Job-crafting has a range of beneficial effects, such as increased engagement, creativity and productivity, increased well-being, self-determination, positive identity. Therefore, there is a growing need to develop intervention programs that develop job-crafting skills and to evaluate their effectiveness. The article provides an analysis of the main approaches to job-crafting training in terms of training content, training organisation and training effectiveness. The three theoretical models that are the content basis for intervention design (component, resource, and hierarchical) are described, as well as the principles of behavior modification in terms of social learning theory, theory of planned behavior,and experiential learning theory. The components targeted by the training are described: reconstruction of work tasks, work relationships, value and meaning of work, work space and time, personal resource development, and factors that influence the effectiveness of the training, e.g., subjective norms, beliefs about the need for change, low perceived behavioral control. The basic elements of training may include: personality analysis (strengths, motivations, connections to other team members), job analysis (inventorying work requirements and ranking them by time commitment, importance, urgency), job and personality fit analysis, formulation of goals and action plan, iterative evaluation of successes, and obstacles to proactive job design and corrective action, and consolidation of changes. The available experience in creating training programs - their basic principles and goals, and research evaluating their effectiveness - is analyzed.
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