Strategy for the development of the workforce training system. About the presidential program

Introduction

The relevance of the chosen topic is due to the fact that currently staff training for most Russian companies takes on special significance.

There is a need for continuous personnel development, i.e. creating conditions for the full potential of employees and their ability to make a tangible contribution to the activities of their organization.

In this work, I will consider one of the types of staff training in the workplace, namely mentoring.

Training of employees using the mentoring method began in Russia back in the last century. manufacturing enterprises, with the goal of “transferring best practices” to newcomers. Most Western studies assessing the effectiveness of this method of training spoke in its favor: mentoring was considered the key to a successful career.

The oldest method of transferring experience was used until recently mainly in production areas. However, now many companies whose activities are not related to this area are increasingly turning to proven practices. And one of the industries where employers today use a mentoring system is sales.

Mentoring involves a system of personnel training in which the transfer of knowledge occurs directly in the workplace, when a more experienced employee transfers his skills to a newcomer.

1. The concept of mentoring, functions, principles, methods

Mentoring is one of the methods of staff training, when a more experienced employee shares his knowledge, skills and abilities with an inexperienced newcomer over a certain period of time.

Nowadays, the mentoring system in companies is acquiring other features and moving into new areas, for example, mentoring in the technical field. Mentors rely primarily on advancing existing knowledge or professional skills. In other words, they teach what they know themselves.

Mentoring is needed to:

support and encourage the implementation of employee training;

transfer knowledge accumulated in the organization and norms of behavior accepted in the company;

unleash the potential of the trainee.

The advantage of mentoring is the opportunity for on-the-job training. Compared to training, the method is generally more “individualized”, but often requires more effort and time.

Mentoring can be personal, group, or collective. Most often we come across personal mentoring, in which one mentor guides one employee. This is another benefit of mentoring. Less common is group mentoring (one mentor leads a group of employees) or collective mentoring (several mentors for one or a group of employees).

A distinction should be made between mentoring, coaching and mentoring. These concepts complement each other and are close in spirit, but!

Coaching is aimed not so much at transferring knowledge and developing skills, but at activating the processes of self-learning and self-development. This occurs by providing continuous feedback through a process of joint analysis of situations and problems.

Mentoring combines the features of coaching and teaching activities. It is also important here feedback, but a good theoretical basis is added. The mentor first tells the theory, then shows an example, and only then the student completes the task and receives feedback.

Mentoring emphasizes the practical part. A more experienced employee transfers his knowledge and skills to a less experienced one. Ideally, mentoring can occur continuously.

A mentor is called a mentor. The name comes from ancient Greek mythology. A hero named Mentor was a wise adviser, everyone trusted him, they came with questions, for advice and help.

Usually the mentor is a more experienced employee who has knowledge and professional experience which helps a young and inexperienced employee overcome all the difficulties of career and social growth. In mentoring, a young employee is called a protégé. This is, as a rule, a less experienced employee who, listening to the advice of a mentor, tries to improve the quality of the work he performs.

A mentor can perform different functions:

A mentor is an attentive assistant

Shows attention and empathy, supports, inspires. Asks questions. Creates a trusting relationship with the “student”. Such a mentor is a friend. And he will regret if it doesn’t work out, and will discuss his bad mood and family problems.

Mentor - samurai

A stern mentor. Gives feedback honestly and directly. Presents information clearly and requires precise implementation. Maybe scold. Requires quality work. It's like he's challenging. Such a mentor may initially cause fear in the “student”. But such a position as a mentor makes it possible to as soon as possible get together and do the necessary work.

The main principle of a mentor’s work is the desire to convey necessary information and help the young specialist learn it. This means that it makes sense for a mentor to:

be consistent with the initial educational level young specialist;

take into account the limited life experience and big ambitions that characterize young people;

be sure to involve the newcomer in planning his career and drawing up an individual development plan, and be interested in his point of view on what is happening;

remember that all people are different, and you cannot approach two young specialists with the same yardstick;

do not do the beginner’s work for him, more often provide the opportunity to work under control, but independently, with subsequent developmental feedback.

mentoring worker employee training

2. Mentoring. On-the-job training

Mentoring is the most important and successful method for promoting professional development. In addition, the effectiveness of seminars and trainings held within the company increases when they are complemented by mentoring.

Training takes place directly on the job, under the guidance of experienced specialist, whom the newcomer knows well; it is based on work situations and real problems. At the same time, the initial professional level of the student can be very different - from a complete lack of necessary skills to “substantial baggage”, then the mentor, with his advice, helps to join the team, master the standards of working with clients, and the corporate culture of the company.

The topic of mentoring is of particular relevance in connection with the development and emergence of the concept of a learning company. “A learning organization is one that effectively responds to the challenge of changes in the business environment by creating new technologies, mastering new knowledge and skills. She quickly integrates new knowledge and skills to transform her core business. In this regard, staff need to constantly improve their qualifications and professionalism.”

Building a learning company involves creating effective system training with parallel functioning of two training systems that have similar tasks and content, but various shapes implementation. The first system is the creation of an organization’s own internal school, which conducts seminars, lectures, and trainings with the help of internal trainers or invited specialists. And the second is a mentoring system, in which staff training takes place directly on the job; a more experienced employee transfers his knowledge, experience and his own work technologies to the trainee. Consequently, in a learning company, employee development is carried out not only by specialist trainers, but by executives and company managers.

Currently, companies mainly use two methods of on-the-job training - mentoring and storytelling.

Mentoring is understood as the individual or collective patronage of experienced workers over individual young workers or their groups, or a form of education (patronage), professional training and adaptation of young employees in the organization, involving the transfer of the mentor’s experience and instilling a work culture and corporate values in a newcomer.

Storytelling (from English Story Telling, literally “telling stories”) is to use myths and stories from the life of organizations to teach young employees the rules of working in a corporation. This method begins to work already in the process of personnel selection for vacant positions. Depending on how suitable a particular candidate is, the interviewer talks about the company, thus preparing for its traditions, philosophy, and corporate culture. When using it, you should not overdo it with the positive, so that there is no strong discrepancy with the information that the employee will receive from the team in the future.

Before going to work, the employee also gets acquainted with all the local knowledge he needs. regulations: internal rules labor regulations, personnel management policy, others.

When starting work, the immediate supervisor helps the new employee get to know his colleagues faster, organizational structure company (where to ask what questions), a plan for entering the position (control dates), job description and other local regulations necessary for work, standards and company philosophy. The immediate supervisor supervises the activities of the newly hired employee during the probationary period, helping him, monitoring and forming his loyalty to the company.

Mentoring differs from other training methods in that learning occurs on the job in working hours with constant support of the new employee to more experienced and highly qualified ones. The purpose of this method is to minimize the adaptation period of newly hired employees of departments and (or) the period of development of new technologies by employees in the workplace, with the help of which the following tasks are solved:

improving the quality of training and qualifications of personnel;

developing a positive attitude towards work in new employees;

providing new employees with the opportunity to achieve performance goals faster, necessary for the company;

saving time for department managers on training new employees;

providing mentors with opportunities for career growth, encouraging them for good job, recognition of their services to the company;

reduction in staff turnover;

preparation of documents “Plan for entering the position” and “Sheet for assessment and development of competencies”.

TO characteristic features mentoring include:

)flexibility.

Mentoring can be done in a variety of ways and in a variety of situations. Necessary conditions are time and the presence of at least two people;

)applied nature.

Mentoring has to do with professional activities and covers the entire range of these activities;

)individuality.

Mentoring is directly related to the needs and interests of the individual;

)people orientation.

People are perceived as they are, with all their values, motives, feelings;

) availability of feedback;

) high motivational potential.

The advantages of this teaching method are: job responsibilities mentor and trainee, implementation of the work plan (personal, department, company), obtaining working skills in short time.

There are 5 main stages of training in the mentoring process, which can be described as follows:

“I’ll tell you, and you listen”;

“I’ll show you, and you look”;

“Let's do it together”;

“Do it yourself, and I’ll tell you”;

“Do it yourself and tell me what you did.”

The mentoring process is monitored through incoming testing and assessment of individual performance before the end of the probationary period based on the induction plan.

A mentor is qualified specialist, a professional or experienced worker from whom other workers can seek advice.

One of the main qualities that a mentor must have is the desire to pass on his own experience to newly hired employees. Therefore, the mentor must be loyal to the company, know the subject of the transfer, constantly improve and be able to correctly transfer his knowledge. In this he is helped by sociability, patience, sense of humor, openness, responsibility, exactingness, sense of proportion, respect for the intern, and competence.

To establish mutual understanding and trust with the student, the mentor should:

) find out what the student is interested in, determine the general range of interests

) try to identify common acquaintances;

) determine the distance in communication;

) pay attention to the problems of the student;

) determine a possible “advance” of trust;

) carry out explanatory work;

) be able to dispel the student’s doubts;

) be able to empathize with the learner;

) provide psychological support.

The mentor must be friendly, welcoming to the student, interested in what he does and how he does it, have a healthy sense of humor, and observe reasonable limits in everything.

The main methods used by mentors are:

determining the initial level of knowledge;

determining the type of student;

structuring training;

personal example;

explanation of theoretical material in simple, accessible language;

provision of training material (for self-education);

sequence of presentation of the material, learning how to do the work faster and better;

collaboration;

feedback at intermediate stages;

constant attention and support, trust and responsibility independent work;

timely encouragement of trainees.

The mentor’s interest in the results of the training is also important - it can be material (payments for each trainee who successfully completes the probationary period) and (or) intangible (for example, awarding the title “Best Mentor”).

Compared to other types of training, mentoring attracts:

) speed of adaptation in a new team;

) practicing the acquired knowledge in practice;

) constant consultation on difficult issues;

) timeliness of responses to emerging questions;

) motivation (significance, self-development) of the mentor.

What do the trainee, the mentor and the company as a whole gain from this form of training? Within the mentoring system, the mentor-mentee relationship can have a positive impact on such qualities of both parties as self-confidence and self-esteem, especially as the professional level of development and abilities of the student increase. The student feels constant support from the mentor, analyzes own strength(strong - weaknesses), becomes less prone to interpersonal conflict with management, develops professional skills, abilities, competencies that influence career growth, willingness to take responsibility for one’s own studies and professional development.

The benefit for the mentor is that:

his communications increase;

he gets the opportunity to structure information;

in the process of mentoring, his self-esteem and status increase;

recognition and respect for him from those around him and his authority in the team are growing;

he has the opportunity to receive “up-to-date information;

mentoring is provided by him active participation in the development of your team;

his personal job satisfaction increases;

it is constantly evolving.

Thanks to the mentoring system, the company has trained personnel with an optimal adaptation period, increases the cultural level of the company, helps the interaction of employees, both vertically and horizontally, and has a positive impact on attitudes towards learning.

For a full-fledged mentoring system in a company, a tool such as mentor training is necessary, since the work of a mentor is very responsible. Employees who apply for this status must be friendly, demanding and responsible. The length of time the future mentor has worked in the company and his loyalty to it are important.

Mentors need to be trained in various techniques under the “train the trainers” program in a training format. The objectives of this training are:

awareness of the importance and uniqueness of the mentoring system;

presentation of various teaching methods;

practical testing of the proposed methodology;

acquiring the necessary skills and competencies.

During the training, the following tasks are solved: developing criteria for nominating a mentor, developing methods for establishing contact, effective interaction.

If you combine storytelling and mentoring, then the staff training system can be divided into the following stages:

) Acquaintance, conversation to establish informal contact (common interests, hobbies).

) Introduction and acquaintance with the staff of the unit.

3) Supporting the employee and continuing informal contact (common interests, hobbies), establishing trusting relationships, explaining the functions and interactions between employees, familiarizing with local regulations, setting goals and objectives for the probationary period.

4) Transfer of your own experience.

) Knowledge test.

) Passing the incoming test (according to the plan for entering the position).

) Improving employee performance.

) Assessment of the individual performance of the employee before the end of the probationary period.

) Closing the probationary period.

So, the mentoring system has many positive aspects.

As a result of applying this training method, the employee is deeply aware of his responsibility, he is fully involved in the affairs of the company, develops himself and thereby develops the company.

Conclusion

Mentoring is the most direct method of training and development of personnel, which, in addition to positive aspects also has a negative one.

The main disadvantages of this method include:

-reduced job security for senior categories of personnel, from among whom mentors are in most cases selected;

-applying this method in business, as an increase in the flexibility of the internal labor market, it entails, first of all, a decrease in the motivation and loyalty of mentors to implement the program;

-thirdly, criticism of mentoring is associated with its limitations in the field of natural socialization and continuity of generations at the present stage.

Of no small importance in mentoring is the ability to captivate and interest your student. Which, of course, significantly increases the motivation and effectiveness of the learning process. After all, even after the learning process has been completed, the student can turn to the mentor at any time, and then, in turn, provide help.

At the same time, the main task of the mentor is to be in constant proximity with the student, to support him and by example demonstrate the right approach work.

The company's income directly depends on the professionalism of its staff. From the ability of managers to provide clients with the necessary information in a timely manner, to organize everything so that clients are satisfied.

Developmental counseling is aimed at identifying and maximizing the use of an individual’s existing or labor collective abilities and potential.

List of used literature

1. Ackoff R. Planning the future of the corporation. - M.: Progress, 2011

Ansoff I. Strategic management. - M.: Economics, 2011

Bestuzhev-Lada N.B. Predicted rationale for social innovations. - M.: Science, 2010

Business and manager. - M.: Azimut-Center, 2010

Blyakhman L.S., Sidorov V.A. Quality of work: the role of the human factor. - M., 2010

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1.1. These Regulations define the purpose, objectives and procedure for implementing the mentoring institute in the labor force training system.

1.2. Mentoring is a purposeful activity of managers and the most experienced employees of an organization (institution) to prepare employees (trainees) for independent performance of official duties.

2. Mentoring objectives

2.1. The objectives of mentoring are:

2.1.1. Optimization of the formation and development process professional knowledge, skills, abilities of employees (trainees) for whom mentoring is carried out.

2.1.2. Providing assistance in adapting employees (trainees) to the conditions of implementation labor activity.

2.1.3. Developing professionally significant personality traits of employees (trainees), familiarizing themselves with the rules and traditions of the organization (institution) and their department.

2.1.4. Promoting skills development professional behavior employees (trainees) complying with professional and ethical standards and rules.

2.1.5. Formation and development of a responsible and conscious attitude to work.

2.1.6. Studying with employees (trainees) the requirements of regulatory legal acts governing the performance of job duties.

2.1.7. Providing moral and psychological support to employees (trainees) in overcoming professional difficulties that arise when performing work duties.

2.1.8. Developing interest in work among employees (trainees).

2.2. The tasks of mentoring are implemented in the interaction of the head of the organization (institution), heads of structural divisions of the organization (institution), mentors and employees (trainees) in the organization and conduct of educational work, psychological support and professional training.

3. Organization of mentoring

3.1. Mentoring is established for the following categories of employees (trainees):

Those hired for the first time in an organization (institution) for the position of [fill in what is required], as well as graduates of educational institutions;

Transferred to a higher position or to a higher (equivalent) position in another department, if the performance of new job responsibilities requires additional knowledge and practical skills.

3.2. Mentoring is set to the duration of [fill in as appropriate].

3.3. The mentor is appointed from among the employees structural unit organizations (institutions) that have high performance, have significant professional experience, demonstrate abilities for educational work and enjoy authority in the team.

3.4. The mentor carries out mentoring activities in relation to one or several employees (trainees) at the same time, depending on the specifics of the work activity.

3.5. The mentor is appointed by order of the head of the organization (institution).

3.6. Responsibility for organizing mentoring lies with the head of the structural unit where the employee (trainee) was hired.

3.7. Direct management and control over the organization of mentoring is carried out by [position].

3.8. [Position] is required to:

Organize training for mentors in the basics of pedagogy and psychology, forms and methods of individual educational work;

Provide organizational and methodological assistance to mentors in planning and implementing educational activities with an employee (trainee);

Listen to mentors’ reports on the work done, stimulate positive mentoring results;

Analyze, summarize and disseminate positive mentoring experiences;

Ensure systematic consideration of issues related to the organization of mentoring work.

4. Rights and responsibilities of a mentor

4.1. The mentor is obliged:

4.1.1. Know labor laws.

4.1.2. Study personal qualities employee (trainee), his interests and hobbies, lifestyle and behavior. Take part in the development and implementation of a comprehensive program for studying the personality of an employee (trainee).

4.1.3. Provide comprehensive assistance to the employee (trainee) in mastering professional skills, promptly identify and eliminate errors in the mentor’s work activities.

4.1.4. To instill discipline and diligence in the employee (trainee), to be demanding and adherent to principles in matters of compliance with the law and professional ethics.

4.1.5. Report on the results of mentoring work with an employee (trainee), participate in the preparation of a conclusion on checking the suitability of the trainee for the position held based on the results of the probationary period.

4.2. The mentor has the right:

4.2.1. Get acquainted with the personal data of the employee (trainee) in compliance with the requirements and conditions provided for labor legislation in order to protect the employee’s personal data.

4.2.2. Make proposals to the head of the structural unit in which the employee (trainee) works on creating the necessary conditions for performing work duties.

4.2.3. Participate in employee (trainee) certification.

4.2.4. Make proposals to the head of the structural unit in which the employee (trainee) works regarding his encouragement, imposition of disciplinary action, career moves.

5. Planning the work of the mentor

5.1. Planning the work of a mentor to prepare an employee (trainee) for independent work is carried out for the entire period of organizing mentoring for each employee (trainee).

5.2. An individual education and training plan for an employee (trainee) under the guidance of a mentor is drawn up jointly with the head of the structural unit in which the employee (trainee) works, based on standard program organization of mentoring in the specialty and approved by the head of the organization (institution).

6. End of mentoring

6.1. Mentoring ends with a report from the mentor to the head of the structural unit in which the employee (trainee) works.

6.2. The mentor’s activities are assessed by the head of the structural unit according to the following criteria:

The employee’s (trainee’s) performance of job duties;

Level of professional knowledge, development of skills and abilities of the employee (trainee);

The ability of an employee (trainee) to independently perform job duties.

6.3. The mentor's report is approved by the head of the structural unit and attached to the employee's personal file.

6.4. Based on the proposal of the head of the structural unit, the head of the organization (institution) considers in the prescribed manner question about mentor encouragement.

6.5. A mentor for improper performance of his duties may be removed from mentoring, and may also be subject to disciplinary action in accordance with the established procedure.

Mentoring at the enterprise is recognized as one of the best methods in terms of efficiency and effectiveness that are used to train new employees.

A feature of the current situation in the business world can be called serious difficulties with selection professional staff. Finding a ready-made specialist who can immediately start working is almost impossible. Mentoring, as a method of personnel training, allows you to practically educate personnel with specific knowledge and skills relevant to specific company. Many large enterprises are moving towards this method of forming a team. This technique becomes especially important in cases where the enterprise personnel are young people with minimal

What is mentoring

Depending on the size of the organization, as well as on the specifics and complexity economic activity(production, trade, services, consulting), the manager can hire personnel with little or no experience. During the training process (this is the mentor), he provides the newcomer with the information necessary for work.

His responsibilities also include monitoring the process of assimilating this knowledge, developing the necessary skills and, in general, the desire to work. Upon completion of training, the young specialist passes certification and can be allowed to perform labor functions.

The distinctive features of mentoring are that the entire process takes place directly in the workplace, touches on real-life situations and illustrates the whole labor process. That is, such training contains a minimum of theory, focusing the student’s attention on the practical side of the activity.

Internal and external school in the company

The term “mentoring” is most often used in connection with the concept of “learning company.” This is the name given to organizations and enterprises that high speed and respond effectively to emerging changes in their business area. They create new technologies, study and master skills and knowledge, and also extremely quickly integrate new developments into the production (trading, consulting or other) process. The purpose of these actions is to transform core activities to maintain and increase competitiveness.

An integral component of this process is the constant improvement of the qualifications and professionalism of personnel. For effective and high-quality training of employees, two systems are used:

An external school provides for the organization of a kind of training center on the territory of the company or outside its walls. Here, company personnel who are learning from scratch or improving their qualifications can attend trainings, seminars or lectures conducted by the company’s own trainers or invited specialists.
Internal school is a more personalized way of learning. A young specialist uses instructions, advice and recommendations from a more experienced worker at his workplace. The advantage of an internal school is the transfer of individual experience and observations.

and what it should be

Mentoring, as a method of training personnel, presupposes preliminary training of the instructor himself. They can choose only that leader, specialist or manager who has passed the selection process, been enrolled in the group of mentors and meets a number of requirements:

When an enterprise needs to train new employees, the manager selects a candidate and signs a mentoring order. In accordance with this document, all actions are later carried out to assign the trainee to a specific instructor, accrue remuneration to the latter, and enroll a new employee on the staff after his successful training.

How to enroll in a group of mentors

Based on the fact that working with personnel is a rather complex process, and its results have a significant impact on the company’s productivity, the selection and training of mentors is approached with the utmost responsibility. Along with the abilities and desire of the employee applying for the role of mentor, the decision to include in the group is made by a human resources specialist in agreement with the employee’s immediate supervisor.

This occurs when the boss examines the application submitted by the employee himself in writing or electronic form(this depends on how it is organized corporate portal). In addition, the manager can independently select and recommend certain employee, a mentor candidate also has a chance to be included in the group based on the results of the annual personnel assessment.

While in the group, mentors undergo training courses aimed at systematizing and harmonizing the mentoring process. They are told the content, style and correct order of presentation of educational material.

Why mentors are excluded from the group

While among the instructors, employees must perform the duties assigned to them at the proper level, otherwise they will be expelled. The reasons for such radical action on the part of managers may be the following factors:

The employee does not demonstrate personal progress, his competence does not develop.
More than 20% of the company's new employees, who were supervised by this mentor, did not complete the adaptation program.
The specialist is not able to perform his direct job duties efficiently.
More than 30% of trainees complained about this employee within one year.

Mentor's interest

Mentoring, as a method of training personnel, imposes certain responsibilities on the instructor and trainee, but they are also given the opportunity to exercise a number of rights.

In addition to realizing their aspirations and abilities, the specialist to whom the student is assigned is paid a monetary reward. However, in order to receive this money, the mentor must perform all his functions well and wait until the staff training process is completed and certification is completed. It is common practice to pay remuneration two months after an HR specialist has assessed the knowledge of a new employee and approved his employment.

Such measures are fully justified, because the goals of mentoring are to transfer experience and develop an employee useful to the enterprise. The company is not interested in losing money due to the incompetence of mentors, carelessness, laziness or negligence of students.

The importance of proper goal setting

One of the most important tasks that a highly qualified specialist performs in the role of a mentor is the formation of an image of the result in the mind and imagination of the trainee.

The reality of its achievement for the student depends on how accessible and understandable the goal is conveyed. In addition, the right wording can inspire the adaptable employee to take on more complex tasks.

The relevance and adequacy of the goals can be assessed by correlating them with the following criteria:

Specificity.
Measurability.
Reachability.
Significance.
Binding to a specific deadline.

Specific Goals

For any manager or mentor, work with personnel is, first of all, based on the principle of specificity in the formulation of tasks, responsibilities and required results.

At the same time, along with specificity, the goal is set from a positive position. For example, it would be wrong to ask to make a model title page without using red and black colors.

In contrast, the task of producing several layout options using a template that is well known to the employee will be more correct.

Mentoring, as a method of training staff, should be based on positive statements without a particle of “not”. It has been proven that it is not perceived by the subconscious, so there is a serious risk of getting exactly the result that you really wanted to avoid (a layout in red and black).

Instead of telling the trainee what not to do, a good mentor gives the trainee the right and clear course.

What does the concept of “measurable goal” mean?

A characteristic of a correctly set goal is the possibility of its quantitative or qualitative measurement. To do this, they use a variety of parameters and measures: pieces, sheets, percentages, rubles, meters.

An example of an incorrectly formulated task is the famous joke, the essence of which is in the final phrase of the army ensign: “Dig from here until dawn.”

An adequate goal would be to make ten cold calls every day or negotiate with three people.

Goal achievability: is it really important?

Building student confidence in their own strengths and competence is one of the functions performed by a mentor. Mentoring should not be a way for experienced employees to assert themselves at the expense of newcomers.

That is why, when giving a trainee a task, a good manager compares its complexity with the capabilities of the student. There is no place for hope for luck or miracles

The peculiarity of setting an adequate goal is that it should motivate the trainee for further activities, and therefore be more difficult than he is used to. At the same time, excessive complexity frightens insecure students.

The best description of goals that fall into the “golden mean” between complex and simple is the phrase “difficult, but achievable.” Over time, the level of complexity of the goals for the trainee will increase, because he receives new knowledge and must be able to apply it.

Setting the deadline for completing a task

Vague formulation when setting goals is one of the main factors provoking the failure of a task or its unsatisfactory completion.

New work must first of all have a deadline, as well as a time for delivery or reconciliation of intermediate results.

It is extremely unprofessional to set an approximate deadline for delivery, for example, “by the end of the month” or “next week.” The task of completing the layout by September 15 sounds much clearer and more specific.

Significance of the goal

A new job becomes a challenge for an intern, and not a burdensome duty, only when it is interesting to him. Knowing that he needs to motivate the student, a qualified mentor will formulate the goal in such a way that it becomes important for the performer himself.

The mentor alone has no access to monetary incentives or penalties from the trainees. Therefore art good manager is to firmly and for a long time interest the student in the labor process.

Example not correct setting goals: “I need you to make this layout.” The student does not understand why he should do this task; he internally resists.

A request to make this mock-up has a radically opposite effect and, in case of a good result, the entire team will learn about the intern’s merits.

Feedback as a mentoring tool

During the training process, the role of the instructor is not only to mechanically convey the necessary information to the trainee, but also to control its correct and complete assimilation.

Using feedback methods, a manager can analyze the student’s level of perception, his mistakes, shortcomings and misconceptions. Correction of execution labor function This is done through discussion and gentle guidance in the right direction, that is, through constructive criticism.

Any comment should be structured as follows:

The mentor describes the situation that is the subject of discussion (task, project, behavior in a team, compliance with corporate ethics).
Then he expresses his attitude towards it and its consequences.
The manager voices his wishes regarding the future results of the student’s actions in the same (similar) circumstances. It can also suggest a simpler behavior to achieve maximum workflow efficiency.

In any case, the mentor's behavior towards adapting employees should be based on tact, patience and diplomacy.

Introduction

The relevance of the chosen topic is due to the fact that currently personnel training for most Russian companies is of particular importance.

In this work, I will consider one of the types of staff training in the workplace, namely mentoring.

Training of employees using the mentoring method in Russia began in the last century at manufacturing enterprises, with the goal of “transferring advanced labor methods” to newcomers. Most Western studies assessing the effectiveness of this method of training spoke in its favor: mentoring was considered the key to a successful career.

Mentoring involves a system of personnel training in which the transfer of knowledge occurs directly in the workplace, when a more experienced employee transfers his skills to a newcomer.

1. The concept of mentoring, functions, principles, methods

Mentoring is one of the methods of staff training, when a more experienced employee shares his knowledge, skills and abilities with an inexperienced newcomer over a certain period of time.

Mentoring is needed to:

support and encourage the implementation of employee training;

transfer knowledge accumulated in the organization and norms of behavior accepted in the company;

unleash the potential of the trainee.

The advantage of mentoring is the opportunity for on-the-job training. Compared to training, the method is generally more “individualized”, but often requires more effort and time.

A distinction should be made between mentoring, coaching and mentoring. These concepts complement each other and are close in spirit, but!

Mentoring combines the characteristics of coaching and teaching. Feedback is also important here, but a good theoretical basis is added. The mentor first tells the theory, then shows an example, and only then the student completes the task and receives feedback.

Mentoring emphasizes the practical part. A more experienced employee transfers his knowledge and skills to a less experienced one. Ideally, mentoring can occur continuously.

A mentor is called a mentor. The name comes from ancient Greek mythology. A hero named Mentor was a wise adviser, everyone trusted him, they came with questions, for advice and help.

Typically, a mentor is a more experienced employee with knowledge and professional experience who helps a young and inexperienced employee overcome all the difficulties of career and social growth. In mentoring, a young employee is called a protégé. This is, as a rule, a less experienced employee who, listening to the advice of a mentor, tries to improve the quality of the work he performs.

A mentor can perform different functions:

A mentor is an attentive assistant

Mentor - samurai

A stern mentor. Gives feedback honestly and directly. Presents information clearly and requires precise implementation. Maybe scold. Requires quality work. It's like he's challenging. Such a mentor may initially cause fear in the “student”. But such a position as a mentor makes it possible to get together and do the necessary work in the shortest possible time.

The main principle of a mentor’s work is the desire to convey the necessary information and help the young specialist assimilate it. This means that it makes sense for a mentor to:

be consistent with the initial educational level of the young specialist;

take into account the limited life experience and big ambitions that characterize young people;

be sure to involve the newcomer in planning his career and drawing up an individual development plan, and be interested in his point of view on what is happening;

remember that all people are different, and you cannot approach two young specialists with the same yardstick;

do not do the beginner’s work for him, more often provide the opportunity to work under control, but independently, with subsequent developmental feedback.

mentoring worker employee training

2. Mentoring. On-the-job training

Training takes place directly on the job, under the guidance of an experienced specialist whom the newcomer knows well; it is based on work situations and real problems. At the same time, the initial professional level of the student can be very different - from a complete lack of necessary skills to “substantial baggage”, then the mentor, with his advice, helps to join the team, master the standards of working with clients, and the corporate culture of the company.

Building a learning company involves creating an effective training system with the parallel functioning of two training systems that have similar tasks and content, but different forms of implementation. The first system is the creation of an organization’s own internal school, which conducts seminars, lectures, and trainings with the help of internal trainers or invited specialists. And the second is a mentoring system, in which staff training takes place directly on the job; a more experienced employee transfers his knowledge, experience and his own work technologies to the trainee. Consequently, in a learning company, employee development is carried out not only by specialist trainers, but by executives and company managers.

Currently, companies mainly use two methods of on-the-job training - mentoring and storytelling.

Storytelling (from English Story Telling, literally “telling stories”) is to use myths and stories from the life of organizations to teach young employees the rules of working in a corporation. This method begins to work already in the process of selecting personnel for vacant positions. Depending on how suitable a particular candidate is, the interviewer talks about the company, thus preparing for its traditions, philosophy, and corporate culture. When using it, you should not overdo it with the positive, so that there is no strong discrepancy with the information that the employee will receive from the team in the future.

Before going to work, the employee also gets acquainted with all the local regulations he needs: internal labor regulations, personnel management policies, and others.

When starting work, the immediate supervisor helps the new employee quickly get acquainted with colleagues, the organizational structure of the company (where to ask any questions), the plan for entering the position (deadlines), job description and other local regulations necessary for work, standards and philosophy companies. The immediate supervisor supervises the activities of the newly hired employee during the probationary period, helping him, monitoring and forming his loyalty to the company.

Mentoring differs from other training methods in that training takes place on the job during working hours, with the new employee constantly supported by more experienced and highly qualified employees. The purpose of this method is to minimize the adaptation period of newly hired employees of departments and (or) the period of development of new technologies by employees in the workplace, with the help of which the following tasks are solved:

improving the quality of training and qualifications of personnel;

developing a positive attitude towards work in new employees;

providing new employees with the opportunity to quickly achieve the performance indicators required by the company;

saving time for department managers on training new employees;

providing mentors with opportunities for career growth, encouraging them for good work, recognizing their services to the company;

reduction in staff turnover;

preparation of documents “Plan for entering the position” and “Sheet for assessment and development of competencies”.

Characteristics of mentoring include:

)flexibility.

Mentoring can be done in a variety of ways and in a variety of situations. The necessary conditions are time and the presence of at least two people;

)applied nature.

Mentoring is relevant to professional activities and covers the entire range of these activities;

)individuality.

Mentoring is directly related to the needs and interests of the individual;

)people orientation.

People are perceived as they are, with all their values, motives, feelings;

) availability of feedback;

) high motivational potential.

The advantages of this training method are the fulfillment of job responsibilities by the mentor and the trainee, the implementation of a work plan (personal, department, company), and the acquisition of working skills in a short time.

There are 5 main stages of training in the mentoring process, which can be described as follows:

“I’ll tell you, and you listen”;

“I’ll show you, and you look”;

“Let's do it together”;

“Do it yourself, and I’ll tell you”;

The mentoring process is monitored through incoming testing and assessment of individual performance before the end of the probationary period based on the induction plan.

A mentor is a qualified specialist, professional or experienced employee from whom other employees can seek advice.

To establish mutual understanding and trust with the student, the mentor should:

) find out what the student is interested in, determine the general range of interests

) try to identify common acquaintances;

) determine the distance in communication;

) pay attention to the problems of the student;

) determine a possible “advance” of trust;

) carry out explanatory work;

) be able to dispel the student’s doubts;

) be able to empathize with the learner;

) provide psychological support.

The mentor must be friendly, welcoming to the student, interested in what he does and how he does it, have a healthy sense of humor, and observe reasonable limits in everything.

The main methods used by mentors are:

determining the initial level of knowledge;

determining the type of student;

structuring training;

personal example;

explanation of theoretical material in simple, accessible language;

provision of training material (for self-education);

sequence of presentation of the material, learning how to do the work faster and better;

collaboration;

feedback at intermediate stages;

constant attention and support, trust and responsibility of independent work;

timely encouragement of trainees.

Compared to other types of training, mentoring attracts:

) speed of adaptation in a new team;

) practicing the acquired knowledge in practice;

) constant consultation on difficult issues;

) timeliness of responses to emerging questions;

) motivation (significance, self-development) of the mentor.

What do the trainee, the mentor and the company as a whole gain from this form of training? Within the mentoring system, the mentor-mentee relationship can have a positive impact on such qualities of both parties as self-confidence and self-esteem, especially as the professional level of development and abilities of the student increase. The student feels constant support from the mentor, analyzes his own strengths (strengths - weaknesses), becomes less prone to interpersonal conflict with management, develops professional skills, abilities, competencies that influence career growth, willingness to take responsibility for his own studies and professional development level.

The benefit for the mentor is that:

his communications increase;

he gets the opportunity to structure information;

in the process of mentoring, his self-esteem and status increase;

recognition and respect for him from those around him and his authority in the team are growing;

he has the opportunity to receive “up-to-date information;

mentoring ensures his active participation in the development of his team;

his personal job satisfaction increases;

it is constantly evolving.

Mentors need to be trained in various techniques under the “train the trainers” program in a training format. The objectives of this training are:

awareness of the importance and uniqueness of the mentoring system;

presentation of various teaching methods;

practical testing of the proposed methodology;

acquiring the necessary skills and competencies.

During the training, the following tasks are solved: developing criteria for nominating a mentor, developing methods for establishing contact and effective interaction.

If you combine storytelling and mentoring, then the staff training system can be divided into the following stages:

) Acquaintance, conversation to establish informal contact (common interests, hobbies).

) Introduction and acquaintance with the staff of the unit.

4) Transfer of your own experience.

) Knowledge test.

) Passing the incoming test (according to the plan for entering the position).

) Improving employee performance.

) Assessment of the individual performance of the employee before the end of the probationary period.

) Closing the probationary period.

So, the mentoring system has many positive aspects.

Conclusion

Mentoring is the most direct method of training and developing personnel, which, in addition to its positive aspects, also has negative aspects.

The main disadvantages of this method include:

-reduced job security for senior categories of personnel, from among whom mentors are in most cases selected;

-applying this method in business, as an increase in the flexibility of the internal labor market, entails, first of all, a decrease in the motivation and loyalty of mentors to implement the program;

-thirdly, criticism of mentoring is associated with its limitations in the field of natural socialization and continuity of generations at the present stage.

At the same time, the main task of the mentor is to be in constant close proximity to the student, support him and, by his own example, demonstrate the correct approach to work.

Developmental consulting is aimed at identifying and maximizing the use of the abilities and potential of an individual or a work team.

List of used literature

1. Ackoff R. Planning the future of the corporation. - M.: Progress, 2011

Ansoff I. Strategic management. - M.: Economics, 2011

Bestuzhev-Lada N.B. Predicted rationale for social innovations. - M.: Science, 2010

Business and manager. - M.: Azimut-Center, 2010

Blyakhman L.S., Sidorov V.A. Quality of work: the role of the human factor. - M., 2010

Mentor – as a result of mentoring activities, a mentor specialist has the opportunity to develop management skills by participating in the formation of a professional team, improve his status in the company, and gain the trust of colleagues;

Employee – he is provided with timely assistance at the stage of integration into the company, support for career and professional development;

A company that organizes mentoring will help stabilize the team, reduce staff turnover and form a qualified team of loyal employees who will stay for a long time.

The HR service will receive a powerful supporting resource.

A mentor, first of all, is needed for:

newcomers who joined the well-coordinated team of the organization;
employees with significant potential for professional growth;
employees with low labor productivity.

Labor productivity: simple rules for increasing it
How and who will work with an employee at first determines his loyalty to the company

Yulia Nemova, Head of Human Resources, Landia Group of Companies, Moscow:

Employee at probationary period is similar to an implant that is inserted into the human body. To avoid rejection, “maintenance therapy” is indispensable. This becomes a mentor who tells the new employee about the specifics of his professional duties, introduces him to the structure of the company, and introduces him to the corporate culture.
What types of mentoring can be found in different organizations?

Mentoring-supervision – the mentor shares information about the organization, the protégé’s development prospects, and teaches basic skills. Relationships are built on the principle of control.

Formal mentoring - mentoring activity consists of explaining the goals of the work and training specifically organized trainings. Formal mentoring procedures and rules are in place.

Situational mentoring - providing necessary assistance in difficult situations.
Informal mentoring. The mentor takes full responsibility for the “student”. Voluntary mentoring option without financial compensation.

What techniques are used in mentoring:

“Support” - the mentor undertakes to provide assistance to the student, including participation in the development of professional skills during training;
“Seeding” - the student develops skills or knowledge that are not yet relevant, but will acquire value in the future when the situation requires it.
“Catalysis” - the student is immersed in an environment of change, provoking the student to broaden his horizons, with a change in the order of values and perceptions. Training upon achievement critical level is experiencing a sharp rise.
“Demonstration” - the mentor, using his personal example, shows certain techniques, skills in performing certain actions, ways of solving assigned tasks, making work situations clearer.
“Harvest” - The mentor concentrates on establishing feedback with the trainee. To understand what was learned during the training, what conclusions were drawn.

Who can be a mentor?

Not every company employee can be a mentor. This requires specific qualities:

Corporate spirit. A person in his work is guided by the strategic priorities of the organization. Finds a balance between the interests of the department and the entire company as a whole.
Ability to teach. The ability to structure work experience and transfer it to a young specialist. With a clear and consistent presentation of the necessary information and comments on the student’s work data.
Responsibility. The mentor should be interested in the success of his mentee, bearing personal responsibility for solving problems that arise during training.
Ability to motivate others.
Influence. Availability of trust from communication partners. Necessary personal qualities and skills to influence others.

The “Introduction to the Company” program sets you on the same wavelength

Nina Litvinova, Director of the HR Department at Arpicom, Moscow:

Our educational system is generally simple. As part of the “ABS-restaurateur” program, you will have to go through 3 stages of training. The first stage is when an experienced lawyer introduces the newcomer to the standards of service and the contents of the menu. Next in training center undergoes training as part of a team - we attract waiters from different restaurants. Next steps – new employee gains knowledge about dishes (products). In our company, the main focus is on professionalism, so the waiter must know everything about fish, meat, and all the dishes presented. In order not to overwhelm employees with unnecessary knowledge, information for personnel is differentiated - we highlight mandatory and additional knowledge.

Program "Introduction to the company". The General Director introduces general meeting newcomers with strategic goals of the company, I talk about the features of working in our company in general and about the corporate culture. The instrumental part of adaptation is training in serving skills, studying the menu, standards of interaction at all levels, and resolving conflict situations.
The functions of a mentor can be performed by:

The newbie's immediate supervisor.
Personnel service worker.
Newbie colleague.

What are the rights and responsibilities of a mentor?

Introducing the employee to the corporate culture, with the transfer of the rules of business and non-work communication, traditions and standards of behavior;
Identification of problem areas in vocational training specialist;
Participation in the formation of a central development plan for the student, with the provision of practical and theoretical support during the probationary period and internship;
Making a proposal to reward the trainee in accordance with company practice;
Recommendation of vertical and horizontal movement of the employee;
Providing an oral reference for the student upon completion of training;
Transferring your gained “supervision” experience to colleagues in the company.

Mentor motivation

An indirect way to materially reward a mentor is to include relevant measurable indicators in KPI system (key indicators efficiency), the implementation of which determines the size of the salary and/or bonus. However, for companies specializing in professional services, non-material motivation may be decisive:

public recognition of the importance of employees for the organization;
attention to the problems of mentors from the company management;
various internal corporate insignia for mentors - in the form of diplomas, badges, etc.
Including other methods of motivation in the form of definition best mentor, presenting memorable gifts during corporate events, etc.

Of course, ideally, mentoring activities should be perceived as an honorable mission that increases their status, without additional material motivation. This is possible when foreign market perceives your company as a very prestigious place to work.

Organization of a mentoring system in the company

Among the most important issues in organizing mentoring are:

Quality of mentoring activities.
Conscientiousness in the performance of duties on the part of mentors.
In organizations in which the mentoring system is used for the first time, the role of mentors can be:

volunteers;
employees who best meet the specified criteria.
The mentoring process must be organized in such a way that the training of newcomers has a positive impact on the work of the mentor himself, otherwise the effectiveness of his main activities will significantly deteriorate. Ideally, the number of wards should not exceed 5-6 people.

General Director speaks

Dmitry Grankin, General Director of the Press Distribution Center company, member of the board of the Logos group of companies, Moscow:

Employee training at the initial stage is the task of the HR department. The employees of this department have a high status in the company. If the employee’s qualifications are above average, the HR director becomes a mentor. If the level is below middle management, will report to a training manager.

Then it is expected to conduct classes in the specialty. There are no specialized universities in our industry, so we organized a corporate school to train specialists. The newcomer's mentor is his direct supervisor. The direct manager will not only be able to understand the abilities and characteristics of the subordinate, but also promote the protégé career ladder, understanding his abilities.

Serves as a mentor for top managers general manager: sets tasks for them and prepares them on issues corporate culture.
What mentoring methods are found in organizations?

1. Model “Guru and his follower”. When a worker finds himself subordinate to a guru with authority in the professional circle, he becomes a follower in order to learn from the mentor. The student must observe, try to imitate and remember. In this case, the gurus do not explain anything; you can simply watch their work. Advantages of the model: high professionalism of the student, if he can understand the principles of the guru’s work. Disadvantages of the model: the group’s involvement in the training is low, there is practically no feedback, the result can only appear after a significant period of time, and not always.

2. “Master and Apprentice” model. The master is ready to share with his apprentice. In the case of a responsive student, this model will be ideal. This includes equal proportions of “carrot” and “stick”. The number of students the master has is quite large, but the mentor also has sufficient experience. Advantages of the model: the involvement of the group is quite high, with rapid adaptation, achievement of excellent results at the end, a team of like-minded people is formed. Disadvantages of the model: when the master leaves, there is a possibility of losing the entire team. Some students are constantly guided by a mentor without developing independent qualities.

3. Model “Creative tandem”. Few mentors are ready for such a relationship. It is supposed to accept a new, young specialist as an equal, allowing him to feel it. Such a tandem works together, sharing responsibility for the result, becoming a single working unit. There is a synergy effect of 1 + 1 = 3. Advantages of the model: it promotes high group involvement, rapid adaptation, the formation of a full-fledged team, and excellent “output” results. Disadvantages of the model: the mini-group remains isolated in the team; Usually, the departure of one representative of a tandem from the company leads to the departure of the other.

Individual mentoring methods

Learning through role play. A relevant method for sales departments, customer service departments, and call centers. Training is carried out by a manager-mentor as role play. The mentor acts as a manager, and the trainee is the “client”.
Training through double visits. The employee and manager visit the client together. This visit is intended for effective learning employees.
Group mentoring methods

1. Small group training. The mentor sends questions to employees in the morning - “What objections do you need answers to?”, “What typical situations in communicating with clients lead to the main difficulties?”

The main task of managers in this case becomes collecting information and sending the received information to the mentor. 3 days are usually given to collect information. Next, they gather together for the mentor to review the questions asked.

2. For Call centers. A group of three to four people gathers, with an audio recording of the negotiations turned on. When training newcomers, it is better to show tapes of successful negotiations so that they copy the best techniques. Analysis of questions involves consideration of:

What good did you notice in the negotiations?
What can be improved in the dialogue, what needs to be worked on?
Order and regulations on mentoring in the organization

Mentoring can be formally organized in accordance with the company’s regulations on mentoring, or it can be organized informally, becoming an element of the company’s corporate culture. Typically, mentoring regulations include the following sections:

tasks and goals of mentoring in the company;
a list of professions and positions covered by the mentoring system;
forms of mentoring;
requirements for a mentor;
incentives for the mentor (incentive method used, amount of bonuses or additional payments);
mentor responsibilities;
student responsibilities;
The result of mentoring is the development of the student’s career and testing of his knowledge.

Five-step mentoring method using the example of teaching cash register skills

First stage: “I’ll tell you, you listen.” Theoretical information is provided, e.g. on the operating principle cash register. First, we consider the structure of a cash register, how different operations are carried out, and what difficulties arise when using it.

Stage two: “I’ll show you, you look.” For a beginner, we demonstrate the principles of operation, which keys should be pressed, with explanations of each step.

Stage three: “Let’s do it together.” All operations are carried out together with a beginner.

Stage four: “Do it yourself, I’ll tell you.” The beginner follows the procedure - if he is confused or missed something, we prompt him and help him. This stage should be completed several times until the beginner is able to use the procedure without errors.

Fifth stage: “Do it yourself. Tell me what you did." In addition to mechanical pressing of buttons, it is important for us to hear whether the beginner understands what he is doing certain actions what he plans to do next. After all, consolidating conscious skills turns out to be more significant.

Personnel training - what a manager needs to know
Mentoring activity is the most effective tool staff training

Tatyana Kuzmina, Director of the Department for Organizational Development and Personnel Management of the AvtoSpetsTsentr group of companies, Moscow

If the mentor is not an experienced colleague, but professional consultant, then this is called coaching. We decided to train our coaches on the company’s premises. We are sure that a talented employee must share his skills and knowledge, otherwise he stops developing. When teaching others, he often makes discoveries himself, because he has to study a lot of information.

However, mentoring can also be built according to a more simplified scheme, which is widely practiced by the military. Involves 3 stages - story, demonstration, training. In fact, this is an analogue of the five-step system.

You should be sure to break long instructions and steps into small steps, working on each step taken separately to avoid overload.

The main requirement is regular feedback from the newcomer. Tell him what was done wrong, what still needs to be worked on, etc.
How to evaluate the results of mentoring

To determine the effectiveness of the mentoring system and the work of specific mentors, different types of surveys can be used:

Targeted - to determine the degree of satisfaction with the mentoring system, and in particular with the work of mentors;
More general – with incorporated questions about mentoring, including:
Satisfaction and Engagement Surveys;
“360 degree assessment.”

It is quite difficult to objectively evaluate the effectiveness of a mentor. Formal criteria include the number of meetings with the trainee and how timely assessment forms were completed. It is unlikely that one can judge the quality of training by formal indicators. Therefore, indirect assessment indicators are also common, including:

how successfully the new employee adapted to the company;
How effectively does the new employee perform? professional responsibilities;
evident professional growth, employee development, etc.
But the success of the mentee cannot be regarded as the only evaluation criterion.