The article focuses on the analysis of models for efficiency evaluation of corporate training programs for managers based on the principle of cross-functionality taking into account the type of educational organization. According to the authors, the expected results of corporate re-training of managers on the basis of cross-functionality, first of all, is the formation of diverse, additional competences. The emergence of new types of employees with diverse competencies who follow certain rules of relations between employees contributes to the consistent increment of innovative knowledge among employees, which fully corresponds to the changing needs of production and the digital economy. The work was carried out on the basis of study of Russian and foreign scientific publications, practical experience of authors and the survey of developers of corporate training programs and specialists on the basis of the principle of cross-functionality. The 7 most commonly used assessment models have been identified. The results are of interest to corporate training and continuing education professionals during the planning and development phase of educational programs.
The purpose of this paper is to propose a classification of corporate education programs for executives and talent reserve based on the revealed characteristics of such programs. The study explores existing Russian and foreign research literature, is based on authors' experience in development and implementation of such programs in a corporate academy, a business-school and in corporate universities, and also analyzes the content of other executive education programs provided by leading Russian corporate education organizations. Analysis of executive education programs classifications in foreign literature revealed that none of them inсluded all types of programs delivered in Russian corporate education, so the authors propose an original classification based on the relationship between the target audience and the competencies and skills to be developed. The proposed classification is of practical interest for professionals in corporate education and company HR, as it assists them in defining the type of a program they develop in-house or order from other educational organizations, in accordance with their organizational goals and through developing clusters of competencies and skills of their top-management.
В связи с пандемией коронавируса большинство учебных заведений были вынуждены экстренно перейти на дистанционное обучение. Практический опыт перехода на дистанционное обучение в вузах обобщается в современных психолого-педагогических исследованиях. Дистанционные технологии применяются достаточно широко и считаются эффективными для различных программ и целевых аудиторий обучающихся. Однако для руководителей высшего звена и кадрового резерва обычно доказывается необходимость преимущественно очного или смешанного обучения. Это обусловливает актуальность данной статьи, в которой на примерах из практики показано, как в условиях пандемии осуществляется переход обучения руководителей в рамках дополнительного профессионального образования на преимущественно дистанционное обучение, каковы изменения в его содержании и результатах, выборе методов обучения, контроля, оценки, требованиях к педагогическим кадрам. Анализ соответствия дистанционных форм и методов целям и принципам корпоративного обучения руководителей с учетом особенностей социально-психологического взаимодействия и андрагогических принципов отражает новизну авторского подхода. Также раскрывается возможность применения этих «вынужденных» решений при разработке и проведении модульных программ обучения руководителей в будущем, в «новых нормальных» условиях. Due to the coronavirus pandemic, the majority of educational institutions had to make a rapid transition to distance learning format. Modern psychological and pedagogical research provides an overview of distance learning experiences. Remote-learning technologies are tools that have proved their worth and effectiveness in delivering knowledge to different target audiences. However, the majority of researchers maintain that it is essential that human resource professionals and educational leaders should be trained offline or in a mixed format. The aforementioned conviction accounts for the relevance of the article. The authors of the article provide real-life examples to prove the effectiveness and feasibility of online training for human resource professionals and educational leaders. They show what changes a training course undergoes when delivered online and how online format affects the results, teaching and assessment strategies, monitoring strategies. The novelty of the research consists in the analysis of the correlation between the forms and strategies of online learning and the principles of school leadership training. The research takes into consideration andragogical principles which require social and psychological collaboration of all the participants of the learning process. The article assesses the possibility of applying online learning strategies imposed by the pandemic in the post-COVID world.
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