined, methods and key indicators selected - in this case, the final assessment will be less subjective.
The process of economic evaluation of staff training
In 1991, Jack Philips, an American HR expert and director of the ROI Institute, supplemented the Kirkpatrick model with a fifth level - ROI (Return on Investments). In fact, he introduced a specific quantitative indicator into the personnel training evaluation system, as a calculation of the percentage ratio of profit from a training event to its costs:
In addition, he noted that performance evaluation is not a separate program, but an integral part of the system. Evaluation should be carried out at all stages of the learning process, from assessing the training and development needs of staff, during and after the program, and later, when the results are more evident. Thanks to this approach, it became possible to make training cost-effective: to assess the training program as a business tool, and also to show a direct relationship between increasing the productivity of the organization and the personnel training system.
V-model by J.Philips
Another fairly well-known model is Bloom's Taxonomy. Benjamin Bloom proposed this model in 1956. The main idea of the model is to develop the need for analysis, self-development, responsibility and self-sufficiency of the students themselves, in other words, “teach employees to learn” and apply the acquired knowledge in everyday life. In this case, the employer is required to create the base necessary for training, an atmosphere favorable for training and motivation.
In his system, he divided all stages into three domains: cognitive (knowledge), emotional (attitudes) and psychomotor (skills).
Taxonomy B. Bloom
cognitive domain
|
Levels of High Thinking |
6.Evaluation |
Can reason and evaluate ideas and can present and defend opinions based on logic and facts |
| 5. Synthesis |
Able to integrate parts into a single structure, draws up plans, generates new ideas, draws conclusions, creatively solves problematic issues Key: Integrate, Modify, Replace, Compose, Articulate, Summarize, Organize, Plan |
|
| 4. Analysis |
Knows how to highlight parts of the whole, the relationship between elements within the organization, finds errors, sees driving motives, analyzes cause-and-effect relationships Key: differentiate, divide, explain, connect, classify |
|
| 3. Application |
Applies acquired knowledge in practice, finds relationships, solves problem situations Key: Apply, Demonstrate, Decide, Test, Improve, Change |
|
|
Low Thinking Levels |
2. Understanding |
Interprets facts, rules, compares, identifies groups, anticipates and explains consequences Key: summarize, conclude, compare, calculate, discuss, continue, justify, explain |
| 1. Knowledge |
Knowledge of the specifics, the ability to operate with terminology, facts, knowledge of trends, classifications, procedures, methodologies, theory, structure Key: list, define, describe, depict, name, choose, quote, who, where, when, etc. |
Emotional Domain
| 5. Assimilation of the value system |
Loyalty, choice of ways to solve problems Key: Prove, Listen, Do, Verify |
| 4. Organization of personal value system |
Correlation of the value of objects and phenomena Key: propose, judge, report, demonstrate |
| 3. Valuation - understanding and action |
Understanding and accepting values Key: Initiate, Shape, Share, Track |
| 2. Reaction, response |
Attention, active participation Key: Discuss, Help, Perform, Present, Describe |
| 1. Perception and awareness |
Passive perception and acceptance of information Key: describe, answer questions |
Psychomotor domain
The transformation of the traditional university management system into a quality-oriented management system involves various activities, including the construction of an integrated system for intra-university monitoring of the processes of providing educational services, monitoring and evaluating learning outcomes. One of the stages of this work is the selection of indicators, determining their relative importance and taking into account the mutual influence and assessment of the quality indicators of graduate specialists by enterprises (employers).
For the mathematical analysis of the main part of the model "Assessment of the quality of training of specialists" of the NIML "Monitoring and management of the quality of education", a sociological study of the qualitative characteristics of graduates of EKSTU named after D. Serikbaev by employers was carried out, an assessment of the requirements that the industry imposes on young professionals invited to work, and further verification the correspondence of the obtained data of the questionnaires with the performance indicators during the period of study at the university.
The purpose of the study is to assess the qualitative characteristics of university graduates during their working life as engineering workers.
The object of the study is university graduates working in production.
The subject of the study is the determination for each specialist of the compliance of his attestation in the university for the cycles of disciplines with the assessment given by the expert leader.
Research objectives:
- · determination of correlations between assessments of the quality of training of specialists, given by expert leaders and assessments of the level of their training as graduates during their studies at the university;
- · development of a correlation-regression model of the influence of the level of mastering cycles of academic disciplines by university graduates on the formation of their professional qualities as specialists during the period of labor activity.
Main research methods: questionnaire survey, data collection in the archives of the university, statistical data analysis.
The practical significance of the study lies in the possibility of using the developed correlation-regression model to make decisions on improving the educational process by identifying the factors that most influence the professional qualities of university graduates.
The first stage of the study is a survey.
Questionnaires were implemented based on the number of graduates by department. The total number of questionnaires distributed is 394.
As criteria for evaluating professional qualities, a number of parameters were chosen that can give a comprehensive description of a graduate as an engineer (Appendix A).
The assessment of each specialist at the enterprise was carried out by interviewing the head of the unit (enterprise), directly interacting with the assessed specialist according to the following indicators:
- 1) The period of formation of a graduate capable of independent work as a specialist and organizer of production years (year).
- 2) The degree of ownership of production technology and initiative to improve it.
- 3) Active participation in innovation activities (invention, rationalization), entrepreneurial spirit.
- 4) The level of economic knowledge, the ability to implement them in market conditions.
- 5) Computer literacy, ability to work with personal computers.
- 6) Organizational and managerial skills, the ability to make decisions in difficult extreme conditions.
- 7) Professional competence in general.
- 8) The degree of communication skills, the ability to form business, partnerships.
- 9) Responsibility and ability to solve production problems in combination with state, corporate and personal interests.
- 10) Does it have career growth prospects (no - 0, yes - 1).
It was proposed to determine the effectiveness of graduates on a 7-point scale, depending on the intensity of manifestation, the degree of importance of mastering certain knowledge or skills by an employee, that is, a qualitative gradation of the attribute was carried out.
The structure of the questionnaires is simple, the questions cover the main areas of application by a specialist of their professional knowledge in practice. Young specialists who graduated from EKSTU no more than 7 years ago were evaluated.
Qualitative gradation of features is performed on a scale:
- 7 - quality is manifested to the highest degree, always;
- 6 - manifests itself actively, part;
- 5 - there are cases of manifestation of the opposite quality;
- 4-3 - equally opposite qualities appear;
- 2-1 - pronounced opposite qualities.
To analyze the questionnaire survey, graphic-analytical methods for distributing the frequency of qualitative characteristics, the percentage ratio separately for each specialty and for the institutes of the EKSTU are used.
The second stage is the definition of relationships
After the questionnaires were completed and returned, the second stage of work began. For the graduates on whom the questionnaires were received, data were collected in the archives of the university on progress in blocks of disciplines for the entire period of their studies at the university.
To determine the links between the assessments of the expert-leader and the certification of graduates during their studies at the university, cycles of disciplines were identified: social and humanitarian, natural sciences, general professional, special, course projects (works), graduation project. As criteria reflecting the performance of graduates during their studies at the university, the average values of grades were used - Xav, standard deviation - , coefficient of variation - (see table 2.1).
Table 2.1 Factors reflecting the level of university education
When analyzing the links between the assessments of the expert-leader and the certification of graduates during their studies at the university, it is proposed to use a correlation-regression model.
The table shows the names of the cycles of academic disciplines used as arguments of the model, and the indicators of the assessment of a specialist by an expert leader as functions.
The correlation-regression model is presented in the following form:
where A0 is a free term or conjugation coefficient of dimensions;
A1, A2,..., Aj - regression coefficients or parameters, models that characterize the degree of influence of a student's progress in a cycle of disciplines on the growth of an assessment that reflects the activity of a specialist for a given parameter.
The regression equation characterizes the relationship between variables X and Y, showing the change in the value of Y depending on the change in the value of X.
However, in the regression equation itself there is no indication of the degree of closeness of the relationship between the variables. Therefore, the estimation of regression parameters is accompanied by the calculation of correlation coefficients, which are an empirical measure of the linear relationship between X and Y.
The higher the value of the coefficients, the closer the relationship between the variables and, accordingly, the choice of the function is correctly made.
Checking the correctness of the choice of the model can be carried out based on the value of the correlation index.
Determination of the sample number (the number of elements in the sample) is made by the formula:
where n- the number of elements in the sample;
N is the number of elements in the general population;
S2- estimation of variance from a trial survey;
? - marginal sampling error;
t- coefficient of confidence, or the multiplicity of the average sampling error µ , determined by the confidence value of the probability G.
The quality of the sample is evaluated by two indicators: representativeness and reliability, i.e. is determined by the sampling error or the accuracy of the sample estimation and the guarantee of this accuracy.
Sampling errors ? calculated by the formula:
where? is the marginal sampling error.
The average general b must be concluded with probability r=0.95 in the interval, with error probability e=1 - r=0.95. If the average general b does not fall within these limits, then the representativeness determined by the error (?/100)% cannot be considered small. To increase the representativeness of the study, you need to increase the sample size.
The third stage is to enter the received personal and archival data into a computer and machine processing.
Evaluation of the effectiveness of training is an important step in the process of personnel training. Its meaning is to establish how the organization benefits from employee training, or to find out whether one form of training is more effective than another. Since money has been spent on education, you should know exactly what the organization can get in return.
Information obtained as a result of evaluating the effectiveness of specific training programs should be analyzed and used in the preparation and implementation of similar programs in the future. Evaluating the effectiveness of training employees of the organization allows you to constantly work on improving the quality of training, getting rid of such training programs and forms of training that have not justified the hopes placed on them.
Ideally, the evaluation of the effectiveness of training should be carried out constantly, in a qualitative or quantitative form, assessing the impact of training on such indicators of the organization's performance as sales, product and service quality, labor productivity, employee attitudes, etc.
The main reason an organization should evaluate the effectiveness of training programs is to find out to what extent the learning objectives were ultimately achieved. A curriculum that fails to achieve the required level of performance, skills or attitudes should be modified or replaced by another program. Not always the organization after training its employees achieves the desired result. In this case, it becomes necessary to identify the causes of failure. Even good programs can fail for many reasons: unrealistic or overly general learning goals can be set, the learning process itself can be poorly organized, disruptions can occur for reasons beyond the control of those who organize training (for example, illness of a teacher, breakdowns equipment or human error), etc. Identification of the reasons why this training program failed, and their analysis, allows you to take the necessary corrective measures in the future.
Evaluation of the effectiveness of training can be carried out with the help of tests, questionnaires filled out by students, exams, etc. The effectiveness of training can be assessed both by the students themselves and by managers, specialists from training departments, teachers, experts or specially created target groups.
There are five criteria that are commonly used in evaluating the effectiveness of training. The data are presented in Figure 1.5.
Let's consider these criteria.
The opinion of the students. Finding out the opinion of students about the curriculum in which they have just been trained, about its usefulness, interest is an accepted practice in many organizations.
Figure-Criteria used in evaluating the effectiveness of training
This involves seeking their opinion on the following questions:
Teaching quality (teacher qualifications, teaching style, teaching methods used);
General conditions and environment during training (physical conditions, absence of distractions, etc.);
The degree of achievement of the learning objectives (compliance with the expectations of the trainees, the readiness of the trainees to use the results of training in the practice of their work).
When evaluating 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 useful was this program for you?
How interesting was the training?
How relevant was the topic of study? etc.
Students' answers 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.
Assimilation of educational material.
To assess the degree of assimilation of the educational material by the students, the teacher or the organizer of the study must answer two main questions:
What should 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 assimilation of knowledge and the strength of acquired skills that are the indicators on the basis of which the success of training is assessed. It is possible to assess the completeness of mastering the educational material with the help of oral surveys, tests, tests, oral or written tests and exams. Both written and oral form of knowledge testing assumes that students are asked a variety of questions.
Unfortunately, most Russian companies make almost no attempt to find out to what extent the training material was assimilated by the employees who received the training. Often you have to deal with the fact that the procedure of "testing" or "testing", which scare the listeners, in fact turns out to be a pure formality - everyone receives a test, and the completed forms with the test results are sent directly, without verification, to the trash. Of course, this form of "learning control" has the right to exist - in this case, it performs the function of increasing the students' motivation for learning. But if you can take much more from this procedure, then you should not refuse it.
Behavioral changes. In accordance with this criterion, it is determined how the behavior of employees changes after completing a training course when they return to their work. For example, safety training should result in a higher level of compliance with the rules for handling combustible 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 the training program can also be assessed by the results of the production activities of those who have been trained. If the results of the organization, unit or individual worker improve, then this is the real benefit that the organization receives as a result of training. The incentive to start training staff may be too high a level of waste or rejects. At the same time, the goal of employee training will be to reduce waste, for example, from 10 to 3 percent. If such a result is achieved, it can be considered that the training was successful. The success of a marketing course can be measured by measuring sales volume or by evaluating customer satisfaction as a result of customer surveys. You can ask 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 evaluation 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 should be beneficial to the organization, that is, it should strive to ensure that the benefits that will be received at the end of the training exceed the costs of training.
For example, at Honeywell, the effect of a training program on improving productivity and product quality is determined by the formula:
E \u003d P x N x V x K - N x H, (1.1)
where P is the duration of the program (in years); N is the number of trained workers; V - valuation of differences in labor productivity of the best and average workers (USD); K - coefficient of increase in efficiency as a result of training: Z - the cost of training one employee (USD).
Training should be an integral part of the work of the organization, inseparable from its main goals. Training costs money, but this investment pays off through increased productivity, quality, and customer satisfaction. In addition, employees highly appreciate 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
|
Direction of evaluation |
Index |
Calculation method |
|
Tuition expenses |
Share of spending on education |
The ratio of training expenses to total expenses |
|
Expenses per employee |
Training costs divided by the number of employees trained |
|
|
Tuition costs per class hour |
Total tuition costs divided by total tuition time |
|
|
Return on investment in training |
Savings achieved in relation to training costs |
Total savings due to the use of previously unused resources or loss prevention, divided by the amount of training costs |
|
Percentage of performance improvement after training per course |
Percentage of employees who improved performance (difference in performance before and after training |
|
|
Income per employee per year |
Total revenue or sales divided by total number of employees |
|
|
Profit per employee per year |
Total annual profit before taxes divided by total number of employees |
|
|
Availability of qualified specialists |
Number of employees of the training department per 1000 employees of the company |
Number of training department divided by the total number of employees x 1000 |
|
Evaluation of the work of the training department |
Satisfaction on the part of consumers of the services of the personnel training and development department |
The ratio of the number of customers of the training department who rated "good performance" or "effective performance" to the total number of customers who completed the evaluation sheets |
It is clear that for different types of assessment the criteria will be slightly different. For example, for the assessment of primary training, the criteria may be the following: knowledge of products and services, personality profile, communication skills in interacting with customers; activity in the educational process. And for the assessment of practice, monitoring and planned assessment, criteria such as the 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 evaluating the effectiveness of training
1. Definition of learning objectives. The process of evaluating the effectiveness of training begins already at the stage of training planning, when determining its goals. Learning objectives set standards and criteria for evaluating the effectiveness of training programs.
