Evaluacija efektivnosti grupnih i individualnih obuka u organizaciji u cilju unapređivanja kompetencija zaposlenih

Hajdana Glomazić

doi:10.47152/ziksi20212301

Authors

Hajdana Glomazić Institute of Criminological and Sociological Research, Belgrade, Serbia

DOI:

https://doi.org/10.47152/ziksi20212301

Keywords:

organization, competencies, trainings, training effectiveness, human resources

Abstract

The subject of this paper is the evaluation of the effectiveness of group and individual training in the organization. This paper aims to answer the question of whether the conducted group and individual training were effective in terms of improving the competencies of employees. The method used is a structured interview. The results showed that the respondents estimated that both group and individual training were highly effective, both personally and professionally. However, we believe that such a highly rated effectiveness of training is more a product of the synergy of the overall work of the organization on organizational change and the educational interventions undertaken than exclusively the educational activities themselves.

References

Acton, T., & Golden, W. (2003). Training the knowledge worker: A descriptive study of training practices in Irish software companies. Journal of European Industrial Training, 27(2–4), 137–146. DOI: https://doi.org/10.1108/03090590310468958

Chih, J., Lee, H., & Liu, C. (2008). Relationship between trainee attitudes and dimensions of training satisfaction: An empirical study with training institute employees. International Journal of Management, 25(3), 756–765.

European Commission. (2007). Toward common principles of flexicurity: More and better jobs through flexibility and security. Office for Official Publications of the European Communities.

European Union. (2006). Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.

Glomazić, H., Ljumović, I., & Jakšić, K. (2020). Uloga formalnog obrazovanja za preduzetništvo u kreiranju nove generacije preduzetnika. Andragoške studije, 127–146. DOI: https://doi.org/10.5937/AndStud2001127G

Glomazić, H. (2020). Organizacioni pristup prevenciji stresa na radu i očuvanju mentalnog zdravlja zaposlenih. Zbornik Instituta za kriminološka i sociološka istraživanja, 39(2/3), 45–58. DOI: https://doi.org/10.47152/ziksi2020233

Goldstein, I. L., & Ford, J. K. (2002). Training in organizations (4th ed.). Wadsworth.

Kraiger, K. (2017). Training from an organizational psychology perspective. In Oxford research encyclopedia of psychology. DOI: https://doi.org/10.1093/acrefore/9780190236557.013.33

Mihailova, Z., Mandić, D., Valentinčič, S., Schiffer, J., Happe, C., & Erdmann, K. (2018). Upravljanje ciklusom obuke. IPA 2014 Twinning projekat „Dalja podrška reformi pravnog obrazovanja“.

Pejatović, A., & Pekeč, K. (2011). Evaluacija u sistemu kvaliteta stručnih obuka za odrasle. U N. Kačavenda Radić, D. Pavlović Breneselović, & R. Antonijević (ur.), Kvalitet u obrazovanju (str. 173–187). Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.

Slavković, A., & Slavković, V. (2019). The importance of training in contemporary organizations. Hotel and Tourism Management, 7(2), 115–125. DOI: https://doi.org/10.5937/menhottur1902115S

Stanišić Vještica, O. Ž. (2016). Uticaj obuke i obrazovanja na performanse organizacije i zadovoljstvo zaposlenih (Doktorska disertacija, Univerzitet Union – Beogradska bankarska akademija, Fakultet za bankarstvo, osiguranje i finansije).

Nacionalni okvir kvalifikacija u Srbiji. (2017).

Uredba o određivanju kompetencija za rad državnih službenika. (2019). Službeni glasnik Republike Srbije, br. 4/2019.

Zakon o radu. (2005/2009/2013/2014/2017/2018). Službeni glasnik Republike Srbije, br. 24/2005, 61/2005, 54/2009, 32/2013, 75/2014, 13/2017 – odluka US, 113/2017 i 95/2018.