Introduction
Netflix is an American entertainment company founded by Ri-House Hastings and Mark Randolph, a provider of movies and TV shows based on streaming multimedia. Now this media company is one of the largest suppliers of media content around the world and an unconditional leader specifically in the United States market. The company was founded in 1997 by Reed Hastings and Mark Randolph (Poell, 2015).
Entrepreneurs started the business together, but Hastings undoubtedly played a more significant role in the formation of the company, being not only a good specialist, but also an excellent businessman. This training was developed for the marketing department in the European department of Netflix. The marketing department mainly suffers from overload and excess stress in the ever-dynamic world of aggressive online advertising.
The company regularly strives for market share in top-end media products such as films or TV shows. This means that Netflix’s European marketing department cannot reduce stress among marketers. In particular, a department was selected in Europe, because this company did not capture the market as firmly as in the Americas, which increases the responsibility of marketers.
Currently, an obvious fact is the increase in the number of psychosomatic diseases, in the origin and course of which the leading role belongs to the influence of traumatic factors. According to the data of modern studies, the main stress factors include psychological overstrain, information overload in the conditions of a lack of time, overwork, suddenness of events, lack of time. The problem of information overload, being an integral part of the life of a modern person, is especially acute in the educational process (Belzer, 2018). The source of psycho-traumatic factors in employees is also often an inadequate attitude to the situation in which they fall.
At the same time, stress and psychosomatic illness as a consequence of it are the cause of the violation of self-regulation of the body and the failure of its adaptive mechanisms. Therefore, the problem of increasing people’s stress tolerance through the formation of adequate mechanisms for responding to a stressful situation, that is, the development of self-regulation techniques, becomes especially urgent. At the same time, the organization of psychological stress resistance training is fraught with a number of difficulties. A hardware-software complex is being developed that allows employees to restore self-regulation by objectifying their psychophysiological reaction to the situation and individually selecting effective methods of self-regulation.
Design
The major need in the European branch of Netflix’s marketing department is the lack of work-life balance and increased levels of stress. Therefore, the given training program is designed to tackle this issue by actively educating employees and managers to reduce stress. The various approaches are available but role-play and basic training seminars will be the most important tools. It can be a question of role behaviour in private situations, as well as the development of professional roles of a general plan – a boss, subordinate, salesman, team member, leader, strategist, and colleague. Learning needs were identified by defining a weak spot in the management process, and thus, one can clearly define the subject area of role-based training.
Therefore, the choice of topics for role-based training is huge: orientation or introductory training, sales techniques, negotiating, presentation skills, working with clients, overcoming communication barriers, managing a team project, making managerial decisions (Zhang et al., 2019). The priorities of role training, its focus and content depend on the level of current and future tasks of the organization. These priorities should be the result of informed leadership choices.
The advantages of the role-playing method in training are numerous. A training participant in the game gets a great opportunity to learn more about himself: his limitations and resources, problems and strengths, perception of his typical behaviour through the eyes of others. It is possible to revise the system of settings and improve self-control through outlining learning needs, because the latter play a critical role in directing the training approach.
In addition, with the help of the game, participants better understand each other, the reasons why everyone behaves this way, and not otherwise. In the game, group dynamics are exposed, the game is full of action, and therefore it is almost always interesting and clearly demonstrates the connection between learning and real life (Sridharan, Barrington and Saunders, 2017). The game is a great opportunity to put into practice various skills and abilities, to try in different roles and forms of behaviour.
Evidently, role-playing training is not without some drawbacks and this was a primary challange. First of all, games are almost always delayed, they take up a lot of time, which is always so lacking in a training environment. In addition, there is always a danger that during the game some too sharp corners will be exposed inside the group or situation, and the coach will lose control over what is happening. Sometimes it happens that a game loses its educational meaning: participants are carried away by its entertainment side and arrange entertainment for the sake of entertainment. Sometimes in a game, things appear overly simplistic, sketchy, which can confuse participants (Chan, Clegg and Warr, 2018).
However, all these pitfalls are not so dangerous if the coach is experienced and competent, and certainly does not cross out the rich potential of role-playing training. In addition, the role-playing will be divided into three sections, where the first one is a workshop with scenario activities. Second type is a webinar, where essential information will be taught to employees, and third is a discussion board. The discussion will further facilitate the learning process as well as finding effective solution for the company.
Unsuccessful role-based training can become if the trainer does not explain the rules or these rules are so confused and overly detailed that they simply cannot be remembered right away. Participants should also have an idea of the practical goals of the game, otherwise it can turn into aimless fun. When conducting games, the coach should be as attentive as possible to what is happening in the group in order to prevent or resolve unconstructive conflicts and situations that are traumatic for the psyche (Ahadi and Ronald, 2017). The art of training is determined by a whole set of knowledge, skills, and personal qualities.
Evidently, all this requires a high and flexible intellect from the trainer. Equally important for a trainer is a good level of empathy development, psychological competence, to correctly understand group processes and direct them in the right direction, to resolve any difficult moments that inevitably arise in interpersonal interaction in a group. The role and place of role-based training in management, its preparation and conduct reflect the general approach to the tasks of training in the organization (Suliman and Einat, 2018). It is possible to distinguish a supportive or innovative orientation of training. In organizations that are functioning and developing in a relatively stable state, the training is supportive in nature, aimed at improving the efficiency of staff, serving the organization’s needs in performance management.
In the context of organizational changes, the training serves as a tool for transformations, is aimed at the development of the organization, serves the organization’s needs for change management. Training in corporate governance, stimulating and supporting organizational change, is innovative (Faulkner et al., 2016). It should be used as a means of controlled transformation of existing experience – both employees and the organization as a whole.
The developed stress resistance training includes several main stages.
The introductory or motivational stage involves the identification and strengthening of the motivation of the subject to participate in the development of self-regulation techniques, as well as the objectification of the present functional state of the subject. To strengthen the motivation of the subject’s participation in the training, a block of psychological techniques is used to identify the so-called problem areas – that is, make assumptions about the employee’s characteristic inadequate response styles to stress factors.
Appeal during the training to the learner’s personal experience allows him to realize the possibilities of applying the acquired skills to specific situations in his own life (Stephan and Cheung, 2017). The task of the next stage is to bring the subject to the conditional boundary of his capabilities, as well as to identify the characteristic inadequate reactions to stress – factors in a particular activity.
The activity model allows managers to recreate a situation of a gradual increase in the information load on a person. The process of increasing the information load is modeled using a program that teaches panoramic reading. The order of work at this stage is as follows. The employee is invited to choose a comfortable presentation speed of text material, colour and font size, background colour. Then he is invited to read a text at the selected speed, the efficiency of which is then verified using control questions (Eldor et al., 2017).
After each test, the employee gives a report on their own condition using the scaling procedure, passes an express diagnosis of the condition using the most effective methods (Smith et al., 2015). The results of these procedures, the effectiveness of answers to control questions, as well as objectification using psychophysiological indicators, allows people to determine the maximum level of load that causes inadequate response methods.
The task of the next stage is to develop the employee’s self-regulation skills. In the beginning, he is invited to perform a series of exercises that allow him to develop self-observation skills, master the techniques of muscle relaxation and soothing, relaxation breathing, as well as form a volumetric perception. Mastering directly the methods of self-regulation consists of several stages (Angeloni et al., 2019). The first is the modelling of a problem situation, the awareness of emerging patterns of stress, emotional experiences, their own ways of responding to a problem. Second, this is an ideomotor reproduction of a situation in which the employee was able to cope with a similar problem.
Awareness of one’s own state, which allows one to adequately solve the problem by all modalities (Ellis et al., 2015). Thirdly, it is finding an individual trigger for the transition to this state or the development of the access key in the resource state. Fourth, this is the ideomotor playing of a problem situation, the development of the skill of transition to a resource state using the access key.
The control stage involves identifying the level of mastery of the learner’s self-regulation technique. He is again invited to read the text with the help of a panoramic reading tutorial and to answer control questions. In the process of reading the text, the employee with the help of the developed trigger mechanism of an adequate response should go into the acquired state of adequate mobilization (Allan et al., 2016). The effectiveness of the development of the technique is assessed by the success of the answers to control questions, data of psychophysiological indicators and diagnostic results using psychological techniques.
Another crucial component of developing stress-free environment in the workplace is the concept of corporate culture. The corporate culture of organizations in the field of marketing is defined by the author as the cultural space of the organization, formed with a targeted and systematic managerial impact, expressed in the set of values, goals, rules and standards of interaction accepted by most members of the team, causing a positive attitude to work and customer focus aimed at meeting consumer needs through the provision of high quality services (Gary, 2019).
The very definition of the phenomenon of corporate culture implies the need for its formation, since through the adoption and separability of the organization’s culture, a high commitment of the organization’s employees and a positive internal image, and through it the external image and commitment of consumers, are formed.
The formation of a corporate culture is a complex process that requires attention to all the cultural components of an organization. One can draw a parallel between the formation of corporate culture and the general culture of the individual, so the formation of a common culture is associated with such changes in a person that go purposefully, reaching certain limits. A person is born without knowledge and skills, but through upbringing, education and training he receives all this in accordance with age (Blithe, 2019).
At each age stage, development receives its degree of formation, not exhausting itself. The ideals, motives of actions, relationships and other properties of a person are gradually formed. Also, the formation of corporate culture does not mean its direct creation, but means the development, improvement, setting and achievement of certain goals, based on the existing culture of the organization (Wishart and Wardrop, 2018).
Corporate culture is a phenomenon that is formed within the organization, and it is unique, as each individual is unique. In addition, each organization exists in its own society – a specific field of activity, industry rules and norms of interaction, age and gender and socio-economic structure of the organization, personality of a leader and other conditions for the formation of a corporate culture that cannot be constructed from the outside and predicted.
The principles of constructing a hardware-software complex that allows preventing the action of stressful factors on the organization of attention, perception, understanding, a system of self-regulation and an adaptive resource for employees and managers of institutions have been developed (Zoghbi-Manrique-de-Lara and Viera-Armas, 2017). In addition, corporate training involves active engagement from both sides (Ludwig and Owen-Boger, 2017). Thus, a clear adherence to the program can be ensured only with mutual agreement.
Today, companies such as Netflix prefer compensatory role-playing trainings, which are a kind of prevention of problems and, as a rule, are much better integrated into the personnel management system. There are several functions of role-based trainings in corporate governance (Rotstein and Jenkins, 2017). This includes the acquisition of additional knowledge and skills, work with problem areas and their correction. It also involves strengthening relationships within the team and the formation of organizational behaviour of employees, and a motivational function. The first function is to enhance skills. Ordering trainings is justified if the company has few middle and top managers and many specialists (Wong, 2019).
The second function is always justified, but ordering a training is only after analysing the weaknesses and problems that employees face in their work. The third function of the training is the formation of organizational behaviour and the strengthening of horizontal and vertical ties within the team and departments. This can be considered as part of the team building process, which ultimately reduces any material costs during subsequent activities. Thus, in a business environment, the ultimate goal of training in corporate governance is to contribute to the growth of a company’s profit and increase its efficiency (Mühlhaus and Bouwmeester, 2016). Role-based training not only provides useful skills to staff, increases the level of motivation, but also has a positive impact on employee loyalty.
Delivery
The delivery of the training will be mostly focused on basic pedagogical approaches that are common in corporate training conditions. Corporate education is an important part of the life of a modern organization, and, in fact, is a pedagogical process. In this context, it is considered corporate education as a purposeful process of creating the conditions for the formation of professional competence of employees, for the internalization of corporate values by employees and the formation on this basis of models of behaviour and relationships approved by the company, for the development of employees’ professional potential and stimulation of their self-development (Loriol, 2016).
Understanding of corporate education as a pedagogical process determines the need to characterize its organizers as subjects organizing pedagogical interaction. The external challenge of delivering the program is the constant flow of new trends in the field of marketing, whereas the internal challenge is the high-stress work itself, which is time-consuming.
The learners will be prepared by motivational video, where a person whom the employees relate to will deliver an emotional speech. The room layout will be similar to a conference room, because the environment will be familiar, but the drawback is that workspace will be occupied. The room will be accessible and safety measures will be ensured. Refreshment drinks will be provided if the weather is hot, and heating will be setup during cold seasons.
Delivery style will be mostly facilitator-based because the role-play approach is a form of self-learning. In addition, some of the employees will be hesitant or shy, feedback on their performance and demonstrations will be given. Low contributors will be forced to be involved by giving them key roles, thus, this type of delivery will ensure that all participants will engage (Glantz, 2017). By delivering the training in role-play basis and assigning tasks to a group, each individual will be impacted due to the fact that every member will have to participate in order to successfully complete the training. Any group conflicts will be eliminated by outlining the rules and purposes of each session in advance.
In view of the multiplicity of forms in which corporate education proceeds, different levels of its subjects can be discussed, such as individual and group, about the variability of these subjects. Depending on the situation, the subjects organizing corporate education are executives, human resources officers, training managers, and individual employees (Van der Aa and Schreuder, 2016). At the same time, leaders make up a special group of employees due to specific features determined by the nature of managerial activity (Jenull and Wiedermann, 2015).
A study of practice shows that modern companies pay great attention to the implementation of educational programs for managers at various levels (Fransson et al., 2018). In this regard, it is necessary to understand the characteristics of mental processes characteristic of managers, the specifics of their motivational sphere and knowledge of key managerial competencies.
Important mental characteristics of the leader as a subject of corporate education are those that are a factor in the success of his activities. Due to the fact that the main object of managerial activity is information, in the psychology of management, to a greater extent, are studied individual cognitive processes of leaders, which are grouped into three blocks according to their correspondence to a certain stage in the overall process of information exposure (Bhandari and Bansal, 2019). Proceeding from this, features of perceptual, mnemonic, and thought processes specific to managerial activity are identified that are subject to development in the process of including leaders in corporate education.
The head as a subject of corporate education is characterized by the specifics of the motivational sphere, which determines the success of the manager’s tasks. An analysis of corporate education programs for managers allows trainers to say that they have a focus on the formation of a certain balance of the motive for achievement and the motive for avoiding failure (Frank, Lambert and Qureshi, 2017). These qualities underlie the managerial competencies that develop in the process of corporate education (Steiner and Wooldredge, 2015). Thus, the role of the leader, on the one hand, characterizes him as a participant in corporate education, creating the conditions for the development of employees (Persson et al., 2017).
The positions of such employees are not described in the Qualification Directory of the positions of managers, specialists and other employees, but in view of the demand for specialists in organizing corporate education, corresponding positions appear in the practice of companies (Meire et al., 2019). An analysis of the practice and literature describing the experience of organizing corporate education shows that this area requires the creation of a special infrastructure in the organization and the availability of qualified specialists (Glavin and Young, 2017). Such specialists in the practice of domestic companies include – a manager for training and development of personnel, a training manager and a business coach.
The manager for training and development of personnel is to a large extent the organizer of the educational process in the company, which should have knowledge in the psychological and pedagogical field, knowledge of business processes, and knowledge of the market for corporate educational services (Elsass et al., 2016). In addition to the above positions, which form the basis of the educational infrastructure of the company, mentors act as subjects of corporate education included in the organization and implementation of this process, the roles of which are either line managers or the most experienced employees.
Evaluation
Assessing the effectiveness of the training is probably the most relevant and controversial issue that excites the training managers, providers of training services, and the customer. Colossal amounts of up to tens of billions of dollars per year are allocated all over the world by leading international corporations and small firms such as Netflix (Lee, 2015). It is done because evaluation analysis the overall outcome of changes implemented, and therefore, it is vital for finding the most effective approach.
Spending a large amount of financial and organizational resources, companies have the right to rely on the return of these funds in the form of improving the activities of employees, improving their interaction, and improving the quality of management. When planning training, managers and HR specialists ask what results a business training will bring, whether it will become a simple formality or an increase in the general level of participants at the company’s expense. It is logical to complete any training program by evaluating the effectiveness of the training (Keser, Li and Siegrist, 2019). Few people will challenge this statement, however, as practice shows, many companies either do not validate the training at all, or conduct it unconvincingly and unprofessionally.
Employee training, including business training, should be understood as an investment in human capital. Therefore, to evaluate business training, like any investment, the cost-benefit ratio is used (Andrade, 2015). However, the most important and at the same time difficult question in assessing the effectiveness of the training was and remains the measurement of its results. Recently, media enterprises, such as Netflix, have been quite actively implementing various kinds of employee development programs, ranging from standard trainings to complex projects, including development centers and coaching. In addition, the external challenges of evaluation process are the fact that the overall improvement might manifest itself in far future. The internal challenge is that any change can affect stress reduction, but also productivity, which is the key objective of Netflix.
The evaluation would take place after the training program is complete, because the stress reduction can be easily measured after employees are fully working. The evaluation will be based on Kirkpatrick’s model of four levels, which are reaction, learning, behavioural change, and performance (Halls, 2019). The model in combination with time evaluation methods, will result in the most effective and accurate outcome analysis (Kirkpatrick and Kirkpatrick, 2016).
The main measurables are time allocated for work, stress, and productivity. If the time and stress will be reduced, whereas the productivity unchanged or improved, the evaluation will be positive. The results will be presented by focusing on the benefits of stress-free employees who will be more creative and eager to work compared to their stressed and exhausted counterparts.
By training, it is meant any change in the training participants that contributes to their more efficient work. According to monitoring companies, leading domestic companies spend more than 30% of their HR budgets on staff training (Line and Wang, 2017). These arguments were actively used by domestic HR managers in order to convince their bosses of the usefulness of development programs. Therefore, a survey among financial directors of large Western companies showed that only 16% have enough information about the effectiveness of investments in human resources (Bai, Yuan and Pan, 2017). More than half of the respondents replied that they either have very little or no data at all on how effective the personnel development costs are (Line and Wang, 2017). About 50% of top officials say that they are tired of metaphysics in frames (Line and Wang, 2017).
For example, the ability of employees to identify the needs and preferences of a client by means of questions can improve the quality of service or sales performance of the company (Dholakia, 2019). The formation of skills is, without a doubt, one of the important results of the training, affecting its effectiveness.
Conclusion
In conclusion, it should be noted that currently there are practically no studies on the specifics of professional and pedagogical aspects of the activities of personnel training specialists in modern science. Most often, the literature provides information on the features of the training sessions and a description of the requirements for the personality of the trainer. Moreover, as noted earlier, the subjects of corporate education organizing this process are not only training managers, but also representatives of other positions. Therefore, it is necessary to identify the most common features inherent in these entities that contribute to the effectiveness of corporate education. The trainer of in-house training should be a carrier of professional beliefs and be able to use three types of tools.
First, the basics of adult learning technology and the organization of the educational process. Second, professional knowledge and skills in the subject area, and third, focus on their own social and professional competence, including personal professional experience. Thus, the organization of corporate education is essentially a pedagogical activity. Therefore, the subjects of corporate education organizing this process should have inherent characteristics that are important for the organization of the pedagogical process. The professional work of the educator, due to the specifics of the object and the situation, is characterized by spatial multidimensionality, determined by the totality of such components as personality, activity and communication with the prevailing role of the individual.
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