Employee Training in Brusnika.LMS: Features and Tools

Brusnika.LMS helps manage the full employee learning cycle — from creating learning content and assigning training to monitoring results and analyzing learning data.

In one system, you can create courses and learning programs, provide learning materials, assign training, assess knowledge, give employees practical tasks, and track their progress.

At the same time, an L&D specialist can see more than whether an employee has completed a course. They can monitor learning progress in real time, analyze individual results, and get an aggregated view by groups, departments, courses, and other dimensions. If employees have not started assigned training or are falling behind schedule, the reminder system helps bring them back into the learning process in time.

Learning in Brusnika.LMS is not limited to e-learning courses. Depending on the task, a learning journey can include tests, practical assignments, events, surveys, knowledge base materials, competency development, and individual development tools.

In other words, Brusnika.LMS brings learning itself, learning process management, results monitoring, and analytics together in one system.

This article explores the capabilities of Brusnika.LMS for employee training and how they can be combined depending on the specific learning task.

What employee training tasks can be solved with Brusnika.LMS

Brusnika.LMS can be used for a wide range of scenarios — from mandatory training for large numbers of employees to individual professional development.

New employee onboarding

For new employees, you can create an onboarding program that combines several stages:

• introduction to the company;
• products and services;
• internal rules and regulations;
• work processes;
• knowledge assessment;
• practical assignments;
• events and other activities.

Instead of receiving a collection of links and documents, a new employee gets a structured learning path, while the L&D specialist can monitor their progress.

For example, an onboarding program for a manager might look like this:

company introduction → product → work processes → test → practical assignment → final assessment.

If necessary, individual stages can be completed sequentially, or several activities can be completed in parallel.

Mandatory training

Brusnika.LMS is suitable for training that specific employees are required to complete within a defined period.

For example:

• internal regulations and policies;
• product training;
• new procedures;
• occupational health and safety and other mandatory programs;
• regular knowledge recertification.

In this scenario, it is not enough simply to provide learning materials. The organization also needs to manage the process: assign training to the right employees, set deadlines, track completion, and see who has not yet completed the training.

Training on new products, processes, and standards

Brusnika.LMS can be used when a company needs to quickly train employees on a new product, process, or standard.

For example, after a process change, a learning program can include:

1. an explanation of the changes;
2. an instruction;
3. a demonstration;
4. a test;
5. a practical assignment.

Not all information necessarily needs to become a course.

If an employee needs to learn a new topic step by step, a course or program is appropriate.

If the employee already knows the process and simply needs to quickly find a specific instruction while working, a knowledge base is more convenient.

Brusnika.LMS therefore allows learning and knowledge access to complement each other.

Professional development

Brusnika.LMS can be used not only for mandatory training but also for employee development.

For example, an employee can be assigned:

• a professional course;
• a leadership development program;
• a knowledge assessment test;
• a practical assignment;
• additional materials;
• an individual development plan;
• a sequence of activities to prepare for a new role.

In this case, learning becomes part of a broader development process, and a course becomes one of its tools.

Course, program, or knowledge base: which one should you choose?

When designing learning, it is important to determine not only what to put into the LMS, but also which format the employee actually needs.

If an employee needs to learn a new topic step by step, a course can be used.

If learning consists of several different activities and is intended to lead the employee to a specific outcome, a program is more appropriate.

If the employee does not need to learn something from scratch but simply needs to quickly find information they already know, a knowledge base is a better fit.

For example, when launching a new product, the learning process could look like this:

product material → lesson → test → practical assignment → additional information in the knowledge base.

Brusnika.LMS therefore makes it possible to combine structured learning with access to knowledge instead of trying to solve every task with a single format.

What can you use to build learning in Brusnika.LMS?

The main learning elements in Brusnika.LMS are courses and programs.

Courses

A course is designed for sequential completion of learning modules.

A course can include:

• lessons;
• tests;
• knowledge base materials;
• surveys.

Modules can be arranged in the required order and added in any necessary quantity.

A course is useful when an employee needs to work through a specific body of learning material step by step:

lesson → test → next lesson → final test.

Programs

A program allows different types of learning activities to be combined around a common goal.

A program can include:

• courses;
• tests;
• lessons;
• tasks;
• events;
• knowledge base materials;
• surveys.

Unlike a course, a program can create not only a sequential but also a parallel-and-sequential learning path.

For example, a manager development program could be structured as follows:

Stage 1. Management fundamentals

↓

Stage 2. Team management course + self-study material

↓

Stage 3. Assessment + practical task

↓

Stage 4. Event or meeting with a manager

↓

Stage 5. Final assessment.

Several activities within the same stage can be completed in parallel.

How is a course different from a program?

A course can therefore be viewed as an individual learning path, while a program is a broader process in which learning can be combined with practice, events, and other activities.

Ways to create a course in Brusnika.LMS

In Brusnika.LMS, a course can be created in several ways:

• with Nika.AI;
• using quick course creation;
• using advanced course creation;
• by importing an existing course.

The right approach depends on whether you need to quickly assemble learning from existing materials or create a course with detailed control over its structure and completion rules.

Creating a course with Nika.AI

Nika.AI helps create a course structure using artificial intelligence.

When creating a course, you can specify the business objective, target competencies, the intended content format, and use your own data sources, including uploaded files.

Based on this information, Nika.AI generates a course draft. The resulting content can then be reviewed and edited before being used for training.

This approach is particularly useful when you need to quickly prepare the foundation of a new course rather than build the entire structure manually.

Quick course creation

Quick Course Creation is designed for situations where training needs to be assembled without configuring every element in detail.

You can specify the course title, divide it into logical topics, and add the required materials, including materials that already exist in the system.

The result is a course quickly assembled from existing elements, which can then be reviewed and published.

This option is useful, for example, when a company already has videos, documents, tests, and other materials but needs to combine them into a structured learning experience.

Advanced course creation

Advanced Course Creation in Brusnika.LMS is designed for detailed configuration of the learning process. Course creation consists of four stages: Basics → Structure → Settings → Review.

This mode allows you not only to assemble learning materials but also to define the learning objective, course structure, target audience, completion rules, restrictions, motivation mechanisms, and feedback in advance.

1. Basics

At the first stage, you configure the main course parameters:

• title;
• learning objective — what the employee should learn;
• cover image;
• catalog section;
• description;
• tags;
• competencies;
• planned learning duration.

Selecting competencies makes it possible to connect learning with employee development.

If a selected competency is used only as a course attribute, it helps describe which competencies the training develops.

If development activities are configured for the competency in the system, Brusnika.LMS can use it to build an Individual Development Plan (IDP). For example, an IDP can be configured to be created automatically if an employee does not achieve the required passing score on a test.

This allows a course to be connected not only to knowledge transfer but also to further employee development.

2. Structure

The Structure stage is where the course content is built.

You can create topics and add:

• lessons;
• tests;
• knowledge base materials;
• surveys.

For complex courses, tree navigation is available. It allows you to work with the course structure as a hierarchy of sections and move learning elements between topics more easily.

As a result, you can create anything from a simple course with several sequential lessons to a more complex structure with sections and different types of learning content.

3. Settings

At this stage, you define the access and completion rules for the course.

Access and audience

A course can be:

• hidden from the general catalog;
• restricted to specific departments;
• made available to a defined audience.

For example, a course can be made available only to employees of the IT department.

A course hidden from the catalog cannot be self-enrolled in, but a moderator can assign it to employees.

Completion rules

Brusnika.LMS provides several navigation scenarios:

• Free — all lessons are available immediately.
• Sequential — the next module opens after the previous one is completed, regardless of the result.
• Strict sequential — the next module becomes available only after the previous one has been successfully completed.

This allows the same course to support different learning models, from free exploration of materials to a strict sequential path.

Restrictions

For a course, you can set:

• time allowed for completion;
• maximum number of attempts;
• course availability period.

For example, you can limit the number of attempts or set a final date after which the course is no longer available.

If the number of attempts is unlimited, the corresponding parameter can be set to zero.

Certificate

Automatic certificate issuance can be configured for a course.

After successfully completing the course, the system generates a certificate using a selected template, and the employee receives it in the My Certificates section.

Feedback

A feedback survey can be linked to the course.

After completing the course, the employee can be asked to fill out a configured recurring survey. This makes it possible to collect feedback directly within the learning process.

Points

Brusnika.LMS allows you to award points for completing a course.

These points belong to the gamification system and are not the passing score of a test.

You can use the standard number of points configured in the application settings or set a custom number for a specific course.

Course points can be:

• calculated automatically as the sum of points for its modules;
• assigned manually.

You can also choose whether points are awarded both for the course and its individual modules or only for the course itself.

4. Review

At the final stage, the moderator receives a summary of the created course.

You can review the main parameters:

• title;
• catalog section;
• structure;
• number of learning elements;
• audience;
• completion rules;
• restrictions and other settings.

After reviewing the course, you can save it as a draft and continue working later or publish it for the selected audience.

Advanced course creation in Brusnika.LMS therefore allows you to configure not only the learning content, but the entire completion scenario: who the course is for, in what order materials become available, how many attempts are allowed, whether there is a time limit, what counts as successful completion, whether a certificate is issued, and how learning is connected to competency development.

Importing a course

If an electronic course has already been created in another tool or ready-made learning content is available, it can be imported into Brusnika.LMS.

This allows you to reuse existing learning materials without creating them again.

Lessons

A lesson is an individual learning unit within a course.

In Brusnika.LMS, a lesson can be used to explain a topic, demonstrate a process, present an instruction, or guide employees through new material step by step.

Depending on the task, a lesson can contain different types of learning content.

If necessary, a test, practical assignment, or another learning activity can be added after the lesson.

Tests

Testing in Brusnika.LMS can be used to assess employee knowledge before, during, or after training.

A test can be used as:

• an initial diagnostic;
• an intermediate assessment;
• a final assessment;
• a self-check;
• a condition for moving to the next stage of learning.

For example, a test can be placed after a lesson and used as a condition for continuing the course.

The capabilities of employee testing in Brusnika.LMS are covered in detail in a separate article.

Practical assignments

Not all learning outcomes can be assessed with a test.

If an employee needs to learn how to perform a specific work task, a practical assignment may be required.

In Brusnika.LMS, programs can include tasks such as:

• an open-ended task;
• a checklist-based task.

For example, after learning a new process, an employee can receive a practical assignment requiring them to perform the actions described in an instruction and confirm the result.

This connects learning not only with acquiring knowledge but also with applying it.

Events

Some types of learning cannot be fully delivered through an online course.

For example:

• an in-person meeting;
• a webinar;
• a training session;
• a practical workshop;
• another collaborative activity.

In Brusnika.LMS, an event can be included in a program as one of the learning stages.

This makes it possible to combine online courses, self-study, and collaborative learning activities within a single learning path.

Surveys and feedback

Surveys can be used to collect employee feedback after training or a specific learning stage.

For example, you can find out:

• how clear the material was;
• which topics were difficult;
• what remained unclear;
• how convenient the format was;
• which topics require additional attention.

At the same time, satisfaction with training should not automatically be treated as evidence of training effectiveness. A survey primarily shows how an employee perceived the learning experience, rather than whether their behavior or work results changed.

Learning and employee development

Brusnika.LMS allows learning to be used as part of a broader development process.

For example, the process can look like this:

assessment → development area → goal setting → learning and practice → reassessment.

If an assessment shows that an employee has an insufficient level of a particular competency, you can:

1. define the target level;
2. select appropriate training;
3. add a practical assignment;
4. set a completion deadline;
5. monitor completion;
6. reassess the result.

Completing a course alone does not mean that a competency has been developed. A course can provide knowledge, but changing a skill or behavior may require practice, feedback, and other development activities.

Brusnika.LMS can support this process with competencies, individual development plans, and development paths in addition to courses.

How to choose the right tool in Brusnika.LMS

When designing learning, it is useful to start not with the question “Which LMS feature should we use?”, but with “What should the employee know or be able to do after the learning?”

Depending on the task, different Brusnika.LMS tools can be used:

Brusnika.LMS is therefore more than an e-learning course builder. One system can combine learning, knowledge assessment, practice, events, knowledge management, and employee development.

What learning materials can be used in Brusnika.LMS?

Brusnika.LMS supports different learning content formats. This makes it possible to build training from the company's own materials, ready-made e-learning courses, and interactive content.

Video

Videos can be uploaded to the Brusnika.LMS media gallery or added to learning via a link.

Video is useful for demonstrating work processes, recording lectures, explaining instructions, presenting products, and other situations where visual explanation is more effective than text.

SCORM

Brusnika.LMS supports SCORM and allows you to use ready-made e-learning courses created in specialized authoring tools.

When adding a SCORM package, you can configure completion status tracking.

If this setting is enabled, access to the next module can be allowed only after the SCORM package sends a successful completion status to the system.

This makes it possible to use SCORM not simply as an embedded e-learning course, but as a full stage of a learning path with completion control.

PDF

PDF files can be used for instructions, methodological materials, reference sheets, regulations, and other documents.

For example, a PDF can be added to a course as a standalone learning material or used together with a lesson and a test.

Office documents

Training can include Microsoft Office documents and other common office materials, including:

• Word;
• PowerPoint;
• Excel;
• other documents.

This is useful when a company already has a large library of learning, methodological, and work-related materials that do not need to be fully converted into e-learning courses.

Longread Builder

Brusnika.LMS includes its own longread builder for creating structured learning materials directly in the system.

This format is suitable for instructions, educational articles, explanations, and other materials where it is important to combine text, images, and other elements into a single learning resource.

CforJ

CforJ can be used to create and deliver the relevant interactive learning content within a learning journey.

H5P

H5P allows interactive elements and activities to be added to learning.

This format is useful when plain text or video is not enough and employees need to interact with the learning material — answer questions, complete interactive activities, and work with different types of learning content.

Additional materials and links

Courses and programs can include additional materials and links to external resources.

For example, a main lesson can include:

• an instruction;
• a useful document;
• a link to an internal company resource;
• an additional video;
• reference material.

This makes it possible to keep the main learning material focused while still providing employees with everything they need to explore the topic.

As a result, a single course in Brusnika.LMS can combine different formats, for example:

video → PDF instruction → SCORM → test → practical assignment → additional materials.

This approach makes it possible to choose a format based on the actual learning task rather than using a particular format for its own sake.

How to manage employee training

One of the key capabilities of Brusnika.LMS is the ability to manage not only learning content but also the learning process itself.

Assigning training

In Brusnika.LMS, training can be assigned to employees according to the selected learning scenario.

This makes it possible to create different learning paths for different employee groups instead of giving everyone the same set of materials.

Self-enrollment

For development-oriented learning, employees can be given the option to choose a suitable course from the available catalog themselves.

This approach is useful when a company wants not only to assign mandatory training but also to give employees access to additional learning opportunities.

Completion deadlines

Deadlines can be set for learning activities.

This is particularly important for mandatory programs, onboarding, and other scenarios where training needs to be completed by a specific date.

Progress tracking

During learning, you can track an employee's status: whether training has started, how far they have progressed, which elements have already been completed, and what results they have achieved.

This allows an L&D specialist or manager to monitor not only whether a course was assigned but whether it is actually being completed.

Learning results in real time

Monitoring does not end with checking progress.

Brusnika.LMS allows you to track learning results as they become available: course and individual activity completion, test results, learning activities, and other indicators.

This makes it possible to see the current state of learning and respond promptly to changes.

For example, an L&D specialist can determine:

• how many employees have already completed training;
• how many are currently learning;
• who has not started;
• who has overdue training;
• what results employees are achieving;
• at which stages employees experience the most difficulties.

The system therefore allows you to monitor not only “completed / not completed”, but also how employees are progressing through the learning process.

Analytics and reports

Brusnika.LMS provides tools for both detailed and aggregated analysis of learning results.

You can work with information about individual employees as well as aggregated indicators for groups, departments, courses, and other dimensions.

At the detailed level, you can analyze:

• an individual employee's progress;
• results of individual tests;
• individual learning activities;
• the status of specific training;
• learning progress over time.

At the aggregated level, you can view the overall learning picture:

• how many employees are learning;
• how many have completed training;
• how many have not started;
• where overdue training exists;
• what results a group is achieving;
• how the results of different departments or employee categories compare.

This makes reports useful not only for recording completion but also for analyzing the learning process and its results.

For example, a manager can get an overall view of a department, while an L&D specialist can drill down from an aggregated indicator to individual employees and their results.

This approach combines organization-level analytics with detailed analysis of a specific learning activity or employee.

Reminders for employees who are falling behind

In large-scale training, it is important not only to identify employees who are behind but also to bring them back into the learning process in time.

Brusnika.LMS provides a reminder system for employees who have not completed assigned training or are not meeting the established deadline.

For example, a reminder can be useful when an employee:

• has not started an assigned course;
• is still in the process of completing it;
• has not completed training by the deadline;
• needs to complete recurring training.

This means an L&D specialist does not have to constantly check lists manually and remind each employee separately.

The process can therefore look like this:

assignment → learning → progress monitoring → identifying employees who are falling behind → reminder → completion.

Analytics helps identify the problem, while reminders help address it promptly.

Recurring training

Some knowledge needs to be refreshed periodically.

For example, employees may need to repeat training on changed procedures, product information, or internal requirements.

In such scenarios, Brusnika.LMS can be used to organize recurring training and repeated knowledge assessments.

Learning in the work environment

For many companies, it is not enough to provide employees with a separate learning portal. They want learning to become part of the employee's actual workflow.

Brusnika.LMS can work together with the business systems employees already use to perform their day-to-day tasks.

For example, with a CRM integration, an employee can continue working in their familiar system while receiving nearby:

• assigned training;
• a notification about a new course;
• learning materials;
• a test;
• a practical assignment;
• information about the learning result.

Brusnika.LMS handles the learning component, while the CRM remains the employee's working environment.

This creates a cycle:

work task → learning → practice or assessment → return to work.

This approach is particularly useful when learning is directly connected to day-to-day work processes.

Brusnika.LMS in business systems

Brusnika.LMS can be used together with the business systems employees already work in.

Depending on the specific integration, Brusnika.LMS supports work with:

• Bitrix24;
• amoCRM;
• Zoho CRM;
• Zoho Bigin;
• Attio;
• RD Station;
• Odoo;
• Dolibarr;
• various 1C configurations;
• Megaplan;
• YClients;
• iiko;
• Kommo;
• Zoho People;
• other supported systems.

The purpose of an integration is not to turn a CRM, ERP, or HRM into a full LMS. The business system remains the employee's working environment, while Brusnika.LMS adds learning and development capabilities.

This makes it possible to deliver learning directly in the context of work, without forcing employees to constantly switch between their business system and a separate learning portal.