Problems and possibilities of development staff

INTRODUCTION

1. Problems and possibilities of development staff

2. The process of professional training

2.1. Determining the needs for vocational training

2.2. Budget vocational training

2.3. For vocational training

2.4. Evaluating the effectiveness of training

2.5. Development and implementation of vocational training programs

3. Methods of training

3.1. Methods of training in the workplace

3.2. Education outside the workplace

4. Planning and career development

4.1. Types and stages of career

4.2. Choosing a Career

4.3. Planning and career development

5. Planning and preparation of reserve managers

5.1. Leadership training.

CONCLUSION

Bibliography

INTRODUCTION

Staff development is essential to the successful functioning of any organization. This is especially true today, when the acceleration of scientific and technological progress significantly accelerates the aging process of the professional knowledge and skills. Inconsistency staff needs of a negative impact on results of operations.

The increasing importance of vocational training for the organization and the needs of a significant expansion in it in the last thirty years have led to the fact that leading companies have taken the upgrade the skills of their employees. The organization of vocational training has become one of the main functions of human resource management, and its budget - the largest (after wages) Expenditure of many companies. Organizations such as IBM, "Motorola", "General Motors", annually spend billions of dollars on professional development and training of their employees and have even created their own for this permanent universities and institutes.

Professional development is the process of training employees to perform new functions of production, employment of new posts, new challenges. Activities for professional development seminars are marketing to employees of the department staff, a visit to the School of Business sales agent, learning English as a mechanical engineer, the work has just adopted in the organization of the planning department chief of the garbage on the factory assembly line, etc. In large multinational corporations, there are special departments of professional development, led by the head of the rank of director or vice president, underscoring their importance to the organization. The importance of professional development for today's organizations supported by the fact that the objectives in this area are included in private plans (which performance depends on the amount of remuneration) senior executives of many corporations presidents, regional vice presidents, directors of national companies.

1. Problems and possibilities of development staff

Leading organizations spend on professional development heavily - from 2 to 10% of the wage bill, which for a company such as "General Motors" is the amount in excess of a billion dollars a year. These costs are investments in the development of the organization of its employees, from which it expects to return in the form of increased productivity, ie increase the contribution of staff in the achievement of organizational goals. Besides the direct impact on the financial results of investment in professional development contribute to the creation of a favorable climate in the organization, increase employee motivation and loyalty to the organization, ensuring continuity in management.

Professional development has a positive impact on the employees themselves. Increasing the skills and acquiring new skills and knowledge, they become more competitive in the labor market and to gain additional professional development opportunities both within their organization and outside it. This is particularly important in the current context of rapid obsolescence of professional knowledge. Vocational training also contributes to the overall intellectual development of man extends his erudition and his circle of friends, strengthens self-confidence. Not by chance the opportunity for professional training in their own company is highly valued and greatly influences their decisions about applying for a job in any organization. The winner of the professional development of intra-and society in general, getting more qualified members and higher productivity of social labor at no additional cost.

The key point in the management of professional development is to determine the needs of the organization in this area. Essentially it is about identifying discrepancies between the professional knowledge and skills (competencies), which must have a staff organization to achieve its goals (today and in the future), and the knowledge and skills he possesses in reality. Determining the needs of the professional development of individual employee needs the joint efforts of the department of professional development, the employee and his supervisor. Each party brings his vision of the issue, determined by its position in the organization and role in the process of professional development.

In order to adequately determine the needs of the professional development of each of the participating parties in the process must understand under what influence factors add up the organization's needs in the development of its staff. These factors are:

· The dynamics of the environment (customers, competitors, suppliers, state);

· The development of engineering and technology, which entails the emergence of new products, services and production methods;

· Change in strategy development of the organization;

· The creation of a new organizational structure;

· The development of new activities.

Traditional methods of identification and registration of professional development needs are certification and preparation of the plan of development. During certification (or during a special meeting for professional development) staff discussed with the head of the prospects of their professional development. The result of this discussion is the individual development plan, which is transmitted to the personnel department (Department of Professional Development). Experts evaluate the professional development plan in terms of its feasibility, feasibility, relevance to the needs of the organization and its financial capabilities and make adjustments as necessary. Combined plans for employee development program become professional development organization. This program defines the purpose of professional development, resources and budget to achieve them.

In recent years become increasingly popular methods of psychological testing (assessment centers staff) to help determine the degree of development of various skills of the employees of the organization. Comparison of results of the assessment with a portrait of the "ideal" employee gives the opportunity to identify gaps in training and provide measures to eliminate them.

The most important means of professional development of staff is a professional training - the process of direct transfer of new skills or knowledge to the organization. An example may serve as training courses on the new computer program for secretaries, a training program for sales agents, financial course for senior management staff of the company.

Formally, professional development is broader than vocational training, and often include the latter, but in real life, the difference between them can be purely arbitrary and not as important as, and vocational training, and development serve the same purpose - training organization to successful implementation challenges its mission. It is sometimes argued that vocational training is focused primarily on the tasks of the day, and the development - on the future needs of the organization. However, with the acceleration of changes in the external environment for organizations and the organizations themselves, this difference becomes more conventional.

In today's organizations, professional training is a complex ongoing process that includes several stages. Process management training starts with the identification of needs, which are formed on the basis of the development needs of the organization's personnel, as well as employees of the organization need to perform their current job responsibilities.

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Table 1: The process of professional training

2. The process of professional training

Vocational training - the process of direct transfer of new skills or knowledge to the organization. An example may serve as training courses on the new computer program for secretaries, a training program for sales agents, financial course for senior management staff of the company.

2.1. Determining the needs for vocational training

Managing the process of professional training begins with the definition of needs, which are formed on the basis of the development needs of the organization's personnel, as well as employees of the organization need to perform their current job responsibilities.

Performance of official duties require knowledge of the employees of the organization of working procedures and methods, products and services, the ability to work on the installed equipment, etc. Requirements relating to the implementation of work responsibilities are determined on the basis of applications managers and employees themselves, through interviews of managers and professionals (Department training profile sends a request to indicate it needs in vocational training), analysis of the results of the organization, employee testing.

Another source of information on the needs for vocational training - individual development plans prepared by the staff at the time of certification, as well as the application and wishes to the staff themselves, sent directly to the department training.

The development strategy of the company, is engaged in the documents and statements of its senior leaders, is also an important source of information on the needs for vocational training. Task specialists often is enough to translate the general provisions of the organizational strategies for language training.

2.2. Budget vocational training

Vocational training is associated with significant material costs, so the formation and monitoring of budget implementation are essential elements of management of professional training. Two factors affect the amount of the budget - the company's needs in education and its financial condition. Senior management determines how much can be spent on vocational training for next year, and by comparing the size of the budget with identified needs, establish priorities in vocational training.

In calculating the budget of vocational training must take into account all the components of costs. Organizations often count only the direct costs - compensation invited instructors, rental of training facilities, purchase of materials and equipment and the like, and try to reduce them by using as instructors or employees conduct training in their own premises, ignoring other costs related to the lack of employees in the workplace, the costs of their travel, meals, etc. Only the presence of complete information on the related costs of professional training allows you to make the best decision about the method of teaching.

2.3. For vocational training

Based on the analysis of identified needs to formulate the objectives of each program of study. For vocational training should be:

* Concrete and specific;

* Orienting on practical skills;

* Measurable (measurable).

In determining the goals should be aware of a fundamental difference between training and education: the first creates specific skills required of the organization, the second is aimed at the overall development of the student in a particular field of knowledge.

The learning objectives from the points of view of the employer and of the specialist differ.

The point of view of the employer. German experts and V.Bartts H.Shaybl believe that from the standpoint of the employer's training objectives are:

· Organization and formation of personnel management;

· Mastering the ability to identify, understand, and solve problems;

· Reproduction of personnel;

· Integration of personnel;

· Flexible formation of personnel;

· Adaptation;

· The introduction of innovations.

The point of view of the employee. Bartz and Scheible define the following objectives of vocational education:

· Maintaining an appropriate level and professional development;

· The acquisition of professional knowledge outside the scope of professional activity;

· The acquisition of professional knowledge about suppliers and consumers of goods, banks and other organizations that affect the operation of the company;

· The development of skills in planning and organizatsiirazvitie abilities in planning and organizatsiiproizvodstva.

2.4. Evaluating the effectiveness of training

One of the options evaluation can be based on human capital theory, according to which the knowledge and skills of employees are considered as belonging to them and bringing income equity, and the time and cost to acquire the knowledge and skills - investment in it

. Possible to identify the following characteristics of fixed capital:

· The purchase price;

· Replacement cost;

· Carrying value.

The purchase price - is the sum of the costs of labor recruitment, introducing her to the production and initial training.

The replacement cost is established for each group of employees, and expresses the cost of recruitment and training of each employee's occupational group in current prices.

The carrying value of BV is calculated by the formula:

BV = S C,

where r - the expected duration of employment;

p - the number of years of service;

C - replacement cost.

In the balance sheet shows the total amount of investment in human resources at the beginning of the planning period (the costs of selection and training), specify the amount incurred during the period of investment, calculated value loss due to layoffs, the obsolescence of knowledge and skills and output value at the end of the period.

Another approach evaluating the effectiveness of training is associated with the release of the learning outcomes for different subjects and assessment of their quality.

Speaking about the effectiveness of training, we need to identify three main actors of this process:

The teacher leading the course, which is often the developer of the program of study;

The client, participant training program aimed at training senior leaders;

The customer pays for the training program and interested in the rapid inclusion of a student received knowledge and skills in the labor repertoire.

Each of the participants in this process, there is a different picture of the effectiveness of training:

Teacher - typically evaluates the result on the acquisition of knowledge, abilities, skills, activity, students in the course of employment. Used to assess the exams, tests, exercises.

Member of the program, the client - usually focused on creating in the process learning atmosphere caused or missing his interest in the topic. The presence or absence formed a particular view about the technology works. To evaluate the use survey feedback on learning outcomes questionnaire.

The customer, a superior leader assesses the quality of education to recruit and number of the skills that have been transferred into practice. To evaluate the use Vetting after a certain period of time, an interview with the head of the analysis of the problems.

Evaluating the effectiveness of training programs is central to the management of professional training in the modern company. Increasingly, the costs of training are regarded as investment in staff development organization. These investments should bring a return in the form of increased organizational effectiveness. Thus, many economic organizations expect from a professional training of additional profit.

To evaluate the effectiveness of each individual program is difficult, because not always possible to determine its effect on the final results of the entire organization. In this case, the effectiveness can be measured by the extent to which stood before the program ends.

Some training programs are not created for the development of specific skills, and for the formation of a certain type of thinking and behavior (characteristic of programs aimed at the professional development of staff, such as young members of the organization). The effectiveness of such a program is difficult to measure directly, since those are designed for long-term period and are related to the behavior and consciousness of people who do not give an accurate assessment. In such cases, you can use indirect methods:

· Tests conducted before and after training and showing how increased knowledge of students;

· Observation of the behavior of trained employees in the workplace;

· Monitor the response of students in the program;

· Evaluate the effectiveness of the program by the trainees through questionnaires or in open debate.

In any case, the evaluation criteria should be set up to study and brought to the attention of students, teaching and managing the process of professional training in the organization. After completion of his training and evaluation results are reported in the calving of human resource managers and employees trained by the staff, and used in further planning of vocational training. Very useful is the Re-evaluation of training effectiveness by analyzing the changes in the results of the last of its employees after a certain period of time (six months or a year), which makes it possible to assess the long-term effect of the program.

2.5. Development and implementation of vocational training programs

Determine the need for professional training, having at its disposal the budget, knowing the criteria for evaluating the effectiveness and being familiar with various methods of teaching, the department training organization may proceed with the development of the programs themselves. Development of the program involves the determination of its content and the choice of methods of training. The program content is determined, first of all, it is facing the objectives that reflect the needs of the professional training of a particular organization. The training program for managers of marketing engineering company will be largely different from the course with the same title for the heads of the pharmaceutical company. In determining the content of the program should also take into account the characteristics of potential students.

When choosing methods of teaching organization should primarily be guided by their impact on the effectiveness of a particular group of students. It is necessary to take into account the principles of teaching adults. These four principles:

· Relevance. What is said during the training. It must be relevant to the professional or private life of the student. Adults do not take the abstract and abstract themes.

· Participation. Students should actively participate in the learning process and the direct use of new knowledge and skills in the course of training

·. Recurrence. It helps to gain a foothold in the new memory, and turns into a habit acquired skills.

· Feedback. Learners need to constantly provide information about how they have moved forward. Having this information allows them to adjust their behavior to achieve better results.

The most common form of feedback are exhibited teacher evaluation. However, you should be very careful: inappropriate expectations estimates may have a demotivating effect on the students. More can be effective tools such feedback as a summing-up the competition between the parties, a certain percentage of the job, etc. In adults appreciate the feedback is not so much the absolute estimate of how much the opportunity to make suggestions for improvement, "to be heard."

Research shows that the success of training programs by 80% depends on the training and only 20% of the willingness and ability of students. Education will be equally effective in the case of the relationship to him as a "paid vacation" or as a "punishment." Therefore, the human resources department should pay particular attention to creating an appropriate attitude to training is planned. The following factors may motivate employees to actively participate in the professional training program:

· The desire to keep a job, stay in office;

· The desire to get a raise or take up a new position;

· The interest in higher wages;

· Interest in the very process of mastering new knowledge and skills;

· The desire to establish contacts with other participants of the program.

Understanding how the training might be interested employee can properly teach him about the upcoming program. In this case, a crucial role to play head of the department in which work is sent to the training officer. Typically, the head is better than others understand his motivation and has the ability to link their interests with the upcoming course.

It is also important to determine the employee's ability to participate in a specific course of training, ie its degree of preparedness. Indirect indicators of this is the level of education, professional experience, the results of evaluation. Is often used and pre-testing of candidates for the course of study. The presence of even one in the group is not enough (or too much), prepared by the participant can significantly reduce the effectiveness of the course.

Experts in the field of education have long understood that there is no one universal method of teaching - each has its advantages and disadvantages. Therefore, most modern vocational training programs are a combination of different methods of presentation - lectures, videos, business games, simulations, etc.

Programs can be developed and implemented by the organization itself, or it may enlist the help of outside consultants. Today, many large corporations have strong educational structures, but they are also the most important consumers of services for vocational training. The choice of method depends on the organization of training on factors such as the availability of necessary resources (instructors, materials, facilities) within the organization, the level of training of trainers, etc. As in any case where the organization needs to make a decision such as "make or buy-side", the decisive factor is the analysis of benefits and costs.

3. Methods of training

There are plenty of ways of developing professional knowledge and skills. All of them can be divided into two groups - training at the workplace and training outside the workplace.

3.1. Methods of training in the workplace

The main methods of training in the workplace are: coaching, job rotation, apprenticeships and mentoring.

Instruction is an explanation and demonstration of methods of working in the workplace and can be performed as an employee for a long time to perform these functions, and specially trained instructor. Instruction is usually short-lived, focused on the development of specific operations or procedures within the terms of their professional duties student. Instruction in the workplace is a cost-effective means of simple technical skills, because it is so widely used at all levels of organizations today.

Rotation is a method of self-study, in which the employee is temporarily moved to another position to acquire new skills. Rotation is widely used by enterprises that require employees to polyvalent skills, ie possession of several professions. Apart from purely training effect rotation has a positive impact on employee motivation, helps to overcome the stress of monotonous production functions.

Together with the above advantages rotation has one serious drawback that should be considered when planning training - high costs associated with lost productivity when moving from one position to another.

Discipleship and mentoring are the traditional methods of training of artisans - from ancient times, working side by side with the master, young workers learned profession. This method is widely used today, especially where experience plays a crucial role in training - medicine, wine-making, management.

However, on the job training is usually very specific, does not give the employee the opportunity to abstract from the current situation and to go beyond the usual behavior, forming a fundamentally new behaviors and skills. For this purpose, more effective programs are training outside the workplace.

3.2. Education outside the workplace

Education outside the workplace more efficient, but due to the additional financial costs and distraction of an employee's official duties. In this case, deliberately-paced environment, the worker leaves the day to day affairs, training is carried out in the course of lectures, workshops training (business games, the production situation).

LECTURE is a traditional and one of the oldest methods of training. During the lecture, which is a monologue of an instructor, the audience perceives the study material by ear. The lecture is a fantastic means of presenting a large amount of educational material in a short period of time. Allows us to develop many new ideas for one class, make the necessary accents. Lectures are extremely efficient from an economic point of view. As one instructor works with dozens, hundreds or even thousands of listeners (if using video). Limitations of lectures as a means of training due to the fact that students are passive participants in an event - lecture is not intended for action on the part of students, their role is limited to self-perception and comprehension of the material. As a result, almost no feedback, the instructor has no control over the degree of assimilation of the material and can not make adjustments in the course of training.

Consideration of practical situations can, to some extent overcome this drawback. This method of training involves group discussion and analysis of specific situations that may be in the form of description, a video, etc. The basis of the consideration of practical situations is a discussion group to discuss specific situations that may be in the form of description, a video, etc. For a successful application of the practical situations of the parties require a certain level of professionalism and theoretical knowledge, which should be developed in the workplace or through other methods.

Business games are a method of teaching that is closest to the real professional students. The advantage of gaming is that being a model of a real organization, they at the same time make it possible to significantly reduce the operating cycle and, thus, to show participants how to lead the final results of their decisions and actions. Business games are both global (management company) and local (negotiation, preparation of business plan). This method allows students to perform various professional functions and thereby expand their understanding of the organization and the relationship of its employees.

Self-study is the most simple form of learning - it does not require any instructor or a special room or a specific time - the student is studying there, and since then he's comfortable. Organizations can benefit significantly from self-provided staff development and delivery of effective aids - audio and video cassettes, books, books of problems, training programs.

The main feature of the self-study is its unique character. The student can determine the pace of learning, the number of repetitions, duration of employment, ie monitor important parameters of the learning process, which are specified in other methods. At the same time, individual character deprives independent study of one of the most important conditions for efficiency - feedback - student to himself. The development of personal computers and multimedia applications can largely overcome this drawback.

Unlike traditional methods of training in basic computer-training costs associated with the development, and not to the implementation of training programs. However, once the program is developed, training costs virtually nothing to the organization, because its use does not need any trainers or facilities, or training materials. Therefore, a large number of computer-based learning programs are very cost-effective.

4. Planning and career development

Career - is aware of his own subjective judgments about their employee's future employment, the expected path of self-expression and satisfaction of labor. This advance on the path of the chosen one.

Career - it's not just promotion. You can talk about the career of housewives, mothers, students, etc. The concept of a career does not mean indispensable and constant movement up the organizational hierarchy. It should be noted also that person's life outside of work has a significant impact on the career is a part of it.

In other words, a career - it individually conscious attitude and behavior related to work experience and activities throughout the working life.

4.1. Types and stages of career

You can select multiple paths fundamental human movement within the profession or organization that will lead to different types of careers.

/. Professional career - the growth of knowledge and skills. Professional career can follow the line of specialization (deepening in the one selected at the beginning of a career path line of motion) or transprofessionalizatsii (mastery of other areas of human experience that is associated more with the expansion of tools and work areas).

2. Intraorganizational career is connected to the trajectory of a person in the organization. It can go on line:

· Vertical career - job growth;

· Horizontal career - promotion within the organization, horizontal career - promotion within the organization, for example, work in different parts of the same hierarchical level;

· Centripetal career - promotion to the core of the organization, control center, an ever deeper inclusion in decision-making processes.

When meeting with a new employee, the HR manager should take into account the stage of the career, which he held at the time. It may help to clarify the purpose of a professional activity, the degree of dynamism and most importantly - the specifics of individual motivation.

4.1. Career stages

Table 2

Career stages

Age, years

The needs of the goal

Moral needs

Physiological and material needs

Preliminary

25

Study, testing different papers

Start of self-affirmation

Safety existence

Becoming

30

The development of work skills development, the formation of a qualified

Self-affirmation, the beginning of independence

Safety of existence, the health level of wages

Promotion

45

Advancing through the ranks to the growth of skills

The growth of self-affirmation, greater independence, the beginning of expression

Health, high wages

Preservation

60

Preparation for retirement. Preparing to change the activity.

Stabilization of independence, self-expression, the growth of respect.

Maintain the level of wages and interest to other sources of income.

Pension

after 65

Engaging in other activities

Self-expression in the new field of activity, the stabilization of respect

The size of pensions, other sources of income, health

Table. 2 shows the relationship between the stages of career and needs.

To evaluate the characteristics of the individual, optimizing the choice of specialty areas at the beginning of a career path it is important to consider the type of personality a person choosing the area of ​​activity. Most of the operational goal for this is John Holland's personality typology.

Table 3: Typology of personalities J. Holland

Personality type

The content of

1. Realistic

Focusing on the manipulation of tools and mechanisms

2. Research

Focusing on search

3. Artistic

Oientatsiya to emotional displays, self-presentation

4. Social

Focusing on the interaction with people

5. Entrepreneurial

Focusing on the influence of people

6. Conventional

Focusing on the manipulation of data, information

Although the concept of one type of Holland always dominates, one can adapt to the conditions of using the strategy of two or more types. Given the nature of the dominant and non-dominant orientation, you can select the types of activities that are closer to man and that he will be more successful.

On the other typologies that can be used for the purpose of career choices, all activities are divided on the subjects of labor:

Type P - "man - nature": the leading object of labor, plants, animals, micro-organisms.

Type T - "man - technique": the leading object of labor and technical systems, real objects, materials, forms of energy.

Type W - "man - the man": the leading subject of work - people, groups, collectives, communities of people.

Type 3 - "man - a sign": the leading subject of work - symbols, numbers, codes, natural or artificial languages.

Type X - "man - artistic image": the leading subject of work - artistic images, the conditions of their formation.

4.2. Choosing a Career

The personnel manager usually faces have already been determined by a professional, it is important to know how people have made their choice. We can distinguish the following basic situation of choice of profession:

1. Tradition: the choice did not arise because of tradition and customs.

2. Case: the choice was an accident because of an event.

3. Debt: choice of profession associated with the notion of duty, his mission, vocation or commitment to the people.

4. Target selection: the choice is associated with a conscious opredeleniemTselevoy choice: the choice is associated with a conscious opredeleniemtseley professional activities, based on the analysis of the real problems and their solutions (until you select knows the future professional activity). Cial problems and their solutions (until you select knows the future of professional activity). cial problems and their solutions (until you select knows the future professional activity).

This is one of the most important decisions in the life of man.

Choosing a career is an expression of personality, not a random event.

The achievements of the defined set of abilities, character and temperament, that is, personality of the man.

When choosing a career, you should be able to answer the following questions:

1. What do I want from work? - The financial benefits or moral satisfaction?

2. What I mean to status, prestige when choosing a career?

3. What is the size of the enterprise is preferable to me?

4. What kind of education, experience and skills I have to offer?

5. What are my strengths and weaknesses?

6. What kind of work I'm interested in?

7. What type of work can make me a sense of the kind of work naibolshegoKakoy cause I have a feeling naibolshegosamouvazheniya?

8. Will chooses to work to give me pleasure?

Answers to these questions will help determine the place of work and career.

4.3. Planning and career development

Career planning is to define the objectives of the professional development of staff involved and ways to achieve them. Implementation of career development plan involves, on the one hand, the professional development of employees, ie acquisition of the required classes for the desired position qualifications, and the other - for positions consistent work experience in which you need to succeed in the target position.

Career development is called the actions being taken by the employee for their plan and professional advancement. Planning and career management needs of the employee and the organization (if it supports this process) certain additional (compared with routine professional activities) effort, but at the same time provides a number of benefits both to the employee and the organization in which it works. For an employee, this means:

· Potentially greater satisfaction otpotentsialno greater satisfaction in Flue organization providing him vozmozhnostiraboty in the organization providing it возможностипрофессионального growth and quality of life;

· A clear vision of personal professional prospects and the opportunity to plan other aspects of your life, a clearer vision of the professional personal prospects and the opportunity to plan other aspects of your life, a clearer vision of the professional personal prospects and the opportunity to plan other aspects of their lives;

· The possibility of targeted training for future careers;

· Increasing the competitiveness of the labor market.

· The organization will receive the following benefits:

· Motivated and loyal employees, connecting svoyumotivirovannyh and loyal employees, connecting svoyuprofessionalnuyu work with this organization, chtoprofessionalnuyu work with this organization, chtopovyshaet productivity and reduce labor turnover;

· The ability to plan professional development of employees and the organization as to their personal interests;

· Career development plans of individual employees in kachestveplany career development of individual employees in kachestvevazhnogo source identifying the needs for vocational training;

· Group interested in professional growth, trained, motivated staff to promote naklyuchevye dolzhnosti.tovlennyh, motivated employees to promote naklyuchevye dolzhnosti.tovlennyh, motivated employees to promote naklyuchevye post.

The realization of these and other benefits prompted the leadership of many organizations to create a formal system of career management of their employees. One of the most common models of managing this process has become a model partnership for career planning and development.

The partnership involves the cooperation of three parties - the employee, supervisor, and professional development department (HR). The employee is responsible for the planning and development of their careers, or, in the language of modern management is the owner of the process. The head acts as a mentor or sponsor employee. His support is needed for a successful career, as it manages the resources, manages the distribution of working time, attests to the employee.

Personnel department plays the role of a professional counselor, and at the same time provides overall management of the process of career development in the organization.

Implementation of career development plan depends primarily on the employee. It should be borne in mind the whole set of conditions that make it possible:

· Results of work in the office. The successful performance of official duties is vazhneysheyrezultaty work in the office. The successful performance of official duties is vazhneysheypredposylkoy promotion. The cases raise unable to cope with the duties of employees (even with enormous potential) is extremely rare;

· Professional and personal development. Sotrudnikprofessionalnoe and individual development. Sotrudnikdolzhen not only use all the available sredstvamidolzhen not only use all the available средствамипрофессионального development, but also to demonstrate vnovprofessionalnogo development, but also to demonstrate vnovpriobretennye skills, knowledge and experience;

· An effective partnership with the supervisor. Implementation planarazvitiya career depends heavily on the rukovoditeeffektivnoe partnership with the supervisor. Implementation planarazvitiya career depends heavily on the rukovoditeeffektivnoe partnership with the supervisor. Implementation planarazvitiya career depends heavily on the rukovoditeeffektivnoe partnership with the supervisor. Implementation planarazvitiya career greatly depends on the head, which is formally and informally assess the work the employee in the position and its potential yavlyaetsyatrudnika in the position and its potential yavlyaetsyavazhneyshim channel of communication between the staff and the top management of the organization, decisions on the promotion, the resources, necessary for the development of the employee;

· Prominent position in the organization. To advance in the organizational hierarchy is necessary to guide znalozametnoe position in the organization. To advance in the organizational hierarchy is necessary to guide the employee znaloo existence, its achievements and opportunities. To express themselves by using professionalnyhstyah. To express themselves by using профессиональныхдостижений, successful performances, lectures, reports, participation in the work of art groups, public events. Extremely important in this case is a successful partnership with the department of professional development, a positive view of the potential of employees whose employee is a prerequisite postupatelnogobotnika postupatelnogorazvitiya is a necessary condition of his career.

A crucial component of the process of career management is to assess the progress, which involves three parties: the employee, supervisor, department training. Evaluation is carried out periodically, usually once a year (often in conjunction with the certification of the employee, although in recent years, many organizations tend to separate these events), during the meeting the employee and supervisor, and then confirmed by the Department of Professional Development. Evaluated not only the progress in the implementation of the plan, but the plan itself and reality in the light of the past year have occurred in the event, the effectiveness of its support of the leader and the organization as a whole. The result of the discussion is amended plan of career development.

Career management is a complex process requiring significant resources. Unfortunately, the mere existence of this process does not guarantee the implementation of the professional ambitions of everyone in the organization. However, its absence causes dissatisfaction of employees, increased employee turnover, and also limits the ability of an organization to effectively fill the vacant positions. At the same time, experience shows that the cost of establishing a system of career development have a positive impact on the progress of the organization in the long term.

Like any organizational process career development needs assessment of effectiveness. Since this process is primarily aimed at improving the efficiency of the organization as a whole, the results (success in achieving the organization's goals) show how effective is to work in the field of career management. More specific indicators of the career management in the organization are:

1. staff turnover (comparison figures for employees, employee turnover (comparison figures for staff involved in the planning and career development, and are not involved in this process);

2. promotion, job (comparison pokazateleyprodvizhenie interest in the position (comparative purposes (the ratio of the promotions of employees to the total (the ratio of the promotions of employees to obschemuchislu employees in the group) for employees participating in the number of employees in the group) for personnel involved in the planning and career development, and not participating in the etomplanirovanii and career development, and not participating in etomprotsesse);

3. occupation liberated key positions sotrudnikamizanyatie liberated key positions sotrudnikamiorganizatsii and accepted by;

4. making inquiries of persons involved in the planning and career development.

5. Planning and preparation of reserve managers

In the current context of rapid obsolescence of skills the organization's ability to continuously improve the skills of their employees is one of the most important factors of success. Management of professional development has become in the last two decades, a key element of managing a modern organization. Forms of professional development are planning and career development, training of reserve managers, vocational training.

The cycle of training begins with the definition of needs, which is to identify discrepancies between the required and existing competencies of employees and the organization. Based on the analysis of the needs and resources of the organization formed and defined budget for vocational training, as well as criteria for evaluating its effectiveness. As the costs of training are considered as investments in qualified employees, the organization expects them to return in the form of improved performance.

Development and implementation of vocational training programs can be carried out by the organization itself, as well as specialized companies in any given situation the choice is determined by analyzing the advantages and disadvantages of each option. Selection of specific training methods is determined facing the program objectives, characteristics of students and at the disposal of the organization resources.

Organizations pay special attention to the training of personnel to occupy key positions - leaders. In modern organizations, a special system of working with the reserve. On how the system works effectively, depends largely on the success of the entire organization, so its management is one of the priorities of senior management.

Modern organizations are interested in and contribute to the professional growth of its employees at all levels of the hierarchy. However, there is a group of posts of scrutiny. This is the position of senior management providing an exceptional impact on the development of the organization. The ability to successfully identify and train future leaders today is the most important factor for success in the competition.

Therefore, modern organizations create special system of selection, development and displacement, the future leaders (managers reserve) and consider the management of the system as a strategically important task. Not by chance the top leaders are taking a direct part in the process. The system involves the preparation of a reserve managers achieve three objectives:

1. identification of members of the organization that have the potential dlyavyyavlenie employees of the organization that have the potential dlyazanyatiya leadership positions;

2. training of these staff to work in a management position;

3. ensuring a smooth replacement of the vacant dolzhnostiobespechenie smooth replacement of the vacant post approval in her new employee.

Prepare successor is a complicated multi-step process that requires constant attention from senior management professionals for professional development, support, heads of departments.

5.1. Leadership training.

Preparation is reduced to the development of skills and abilities necessary employees to perform their job duties or work assignments in the future. In practice, systematic training programs are most often used to prepare leaders for promotion. For a successful leadership training, as well as learning in general, need careful analysis and planning.

Through the evaluation of the performance of the organization, especially to determine the ability of their managers. Then, based on the analysis of the content of the work, management must establish - what skills and abilities required for the performance of duties on all line and staff positions in the organization. This allows the organization to find out who has the most appropriate managers qualifications for certain positions and who need training and retraining. Having solved all of these issues, the management can develop a schedule for the preparation of specific individuals, planned for a possible promotion or transfer to other positions.

Leadership training is mainly conducted to executives have mastered the skills and skills required to achieve the goals of the organization. Another consideration, inseparable from the previous one, is the need to meet the needs of a high-level of professional growth, success, testing their strength. Unfortunately, many organizations do not provide adequate capacity to meet these needs by improving accountability and promotion.

Management training can be conducted by organizations of lectures, discussions in small groups, analysis of specific business situations. Another widely used method is the rotation of the service. Moving the head of the grass-roots level from department to department for a period of 3 months to 1 year, the organization introduces a new leader with many aspects of business. As a result, the young manager knows the various problems of various departments, clarifies the need for coordination, informal organization and the relationship between the objectives of the various units. Such knowledge is vital for success at the higher levels.

Another important technique is the leadership training in the course of their work. Some firms have established programs under which the prospective new managers from the outset charge a responsible job, which is a test of their abilities, but, presumably, they have to reach.

In one of the studies have found a close relationship between the level of requirements in the process of training new managers and their subsequent career progression. Those persons to whom from the beginning were set more challenging tasks, have developed a higher-quality jobs.

CONCLUSION

Effective human resource management has become one of the practical problems, the factors of economic success. It is intended to provide a supportive environment in which the work is realized potential, develop personal skills, people get satisfaction from the work performed and the public recognition of their achievements.

Organizations create special methods and management system of professional development - management of professional education, training reserve managers, career development.

Vocational training - the process of direct transfer of new skills or knowledge to the organization.

In the current context of rapid obsolescence of professional knowledge organization's ability to constantly upgrade the skills of their employees is one of the most important factors of success. Management of professional staff training has become a crucial element of modern management organization.

Today, organizations view training as an ongoing process that has a direct impact on the achievement of organizational goals, and manage them accordingly.

The cycle of training begins with the definition of needs, which is to detect inconsistencies between the requirements of the organization to the professional knowledge and skills of their employees and the knowledge and skills they possess.

Development and implementation of vocational training programs can be carried out by the organization itself, as well as specialized companies in any given situation the choice is determined by analyzing the advantages and disadvantages of each option. Selection of specific training methods is determined facing the program objectives, characteristics of students and at the disposal of the organization resources.

Career planning is an employee organization of its advancement through the stages officer and professional growth, helping him to develop and implement professional knowledge and skills for the benefit of the firm.

When applying for a job the person poses a particular purpose. But the organization, taking it to work, is also pursuing specific goals. Therefore, employing need to realistically assess their business skills, match them with the requirements that the organization puts in front of him, his work. On this depends the success of the individual's career.

The purpose of a career can not be called the area of ​​activity, a job, position, place on the ladder. It has a deeper content. Career goals appear to reason that a person would want to have this particular job, take a step in the hierarchy of positions.

Timely completion of all key personnel departments of the enterprise is impossible without a clear plan, design and implementation of human resources policies.

The head is necessary to know how to solve problems, and how skillfully it is appropriate to use the appropriate technology and management practices. And if skillfulness involves practical mastery of the relevant skills, then the relevance understand the adequacy of the method used, the situation in the organization.