Why are two Ryazan universities recognized as ineffective? Who to give the family business to? Same criteria as

Certification of working professions is quite well developed - these include tariff and qualification exams and the assignment of regular ranks/rates. The greatest difficulties are caused by the assessment of managers and specialists. According to various sources, more than half of domestic enterprises do not carry out this procedure at all; in some places it is of a formal nature, and only a few can boast of a well-functioning certification policy. Meanwhile, certification can become a powerful tool for stimulating personnel development.

The main one is that traditional methods are extremely cumbersome, labor-intensive and ineffective. Certification commissions, which are created at some enterprises, do not justify themselves due to the large amount of subjectivity in the assessments: those being certified are represented by their manager, who, as a rule, gives his subordinates the most flattering characteristics, as a result of which the commission members cannot objectively evaluate employees of other departments. Naturally, the results of such certifications do not meet the requirements of modern enterprises.
In recent decades, in the West, and for some time now in domestic business, a special method for assessing the business and personal qualities of personnel - “360° Certification” - has gained popularity.

Let us note its main advantages:

• simplicity of organization and execution;
• practically does not distract staff from work;
• does not require the formation of certification commissions;
• covers all the main aspects of the life of the team;
• not only measures the qualities of employees, but also significantly influences their development.

The essence of “circular” certification is that the employee is assessed according to certain competencies-criteria by his environment (experts): manager, work colleagues, subordinates. Using the same criteria, the specialist carries out a self-assessment, which is compared with the characteristics of experts.

This scheme involves triple feedback: top-down - from the immediate supervisor, horizontally - from colleagues and bottom-up - from subordinates. Unlike traditional certification, with this approach the assessment is multifaceted, the most complete and objective.
Let us dwell on the applied aspect of the technique.

The “circular” and mass nature of assessments minimizes the factor of subjectivity in assessments; multifactoriality makes it possible to obtain an integral assessment of both an individual employee and a rating of specialists in a comparable group.

Thus, a kind of “photograph” of the opinions of others about the business and personal qualities of a specialist is obtained.

For any company, the goals and objectives of personnel certification are approximately the same, namely:

• identify the level of qualifications of employees, their ability to evaluate the professionalism and quality of each other’s work;
• establish adequate wage levels;
• make informed decisions on personnel appointments and movements;
• motivate employees to achieve specific results and a certain level of quality of work;
• develop an employee training program, set goals and objectives for the next certification period;
• establish status ratings and track the dynamics of their changes.

When preparing for certification, a high-quality selection of evaluation criteria is very important (a list of what an employee must be able to do in order to fulfill his or her duties) job responsibilities). Basic criteria for assessing (competence) of a specialist, as a rule, cover the most important areas:

• knowledge (general and special);
• work skills;
• ability to master new types of activities (technologies, markets, clients);
• personal qualities and behavioral characteristics.

Over time, the criteria may change slightly and, if necessary, be replaced by others: one must strive to ensure that ultimately all of them correspond to the specifics of the activity and the requirements of the company.
Special attention should be paid to the fact that, on the one hand, not everyone is able to express constructive criticism without fear of offending a colleague; on the other hand, few can adequately perceive it. That's why most important factor high objectivity of certification - anonymity of assessments and confidentiality of results, which is achieved through questionnaires. After computer processing of all questionnaires, the certification results with detailed assessments, integral characteristics, ratings, etc. are handed over to the employee in sealed form. Apart from him, only his immediate supervisor has access to certification sheets. This allows you to evaluate each other’s qualities without fear of reprisals or negative attitude from the person being certified.
Employees themselves, as a rule, show great interest in the results of certification. It is important for them to compare the results obtained with the results of the previous certification, to analyze how their self-assessment differs from the assessment of the team. This will help everyone identify their strengths and weaknesses, think through how to correct shortcomings and achieve better results in the future.

Another significant difference of the “360° Certification” methodology is the establishment of feedback between the head of the department and subordinates. Objective information about how employees, management, and clients evaluate the boss can become an incentive for his further personal and professional development. Moreover, participation in the certification of the immediate supervisor on an equal basis with subordinates significantly increases interest and trust in it.

HR officers using this methodology note significant discrepancies in the assessments of the person being certified by managers, colleagues and subordinates, inadequate self-esteem, etc. The results of certification open up a wide field of activity for management and HR officers for planning and implementing company personnel development programs.

ADVANTAGES 360 degree CERTIFICATIONS

"360° Attestation" is widely used; formation personnel reserve; choosing a specialist for vacant position; identifying staff training needs and analyzing its effectiveness; creating plans for professional growth of specialists.

• The advantages and disadvantages of the methodology compared to other methods (traditional certifications, modern comprehensive ones - for example, through the Assessment Center):
  assessment of the person being certified (or a homogeneous functional group) based on individual criteria in combination with sincere assessments of colleagues allows us to draw the most objective conclusion about the employee’s compliance with the company’s requirements;
• comparison of self-assessment with the assessment of the team stimulates the employee to develop best qualities and eliminating the shortcomings identified by colleagues;
• By comparing the results of the current and previous certifications, the manager can trace the dynamics of the specialist’s development.

RECOMMENDATIONS FOR PREPARATION AND CONDUCT 360 degree CERTIFICATIONS

Experience of use in various companies allows us to formulate several general recommendations on organizing its preparation and certification:

1. It is recommended to include only those who have worked in the company for at least five to six months among those being certified. This period is necessary so that the employee can objectively evaluate his colleagues and so that others can evaluate him.
2. One group should have no more than 20–25 people: in such a team, everyone is in fairly close contact and has an idea of ​​each other’s work. In addition, the risk of receiving many “blank” or random ratings is reduced.
3. For a complete and objective assessment, the group of experts must include at least 6–7 people (line and/or functional managers, colleagues and subordinates - at least two or three people each).
4. On the eve of the certification, all employees must be familiar with the rules for conducting it.
5. For each position, the 10–12 most important of 30–40 corporate evaluation criteria are selected, for example: work experience; professional knowledge; business relationship with the manager, colleagues, subordinates; labor discipline; independence at work; use of authority; labor intensity; conflict.

Similarly, special criteria are formed, taking into account professional characteristics groups (for example, for managers - organizational and management skills; ability to motivate subordinates and interact with clients).
6. It is not recommended to immediately link the results of the first certification to administrative decisions - personnel movements, changes in wages, etc.
7. We recommend planning re-certification no earlier than six months to a year, since the employee needs time to work on his shortcomings.
8. It is advisable to conduct a pilot (trial) certification in one typical department to use the experience gained in ramified organizational structures.
Openness is of utmost importance corporate culture in a company when each employee is committed to an objective and reasonable assessment of other employees and is accustomed to counting on a similar attitude towards himself from his colleagues.

A well-developed and clearly organized system allows not only to assess the personnel potential of an enterprise with all the ensuing opportunities for its optimization, but also gives each certified employee the opportunity to look at himself with a new look, to better assess his existing potential, to understand what he needs to improve, draw up or adjust a plan for your further professional development or clarify your career plan. Those. employee certification can be structured in such a way as to bring mutual benefit to both parties - both the organization conducting the certification and its employees.

What should the questionnaire be like?

In the questionnaire that is used within the framework of the “360 degree” method, it is necessary not only to offer the experts, that is, those who will evaluate the employee, a rating scale, but to explain what each wording means, otherwise experts with different experience will interpret the values ​​of the scales according to -different. For example, if the questions in the questionnaire are formulated as follows: “evaluate the managerial potential of I.I. Ivanov. on a scale from 1 to 5", then for ordinary Russian employee the scale from 1 to 5 is a direct analogy with school grades, where 5 is excellent, 4 is good, 3 is satisfactory, and 2 is unsatisfactory. As you noticed, the five-point scale turns into a four-point scale. In addition, the values ​​of the points as understood by the expert may differ from the values ​​​​assigned by the evaluators.
Many Western-oriented companies use a five-point scale with the following description to evaluate the business qualities of staff:

5 – level of skill that allows you to demonstrate this quality in extremely difficult conditions, develop its standards and train others;
4 – level of extended experience, allowing to demonstrate quality not only in standard, but also in difficult conditions;
3 – level of basic experience that allows you to demonstrate quality in most work situations;
2 – level of development, when business quality is not always manifested, but the employee already understands the importance of its manifestation and tries to develop it;
1 – quality does not appear.

In addition, by inviting experts to give a numerical assessment of a person’s qualities, we can judge how likable he is to others and how effectively he is able to build his relationships with colleagues. This means that we will be able to assess the degree of team cohesion rather than business qualities and the competence of the test taker.
For example, a block of a questionnaire in which we invite experts to evaluate an employee’s creativity should not look like this:

• Badly
• below the average
• moderately
• above average
• high

Before inviting an expert to assess the level of creativity, the organization must explain what meaning is given to this term and what manifestations of creativity are unacceptable to it. That is, it makes sense to evaluate the qualities of an employee not in general, but in relation to a given company. For example, if an organization encourages creativity among its employees, the corresponding section of the questionnaire might look like this:

• never makes new proposals, rejects proposals from others;
• strives to adhere to proven approaches in his work, is wary of new ideas, implements new methods only under pressure from management;
• management readily responds to suggestions to think about new methods and technologies;
  proactively proposes new approaches and solutions to management;
• always filled with many new ideas, uses every opportunity to offer a new solution;

Bring specific example, which in your opinion most fully characterizes the attitude of Ivanov I.I. to new ideas and approaches.

If what is important for a company is not the creativity of employees in itself, but its positive results, then the same section of the questionnaire may look like this:

Check those points that most accurately characterize the behavior of Ivanov I.I. At work:

• does not come up with new proposals or his proposals often harm the common cause;
• his ideas and approaches sometimes make it possible to reduce some costs or avoid costs;
• his proposals often bring tangible optimization of business processes, technologies, and production processes;
• his approaches and solutions increase the efficiency of the company;
• his proposals significantly develop the company's business. Give a specific example that, in your opinion, most fully characterizes the contribution of Ivanov I.I.’s proposals. into a common cause.

It is very important that the questionnaire for assessment using the “360 degree” method be built on the basis of some system of criteria that is universal for a given organization. Only in this case can the information obtained as a result of the survey be compared with other already available data.

It is also desirable that the questionnaire not only invite experts to give numerical ratings, but also contain instructions to select a behavioral indicator and give an example. Ideally, the questionnaire should provide high-quality information, which an automated system or personnel assessment specialists will then convert into digital data. Thus, as a result, we can obtain two types of information - qualitative and quantitative. Qualitative information allows you to describe exactly how an employee behaves at work, while quantitative information makes it possible to compare employees with each other.

If the company’s assessment system is being built from scratch, then before the survey, even more decisions need to be made. difficult task– create a competency model, a competency assessment scale, and a description of behavioral indicators.

Questionnaire forms

The form of the assessment primarily depends on the goals of the procedure. If the purpose of the assessment using the “360 degree” method is, first of all, to collect high-quality information about a small number of employees (up to one hundred people), then the questionnaire can be on paper or electronic media. Questionnaires are distributed, filled out and processed manually. In this case, as a rule, each person being assessed can talk about the assessment results with specialists.

If, using the “360 degree” method, it is estimated a large number of employees, this process is usually automated (distribution, collection and processing of questionnaires is carried out using special automated systems). Workers are practically deprived of the opportunity to maintain feedback with information processors. As a rule, the respondent receives the results of his assessment in electronic form.

Automated 360-degree assessment systems are used when collecting quantitative data to compare employees against each other on certain parameters is of paramount importance (for example, when forming training groups). Some automated systems They themselves formulate recommendations for employee training, offer a list of references, electronic courses, and a list of trainings. Similar programs are offered by several companies and cost anywhere from several hundred to tens of thousands of dollars.

360 degree assessment: sample questionnaire

The number of questions and the time it takes to fill out questionnaires are significant factors in the success of the method. If there are too many questions (more than 50) or they are difficult to understand, there is a risk of a formal attitude towards the procedure, people will get tired of answering, which will lead to a decrease in the reliability of the results.

Let's take a closer look at compiling the questionnaire.

Statement questions

The correct formulation of question-statements is of great importance (the questionnaire may also consist of closed questions, although statements quite often represent a more universal and convenient form). They should cover the core competencies that are intended to be assessed. The more quality a company needs, the more questions about it should be included in the questionnaire. It is important that they are clear and do not use complex or ambiguous terms.

An example of an unsuccessful question-statement: “Tolerant of the characteristics of other people” - not all respondents may know this term. Another example: “In conflict, I am prone to compromise solutions.” The answer depends on how one understands the compromise strategy. Perhaps he perceives it on an everyday level as a desire to meet others halfway or considers it not the most successful because he prefers cooperation (especially if he has successfully completed conflict management training). As a result, the assessment will not be entirely reliable.

When composing questions-statements, in most cases, you should not use formulations that suggest extremes in answers (“always manifests itself,” “never manifests itself”), since then they cannot be simultaneously honest, objective and unambiguous. For example:

“Never criticizes management decisions and company strategies in any form”;

“I am always ready to sacrifice my own interests for the sake of common interests”;

“Always takes initiative and makes rationalization proposals”;

“Never gets irritated or shows negative emotions.”

Thus, when formulating statement questions, it is recommended to adhere to the following rules:

• avoid complex terms and ambiguity;
• use words that everyone understands;
• avoid extremes (the exception is checking the sincerity and objectivity of respondents).

Rating scale

You should definitely avoid using a 5-point scale, as this leads to the manifestation of school and student stereotypes: 3 is bad, and 5 is good. Impossible for a short time sincerely believe that 3 is the norm (not ideal, but meets the requirements), and 5 is excellent (this assessment is extremely rare). Therefore, it is recommended to move away from scores to descriptive characteristics altogether. In addition, it is worth using a scale with no more than 6 points, because when more The respondent may get confused.

Along with the rating scale, there should also be a column “I have no information”, since not all employees have the opportunity to see the manifestation of absolutely all competencies in a colleague. Accordingly, when determining the average score, the number of grades actually taken into account is reduced.

A scale that includes extreme options (“always” and “never”) allows you to increase the validity (reliability) of answers.

Ensuring the reliability of responses

Sincerity scale

It is recommended to include several statement questions in the questionnaire that do not involve “extreme” wording of answers. They help determine the sincerity of research participants. For example, it is impossible to give unambiguous polar assessments in the case of the following statements:

“Does not make mistakes even in small details”;

“Never partial towards people, always avoids personal likes and dislikes”;

“Unambiguously positively perceives any decisions of management, etc.”

If the evaluator gives an “extreme” answer to these statement questions, this indicates either his insincerity (usually about inflating ratings with the best intentions, for example, out of sympathy for a colleague), or about a formal approach to the survey.

When such an answer occurs 1-2 times, it is worth reducing the calculated score by 1 unit, but if there are many such options, then this questionnaire must be excluded from the general analysis, since the reliability of the results is in question.

Flip Questions

Some people tend to choose mostly the same answers to evaluate a colleague. Most often, this is not an average assessment option (“appears in about half of the cases”), but a stable choice of answers like “always manifests itself” or “appears in most cases.” By choosing this approach, the employee does not think much about the questions and answers formally. This can be avoided by including questions in the questionnaire, the best answer to which is “Never does it.”

It is worth warning employees about the presence of such “shifters”, and this will increase the likelihood of correct answers.

Duplicate questions

These questions allow you to analyze assessments for objectivity and reliability and eliminate those that do not meet these criteria. The point is that two or three questions have different wording, but are absolutely identical in content (it is important that they are not located next to each other). An example of such a take:

“Able to manage conflicts from a collaborative perspective, i.e. in such a way that all parties benefit as much as possible”;

“In a conflict, he usually does not try to shift the situation towards his interests.”

There is another type of question of this type - close questions. Not being complete duplicates, they imply a gap in answers of no more than 1 point, otherwise the result is assessed as low confidence.

Decisions based on survey results
It is worth considering that assessment using the “360 degree” method is subjective in any case, so it should not be considered as a tool for making administrative decisions - rewards, punishments, promotions, etc. In addition, if employees learn about such consequences of the assessment, then the answers will be either inflated due to a reluctance to “frame up” colleagues, or underestimated in order to settle scores. In the majority foreign companies Where this practice came from, the “360 degree” questionnaire serves as a tool for employee self-development or (less often) the subject of joint analysis with his manager.

Based on the assessment results, it is necessary to identify the following areas:

A - inflated self-esteem compared to the assessment of others;

B - low self-esteem compared to the assessment of others;

B - high and low ratings;

D - differences in the assessment of the same competencies among assessors of different levels.

In cases A and B, you should find out from colleagues and managers the reason for the discrepancies. The likely conclusion is that a person cannot see himself from the outside. He should definitely initiate receiving feedback from others more often, comparing his own behavior and those of those people who are considered as a standard, i.e., have competencies that are significant for the company.
Situation B gives the most complete picture of the strengths and weaknesses ah worker. The big plus in this case is that a person can see himself from the outside, understand how others react to him.

Section D is very important for analysis by both the person being assessed and his supervisor. It is worth clearly identifying the reason for the discrepancies and adjusting your behavior during communication at those levels to which employees who gave low ratings belong. A manager, if his opinion differs significantly from the ratings given by peers or subordinates, needs to be more attentive to the employee’s behavior: focus on the merits (if the boss’s rating was lower than others) or learn to identify socially desirable behavior (if the rating is higher).

Let us give an example of a questionnaire that was used in one of the companies (it should not be considered as universal, suitable for any organization). Try checking yourself and highlighting:

• competencies that are tested by this questionnaire;
• questions related to the sincerity scale;
• flip questions;
• questions (there may be 2 or more of them), the discrepancy in answers to which should not be more than 1 point (example of duplicate questions).

Questionnaire using the “360 degree” method (example)

Instructions for survey participants
Dear employee!
This survey will help your colleague (the person being assessed) better understand their strengths and weaknesses, and see the potential for further growth and development. No incentives or penalties will be taken based on the results of the study. We guarantee anonymity and confidentiality. In this regard, we ask you to provide as truthful, frank and thoughtful answers as possible. If, based on the nature of your interaction with this person, you do not see the manifestation of certain aspects of behavior and cannot judge how he manifests himself in the situations described, please select the answer: “I have no information.” In addition, some of the questions assume best option the answer is “Always shows”, and some - “Never shows”. Be careful! There are also several questions, the answers to which will allow us to assess the reliability of the result; in case of low confidence questionnaire you will have to fill it out again, which is undesirable.
The survey takes on average 30 to 45 minutes. We recommend that you fill out the questionnaire immediately from beginning to end, without being distracted. This way you can save time and increase the reliability of the results. You can provide significant assistance to a colleague in understanding his strengths and weaknesses and planning for further development and growth. Thank you for your sincere answers!

*Answers:

1. - I have no information;
2. - always manifests itself;
3. - manifests itself in most cases;
4. - manifests itself in approximately half of the cases;
5. - appears rarely;
6. - never appears.

Answers to the questionnaire (decoding types of questions and competencies)

1. Reverse scaling questions: 2, 3, 8, 14, 19, 20, 36, 37, 46, 49. If the answers to other questions are at the level of 4–5 points, then answers to questions of this type should be scored at 1–2 points. If answers to questions with reverse scaling correspond to level 4–5 in two or more cases, then their reliability is considered low.
2. Unambiguously positive answers to questions 6, 15, 16, 30, 33, 41, 50 indicate a high degree of probability that they are socially desirable. If there are more than two such answers, it is recommended not to count the results, but to offer to fill out the questionnaire again.
3. Groups of questions for which the scores for answers should differ by no more than 1 point (two or more discrepancies allow us to consider the validity as low): 10–12, 18–22–25, 34–38–40–41, 39–45 , 43–44.

Distribution of questions by competency groups

Compliance with corporate values ​​(questions 1–29, 43–50)

1. Customer focus - 11, 21, 26.
2. Loyalty to the company, patriotism - 16, 22, 47.
3. Result orientation, responsibility for it - 17, 20, 24, 49, 50.
4. Initiative - 23, 46, 48.
5. Adaptability, openness to new things - 27.
6. Independence and decision-making skills - 14, 29.
7. Understanding the business environment - 13, 19, 28, 44.
8. Resistance to procedures and detailed work - 15, 43.
9. Stress resistance - 25.
10. The desire to communicate and communication skills with people in the company - 12, 18, 19, 45.

Management skills (questions 26–42)

1. Management of current work - 30, 35, 41.
2. Team management - 28, 33, 34.
3. Planning - 27, 29, 39.
4. Training - 26, 32, 34, 38, 42.

Motivation - 31, 33, 34, 36, 37, 40.

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In total, there are five Ryazan state universities and branches on the long list of ineffective ones. The Federal Ministry of Education and Science announced this on its website on November 1. In general, about five hundred higher educational institutions and twice as many branches were assessed in Russia. There were several evaluation criteria:

Average USE score of applicants;

Calculation of scientific and design work per employee; - the share of foreign students in the total number of graduates;

University income from all sources and the area of ​​teaching and laboratory classrooms per student. If the “examinee” was below the threshold determined by the Ministry of Education and Science in one of the five indicators, then he was considered ineffective.

“WE EVALUATE OURSELVES BY THE SAME CRITERIA”

Such “generators” of scientific thought as the Radio Engineering and Medical Universities of Ryazan are among the favorites. RGRTU Rector Viktor Gurov basically agrees with the selection criteria:

Inside our university, we ourselves evaluate it according to almost the same parameters as in the ministry,” says Viktor Sergeevich. - 10 years ago the concept for the development of higher educational institutions was spelled out, and I was not surprised by today’s evaluation criteria. The only thing I don’t agree with is that agricultural universities are assessed in the same way as others. They should be supported by the state, because they carry significant social function. After all, their graduates must return to the village - this is precisely the criterion that must be taken into account.

It is no coincidence that the rector of Radika focused his attention on agricultural universities. After all, the Ryazan Agrotechnological University in the same “table of ranks” was recognized as ineffective.

“NO SUPPORT, BUT THE REQUIREMENTS ARE INCREASED”

The management of the Russian State Aviation Technical University, for obvious reasons, refrained from commenting, but the teachers did not remain silent, however, on condition of anonymity.

I don’t quite agree with this definition of “inefficiency,” says Ruslana, Ph.D., graduate of the Ryazan Agricultural Institute. - I don’t want to praise my university, I’ll say one thing: it’s a shame that the state doesn’t support us. We do not see normal funding from the Ministry of Agriculture (and in this matter we relate specifically to this ministry, and not to the Ministry of Education and Science, like others). Teachers' salaries are lower than in other universities in Ryazan, by three to five thousand, and student scholarships are correspondingly lower. Therefore, in order to survive, you have to work several jobs. And this, you know, is not normal for researcher. Rumors about the reorganization have been circulating for two years now, I think that now they will become a reality...

The fate of another Ryazan university will be decided in the last autumn month. In the list of “ineffective” is the relatively recently reorganized state pedagogical university - Yesenin State University. The reform of 2005, when RSU was made from “peda,” had and still has both supporters and those who are skeptical about innovations.

One of them, Alexey Gryaznov, a 2004 graduate, graduated from Physics and Mathematics with honors, worked in a rural school for two years, and now ranks high position in the capital:

I was just graduating from the pedagogical university when the reorganization was underway,” says Alexey. - We were wondering what kind of diploma we would get. RGPU did not just graduate teachers, it graduated scientists. If you continue to study in graduate school, you are already a scientist with a teaching diploma. There were a lot of young people at the university. Our course was taught by Associate Professor Retyunskikh: “science-science” on the one hand, and on the other hand, she understood us, because she herself had recently been a student. I am very glad that she taught for all five years: she knew everything well and could explain everything. There were no random people back then...

THREE STREAM IN ONE?

From November 6 to 14, a group of specialists from Moscow will work in Ryazan, who will first decide whether to approve the list of “ineffective” universities or exclude certain ones from it educational establishments“based on their special significance for the development of a region or industry.” This is exactly what it says in the preamble to the research results. And only then the interdepartmental commission will make a final verdict. This is the official point of view.

From sources that should be trusted, we learned that the merger of three universities: RGRTU, RGATU and RSU will still happen. And the scientific “conglomerate” will be headed by the Radio Engineering University, and... three financial flows will be combined into one. It should be noted that the Minister of Education Dmitry Livanov announced that in the next three years it is planned to reduce universities by 20%, and the number of their branches by 30%. At the same time, he stated that during the reorganization the interests of all students would be taken into account. True, it is not clear whether the opinion of teachers will be taken into account?

DETAILS

Full list of effective and ineffective universities and branches:

Effective:

Ryazan State Medical University named after Pavlov;

Ryazan State Radio Engineering University;

Ryazan Correspondence Institute (branch) of Moscow state university culture and art;

Ryazan Institute (branch) Moscow State Open University named after. V. Chernomyrdin;

Ryazan branch of MESI.

Ineffective:

Ryazan State University named after Yesenin;

Ryazan State Agrotechnological University named after Kostychev;

Ryazan branch of Moscow State Transport University;

Branch of the Ivanovo State Textile Academy;

Branch of the Moscow State University of Technology and Management named after Razumovsky.

Knowledge a person in the guna of ignorance gives rise to attachment to one type of activity as the only important one, which is very meager and does not reflect the truth. His activity is committed in illusion, in disregard of the instructions of the sastras, without caring about the slavery, violence or suffering it causes to others. Executor: He is constantly engaged in activities contrary to the instructions of the sastras, is materialistic, stubborn, deceitful and sophisticated in insulting others, lazy, gloomy and slow. Understanding: He mistakes unbelief for faith, and faith for unbelief, is under the cover of illusion and darkness, always directed in the wrong direction. His determination does not help overcome sleep, fear, sadness, gloom and delusion. His happiness blind to self-realization, illusory from beginning to end, and stems from drowsiness, laziness and illusion.

Verses 45 - 54.

1. How should a person treat his natural inclinations?

If one has not yet risen above the modes of material nature, he should perform duties according to his natural inclinations for the satisfaction of the Lord. Thus, by worshiping the all-pervading Lord, every person can achieve perfection.

2. Why is it better to do your own business than to do someone else's work?

Fulfilling duties prescribed according to one's nature never causes sinful reactions, so it is better to follow one's duty, even imperfectly, than to perform someone else's duty perfectly.

Fulfilling other people's duties leads to the fact that: 1) activity on one's own whim is encouraged (that is, the satisfaction of feelings becomes the motive), which ultimately leads to chaos; 2) the foundations of society are undermined (if a person decides to change the type of his activity, then those who depend on his activity may suffer); 3) a person is engaged in something for which he does not have a natural inclination, this causes him dissatisfaction and threatens moral decay. (Fulfilling other people's responsibilities is not as easy as it may seem, because the inclinations that condition us are rooted in us much deeper than we realize.)

Summarize the main points of verse 48 and its commentary.

Just as fire is always accompanied by smoke, so any activity is contaminated by the modes of material nature. Despite this, if any professional activity is carried on for the satisfaction of Krsna, all the defects inherent in that activity are eliminated. Therefore one should perform one's prescribed duties even if such activities are full of defects.

4. Why does a person in Krishna consciousness automatically become a sannyasi?

True renunciation means that one constantly understands himself to be part and parcel of the Supreme Lord, and therefore believes that the fruits of his labor should be enjoyed by the Supreme. This is Krishna consciousness. Thus, one who acts in Krishna consciousness is a bona fide sannyasi because... he is not attached to anything material.

5. If devotional service begins after one becomes Brahman conscious (18.55), then should we first become self-realized and then take to Krsna consciousness?

It is not necessary. Devotional service is both the goal and the means. In the pre-liberation stage, bhakti is the means of purification by which one gets rid of false ego and reaches the brahma-bhuta stage. After liberation, bhakti is the natural quality of the soul in its eternal relationship with Krishna.

Therefore Krsna consciousness should be practiced even if we are not yet liberated.

Verses 55 - 63.

1. What do the words “bhaktya mam abhijanati” mean for scientists and empirical philosophers?

The Supreme Personality of Godhead is incomprehensible to speculators and unbelievers. The truth about the Supreme Personality can be revealed only to a person engaged in pure devotional service.

2. Reply to the following statement: "Because a devotee deals with material energy, he must receive karmic reactions."

For a devotee who is in full Krsna consciousness, everything is spiritual, because he engages everything in the devotional service of the Lord. The Lord's energy begins to act as material only when we try to enjoy it, and when a person uses the Lord's energy in accordance with its original purpose - in the service of the Lord, then this energy remains spiritual. Therefore a pure devotee is always free from the karmic consequences of his activities.

3. How would you answer the question (referring to texts 18.59-60) “Why work hard for Krishna?”

A living being is forced to actively act. If one refuses to act according to the orders of Krsna, he will still be forced to act according to the material modes. But anyone who voluntarily devotes himself completely to the service of Krsna will overcome all the obstacles of conditional life and achieve perfection.

Verses 64 - 78.

1. Summarize in your own words the most important instructions of Bhagavad-gita given in texts 65 and 66.

The most confidential part of knowledge is that one should become a pure devotee of Krishna, always think about Him and act for His sake. The Lord promises that anyone who is in Krsna consciousness will return to Krsna's abode. At the same time, it is recommended to focus your mind on the original form of Lord Krishna. The concentration of the mind on this form is the essence of the most secret part of knowledge.

Krishna advises Arjuna to simply surrender to Him, giving up all other types of dharma. One might think that unless one is free from all sinful reactions one cannot take up the path of devotional service. To dispel such doubts, Krishna says that He Himself will deliver the devotee from all the consequences of his past sinful activities. Thus, simply by surrendering to Krishna, one can immediately achieve all the positive results without wasting time.

2. Who should be taught the science of Bhagavad-gita, and who-No?

This confidential knowledge cannot be imparted to one who has not gone through the tapasya of the religious process, who has never tried to render devotional service to the Lord, who has not cooperated with pure devotees, and especially to one who considers Krsna to be merely a historical figure or is envious of His greatness. Bhagavad-gita should be explained only to those people who are ready to recognize Krishna as the Supreme Personality of Godhead.

3. What is the result of teaching and studying Bhagavad-gita?

One who explains this supreme secret to the devotees of Krsna will certainly rise to pure devotional service and will certainly return to the Lord in the end. And one who listens to the Bhagavad-gita with faith and without envy is freed from the consequences of sinful actions and reaches the planets where the righteous live.

4. Explain the connection between the first and last verses of the Bhagavad-gita (1.1 and 18.78).

Bhagavad-gita begins with questions from Dhritarashtra. The king hoped for the victory of his sons. However, having explained the essence of what was happening on the battlefield, Sanjaya said to the king: “You are thinking about victory, but my opinion is that where Krishna and Arjuna are, there will certainly be abundance, victory, extraordinary strength and morality.” Victory is assured for Arjuna's side because Krishna was there.

Custom fields are designed to store information about tasks or resources that cannot be placed in a notes field. Custom text fields are useful for storing small pieces of information that don't require formatting, such as the result of a task.

It would seem, in what cases may notes not be suitable? The main advantage of notes is the ability to attach external files to tasks or use text formatting commands. Since these advanced features are not needed to simply indicate the result of work in text form without formatting, they should be left for their intended use.

The benefit of custom fields is that they make it easy to structure information about tasks or resources. For example, a project owner wants to understand what specific work is being done during tasks and what results are achieved after each task is completed. Using notes to store two types of information is inconvenient because you cannot view the work description separately from the results. But if you create two custom fields, in one of which a description of the work will be placed, and in the other - their result, you can structure the data and use them separately in the future. Notes will be reserved for storing files and other additional accompanying information.

Create custom fields

The “internal” tables of MS Project include a set of fields that the user can configure at their discretion and place their data in them. These fields can be either resources or tasks and vary in the types of data they can store. You work with custom fields in the Customize Fields dialog box, which can be accessed either from the table header context menu or by using the Tools > Customize > Fields menu command.

The field settings dialog box consists of two tabs. The first tab, Custom Fields, is where you work with custom fields (Figure 13.16, file 15.mpp).

Before you configure a field, you need to decide whether its contents belong to tasks or resources, and, accordingly, select the Task or Resource radio button. Then, in the Type drop-down list, you need to determine the data type (Table 13.1) of this field.

Table 13.1. Types of custom fields in MS Project

Rice. 13.16. Field Settings Dialog Box

Having selected the desired data type (in our example, 15.mpp is text), you need to select a field, and then configure it and give it a name, so that later you do not forget that such and such data is stored in a field, for example, Textl. The Rename button is intended for this purpose; after clicking on it, a dialog box for entering the field name opens. Let's say we want to specify the result of a task in a custom field. Let's name the field Result, and its name will appear in the list of fields next to the name of the Textl field.

To create a simple custom field, this operation is sufficient. We will look at the remaining parameters of this dialog box later when we configure other fields in our plan. You can now click OK to exit the dialog box and try out the usability of custom fields.

Filling with data

There are two ways to fill out custom fields. The first, traditional for previous versions of MS Project, is to add a field to the table and edit the data in it in the same way as in other fields. The second way you can edit custom field values, new only in MS Project 2002, is to use the Custom Fields tab in the task or resource details dialog box.

This tab displays all task-related custom fields that exist in the project (and a similar tab in the Resource Details dialog box will contain resource-related fields). The table in the center of the dialog box consists of two columns. The left column, Custom Field Name, shows the name of the field, and the right column, Value, shows its value for the current task. For example, in Fig. 13.17 (file IS.mpp) we edit the value of the Result field for the task Collecting proposals from authors. The result of the task will be a Proposal File in an editorial format.

Rice. 13.17. Populate a custom field value for a task

NOTE

In order for MS Project to “understand” that you want to use a custom field and display it in the dialog box, you must first rename the field.

As you may have noticed in Fig. 13.17, the WBS (WBS) field is also in the list of customizable ones. This happened because we changed its settings. If you do not configure the structure of task codes, then this field will not be listed in the list of customizable ones.

View content in a plan

You can display the contents of fields in a table by adding the corresponding field to it, or directly on a Gantt chart, next to tasks. To do this, in the segment styles settings dialog box, you need to edit the corresponding types of segments, adding the desired field to the number of displayed data (for information on how to select fields to display next to segments, see section "Customize the text information displayed next to the bar"). In addition, to highlight the values ​​of these fields in a special font, you can use text style formatting tools (see section "Formatting Text Styles").

For example, in the diagram in Fig. 13.18 (file 18.mpp), we edited the Task segment type and in the settings for the text displayed next to the segment, we added the Result field so that it would be displayed below the segment. Next, in the Format Text Styles dialog box, we changed the font of the text that appears on the chart below the bars by adding an underline.

Rice. 13.18. The results of the tasks are displayed on the diagram next to the tasks

Creating Custom Combo Fields

Often, additional information in custom fields is not unique to each task (as is the case with the Result field), but is repeated. For example, if a custom field contains information about the importance of achieving a result to the completion of a project, the field value could be High, Medium, and Low.

If a custom field can have a limited set of values, then there is no point in manually populating the field for each task. It is much more convenient to create a list of possible values ​​and then, when editing a custom field for a task, select a value from the list.

In order to define a list of values ​​for a field, in the field settings dialog box (see Figure 13.16), after selecting a custom field from the list, you need to select the radio button located next to the Value List button in the Custom attributes section. In this case, MS Project will warn you that when setting up a list of values ​​for the pse rapese field, the entered data may be lost, and if you are sure that you want to continue, then in the warning window you need to click OK.

The list of field values ​​is specified in the Value List dialog box, which opens after clicking the button of the same name in the field settings dialog box. In Fig. 13.19 in this dialog box we configure the Result Importance text field (file 14.mpp).

Rice. 13.19. Enter a list of values ​​for a custom field

In the center of the dialog box there is a table consisting of two columns: Value and Description. The first contains possible values ​​for the custom field, and the second contains descriptions. Descriptions will be displayed when you select a value from the list while filling out the field.

Sometimes it is convenient that when creating a new task (or resource, if the custom field relates to resources), one value from the list is automatically inserted into the field. For example, if most of the project's tasks are of medium importance, then you can substitute the value Medium by default, and select other values ​​from the list if necessary.

To make one of the values ​​the default value, you need to select the Use a value from the list as a default entry for the field check box. After this, the Set Default button will become available, clicking on which turns the highlighted value in the table into the default value. After we assigned Average as the default value, the row containing this value in the table began to be highlighted in color.

NOTE

The default value will be set in the custom field only for new tasks or resources. If resources were added before the field was configured, then the field value for them will be undefined (will remain empty).

The Data entry options section determines how you fill out the custom field. If you select the Restrict fields to items in the value list radio button, then when filling out the field, the selection will be limited to the existing list and you will not be able to enter arbitrary values. If you select the Allow additional items to be entered into the field switch, then when filling out this field you can both select items from the list and enter arbitrary values.

If you want arbitrary values ​​entered in a field to be automatically added to the field's value list, you need to check the Append new entries to the value list checkbox. And in order for the program to ask for confirmation before adding a value to the list, you need to check the Prompt before adding new values ​​checkbox.

The data entry mode, in which the last two checkboxes are selected (as in Figure 13.19), is quite convenient because it makes it possible to add a new element to the list of values ​​without going into the field settings dialog box. On the other hand, warnings will help you avoid accidentally adding a value.

The order in which list items are displayed when selected is determined by the radio buttons in the bottom section of the dialog box, Display order for dropdown list. Values ​​can be sorted by row number in the table if you select the By row number radio button, or alphabetically if you select the Sort ascending or Sort descending radio button. The first option is the most convenient, since it allows you to customize the order of records in the table and arrange the values ​​according to the expected frequency of their use.

Using Formulas

Sometimes custom field values ​​can be filled in automatically using formulas. For example, if you know how long it takes on average to edit 1 page of text, then by specifying the number of pages in an article, you can use a formula to calculate the total duration of the article editing task.

To enter a formula into a custom field, in the Field Settings dialog box (see Figure 13.16), you need to select a custom field from the list, and then in the Custom attributes section, select the radio button next to the Formula button. MS Project will warn you that when you set up a formula for a field, all previously entered data may be lost, and if you are sure that you want to continue, then click OK in the warning window.

To edit the formula, you need to click the Formula button, after which the MS Project formula editor will be loaded (Fig. 13.20, file IS.mpp). The editor consists of a formula editing area and a set of buttons, by clicking on which you can enter formula fragments. The formula can be completely typed manually, or it can be entered by pressing buttons.

Rice. 13.20. MS Project Formula Editor

The formula can use operations on other MS Project fields. For example, in order to determine the total time to edit an article, you need to multiply the number of pages in the article by the time it took to edit one page. In our project (IS.mpp), we renamed the Duration1 custom field to Page Edit Time, and the Numberl field to Number of Pages in Article. This means that to determine the value of the field Duration2 (Duration2), or Total time for editing an article, you need to multiply the value of the field Durationl (Duration1) by Number1 (Number1). In the formula, as we see in the figure, the names of the fields (as in filters) must be enclosed in square brackets.

To insert a field name into a formula, you can use the Field button, or to insert one of several dozen available functions, use the Function button. You can also use the Import Formula button to insert a formula into a field from another field in any open project.

In Fig. 13.21 (file IS.mpp) you can see how the settings we made work. After filling out the Number of pages in an article and Page editing time fields, the Total article editing time field is recalculated.

Rice. 13.21. Calculation using formulas works

However, the current counting mode has one drawback: the duration calculated for each task is not summed up for the phase. This means that we cannot automatically determine its duration. To ensure that values ​​in a custom field are automatically recalculated for summary tasks, you must configure it in a special way.

Custom fields and summary tasks

You can determine how custom field data will be displayed for summary tasks in the field settings dialog box, in the Calculation for task and group summary rows section, by selecting the required field in the list (Fig. 13.22, file 16 .mpp).

Rice. 13.22. Set up calculations for summary tasks. The contents of the drop-down list depend on the type of field selected

The section contains three radio buttons: None, Rollup and Use formula. If you select the first one, the custom field data will be calculated only for regular tasks, and not for summary ones. The second radio button allows you to calculate the custom field value for summary tasks using one of the operations provided in the drop-down list. The composition of this list varies depending on the field types (Table 13.2), in addition, you cannot consolidate data for text fields.

Table 13.2. Operations for summarizing data in summary tasks

If you use a formula to calculate a custom field, a third radio button is available - Use formula. If you select it, the same formula will be used to calculate custom field values ​​for summary tasks as for regular tasks. In our case (file 16.mpp), it is more convenient to use the operation of adding the values ​​of a custom field for tasks than a formula. After all, our formula uses the values ​​of other fields when calculating, which means that for them we also need to configure the parameters for determining the value for summary tasks. If this is not done, then the values ​​of these fields for summary tasks will always be zero and the result of our formula will also be zero.

In Fig. Figure 13.23 shows a table from file 16.mpp with calculations of the total duration of editing articles after we have configured the summation of values ​​for phases in the Total article editing time field. Now the values ​​in it are summed, but in other custom fields they still are not.

Rice. 13.23. Now the total time for editing articles is summed up

The duration we calculated is actually the labor required to complete the editing work. However, this data cannot be automatically entered into the project plan, that is, into the Work field of the corresponding tasks, since this field is not customizable and cannot enter formulas. Therefore, we can only place the data we receive in this field manually.

A model in which data is automatically calculated in one field as other fields are changed, and then must be manually transferred to the project plan, is fraught with one danger: you may accidentally forget to enter labor data into the project plan. In this case, the planned effort for the task will be incorrect, and therefore the project plan as a whole will be inaccurate. To ensure that the labor costs of a task always correspond to the data in the Total article editing time custom field, we will use indicators.

Using indicators

MS Project includes the ability to display color indicators rather than data in a custom field. The color of the indicator depends on the fulfillment or failure of the logical condition. For example, in our case (file 17.mpp), you can create an Updated field and configure it so that if the data in the Total article editing time field is equal to the data in the Work field, then a green indicator is displayed in it, and if they are not equal - then red.

In principle, such an indicator can be displayed in the Total article editing time field itself, but we will create an Updated field of type Flag to demonstrate how to work with fields of this type.

In the Field Definition dialog box, rename the Flagl field to Updated, and then open the Formula Settings dialog box for it. Let's enter the formula = ([Duration2] = [Effort]). Flag fields can only contain the value Yes (Yes) or No (No), and if the condition of the formula is met (that is, the Total time to edit the article is equal to labor costs), then the field will contain Yes (Yes), and if the condition is not met - No ( No).

Now you need to configure the display of indicators. To do this, in the Values ​​to display section of the field settings dialog box (see Figure 13.16), you need to select the radio button located next to the Graphical Indicators button. Then to configure the indicators you need to press this button. In the window that opens (Fig. 13.24, file 17.mpp), you need to configure the criteria for displaying indicators for different tasks.

Rice. 13.24. Dialog box for setting up the display of indicators

At the top of the dialog box, select the radio button that corresponds to the type of tasks for which indicator display criteria are configured: Nonsummary rows, Summary rows, or Project summary. Moreover, for each type you can configure your own criteria for displaying the indicator.

To display indicators for summary tasks using the same criteria as for regular ones, you need to check the Summary rows inherit criteria from nonsummary rows checkbox. And in order for the project summary task to use the same criteria as summary tasks, you need to check the Project summary inherits criteria from summary rows checkbox. If both check boxes are selected, then by setting the parameters for common tasks, you thereby determine the display settings for all other tasks in the project. Indicator display parameters are configured in the table in the center of the dialog box.

The table contains three columns: Test for, Values, and Image. In the first column from the list, a condition is selected that the value in the second column must meet. The list of conditions is the same as the one we used when creating filters in lesson 4 “Sorting, grouping and filtering data in tables” (see Table 4.1).

You can use specific values, for example Yes or No, as in our case, or you can select the value of any of the fields. In the last field, a picture is selected from the list to be used as an indicator if the condition described in the first two fields is met. So, in our case, if the field value is Yes, a green indicator should be displayed, and if it is No, a red indicator should be displayed.

The field value checks are performed in order from top to bottom, and the first match to the condition selects the indicator that will be displayed. To move conditions up and down in the list, use the arrow buttons located on the side of the list.

Sometimes you want to view the field values ​​hidden “under” the indicator. If you check the Show data values ​​in ToolTips checkbox, the data will be displayed when you hover the mouse over the indicator.

The result of setting indicators for the Updated field is shown in Fig. 13.25 (file 17.mpp). As we can see, if the data in the Total article editing time field is not equal to the labor costs of the task, the field contains a red indicator, and if they are equal, it contains a green indicator.

Rice. 13.25. Result of indicator settings

However, the figure also shows a discrepancy - the labor costs in the total task are equal to 40 hours (5 days), and the total time for editing articles calculated using the formula is three. However, the field displays a green indicator. What's the matter?

If we place the cursor on the cell with the indicator in the line of a regular task, we will see that the field cannot be edited (since its value is calculated by a formula), and if we place the cursor on the line of the summary task, we will see that the cell can be edited. That is, when setting up the formula for the Updated field, we forgot to define the formula for calculating the value for summary tasks.

Let's go to the field settings dialog box and select the operation of summing data for the Updated field (similar to Fig. 13.22). Since this is a field of type Flag, the set of operations (in accordance with Table 13.2) will not be the same as for a field of type Duration. Among them, the And operation is suitable for us: if all ordinary tasks inside the summary one have the value Yes, then the value of the summary will be the same. And if among the regular tasks there is at least one field with the value No, then the value in the summary task field will also be No. This is exactly what we need: if the work of at least one of the regular tasks is not updated and does not correspond to the calculations according to the formula, then the work of the summary task is also incorrect. Now the summary task indicator will be green only when the indicators of all its subtasks are also green. In Fig. Figure 13.26 shows the results of these settings (IS.mpp). We've copied the summary task and its nested tasks to demonstrate how concatenation works for a field of type Flag. In the first case, when among the nested phase tasks there is one with a red indicator, the phase indicator is also red. In the second case, when all nested task indicators are green, the indicator for the phase is also green.

Rice. 13.26. Setting up indicators that aggregate values ​​for summary tasks

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