Designing individual educational activities of students. Building an individual trajectory of personality education
The most significant disadvantage of graduates is the lack of experience, and as a result, the possibility of costly mistakes for the company. In this regard, they are not hired for those jobs where the cost of a mistake is high and there is no way to allocate additional time for professional development and training. True, the list of such jobs is not long.
In addition to lack of experience, graduates do not have enough knowledge and skills to obtain the result required by the company. And this requires financial, time and information investments. Due to the lack of skills and abilities of graduates, they require an individual approach, which implies, first of all, a mentoring system. And the mentor needs to create additional motivation on the part of the organization: various forms of material incentives (from memorable gifts to cash prizes) and non-material incentives (diplomas, placing a photo on the “honor board”, etc.). Unfortunately, in some organizations, mentoring is carried out without proper support, reward systems for mentors are not created against the background of an increase in their responsibility and workload, mentoring is left to chance and is poorly directed, coordinated and encouraged by management.
The need for flexible motivation and close attention to the success of university graduates is the next disadvantage of graduates from the point of view of the employer.
Another disadvantage of graduates is the lack of experience in labor discipline. Graduates, as a rule, do not have a well-formed habit of coming to work on time, completing assigned tasks on time, and complying with the corporate code. Managers note that the most "difficult", "uncomfortable" subordinates are found precisely among former graduates who are accustomed to "soft" pedagogical methods of influence and to observing only the most elementary norms of business etiquette.
A significant disadvantage of graduates is the low level of readiness to solve specific practical problems. There is no ability to work for the result (and this means “holding” the goal, finding ways to overcome obstacles on the way to it, showing independence and perseverance). They do not see the relationship between their work and the result (including financial) of the organization's activities, they do not see how other stages and links of the work of the entire enterprise depend on the work entrusted to them.
University graduates lack responsibility. They are focused on themselves, not on business ( free time and in general pastime is more important than the essence of the organization).
An unattractive moment for the employer is the possibility of graduates to go on maternity leave in the first year of work, which will entail another search and selection of the right employee for the period of maternity leave.
And finally, it is worth noting that graduates have a longer adaptation period, since the transition from a university to an organization requires a longer adaptation period than a transition from one organization to another.
AT recent times leaders of organizations often note such a lack of graduates as unreasonable ambition and inadequacy in perceiving oneself as an employee, which manifests itself in inadequate self-esteem, inflated claims of graduates, unrealistic expectations both in terms of salary, and in assessing their work, and in the nature of the work they want to do. The idea that they will immediately earn big money, as a rule, entails a desire to get a job only in a large company and only in a high-paying position. Young and inexperienced graduates immediately apply for leadership positions and the right to decide strategic issues. Such inadequate ambitions are formed in students, including universities (for example, by their attitudes to “train business leaders”), thus striving to increase students' learning motivation.
Having highlighted the strengths and weaknesses of university graduates, we can assume that the employer is interested in a graduate who has all of the above positive professional qualities and no negative qualities. However, surveys of managers show that the professional and business qualities of young professionals may be perceived differently by employers depending on the personnel strategy and policy, as well as on the stage of development of the organization.
At the stage of intensive growth and development, with an entrepreneurial business strategy and an open personnel policy, the lack of initial labor skills of young specialists can be positively perceived by the employer. Under these conditions, the readiness to take risks in the interests of the company, initiative, contact, the ability to set tasks and quickly solve them become valuable qualities of university graduates.
In addition, employers may be interested in young employees who are oriented towards “ideal” ideas about the future work, especially when these ideas correspond to the organizational culture of the company.
Most companies that are at the stabilization stage and have reached a certain level of business stability put forward quite stringent requirements for young professionals: experience, professionalism, knowledge of modern technologies, including information technology. This position is typical for companies with a closed personnel policy, for which a university graduate is not suitable due to lack of professional experience.
The fact that graduates are characterized by a longer working period is of interest to stable functioning organizations with a personnel policy in which career planning and implementation of employees plays an important role.
In this way, characteristics young professionals, regardless of the specifics of the development of the organization, allow them to be potentially successful in various companies. The key features for a graduate are his own active or passive position, the model of behavior that he chooses or unconsciously adheres to.
If we talk about the behavior patterns of graduates that determine the level of their activity, then the specialists of recruitment agencies note the following:
- 1) an individual-career model of behavior, which is characterized by the desire to achieve personal success in life. Graduates who choose this model of behavior, as a rule, study and work at the same time. They know that no one owes them anything, and they try to achieve everything on their own. Many companies are interested in such young, active and enterprising people;
- 2) an indefinite model of behavior that is typical for young people who have not decided on their professional life and have not realized what they want, sometimes inadequately assessing their capabilities. Employers lose interest in those candidates who, during an interview, unreasonably overestimate their requirements for future work, or are ready to consider offers for various positions in different fields of activity;
- 3) a non-independent model of behavior characteristic of graduates, in most cases very capable, but not versed in the requirements of the modern labor market, who do not own job search technologies.
Who and how can influence the choice of a model of behavior of graduates that determine the level of their activity? The answer to the first question is obvious. First of all, universities that provide professional training for future specialists and which, on the one hand, act as an intermediary between employers and future young specialists, and on the other hand, implement their own programs to promote student employment.
The university can influence the ratio of active and passive students in relation to their professional career, thereby increasing the number of young professionals who have successfully adapted and realized themselves in their professional activities.
The university's assistance in professional adaptation and professional career of graduates should be variable, depending on the model.
For students who have chosen the first model of behavior, such assistance as concluding contracts with employers in the early stages of training, personal employment of students who have proven themselves through internships, maintaining a database of graduates and vacancies by employers will be useful.
career guidance, professional counseling for students on employment and resume writing, balanced, targeted training of students for specific enterprises in additional courses and programs will help students with the second behavior model.
For students with the third behavior model, the university can provide assistance by collecting data to analyze the demand for specialists and predict the development of the situation on the labor market, selecting applicants for vacancies and organizing personnel interviews, conducting training under agreements and targeted contracts with enterprises and inviting representatives of the enterprise to participate in the protection of course and diploma projects by students, etc.
In the practice of the activities of universities, such forms of work as holding "Job Fairs" and "Career Days", organizing "round tables" with employers on the problems of employment of graduates, etc., have positively proven themselves.
The most effective form of activity to promote employment and professional adaptation is the introduction of a special course for senior students of all specialties of the university, the purpose of which is the formation of knowledge, skills and personal readiness for actions that contribute to achieving success in a professional career.
In the process of development this course the following tasks are solved:
- - teaching students practical skills and skills of job search, employment and career building;
- - development of skills to determine the most effective ways, means and methods of achieving success in professional and official growth;
- - formation of motivation for career development.
As a result of studying the course, the student should acquire knowledge of:
- - about the real situation in the labor market;
- - about the principles of career planning and management;
- - about possible ways of job search;
- - on the legal aspects of relations with the employer;
- - about the rules of conduct in organizations;
as well as skills:
- - analyze the changes taking place in the labor market and take them into account in their professional activities;
- - plan and control changes in your career;
- - write a resume;
- - evaluate job offers, etc.
Summing up, it should be noted that university graduates represent a very interesting category of labor force for the employer. Their competitive advantages can be successfully applied in many organizations. The key features for a graduate are his own active position, as well as the possession of job search skills and effective employment. In this regard, the university can provide real assistance to a young specialist, acting as an intermediary between employers and future young specialists, and implementing programs to promote the employment of graduates. Training a competent specialist who is able to quickly adapt to the realities and requirements of the labor market is becoming one of the urgent tasks. high school.
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The contribution of the head of a medical institution to the professional adaptation of medical university graduates
Chizhkova Marina Borisovna
Moskaleva Yulia Anatolievna
annotation
The article deals with the issues of practical implementation of the expectations of interns and residents of the medical university from the personality and activities of the direct supervisor from the medical institution in the process of professional adaptation. Based on the analysis of scientific literature and ideas about professional adaptation as a process that mutually satisfies the requirements and expectations of an individual from professional activity, the authors emphasize the relevance of studying the stated problem in medical universities, whose graduates are included in the professional activities of a doctor already at the stage of training in internship and residency, up to start independent work in medical institutions as a certified and certified employee. Based on the questionnaire of the graduate R.V. Gurina, which makes it possible to determine the consistency of the individual's requests with the requirements for a certain activity, the relationship between adaptation and the realization of the individual's expectations, the authors state a significantly low level of implementation of the depth of professional knowledge and methodological skills expected from the personality of the leader, and from the activity - active assistance in mastering the chosen specialty. The generalization of the data obtained in the study gives the authors reason to conclude that the professional adaptation of graduates of the medical university is ambiguous: the demonstrated success of adaptation to professional activities on the basis of medical institutions conflicts with the unsatisfied needs of interns and residents from the personality and activities of the direct supervisor from medical institutions at these stages vocational education.
Keywords: medical education; medical school graduate; internship; residency; interns; residents; professional adaptation; medical and preventive institution; the identity of the immediate supervisor of the internship / residency; activities of the direct supervisor of the internship / residency; expectations from the personality and activities of the leader; practical implementation of expectations from the personality and activities of the leader
Cardinal transformations in all spheres of social production in Russia have led to a qualitatively new understanding of the process of becoming a specialist's personality, the strengthening of practice-oriented professional education, and the reorientation of the assessment of education results from the "education" model to the "competence" model. The most important trend in improving the quality of higher professional education is focusing on the demands of the labor market, strengthening the interaction of universities with the manufacturing sector, science, public service employment, culture and other social institutions(R.A. Burganov, M.A. Vakhtina, I.Yu. Zhdankina and E.A. Shamin, T.V. Kondratieva, V.B. Moiseev and L.I. Naydenova, A.V. Timiryasova and T V. Kramin, E.A. Opfer and others).
However, as noted by a number of authors (N.V. Bondarenko, V.G. Zarubin, E.A. Kuzina, E.A. Opfer, T.B. Pankratova et al., S.M. Salov, I.V. Sokolnik and others), the education sector, which currently has the potential to develop effective cooperation with industry and employers, does not demonstrate flexibility and readiness to form the basis for cooperation and is characterized by a number of contradictions that complicate the employment of young people.
Firstly, there are no prerequisites in education for the transition of young people into employment with the necessary level of qualifications and work experience, which hinders the possibility of realizing its potential at the initial stage. labor activity. Since education is in many cases considered as a certain stage for obtaining high incomes and a certain social status, there is a situation of "over-education", the orientation of the majority of boys and girls to study in institutions of higher professional education.
Secondly, the supply on the education market is represented mainly by such educational products that are in demand by society in the short term, without correlation with the forecast needs of the labor market and without coordination with long-term prospects within the framework of regional and state development strategies. Moreover, the study of the experience of 35 Russian universities in monitoring the satisfaction of employers with the quality of graduate training demonstrates the presence of this work in many universities, but only some of them adjust the educational process, introduce new training courses and even entire specialties in order to match graduates modern requirements labor market.
Thirdly, against the background of dynamic changes in the conditions of professional activity and production requirements for easily modifiable knowledge, skills and abilities that contribute to the successful adaptation of an employee to world changes in a particular area of activity, in the system higher education there are trends in the release of young specialists who do not meet the current and future needs of the labor market, their lack of flexibility with changes in the professional and qualification structure of the market.
The resolution of these contradictions should be based on the understanding that production and the employers personifying it (most often, the heads of certain enterprises, organizations, institutions) are not just a category of labor market participants that act as experts on the level and content of graduate training, but also customers, and consumers of educational services of the university. Employers carry out certain functions at each stage of the preparation of the future professional. At the stage of developing a quality model educational process the prognostic function dominates, which consists in updating modern requirements for the competence of graduates as the basis for determining promising directions improving the level of training of specialists. At the stage of implementation of the educational process, a transforming function is carried out, consisting in the organizational and meaningful participation of employers in the educational process of the university, including the implementation educational technologies on the basis of practical training, thereby ensuring the professional socialization of specialists. On the final stage the expert function becomes predominant, manifested in the assessment of the quality of training of students and graduates during the period industrial practices and final state certification.
The relevance of the problem of interaction between educational institutions and employers in healthcare is determined not only by the stated shortcomings of professional medical education(non-compliance of the quality of training of specialists with modern requirements, lack of an integrated system vocational training in the conditions of "university-real clinical practice", the lack of a standardized technology for external assessment of the quality of professional education for the tasks of practical healthcare) [cit. according to: 6, p. 50], but also acute personnel issues of medical institutions (hereinafter referred to as HCI), which determine the quality of medical care and its availability.
Medical personnel is the most significant part of health care resources, providing, along with the organizational forms and the state of the material and technical base, the effectiveness and efficiency of the work of the health facility and all its divisions. However, it is correct to choose a specialist corresponding to the vacant position with the level of their professional knowledge, skills, abilities, general cultural competencies and personal qualities, is a difficult and sometimes difficult task.
As the results of empirical studies show, the main claim of employers to medical universities today is the excessive "theorizing" of training, the isolation of the acquired knowledge from practice, the inability to handle modern equipment, and psychological unpreparedness for the realities of production. About a third (30.2%) of the heads of healthcare facilities believe that the quality of higher medical education does not meet the requirements for local medical workers, provoking 30-40% of graduates to leave the profession. Among the reasons for the low level of training, managers see limited opportunities students undergoing clinical practice (34.6%), outdated standards for training specialists (20.1%), lack and insufficient professionalism of teachers (9.4%). Intern Medical University Head
In our opinion, the explanation of the "staff shortage" in health care facilities solely by gaps in the educational process of a medical university is not entirely legitimate. It is also necessary to take into account the fact that often the chief physicians quite formally approach the organization and conduct of practical training of students, shifting the responsibility for training the future specialist either to the teachers of the supervising departments, or to the head of the department, overloaded with a combination of medical and administrative activities.
Implementing the personnel policy, the head of the healthcare facility needs to actively participate in the work on securing potential personnel, forming and maintaining a workforce capable of working in changing conditions at all stages of the professional development of a future specialist (from educational practice in the 1st year to residency training). One of the areas of such work is the management of the adaptation of new medical personnel to professional activities.
In its most general form, professional adaptation is the adaptation of a person to new working conditions for him. Along with this, professional adaptation is also understood as a multilateral process of adapting an employee to the content and conditions of work activity, to the immediate social environment, as well as improving the business and personal qualities of an employee, as a process that requires both the employee and the team to be mutually active and interested in each other. ; and as a way of adapting a professional user, a person directly interacting with the subject environment, to the subject-spatial environment in which he is forced to realize his labor activity.
Despite the diversity of interpretations of the concept of "professional adaptation", researchers agree that it is during this period that the beginner's attitude to the team and the organization as a whole is laid down, and the motivation for work in a new place is formed. The effectiveness of professional adaptation depends on the productivity of subsequent activities, the mental and psychological health of the employee, the quality of medical care provided to patients.
A feature of the professional adaptation of graduates of medical universities is that the inclusion in the professional activities of a doctor occurs already at the stage of training in internship and residency, i.e. before starting independent work in medical organizations as a certified and certified employee.
Internship and residency are a mandatory form of professional training for persons who have mastered educational programs of higher medical and pharmaceutical education, and serve as the basis for them to occupy relevant positions in state, municipal and private system healthcare.
Residency, as part of the multi-level structure of higher medical education in Russia, a form of continuous professional education of doctors in higher medical educational institutions, is designed to create conditions for students to acquire the necessary level of knowledge, skills and abilities for their professional activities, as well as qualifications that allow them to occupy certain medical positions. and pharmaceutical workers Regulation on the procedure for organizing and implementing educational activities on educational programs of higher education - residency programs at GBOU VPO Orgmu of the Ministry of Health of Russia [Electronic resource]. - Access mode: http://www.orgma.ru/internu-i-ordinatoru/ordinatoru/normativnyedokumenty.html, free (date of access: 03/01/2016)..
Along with improving theoretical and practical skills, increasing the degree of independence in professional activities in their chosen specialty, interns and residents need to adapt to a medical organization, adopt the rules dictated by its specifics and mode of work, established traditions and interpersonal relationships. Deal with inner life It can be extremely difficult for a future specialist on his own at a healthcare facility: learning everything from his own experience, he spends a fairly large amount of time on this, being distracted from the primary tasks of professional development and improvement.
In such situations, for interns and residents, the support of the immediate supervisor from the medical institution is important, which includes both a discussion of the directions, main tasks and requirements for the doctor's activities, and the study of his proposals and questions. Unfortunately, the latter aspects are the least represented in the system of professional adaptation of interns and residents. As a rule, the introduction of a future doctor is limited to his presentation by the chief physician (head of department) to the personnel of the structural unit, without considering his wishes and without providing an opportunity for self-presentation.
Based on the idea of professional adaptation as a process by which an individual, on the one hand, satisfies your needs and expectations imposed on the profession and the conditions for its implementation, and, on the other hand, meets the requirements that apply to it structure and content of activities, social groups in which this professional activity takes place, sufficient attention should be paid to researching the expectations of interns and residents from interaction and joint activities with the immediate supervisor from the health facility. Quantitative and qualitative analysis of the results obtained in the course of such studies will allow medical universities, together with medical institutions, to foresee possible difficulties for graduates at these stages of professional training, and will also create a basis for developing a set of measures to manage the professional adaptation of future doctors to work.
The stated provisions served as the basis for conducting our own experimental study of the expectations of interns and residents from the activities and personality of the leader in the process of professional adaptation. The study was conducted on the basis of SBEI HPE "Orenburg State Medical University" of the Ministry of Health of the Russian Federation (hereinafter OrSMU) in the 2014-2015 academic year. The study sample consisted of interns and residencies of various specialties with a total number of 188 people (118 interns, 70 residents), including 44 boys and 144 girls. The average age is 24.2 years.
The questionnaire of graduate R.V. Gurina, which is based on the notion of the presence of consistency in the needs of the individual with the requirements for a certain activity, on the relationship between adaptation and the realization of the expectations of the individual who finds himself in new conditions [ibid., p. 83].
The questionnaire included four blocks: 1) general information about the graduate; 2) level assessment psychological comfort(well-being) in the process of adaptation; 3) a study of expectations from the personality and activities of the head of the enterprise (in our case, the head of the internship / residency on the basis of a healthcare facility, then - the immediate supervisor from a healthcare facility); 4) study of expectations from the production process (internship / residency) and from oneself in this process.
Guided by the problem stated in the publication, let us dwell on the analysis of the results of the first and third blocks.
The results obtained in the block "Assessment of the level of psychological comfort (well-being) in the process of adaptation" showed the successful nature of the professional adaptation of interns and residents. The level of psychological comfort was assessed positively by 86% of the subjects (+1 - 27%; +2 - 37%; +3 - 22%). More than 50% of respondents adapted to the health care facility in 1 month (52%), assessing the working conditions of their workplace (lighting, cleanliness, noise level, etc.) as satisfactory (47%) and good (46%). Slightly more than 60% of young men and women (64%) carried out their duties in health care facilities with enthusiasm, calmness and concentration, experiencing satisfaction with themselves (95%) and their professional activities in the team of this institution (74%). Only in some cases, the respondents noted physical fatigue (51%) and emotional stress (43%), which do not have a significant impact on the overall positive background of professional activity.
In the third block of the methodology, young men and women were asked to choose from the proposed list of professional and personal qualities and functional duties of the immediate supervisor from the health care facility several answers: no more than 8 options in the first case and no more than 4 - in the second. At the same time, we asked the respondents to indicate who was their immediate supervisor from the health facility: the head physician, the head of the department, or a qualified specialist in the chosen specialty. Unfortunately, not all interns and residents were ready to answer this question, from which we can indirectly conclude that in most cases these were chief doctors or department heads. We are inclined to explain the refusal to give an answer by distrust of the anonymity of the survey and possible, exclusively in the views of graduates, negative consequences both in the process of passing the considered forms of vocational education, and in the process of subsequent full-fledged employment in this healthcare facility.
The results of data processing of the block "Study of expectations from the personality and activities of the immediate supervisor from the health facility" are presented in tables 1 and 2.
The results of the survey show that the individual expectations of interns and residents from the personality and activities of the immediate supervisor from the health facility in the process of their professional adaptation are statistically significantly different (statistical processing was carried out using the multifunctional criterion of the z-Fisher angular transformation).
As Table 1 shows, the respondents, first of all, expected to see such professionally significant qualities as a deep knowledge of the field of activity (81.4%), the ability to explain well, to convey knowledge to everyone (75% ), professional competence as the ability and willingness to solve professional problems (60.6%). And if in the latter case the degree of discrepancy between expectations and their implementation is insignificant (differences are not significant), then in the first two it manifests itself more clearly (72.3% and 53.2%, respectively), reaching the level of static significance (p = 2.10 at p ?0.005 and p=4.44 at p?0.001). Consequently, not all graduates were able to realize the needs for a knowledgeable and methodically competent leader that they had at the beginning of their internship and residency.
Table 1 Correlation of expectations from the personality of the immediate supervisor from the health facility and their practical implementation by interns and residents in the process of professional adaptation (in %) (compiled by the authors)
Answer options |
c-Fischerp-level |
|||
1. Deep knowledge of the field of activity |
2.10 p?0.05 |
|||
2. Methodical skill: the ability to explain well, to convey knowledge to everyone |
||||
Answer options |
Leadership expectations |
Realization of expectations from the personality of the leader |
c-Fischerp-level |
|
3. Erudite, broad-minded |
||||
5. Kindness, sincerity |
||||
6. Sociability |
||||
7. Demanding, rigor |
||||
8. Understanding workers |
||||
9. Fairness, equal treatment for all |
||||
10. Conscientiousness, responsibility |
||||
11. Caring: guardianship, willingness to help in work, other matters, personal problems |
||||
12. Tolerance (tolerance), forgivingness |
||||
13. Discipline, punctuality |
||||
14. Sense of humor |
||||
15. Honesty, truthfulness |
||||
16. Passion for one's work, love for one's profession |
||||
17. Professional competence (ability and readiness to solve professional problems) |
||||
18. Creativity, creativity |
||||
19. Entrepreneurship, pragmatism |
||||
20. Selflessness, altruism |
||||
21. Patriotism (love for the Motherland, pride in the achievements of domestic science and production) |
||||
22. Other |
According to the subjects, the direct supervisors of internships and residencies from health care facilities lack such personal qualities as understanding of employees (45.7% vs. all (57.4% versus 38.8%; p=3.62 at p?0.001), conscientiousness and responsibility (37.8% versus 28.7%; p=1.87 at p?0.05), tolerance and forbearance (33% versus 22.3%; p=2.32 at p?0.01). However, at the same time, as Table 1 shows, managers from health care facilities turned out to be more patriotic (2.7% vs. 30.8%; p=1.98 at p?0.05).
Otherwise, the expectations of interns and residents, which were realized in the process of professional adaptation with insignificant differences, reveal to us the immediate supervisors from the hospitals as people who love their profession and are passionate about it, sociable, disciplined and punctual, moderately demanding and strict, honest and truthful, with excellent sense of humor, broad outlook and erudition, creativity and creativity. Against the background of the demonstrated positive qualities, however, the fact of a statistical trend towards an increase in entrepreneurship and pragmatism of healthcare professionals (c=1.33 at p?0.1) with a decrease in kindness and sincerity (c=1.30 at p?0) deserves attention. ,1), care, readiness to help others in work, personal problems and other matters (p=1.34 at p?0.1).
A similar situation of discrepancy between the existing expectations and their practical implementation manifested itself in the processing of data on the activities of the immediate supervisor from the health facility for interns and residents (Table 2).
table 2
The ratio of expectations from the activities of the immediate supervisor from the health facility and their practical implementation among interns and residents in the process of professional adaptation (in%) (compiled by the authors)
Answer options |
Leadership expectations |
Implementation of expectations from the activities of the leader |
c-Fischerp-level |
|
1. Assistance in mastering professional types activities |
||||
2. Facilitating my career advancement |
||||
3. Recognition of my abilities, knowledge, skills |
||||
4. Creating a healthy psychological climate in the team |
||||
5. Solving formal issues, nothing more |
||||
6. Providing employees with freedom in their creativity, relationships, communication |
||||
7. Resolution of industrial and personal conflicts |
||||
8. High salary of employees |
||||
9. Organization of interesting events |
||||
10. Allowing freedom in my actions |
||||
11. Control over my activities |
||||
12. I don't expect anything |
||||
13. Other |
First of all, the moment of a kind of "disappointment" in the profession from the point of view of its material security is obvious: the expectations of 45.2% of interns and residents in the high wages of health care facility employees were realized only in 9% of cases (p = 8.39 at p? 0.001) . In our opinion, the results obtained are a reflection of the socio-economic and financial situation that has developed in the healthcare system, which, among other things, determines the outflow of young personnel from budgetary medical and preventive organizations.
Starting to improve professional knowledge, skills and abilities in the internship / residency, the graduates of the OSMU hoped to receive assistance in mastering professional activities (84.6%), work to create a healthy psychological climate in the team (66.5 %), assistance in moving up the career ladder (33.%), recognition of their abilities, knowledge and skills (33%). In reality, the situation turned out to be somewhat different. On the one hand, managers from health care facilities generally recognize the abilities, knowledge and skills that students have (32%; q = 0.20 at p? 0.1), but they are mainly involved in solving formal issues (7.4% versus 23, 4%; p=4.44 at p?0.001), resolve industrial and personal conflicts, not paying due attention to maintaining a psychologically healthy atmosphere in the team (46.3%; p=3.97 at p?0.001), mastering by future doctors professional activities (74%; p=2.55 at p?0.01) and their career advancement (18.6%; p=3.31 at p?0.001).
In our opinion, the results obtained should not be interpreted solely as an indicator of the fact that interns and residents are left to themselves in the process of professional adaptation in health facilities. The practical implementation of some expectations clearly illustrates certain specifics. In particular, counting on a rather serious "custodial" activity of an experienced specialist, only 8.5% of the respondents expected to see freedom in their own actions from an experienced specialist. In reality, these expectations were realized only by a small number of boys and girls (10.6%). Therefore, it can be assumed that most of of the respondents was under the close attention of the manager who oversees the professional development of the future doctor directly at the health facility, which was confirmed by comparing the expectations and their implementation in relation to monitoring the activities of the intern/resident. At a statistically significant level of significance, it was found that in the activities of the immediate supervisor from the health facility, control over their activities in the process of professional adaptation was felt by 35.1% of the subjects (vs.
Summarizing the results obtained in the study, the following conclusions can be drawn. The professional adaptation of OrSMU interns and residents is ambiguous. The stated success of adaptation to professional activity on the basis of medical and preventive institutions comes into conflict with the unsatisfied needs of graduates from the personality and activities of the immediate supervisor from health care facilities at these stages of professional education. This contradiction can be a factor that determines partial or complete dissatisfaction with the internship and residency in some of the subjects (43%) in comparison with the initial expectations and experiences. Confirmation/refutation of this hypothesis should be considered as one of the promising directions of the stated problem.
The realization of the expectations of interns and residents from the personality and activities of the immediate supervisor from the health facility, in general, confirms the available data that in many healthcare institutions this process is "left by chance", and newly arrived specialists (trainees) are considered a "burden" that interferes well streamlined work process.
The expectations of graduates are concentrated, as a rule, around such professionally significant personality traits of the immediate supervisor from the health facility, which reflect the depth of his professional knowledge and the level of methodological mastery. In practice, future doctors are more likely to encounter personally significant qualities of a leader (discipline, punctuality, sense of humor, patriotism), which play an important, but not primary role in solving the goals and tasks that are relevant for interns and residents.
In the activities of the direct supervisor from the health care facility, the OSMU graduates would prefer to see active assistance in mastering the chosen specialty while recognizing the existing knowledge, skills and abilities. The real process of learning in internship and residency is characterized by a specific feature of the activities of the immediate supervisor from the health care facility: the solution of predominantly formal issues with a pronounced control over the activities of the future specialist. On the one hand, this indicates that the professional adaptation of interns and residents is not a spontaneous process, but a process organized, coordinated and managed by the immediate supervisor. On the other hand, it should be borne in mind: what do managers and graduates invest in the concept of "control over my activities"? If we assume that for a manager, control is, first of all, a mandatory daily report by an intern/resident on the work done during the day with a dry analysis of the pros and cons, and for a graduate, it is exclusively total observation and supervision of each step in the absence of much-needed methodological assistance and support, then the explanation of the discovered fact becomes obvious.
Moreover, the statistically significant differences identified in the course of the study between the expectations and their practical implementation among OSMU graduates both from the individual and from the activities of the direct supervisor from the health care facility may also indicate discrepancies in the ideas about the functional responsibilities of all subjects of professional adaptation in the process of training in internship and residency.
Leveling such situations, in our opinion, can be facilitated, firstly, by familiarizing the direct supervisors of internships and residencies from healthcare facilities with the expectations of young professionals regarding their professional activities and professional and personal qualities. The leading format of such acquaintance should be direct meetings of graduates with leaders, the dialogical form of which will allow clarifying and concretizing the professional and personal expectations of both parties.
Secondly, the development of a system of adaptation measures by a medical and preventive institution, in which the activities of the head will be distinguished by a clear sequence of steps from the initial acquaintance with the graduate to assessing the success of professional adaptation, preparing a report and a detailed description of the intern/resident.
Thirdly, increased attention to the institution of mentoring in the training of interns / residents. A mentor, as the most experienced specialist, an employee of a healthcare facility can provide significant assistance in informing graduates of medical universities, creating the necessary conditions for their work, planning and organizing professional development during their internship and residency training, advising on emerging issues, existing difficulties and experiences.
We believe that both sides of interaction will benefit from the introduction of a set of such measures: a medical institution represented by a leader will receive a specialist with the necessary qualifications, and an educational institution (medical university) will be able to significantly increase its prestige and authority by training a specialist who is in demand on the labor market and who successfully adapts and a developing professional.
Literature
1. Aituganov, I.M. Practical training: interaction between the university and the enterprise / I.M. Aituganov, E.A. Korchagin, R.S. Safin // Higher education in Russia. - 2012. - No. 3. - S. 163-166.
2. Gurina, R.V. How to measure professional competence? / R.V. Gurina // Higher education in Russia. - 2008. - No. 10. - S. 82-89.
3. Zhdanova, M.G. Modern conditions for the adaptation of a young doctor in a medical organization / M.G. Zhdanova, O.A. Latukha // Medicine and education in Siberia. - 2015. - No. 3. - S. 112-115.
4. Koksharov, A.V. Problems of adaptation of medical specialists in healthcare institutions / A.V. Koksharov // Intelligentsia and the world. - 2013. - No. 14. - S. 97-107.
5. Livshits, Yu.A. Analysis of higher education as an institution of professional socialization (theoretical aspect) / Yu.A. Livshits // Azimuth of Scientific Research: Pedagogy and Psychology. - 2015. - No. 3 (12). - S. 47-52.
6. Melnikova, I.Yu. Features of medical education and the role of a university teacher in the educational process at the present stage / I.Yu. Melnikova, M.G. Romantsov // International Journal of Experimental Education. - 2013. - No. 11. - S. 47-52.
7. 7. Nalchadzhyan, A.A. Psychological adaptation: mechanisms and strategies / A.A. Nalchadzhyan. - 2nd ed., revised. and additional - M.: Eksmo, 2010. - 368 p.
8. Opfer, E.A. Monitoring the requirements of employers as a means of managing the quality of the educational process at the university / E.A. Opfer: autoref. dis. …. cand. ped. Sciences. - Volgograd, 2013. - 28 p.
9. Pankratova, T.B. Network interaction of universities and employment services / T.B. Pankratova, M.P. Palyanov, A.R. Demchenko, V.I. Lebedev // Higher education in Russia. - 2012. - No. 7. - S. 139-148.
10. Dictionaries and encyclopedias at Academician [Electronic resource]. URL: http://dic.academic.ru/dic.nsf/enc3p/139842 (date of access: 02/28/2016).
11. Sopoev, S.A. Adaptation of young specialists in modern Russian organizations / S.A. Sopoev: author's abstract. dis. …. cand. sociological Sciences. - M., 2013. - 26 p.
12. Chernysheva, O.N. Adaptation of a person to a professional subject environment / O.N. Chernysheva // Psychology of adaptation and social environment: modern approaches, problems, prospects / Ed. ed. L.G. Dikaya, A.L. Zhuravlev. - M.: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2007. - 624 p. - S. 458-480.
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Keywords
PROFESSIONAL ADAPTATION / PRIMARY ADAPTATION / UNIVERSITY GRADUATES / COMPETITIVE ADVANTAGES / MODELS OF BEHAVIOR OF GRADUATES/ PROFESSIONAL ADAPTATION / PRIMARY ADAPTATION / UNIVERSITY GRADUATES / COMPETITIVE ADVANTAGES / MODELS OF BEHAVIOR OF GRADUATESannotation scientific article on the sciences of education, author of scientific work - Trufanova Tatyana Anatolyevna
The article focuses on the role professional adaptation graduates of higher educational institutions as a special category of the labor force, which can be extremely useful for the employer in the face of a shortage of many professions, but at the same time it needs increased attention and care from the administration. It is noted that without specially organized work professional adaptation graduates is delayed. The process of adaptation of young specialists, consisting of six stages, is considered. It is noted that for successful professional adaptation graduates, in addition to a properly organized adaptation process, it is important to know the characteristics of young professionals. Revealed competitive advantages and weaknesses university graduates from the point of view of the employer. The advantages of graduates include, first of all, the possibility of bringing fresh ideas to the organization, high mobility and learning ability, energy and high motivation to achieve, relative cheapness compared to other categories of the workforce, and loyalty to the organization. The weaknesses of graduates, from the point of view of the employer, include the lack of necessary skills, lack of experience in labor discipline, the need for flexible motivation and close attention to the success of graduates, a long period of adaptation compared to other categories of the workforce, unreasonable ambition and inadequacy in self-perception as an employee, which manifests itself in inadequate self-esteem, inflated claims of graduates, unrealistic expectations both in terms of salary and in assessing their work, and in the nature of the work they want to do. Explains the relationship between professional and personal qualities graduates and their value to the employer depending on the stage of the life cycle of the organization. Analyzed graduate behavior patterns that determine the level of their activity and success professional adaptation. The role of the university in professional adaptation graduates as an intermediary between employers and future young professionals.
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In article the attention to the roles of professional adaptation of graduates of higher educational institutions as a special category of labor which can be extremely useful to the employer in the conditions of deficiency of many professions is focused, but thus it needs special attention and care from administration. It is noted that without specially organized work, professional adaptation of graduates is tightened. Process of adaptation of the young specialists, consisting of six stages is considered. It is noted that for successful professional adaptation of graduates except correctly organized process of adaptation it is important to know features of young specialists. Competitive advantages and weaknesses of university graduates from the point of view of the employer are revealed. To advantages of graduates high mobility and learning ability, vigor and high motivation belong to achievement, relative low cost in comparison with other categories of labor, loyalty to the organization, first of all, possibility of introduction of fresh ideas in the organization. To weaknesses of graduates, from the point of view of the employer, lack of necessary skills, lack of experience of labor discipline, need of flexible motivation and close attention to progress of graduates, long term of adaptation in comparison with other categories of labor, unreasonable ambition and inadequacy in perception of as employee which is shown in the inadequate self-assessment, the overestimated claims of graduates, unrealistic expectations both on a salary, and according to the work, and on kind of work which they want to carry out belong . Communication between professional and personal qualities of graduates and their value for the employer depending on a stage of life cycle of the organization is explained. Models of behavior of the graduates defining the level of their activity and success of professional adaptation are analyzed. The Higher Education Institution's role in professional adaptation of graduates, as intermediary between employers and future young specialists is emphasized.
The text of the scientific work on the topic "Professional adaptation of university graduates as a special category of labor force"
PROFESSIONAL ADAPTATION OF UNIVERSITY GRADUATES AS A SPECIAL CATEGORY OF WORK FORCE
T. A. TRUFANOVA
The article focuses on the role of professional adaptation of graduates of higher educational institutions as a special category of the labor force, which can be extremely useful for the employer in the face of a shortage of many professions, but at the same time it needs increased attention and care from the administration. It is noted that without specially organized work, the professional adaptation of graduates is delayed. The process of adaptation of young specialists, consisting of six stages, is considered. It is noted that for successful professional adaptation of graduates, in addition to a properly organized adaptation process, it is important to know the characteristics of young professionals.
The competitive advantages and weaknesses of university graduates from the point of view of the employer are revealed. The advantages of graduates include, first of all, the possibility of bringing fresh ideas to the organization, high mobility and learning ability, energy and high motivation to achieve, relative cheapness compared to other categories of the workforce, loyalty to the organization. The weaknesses of graduates, from the point of view of the employer, include the lack of necessary skills, lack of experience in labor discipline, the need for flexible motivation and close attention to the success of graduates, a long period of adaptation compared to other categories of the workforce, unreasonable ambition and inadequacy in self-perception as an employee, which manifests itself in inadequate self-esteem, inflated claims of graduates, unrealistic expectations both in terms of salary and in assessing their work, and in the nature of the work they want to do. The relationship between the professional and personal qualities of graduates and their value to the employer, depending on the stage of the organization's life cycle, is explained.
Models of behavior of graduates are analyzed, which determine the level of their activity and the success of professional adaptation. The role of the university in the professional adaptation of graduates, as an intermediary between employers and future young specialists, is emphasized.
Key words: professional adaptation, primary adaptation, university graduates, competitive advantages, graduate behavior patterns.
Managing the process of adaptation of personnel in an organization is one of the important areas of work with personnel. Adaptation is, first of all, the process of mutual adaptation of an employee and an organization to its various aspects and conditions: economic, managerial, social, technological, etc. The role of personnel adaptation is extremely important. Adaptation is a subtle tool that allows an employee to study his workplace, understand the functions and job responsibilities, learn to live in relatively new professional, social, organizational and economic conditions for him, join the system of interpersonal connections and relationships that developed before his arrival, and master the organizational culture. The efficiency of employees and the efficiency of the organization as a whole depend on the formation of a successful adaptation system.
Adaptation attracts the closest attention of researchers and practitioners, since the management of this process allows to reduce the losses of the organization arising from staff turnover, poor performance and poor quality of work. S. G. Popov highlights the following advantages, which are created by the implementation of targeted adaptation measures:
1) reducing the initial costs when an employee enters the organization, which allows you to quickly get up to speed and work efficiently;
2) reducing the tension of the employee when entering a new position;
3) reducing staff turnover by reducing the psychological barrier at the entrance to the organization;
4) saving the working time of the immediate supervisor, spent on explaining
niya and training of the beginner (this is undertaken by the personnel service);
5) realism in expectations and job satisfaction (input conversation);
6) training (teaching) behavior in the organization (introduction to organizational culture).
There are several types of adaptation: socio-psychological, professional, psycho-physiological, economic, organizational. Of particular interest is professional adaptation. Most often, professional adaptation is seen as a process of adapting an employee to his job duties, or functions within a particular profession, including him in production activities, learning conditions and achieving labor efficiency standards. Professional adaptation is characterized by additional development of professional capabilities (knowledge and skills), as well as the formation of professional necessary qualities personality, positive attitude to your profession. As a rule, job satisfaction comes when certain results are achieved, and the latter come as the employee masters the specifics of work at a particular workplace.
Professional adaptation plays a big role in the situation of entry into the organization of a young specialist, since he has a basically theoretical idea of how the work process takes place.
There are two types of adaptation:
1) primary adaptation - the adaptation of young employees who do not have professional experience (for example, university graduates);
2) secondary adaptation - the adaptation of employees with professional experience (for example, in a situation of job change).
In Russian practice, in the context of the formation and functioning of the labor market, more attention is paid to the secondary adaptation of personnel. It is clear that the employer would like to hire personnel with already existing experience and sufficient qualifications. However, the labor market dictates its own conditions. The specialists available on the labor market cannot satisfy the quantitative and qualitative needs of organizations for employees. Business is forced to look for additional sources of staff. In addition, in the last decade, many new specialties for Russia have appeared. Ready-made specialists
there are no sheets for the new profile yet, so hiring a graduate is the only possible solution to personnel problems. And Russian employers are beginning to invite graduates of higher educational institutions to work. True, graduates are more willingly invited by large Western companies that already have proven technologies for working with university graduates. Russian employers are more conservative in this regard, but the trends are such that they, too, are beginning to work with university graduates. So the prospects for the current generation of graduates in the labor market are much more favorable than for graduates five to ten years ago.
It must be remembered that university graduates, as a specific category of the labor force in the labor market, require special treatment and attention from the employer. In this regard, let us consider the organization of professional adaptation of university graduates as a special category of the workforce.
The process of adaptation of university graduates consists of six stages, presented in Figure 1.
First stage. The personnel management service informs about the team as a whole, about future work. He receives more detailed information from the head of the department, group when getting acquainted with the future place of work and is formally accepted into the team. Managers should be intermediaries in matters of business relations.
Second phase. The circle of acquaintances, chosen by common interests, with whom normal business relations are established, is expanding. Coming to work is perceived positively, as the team is mostly pleasant. In conflict situations, the young specialist has not yet shown himself, so he is “good” for the team. He hasn't done anything bad yet.
Third stage. The young specialist quickly catches the general mood, he himself is benevolent towards the team. Positive, from the point of view of the team, behavior in several conflict situations leads to the fact that he is considered, he gains authority.
Fourth stage. The young professional takes part in public life, innovations, offers new ideas. He has a certain creative intensity in his work, which contributes to further advancement.
Rice. 1. The process of adaptation of young professionals
Fifth stage. All the successes and failures of the team perceives as personal. He often speaks at team meetings, where he defends his point of view. His opinion is being taken into account.
Sixth stage. Demonstrates Good work by specialty. Shows balance and common sense in the analysis of specific production situations. He is promoted to positions of responsibility.
The process of adaptation can be considered complete only when the production successes of young specialists are accompanied by good relations in the team. The criterion for evaluating such adaptation is the feeling of job satisfaction. In this case, various production disturbances will not affect the rhythm of work, which in itself is a guarantee of staff stabilization.
Knowing the duration of the various stages of adaptation, organizations can easily determine at what stage the young specialist is currently located, whether he was delayed at this stage compared to the norm, or this stage passed faster.
If the adaptation was successful, stabilization is achieved at the expense of the team, which means that the employee has found his place in it, he has become an integral part of it.
For successful professional adaptation of graduates, it is also important to know their distinctive features.
Graduates of educational institutions belong to the category of the labor force in the Russian labor market, which is characterized by special hallmarks, strengths and weaknesses .
home positive trait university graduates, which makes them especially attractive to future employers, is that they are carriers of know-how. Despite the unequal quality of education and the caliber of educational institutions, in each of them the learning process itself stimulates students to actively "extract" and master the most modern knowledge. Mandatory writing of term papers and diploma theses is accompanied by an analysis of the most modern experience in the field under study. Therefore, by hiring a former graduate, the employer simultaneously gains access to the latest scientific achievements in his area of specialization. So, the opportunity to bring new fresh ideas to the organization makes the image of a graduate attractive to the employer.
The second significant advantage of graduates is their high mobility, learning ability, and adaptability. Coming to a new team, yesterday's students get up to speed faster, find mutual language with colleagues, master the skills necessary for full-fledged work.
Another characteristic feature of graduates is energy, high motivation to achieve. They strive to get quick and significant results. The attitude of graduates to professional and career growth allows them to acquire professional skills and abilities at a rapid pace. Youthful enthusiasm, a “high degree” of activity raise the level of activity of other employees as well. Workers who, as a result of long-term work in one place, went to some a basic level of productivity, are forced under the influence of pressure from young employees to adjust the pace of their work to them. As a result, internal competition between employees of the company is growing. Personnel have to prove their worth, usefulness, demonstrate significant results in order to remain attractive to the employer.
Another obvious advantage of this category of labor is its relative cheapness compared to other categories of workers. Ceteris paribus, graduates agree to wages lower by at least one third of the standard requirements of employees with work experience. However, taking into account the quick learning ability of young professionals, it is easy to calculate when the lack of experience and practical skills will be compensated by rapid adaptation, and the young employee will begin to work productively for the benefit of the organization.
A further advantage of alumni is that they do not bring corporate culture conflict into the organization. Employees with experience move to a new job with a baggage of habits, stereotypes and rules of conduct that dominated their previous employer. This set is not always useful and attractive for a new organization. Inevitably, a conflict of cultures arises, which blurs and weakens the culture of the new organization. Sometimes this harm is especially felt in matters of discipline. An example of negative behavior calls into question the values that were previously with with great difficulty won and approved by the company's management.
At the same time, graduates come to a new organization without work experience, having no well-established ideas about the principles of labor organization. Therefore, they are open to new information and ready to learn the established rules. The employer has a good opportunity to get a loyal employee. This advantage is most often voiced by employers themselves. Employee loyalty allows the employer to be
confident that the former graduate is set for a long professional life in this particular organization.
Another advantage is that due to the great desire of graduates to gain their first work experience and perform any assigned work in the organization, the employer has the opportunity to entrust them with the least qualified, routine work that experienced employees try to distance themselves from.
Attractive for organizations is the longer period of working capacity of graduates, compared with experienced workers. Youth, health and physiological potential are a significant advantage of young workers.
Let us now dwell on the weaknesses of university graduates.
The most significant disadvantage of graduates is the lack of experience, and as a result, the possibility of costly mistakes for the company. In this regard, they are not hired for those jobs where the cost of a mistake is high and there is no way to allocate additional time for advanced training and additional training. True, the list of such jobs is not long.
In addition to lack of experience, graduates do not have enough knowledge and skills to obtain the result required by the company. And this requires financial, time and information investments. Due to the lack of skills and abilities of graduates, they require an individual approach, which implies, first of all, a mentoring system. And the mentor needs to create additional motivation on the part of the organization: various forms of material incentives (from memorable gifts to cash prizes) and non-material incentives (diplomas, placing a photo on the “honor board”, etc.). Unfortunately, in some organizations, mentoring is carried out without proper support, reward systems for mentors are not created against the background of an increase in their responsibility and workload, mentoring is left to chance and is poorly directed, coordinated and encouraged by management.
The need for flexible motivation and close attention to the success of university graduates is the next disadvantage of graduates from the point of view of the employer.
Another disadvantage of graduates is the lack of experience in labor discipline. Graduates, as a rule, do not have a well-formed habit of coming to work on time, completing assignments
nye tasks just in time, comply with the corporate code. Managers note that the most "difficult", "uncomfortable" subordinates are found precisely among former graduates who are accustomed to "soft" pedagogical methods of influence and to observing only the most elementary norms of business etiquette.
A significant disadvantage of graduates is the low level of readiness to solve specific practical problems. There is no ability to work for the result (and this means “holding” the goal, finding ways to overcome obstacles on the way to it, showing independence and perseverance). They do not see the relationship between their work and the result (including financial) of the organization's activities, they do not see how other stages and links of the work of the entire enterprise depend on the work entrusted to them.
University graduates lack responsibility. They are focused on themselves, and not on business (free time and pastime in general is more important than the essence of the organization's business).
An unattractive moment for the employer is the possibility of graduates to go on maternity leave in the first year of work, which will entail another search and selection of the right employee for the period of maternity leave.
And finally, it is worth noting that graduates have a longer adaptation period, since the transition from a university to an organization requires a longer adaptation period than a transition from one organization to another.
Recently, leaders of organizations often note such a lack of graduates as unreasonable ambition and inadequacy in perceiving oneself as an employee, which manifests itself in inadequate self-esteem, inflated claims of graduates, unrealistic expectations both in terms of salary, and in assessing their work, and in the nature of the work that want to fulfill. The idea that they will immediately earn big money, as a rule, entails a desire to get a job only in a large company and only in a high-paying position. Young and inexperienced graduates immediately apply for leadership positions and the right to decide strategic issues. Such inadequate ambitions are formed in students, including universities (for example, by their attitudes to “train business leaders”), thus striving to increase students' learning motivation.
Having highlighted the strengths and weaknesses of university graduates, we can assume that the employer is interested in a graduate with
all the listed positive professional qualities and not having negative qualities. However, surveys of managers show that the professional and business qualities of young professionals may be perceived differently by employers depending on the personnel strategy and policy, as well as on the stage of development of the organization.
At the stage of intensive growth and development, with an entrepreneurial business strategy and an open personnel policy, the lack of initial labor skills of young specialists can be positively perceived by the employer. Under these conditions, the readiness to take risks in the interests of the company, initiative, contact, the ability to set tasks and quickly solve them become valuable qualities of university graduates.
In addition, employers may be interested in young employees who are oriented towards “ideal” ideas about the future work, especially when these ideas correspond to the organizational culture of the company.
Most companies that are at the stabilization stage and have reached a certain level of business stability put forward quite stringent requirements for young professionals: experience, professionalism, knowledge of modern technologies, including information technology. This position is typical for companies with a closed personnel policy, for which a university graduate is not suitable due to lack of professional experience.
The fact that graduates are characterized by a longer working period is of interest to stable functioning organizations with a personnel policy in which career planning and implementation of employees plays an important role.
Thus, the characteristic features of young professionals, regardless of the specifics of the development of the organization, allow them to be potentially successful in various companies. The key features for a graduate are his own active or passive position, the model of behavior that he chooses or unconsciously adheres to.
If we talk about the behavior patterns of graduates that determine the level of their activity, then the specialists of recruitment agencies note the following:
1) an individual-career model of behavior, which is characterized by the desire to achieve personal success in life. Graduates who have chosen this model of behavior, as a rule, simultaneously
but study and work. They know that no one owes them anything, and they try to achieve everything on their own. Many companies are interested in such young, active and enterprising people;
2) an indefinite model of behavior that is typical for young people who have not decided on their professional life and have not realized what they want, sometimes inadequately assessing their capabilities. Employers lose interest in those candidates who, during an interview, unreasonably overestimate their requirements for future work, or are ready to consider offers for various positions in different fields of activity;
3) a non-independent model of behavior characteristic of graduates, in most cases very capable, but not versed in the requirements of the modern labor market, who do not own job search technologies.
Who and how can influence the choice of a model of behavior of graduates that determine the level of their activity? The answer to the first question is obvious. First of all, universities that provide professional training for future specialists and which, on the one hand, act as an intermediary between employers and future young specialists, and on the other hand, implement their own programs to promote student employment.
The university can influence the ratio of active and passive students in relation to their professional career, thereby increasing the number of young professionals who have successfully adapted and realized themselves in their professional activities.
The university's assistance in professional adaptation and professional career of graduates should be variable, depending on the model.
For students who have chosen the first model of behavior, such assistance as concluding contracts with employers in the early stages of training, personal employment of students who have proven themselves through internships, maintaining a database of graduates and vacancies by employers will be useful.
Career guidance, professional counseling for students on employment and resume writing, balanced, targeted training of students for specific enterprises in additional courses and programs will help students with the second behavior model.
For students with the third behavior model, the university can provide assistance by collecting data to analyze the demand for specialists and forecast the development of the situation on the labor market, selecting applicants for
Candidates and organizing personnel interviews, conducting training under agreements and targeted contracts with enterprises and inviting representatives of the enterprise to participate in the defense of course and diploma projects by students, etc.
In the practice of the activities of universities, such forms of work as holding "Job Fairs" and "Career Days", organizing "round tables" with employers on the problems of employment of graduates, etc., have positively proven themselves.
The most effective form of activity to promote employment and professional adaptation is the introduction of a special course for senior students of all specialties of the university, the purpose of which is the formation of knowledge, skills and personal readiness for actions that contribute to achieving success in a professional career.
In the process of mastering this course, the following tasks are solved:
Teaching students practical skills and skills of job search, employment and career building;
Development of skills to determine the most effective ways, means and methods of achieving success in professional and official growth;
Formation of motivation for career development.
As a result of studying the course, the student should acquire knowledge of:
About the real situation in the labor market;
On the principles of career planning and management;
About possible ways to find a job;
On the legal aspects of relations with the employer;
On the rules of conduct in organizations;
as well as skills:
Analyze the changes taking place in the labor market and take them into account in their professional activities;
Plan and manage changes in your career;
Compile a resume;
Evaluate job offers, etc.
Summing up, it should be noted that university graduates represent a very interesting category of labor force for the employer. Their competitive advantages can be successfully applied in many organizations. The key features for a graduate are his own active position, as well as the possession of job search skills and effective employment. In this regard, the university can provide real support
power to the young specialist, acting as an intermediary between employers and future young professionals, and implementing programs to promote the employment of graduates. The training of a competent specialist who is able to quickly adapt to the realities and requirements of the labor market is becoming one of the urgent tasks of higher education.
Literature
1. Bogdan N., Mogilevkin E. Career of a young specialist: the view of the university // Personnel management. 2004. No. 13.
2. Vasilyeva O. V. From personnel accounting to personnel management” // Personnel management. 2007. No. 8 (162). S. 147.
3. Zaitseva T. V., Zub A. T. Personnel management. M., 2008. S. 219.
4. Kibanov A. Ya., Durakova I. B. Organizational personnel management: strategy, marketing, internationalization. M., 2005. S. 101-102.
5. Popov S. G. Personnel management. M., 2002.
6. Trufanova T. A., Betina E. M. The role of graduate assessment agricultural universities and young specialists in the system of training qualified personnel in the agro-industrial complex // Socio-economic phenomena and processes. Tambov, 2013, No. 4, p. 208.
PROFESSIONAL ADAPTATION OF GRADUATES HIGHER EDUCATION INSTITUTIONS AS SPECIAL CATEGORY OF LABOUR
In article the attention to the roles of professional adaptation of graduates of higher educational institutions as a special category of labor which can be extremely useful to the employer in the conditions of deficiency of many professions is focused, but thus it needs special attention and care from administration. It is noted that without specially organized work, professional adaptation of graduates is tightened. Process of adaptation of the young specialists, consisting of six stages is considered. It is noted that for successful professional adaptation of graduates except correctly organized process of adaptation it is important to know features of young specialists.
Competitive advantages and weaknesses of university graduates from the point of view of the employer are revealed. To advantages of graduates high mobility and learning ability, vigor and high motivation belong to achievement, relative low cost in comparison with other categories of labor, loyalty to the organization, first of all, possibility of introduction of fresh ideas in the organization. To weaknesses of graduates, from the point of view of the employer, lack of necessary skills, lack of experience of labor discipline, need of flexible motivation and close attention to progress of graduates, long term of adaptation in comparison with other categories of labor, unreasonable ambition and inadequacy in perception of as employee which is shown in the inadequate self-assessment, the overestimated claims of graduates, unrealistic expectations both on a salary, and according to the work, and on kind of work which they want to carry out belong . Communication between professional and personal qualities of graduates and their value for the employer depending on a stage of life cycle of the organization is explained.
Models of behavior of the graduates defining the level of their activity and success of professional adaptation are analyzed. The Higher Education Institution's role in professional adaptation of graduates, as intermediary between employers and future young specialists is emphasized.
Key words: professional adaptation, primary adaptation, university graduates, competitive advantages, models of behavior of graduates.
1The role and place of individual educational programs in the achievement of personal, meta-subject and subject results by students of a general education school are determined. Based on the analysis of modern concepts of individualization, the psychological and pedagogical mechanism for designing an individual educational program is disclosed. An individual educational program is considered as the result of specifying the educational program based on the needs and individual characteristics of students. It is assumed the possibility of compiling such programs, both for individual students and for several people with similar inclinations and a close level of development. The design of individual educational programs is proposed to be carried out on the basis of a modular approach. In accordance with this, the main provisions and principles of the modular approach are outlined, the possibilities of modular training in ensuring individualization are shown. learning activities. The ways of constructing an individual educational program in the form of independent educational models focused on achieving specific universal goals are shown. learning activities at students. The features of the interaction between the teacher and students in the choice of training modules and determining the content of independent work are interpreted.
synthesis of training modules
modular learning principles
educational outcome
modular approach
design
individual educational program
comprehensive school
Student
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Modern pedagogical concepts allow us to consider the problem of designing individual educational programs for students of general education schools, taking into account new achievements in science. The study of existing publications shows that not only a dynamic quantitative accumulation of experimental material and theoretical generalizations in this area, but also qualitative changes in the development of psychological and pedagogical aspects of the concept of individualization of student learning. For example, a provision has been proved that postulates the need to adapt the educational process at school to a particular student. However, this is practically impossible with the traditional approaches to teaching and upbringing that have developed in a general education school. These circumstances indicate the relevance of creating and implementing in the practice of secondary school adaptive systems of individualized learning for students. We believe that we can talk about the search for psychological and pedagogical mechanisms for designing individual educational programs for students.
AT scientific literature There are a large number of definitions of educational programs, which, one way or another, relate to the individualization of the educational process at school. A number of authors use the term "individual educational and self-educational program", others use the term "personal-oriented educational program" or "individual educational trajectory" ("individual educational route"), the term "individual educational program" is much more often used.
Note that the diversity of points of view in the definition of individual programs is unlikely to contribute to the construction of an appropriate pedagogical theory, not to mention the issues of designing such tools. This can explain our desire to generalize the existing approaches to the definition of software for individualization of the content of students' education. It makes sense to confine ourselves to a more general term - "individual educational program". In this case this term can be considered as the main concept, and such concepts as "individual educational and self-educational program", "personally-oriented educational program", etc. - as auxiliary (or defined concepts).
In accordance with this, we define an individual educational program as an educational program developed on the basis of the expressed needs and individual characteristics of students and refined in accordance with the nature of the development of personal, meta-subject and subject results in the respective students. Let's pay attention to the fact that the term "individual" is not identified with the word "personal", which allows us to talk about the possibility of designing an individual educational program for a group of students with similar inclinations, similar in level of development, interests, etc. With all this, individual educational programs allow the existence of various personalized options.
Individual educational programs are derived from educational programs for the preparation of students in general. In other words, in individual educational programs, taking into account information about the specifics of the school, about the characteristics of students, the content of the main educational program is specifically deployed. At the same time, individual educational programs are more mobile and changeable in comparison with the main educational programs. This manifests itself in characteristics individual programs. Such features, in particular, include: the derivativeness of individual educational programs from the main educational program; taking into account individual personal-psychological and physiological characteristics of students or their groups; increasing the share of independent work in the structure of educational activities of students; the mobility of individual educational programs depending on the results of the formation of personal, meta-subject and subject results in students.
Our research shows that when designing individual educational programs, not only information about specific students is important, but also information that reflects the external conditions in which the educational process is carried out. For example, information about: staffing the educational process in the school, the interaction of the school with various social partners, the prospects for the development of the school in personnel, scientific, methodological and material and technical areas, etc. As a result, it becomes possible to take into account all available resources that are directly used in the design of individual educational programs. Thanks to such information, it is possible to fill the invariant part of individual programs with concrete content. The variable part is more concretely specified. We are talking about the need to take into account the individual characteristics of students in the development and use of individual programs. We believe that, ideally, individual programs should be created for each student, taking into account his personal characteristics, inclinations and goals. In this case, the effectiveness of the educational process at school is greatly increased. However, practice shows that it is quite possible to take into account the individual characteristics of a group of students (several people) with similar inclinations, interests and goals.
Modern scientific developments substantiate the possibility of using a modular approach for the purposes of designing individual educational programs. For example, in foreign literature the term "modular learning" is used, which is interpreted as learning based on modules in whole or in part. In the domestic literature, learning using programs whose construction involves a modular approach is understood as such a type of learning when each student can relatively or completely independently work with the comprehensive curriculum proposed to him, which includes a targeted action program, an information bank and methodological guidance to achieve set pedagogical goal. The most complete foundations of the modular approach to teaching were developed by P. A. Yutsyavichen and presented in the monograph "Theory and Practice of Modular Training".
Most authors believe that the basis of such training is a program compiled using modules. The concept of "module" is used in many industries: architecture and construction (a conditional value taken to express multiple ratios of the dimensions of parts of a building or structure in order to coordinate them, make the structure or its parts commensurable); radio electronics (a unified functional unit of radio electronic equipment, made in the form of an independent product); technology (a unified unit (or part of a complex system), designed structurally as an independent product and performing a specific function in various technical devices); informatics (a functionally completed unit that is part of a certain system, designed as an independent product and has the property of interchangeability). One of the main purposes of this term is a functional node. In pedagogical literature, a module is understood as a certain artificial educational system, which "reflects the content, procedural and effective, organizational and managerial aspects of pedagogical means, with the help of which students are assigned a certain level of education" . Mandatory feature module is its focus on students (their inclinations, expressed needs), on the educational goal in terms of social protection of students (the state of mental and physical health, the desire of students, their real opportunities, natural abilities, predisposition to various types activities).
With the modular construction of an individual educational program, the content of education is presented in the form of independent educational blocks (modules) focused on achieving specific universal scientific actions. It can be stated with confidence that with such an approach to the construction of individual programs, it is possible to completely individualize the content of students' education. As a result academic work according to such programs, an individual pace of passing the material is carried out, the possibility of variability in the choice of training modules and their elements; increasing the proportion of independent work and introducing students to self-education.
The theory of modular learning is based on specific principles that are closely related to general didactic ones. They act as a guiding idea, the basic rule of activity and behavior in accordance with established patterns. The issues of developing the principles of modular training were, to one degree or another, dealt with by: A. A. Gutsinsky, B. Goldshmid, M. Goldshmid, J. Russell, V. M. Gareev, S. I. Kulikov, E. M. Durko, P. A. Yutsevichene et al. The general direction of modular education, its goals, content and methodology of organization determine the following principles of modularity: separation of separate elements from the content of education, dynamism, effectiveness and efficiency of knowledge and its system, conscious perspective, versatility of methodological consulting, parity. The principles of modular learning are interrelated, they (except for parity) reflect the features of the content of education, and the principle of parity characterizes the interaction of the teacher and students in new conditions that develop during the implementation of the principles of modularity, the separation of separate elements from the content of education, the dynamism, effectiveness and efficiency of knowledge and their system , a conscious perspective, the versatility of methodological counseling.
The main means of modular learning is a modular program consisting of individual modules. P. A. Yutsyavichene developed principles for building modular programs: the intended purpose of information material; combinations of complex, integrating and particular didactic goals; completeness educational material in the module; 4) relative independence of module elements; implementation feedback; 6) optimal transmission of information and methodological material.
There are reasons to assert that with such an organization educational process students are involved in active and effective educational activities, working with programs that are individualized in content. Here comes the individualization of control, self-control, correction, counseling. It is important that students have the opportunity to self-actualize and this contributes to the motivation of learning.
Practice shows that the development of training modules is a rather laborious procedure. When implementing it, it is important to remember that the training module: a) sets out the main key elements of the content unit, its essence, and provides explanations for the study and implementation of educational material; b) the possibilities of additional deepening of the material or its extended study are indicated, specific literary sources are recommended; c) practical tasks (tasks) and explanations for their solution (implementation) are presented; d) theoretical and practical tasks are offered and answers to them (or comments) are given.
In addition, it is important to take care that the elements of the module and the modules themselves are relatively independent. This circumstance will make it easy to design the individualized content of the module (modules) for each student, form new modules from existing fragments or replace obsolete elements with new ones.
Then the process of mastering the content unit must be controlled and managed. Therefore, when developing a content unit, it is necessary to take into account the following settings: it is necessary to provide the module with means of ascertaining control, showing the level of readiness of the student to master the given content of education; current, intermediate and final controls should be applied; current and intermediate controls can be carried out in the form of self-control; their task is to contribute to the timely identification of gaps in the assimilation of information, clearly showing parts of the educational material that need to be repeated or learned more deeply; the final control should show the level of mastering by students of the content of education included in the corresponding module.
Finally, it is required to present the materials of the module in such a way as to ensure their most effective development in specific conditions. The form of presentation of information in the module is determined by the types of information.
Thus, the entire content of teaching in the subject, offered for mastering by students at a specific segment of the educational process (quarter, academic year) is divided into a finite set of modules, each of which has several representation options. This division turns out to be somewhat divorced from specific students, but each of the options provides for some standard manifestations of the characteristics of specific subgroups of students. Moreover, each of the variants of such associations characterizes one or another level of learning in the subject.
In accordance with the schedule of the educational process of the student, on the basis of some data, an appropriate chain of modules is selected, including the appropriate content of learning in the subject. These modules form the first versions of an individual educational program. The number of modules included in an individual educational program is determined by the number of content units obtained as a result of structuring the content of training in a specific time interval.
In the future, based on the results of the implementation of the first element of the individual educational program, as well as information about the changed individual characteristics of specific students, a decision is made on the advisability of introducing clarification (clarifications) into the next element of the individual program. Thus, the adjustment and docking of content units that form the morphology of individual educational programs is carried out. In essence, we are talking about the synthesis of individual educational programs. Ultimately, after the completion of a specific time interval, a chain of modules is formed, which is individual program mastered by a very specific student.
This approach allows timely introduction of clarifications (corrections) carried out on the basis of information about the implementation of the educational process, increases the role of students as subjects of educational activities. At the same time, we can say that the synthesis of individual educational programs is a tool that contributes to the self-realization of the individual within the limits of those of its capabilities that are given to it by nature. Therefore, we can talk about the rational organization of the educational process, in which the development of personal, meta-subject and subject educational results is carried out.
Thus, the design of individual educational programs for students secondary school carried out on the basis of a modular approach. As a result, the educational process is built using special pedagogical tools, the leading foundations for the construction of which are the most important characteristics of students: the level of development of personal, meta-subject and subject results, educational needs that comprehensively characterize the student, and the level of their formation is an assessment of the effectiveness of educational activities.
Reviewers:
Ilyasov D. F., Doctor of Pedagogical Sciences, Professor, Head. Department of Pedagogy and Psychology of the Chelyabinsk Institute for Retraining and Advanced Training of Educators, Chelyabinsk.
Rezanovich I. V., Doctor of Pedagogical Sciences, Professor, Head. Department of Personnel Management of the South Ural state university, Chelyabinsk.
Bibliographic link
Bondarchuk T.V., Abdullin A.G. DESIGNING INDIVIDUAL EDUCATIONAL PROGRAMS FOR STUDENTS OF GENERAL SCHOOLS // Modern problems of science and education. - 2012. - No. 6.;URL: http://science-education.ru/ru/article/view?id=7559 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
The article is devoted to the description of a practical model of individual educational activity of students, created in the senior specialized school No. 49 in Yaroslavl. The author analyzes the prerequisites and relevance of new forms of organization of the educational process, considers the need to combine individual lesson and extracurricular activities students. This study convinces of the advantages of using the principles and technologies of non-formal education in a modern school. In the context of the transition to new standards in high school, the proposed experience is of particular relevance.
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Individual educational activities of students
and non-formal education techniques
Astafieva Alina Sergeevna,teacher of history and social studies, secondary school No. 49
Annotation . The article is devoted to the description of a practical model of individual educational activity of students, created in the senior specialized school No. 49 in Yaroslavl. The author analyzes the prerequisites and relevance of new forms of organization of the educational process, considers the need to combine individual classroom and extracurricular activities of students. This study convinces of the advantages of using the principles and technologies of non-formal education in a modern school. In the context of the transition to new standards in high school, the proposed experience is of particular relevance.
Keywords: individual educational activity, individual curriculum, non-formal education, principles of non-formal education, non-formal education techniques, extracurricular activities.
Outline of the problem
In the context of the formation of the information society and globalization educational space formal education does not have time to respond to changing demand conditions. The school is losing its monopoly in teaching and learning. The use of non-formal education strategies and techniques makes it possible to overcome the conservatism and academic character of the current models of general public education.
Initial situation (conditions of "entry")
For students: When moving to high school (grades 10-11) in accordance with the current normative documents classes (or groups) of a certain profile orientation are formed. The list of recommended profiles is approved by the educational authorities.
Contradiction
Programs and models of specialized education traditional school do not meet the rapidly changing conditions of a market economy, the requirements of society and production
Steps to a Solution
Organization of learning in the interests of students, i.e. "bottom up", with the possibility of free formation of an individual curriculum (IEP) and the choice of forms of extracurricular activities.
For parents : Any family is interested in bringing the learning process as close as possible to the interests, needs and abilities of their child. The proclamation of the principle of individualization and differentiation of education "de jure" is far from always and not everywhere can be realized "de facto".
Contradiction
The mass school is objectively oriented towards general and compulsory education, i.e. for the "average" student. Parents are forced to satisfy individual requests through private tutoring and paid courses.
Steps to a Solution
Involving parents in educational and educational process schools: parents should have real leverage on the formation of the variable part curricula. The professional potential of the family can become an additional informal resource in solving educational problems.
For teachers: The vast majority of teachers use traditional ("classical") teaching methods and means in everyday practice: "they teach the way they were taught." When choosing certain pedagogical technologies, it is not the interests of the child that dominate, but the personal and professional interests of the teacher himself (the results of control sections, the Unified State Examination, frontal checks as the main criteria for the next certification and examination).
Contradiction
Modern teachers, even with extensive experience, no longer feel confident. Formal methods and "old scenarios" do not give a positive result. There is a pedagogical situation for changing the teaching strategy.
Steps to a Solution
Non-formal education strategies and techniques complement formal teaching methods. Educational events are adapted to the needs and abilities of students, to different rates of mastering the material. Practical focus NFE technology allows students to understand the meanings of teaching, actively cooperate with teachers.
Conclusion
In the context of constant transformations of society and the gradual introduction of new educational standards it is proposed to use the model of organization of individual educational activities of students in the senior specialized school. This approach involves the use of informal elements within the formal educational environment (the so-called "intraformal education" in the classification of A. Rogers). Students' IDE includes individual curriculum design (IEP), independent choice of the depth of mastering the content of subjects (basic or profile level), autonomous introspection of educational achievements, extracurricular activities as an opportunity for professional and social trials.
Target Component
primary goal of the project is the creation of an educational environment for the conscious and independent choice of an individual educational path by high school students.
Map of target priorities
Educational tasks
- To form in students an adequate understanding and awareness of their own abilities, intellectual, psychological and professional capabilities.
- To develop the need for self-education and self-improvement, the acquisition of self-organization skills and social responsibility.
Organizational and pedagogical tasks
- Build self-reflection and adequate self-esteem student achievement.
- Create a "field of activity" for the practical implementation of personal and professional tests.
- Involve parents in the design of the child's IOD, use professional potential families in the educational process.
- Apply innovative, subject-oriented technologies in subject and extracurricular activities.
Conceptual Provisions
Description of IOD practice | Compliance with NFE principles |
The organization of multidisciplinary education based on the individual choice of students is an attempt to move away from single standardized forms and methods of organizing traditional specialized education. | Flexibility and variability of content, focus on the subjective educational needs of students, their parents and specific local conditions. |
This model assumes an independent and voluntary choice by the child of those directions, levels and forms. educational areas which he considers to be relevant and personally significant. Education is based on an individual set of profile, basic and elective subjects for each student. | Voluntariness and freedom of choice of educational trajectory. The practical orientation of the knowledge and skills necessary for "competitiveness in the labor market". |
The possibility of independent formation of the educational path increases the level learning motivation, the degree of responsibility of students for their own activities. | Meaningfulness, a high degree of motivation for education, based on the internal impulses of the individual. Student activity. Orientation is not on the result, but on the process. |
IEP breaks the traditional class-lesson system of organizing learning. The composition of the study group depends on the level of study of each subject chosen by the students and serves as an additional factor in the socialization of high school students. | Greater freedom in terms of forms of education: trainings, interest clubs, round tables, seminars, forums, Internet communities, etc. |
Diversification of interests encourage the teaching staff to master and implement modern teaching technologies, create an atmosphere of cooperation and mutual understanding. | Innovative nature of teaching methods: collaborative technologies, communication strategies, inductive approaches, constructivist and experiential teaching methods, discussion techniques, etc. |
The educational space of the school makes it possible to realize not only basic and specialized subject requests, but also additional subjective needs in the form of creative associations and scientific laboratories outside of school hours. | A variety of forms and formats of pedagogical cooperation and social partnership. Education providers can be various public and commercial organizations. Non-state funding. |
Combination of formal and informal context
individual educational activities
Forms of extracurricular activities | Organizational Features | Practical examples |
1) Discussion club "Bridges" | Includes students in grades 9-11. Public nature involves the involvement of teachers, schoolchildren, parents, representatives of the local community. Public events- 1-2 times a quarter. | Discussion Topics What should be the school uniform? "Why modern man classic literature?" “How can we equip local self-government?” "How to punish a child?" and etc. |
2) Theater studio | The participants are a specialized group in literature. At the heart of the program of cooperation with YAGTA (Yaroslavl State Theater Academy) | Visit and discussion of educational performances of the YaGTA, the theater. F. Volkov, Youth Theater and others. School plays: "The Little Prince" "Christmas Carols" "New Year's show", etc. |
3) Legal landing | Members of the community are students of the profile group by law. It is based on cooperation with public and commercial organizations: "Civil Voice", "Consultant Plus", the Committee for the Protection of Consumer Rights, the Electoral Commission of Yaroslavl, etc. | Projects: "Legal passport of a student of school 49", "Temperature of human rights in school", "Legal guide for a student of school 49", “Rules for using the telephone at school”, etc. Participation in urban intellectual games on the law - "Your own lawyer", "I am a citizen", "Law and a teenager", etc. |
4) School scientific community "Step forward" | Winners and prize-winners of subject Olympiads and scientific conferences. Cooperation with the city center "Olimp" | Teaching research skills. Participation in the conferences of schoolchildren "Fatherland", "Opening", etc. Presentation of thematic projects within subject weeks (for example, by 200- |
anniversary Patriotic War 1812, to the 60th anniversary of the flight of V.V. Tereshkova, etc.) Participation in All-Russian Olympiad schoolchildren, distance competitions and projects. |
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5) Business incubator | Economic students. The management is carried out by the teacher of YARSU named after. P.G. Demidova, Candidate of Economic Sciences Zetkina O.V. | Development of business plans (for example, a school company for organizing children's parties, etc.) Excursions to enterprises and banks of Yaroslavl Interviews and meetings with successful entrepreneurs. Field training sessions on economics together with the Union of Young Entrepreneurs of the Yaroslavl Region, etc. |
6) Literary magazine"Pterodactyl" | Students of the 10th grade of the profile study of the Russian language and literature. | Issue of collections in electronic and printed version. Preparation of scenarios for school events (for example, the celebration "Honor and Pride of the School", etc.) |
7) Programming lab | Students in grades 9-11. Cooperation with MESI, YaGPU them. K.D.Ushinsky | Designing your own content on the Internet. Organization of online forums, for example, a competition for the best school emblem, etc. Conducting thematic Internet surveys and processing the results. Participation in competitions for young inventors and programmers, etc. |
Implementation stages
I. Preparatory stage:
- explanatory work with the teaching staff: focusing on the importance of individualization of education;
- formation of the need for changes in the pedagogical process; comprehension and acceptance of new valuable knowledge and guidelines.
Actions – pedagogical councils, meetings with specialists, seminars, collection of information on effective practices
II. Organizational stage
- creation creative team on designing IOD models and scientific and methodological support;
- analysis of human resources and the formation of a list of possible profiles, elective courses;
- familiarization of children and parents with the possibility of obtaining education, taking into account the interests and professional plans of the child;
- development of an algorithm for constructing an individual curriculum for a student, modeling a timetable for high school.
Actions – meetings methodical associations, trainings and workshops, acquaintance with real practices (visiting resource centers)
III. Diagnostic and analytical stage:
- research and analysis of the interests, abilities and opportunities of 9th grade students, their life and professional plans;
- studying the educational order of parents;
- providing families with the opportunity to draw up an individual educational plan - order.
Actions - Questioning, interviewing, observation, charting and grouping by interest.
IV. Design stage:
- teaching children and parents the algorithm for compiling IEP;
- familiarization with the basic curricula, SanPiNami, volume study load, opportunities extracurricular activities schoolchildren to meet the educational needs of the child;
- discussion and selection of the form of an individual educational program;
- scheduling the route of extracurricular activities of the child;
- development of forms of control and reporting on the implementation of the IEP.
Actions – individual and group consultations, parent meetings, class hours.
V. Corrective stage
- coordination of IEP projects with teachers, psychologist and administration;
- making adjustments, clarifications, recommendations to the planned programs and plans.
Actions – pedagogical council, administrative meeting, individual consultations with children and parents.
VI. Activity stage
- the formation of interclass profile groups and an individual schedule, a schedule of extracurricular activities;
- assigning teachers-tutors to students;
- implementation of individual curricula;
- organization of extracurricular activities in accordance with professional plans;
- providing an opportunity for a child, a family to change the route of individual educational activities, the nature, content and forms of participation in extracurricular activities.
Actions – Psychological and pedagogical support for implementation, parent-teacher meetings, individual consultations, pedagogical consultations, situations of creating free choice.
VII. Adaptation stage
- making changes to the individual curriculum, individual program;
- supplementing the school work plan with new educational events; correction of the target and methodological guidelines of the teaching staff.
Actions - Interviews with students and parents: administrative meetings and methodological seminars, organizing networking of institutions that teach students according to individual plans and programs.
VIII. Analytical stage
- summing up and self-reflection of the project participants;
- celebrating success;
- discussion of ways to improve and progress
Actions – monitoring and evaluation of satisfaction educational services; presentation of individual and group projects of students, passing the exam and admission to universities.
Criteria for the effectiveness of implementation
individual educational programs and plans
- Formation of an active citizen who is able to make an independent choice and bear responsibility;
- increased motivation for learning and growth overall results educational activities;
- reducing the study load and maintaining the physical and mental health students;
- successful socialization of high school students and willingness to apply knowledge in practice;
- growth communicative culture and reducing conflict within the school;
- encouraging teachers to professional search and growth, mastering the latest achievements of psychology and pedagogy;
- improving the management of the pedagogical process;
- parental satisfaction and general increase school ranking.
Methodological support
To achieve the maximum effect in the implementation of the model of individual educational activity in a specialized school, it is advisable to combine pedagogical technologies which have already proven themselves in national education, and the latest foreign experience in the field of non-formal education.
Bibliographic list of references:
- Decree of the Government of the Russian Federation of June 9, 2003 No. No. 334 "On the conduct of an experiment on the introduction of specialized education for students in educational institutions implementing programs of secondary (complete) education"
- The concept of profile education at the senior level general education(Appendix to the order of the Ministry of Education of the Russian Federation of 18.07.2002 Moscow N 2783)
- Recommendations for the organization of specialized training based on individual curricula of students. Appendix to the letter of the Department of General and Preschool Education dated April 20, 2004, No. 14-51-102/13.
- Goals, content and organization of pre-profile training in the final grades of the basic school: Recommendations for school principals, heads of regional and municipal education departments. For use in the pre-profile training experiment. - M., 2003.
- Pisareva S. A. Profile education as a factor in ensuring the availability of education // Bulletin of Herzen University. 2007. No. 3.
- Lerner P.S. Innovative potential, resources and risks of profile education of high school students // Internet magazine "Eidos". - 2003. - April 27. URL:http://www.eidos.ru/journal/2003/0427.html (accessed 13.06.2014)
- Kupriyanova G.V. Educational program as an individual educational route. //Customization in modern education: Theory and practice. - Yaroslavl, 2001. - 134 p.
- Baiborodova, L.V. Individualization of the educational process at school [Text]: monograph / L.V. Baiborodova. - Yaroslavl: Publishing house of YaGPU named after. K. D. Ushinsky, 2011. - 215 p.
- Pre-profile training: the structure and experience of the organization. Teaching aid/ Ed. L. V. Baiborodova, L. N. Serebrennikova. - Yaroslavl: Publishing House of YaGPU named after. K. D. Ushinsky, 2005. - 165 p.
- Educational program - the route of the student: Ch.P / Ed. A.P. Tryapitsyna. - St. Petersburg, 2000. - 228 p.
- Baiborodova L.V., Serebrennikov L.N. and other Psychological and pedagogical support of the educational activities of students. - Yaroslavl: Chancellor Publishing House, 2008. -168 p.
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