The use of training technology tools as the basis for its successful implementation in intra-organization training

Abstract

The problem fields of research in the framework of the topic are the lack of classification of training methods in intra-organization training, the insufficient quality of the use of tools in the practice of intra-organization training, as well as the use of tools for evaluating and analyzing training activities. The highlighted aspects allowed us to determine the relevant vectors of the research: the competence of the coach, the systematization of training methods and techniques, the features of the use of the tools, the methodology of the tools for evaluation of training sessions. The most important characteristic of the competence of a corporate coach is the possession of the training technology tools at a high level. The article stands out the main competences of a corporate coach, such as focus on results, effective communication, effective self-presentation, persuasion and influence, confidence and stress resistance, creating a motivating educational environment. The authors pay particular attention to the phenomenon of pedagogical artistry, internal and external conditions of its development. The article introduces the basic training techniques (informational, stimulation, exercises for practical performance of work, group-dynamic exercises) and related training methods into the system. The authors consider the criteria and limitations that a trainer should to take into account when choosing training technology tools. The article introduces distinctions of tools when considering their arsenal (planning tools; direct implementation of the process; control (monitoring), evaluation and analysis of the results; post-training support). The authors indicate the following features of the use of training technology tools in intra-organization training: the formation of target guidelines for each stage of training implementation; determining tasks and the algorithm for training implementation; drawing up a training program; chronological planning of training units; planning of the necessary methodical support of training units; compliance with the principle of training planning based on an iterative model with one or more contours; the use of business and simulation games, exercises and tasks; using multiple studies scenarios for conducting classes; presenting information depending on the features of its perception; taking into account the target audience; taking into account the age characteristics of the audience, etc.