The named varieties of methods have quite a lot in common, but at the same time they have some features, which determines the advisability of their separate consideration.

In the first case, we are talking about methods such as internships and temporary replacement of managers, on-site thematic classes with the solution of functional problems, business meetings, thematic discussions of students, etc. All these types of classes are conducted under the guidance of experienced specialists at advanced facilities, where there is something to be learned learn. In such classes, students have the opportunity to test the relevance and significance of the acquired knowledge, and the difficulties encountered encourage them to deeper mastery of management theory and new skills. They return to economic systems enriched with knowledge and experience, allowing them to think more fully, show initiative and entrepreneurship.

A special place among the applied forms of training is occupied by internship. It is aimed at preliminary training of the applicant by familiarizing him with the specifics and tasks of the system that he will lead, with the powers and responsibilities in the new position being designed for him. The essence of the internship is to give students the opportunity to apply the acquired knowledge in practice while simultaneously mastering and consolidating the skills to successfully perform a variety of management functions. It is carried out according to individual programs under the auspices of experienced managers in advanced (in terms of technology, technology, economics, management organization) economic systems.

Thus, during the internship, the manager is trained in natural conditions through temporary appointment to a position not previously occupied by him (most often by replacing the manager during his vacation). A period of a month and a half is sufficient to, in principle, recognize the managerial abilities of the trainee, especially if he behaved actively and made independent decisions.

In our country, for the first time, internships for managers on an industry scale were organized at the Ministry of the Automotive Industry of the USSR. In this industry, future leaders practice under the guidance of experienced mentors - general directors of associations and enterprises. They are also in constant contact with functional managers. For example, an applicant for the position of director of an enterprise studies issues of capital construction with the deputy general director for construction, technical issues with the chief engineer of the association, etc.

The internship at the Zhdanov Tyazhmash production association is conducted somewhat differently. Here, employees in the reserve undergo an internship with the manager for whom they are being trained to replace. Over the course of several months, trainees, under the supervision of mentor leaders, implement their knowledge and abilities in solving production problems. During this time they are freed from their main work. The results of the internship are discussed by a special commission created under the party committee, after which an assessment is given and specific recommendations for the intern are prepared.

In many production associations and enterprises, it is part of the system to spend days and weeks with young management personnel, when the management of individual areas of production is entrusted to trainees to independently perform job responsibilities. Thus, at the Askaykardandetal plant during this period, management of individual production areas is completely transferred to trainees. The first such experiment was carried out here in 1983. About 50 people participated in the business game then. Many of them have already been promoted to leadership positions.

An effective, business test of the personnel reserve was the decades and months of young managers in the production associations of the Ministry of Heavy and Transport Engineering - Yuzhdizelmash, Elektrostalyyazhmash, Donetskgormash. During this period, understudies occupy the positions of directors, chief specialists, their deputies, heads of workshops and departments. Based on the results of the business game, 16 people were included in the priority reserve for nomination, four were appointed to the positions of heads of services and departments of the plant. This form of preparing and checking reserves is also practiced at other enterprises in the industry.

A similar experiment - a review of managerial talents for the ability to lead - was carried out at the Omsk plant "Electrotochpribor". During the week, called “youth week,” the enterprise was run by young workers and specialists. 232 understudies replaced their mentors, from the foreman to the director. Of course, it was not easy to decide to entrust all the levers of managing a modern enterprise to young and insufficiently experienced people. But there was no big risk, since they prepared for the “youth week” well in advance and thoroughly.

The experiment was preceded by targeted training of young specialists in economics and management. Before it began, the management of the enterprise, veterans and other experienced workers had a conversation with them, advising them on how best to organize their working day. A competition organized by sociologists under the motto: “If I were a director...” was held with great success, in which everyone participated. Young understudies for foremen, heads of workshops and services diligently studied all the necessary documentation and looked closely at the work of those whom they would replace. By order of the plant, those responsible for the preliminary training of backup personnel were appointed. The director took in all the veterans of the plant, old career workers. He asked us to help young people and support young leaders. Then the veterans held conversations in workshops and at polling stations. Candidates for alternates were carefully and meticulously examined and additionally discussed at shop meetings.

Not a single manager had the right to appear at the plant during “youth week”, except for the director, and even then not to interfere in business, but only for the purpose of observation. The experiment showed the ability of young people to quickly comprehend the science and practice of management. He contributed to instilling in young workers a proficient, civically interested attitude towards their work, and aroused great interest in the production and social life of the team.

At the Tiraspol garment factory named after. On the occasion of the 40th anniversary of the Komsomol, economic games are being held, the purpose of which is to find out the capabilities of the specialists included in the personnel reserve. On a predetermined day, some heads of shifts, workshops, departments and services give up their jobs to applicants for the corresponding positions. The results of the experiment are such that it became possible to form a more reasonable reserve for promotion, much fewer mistakes were made in assessing people, and the risk of passing up a truly talented future leader was reduced. Thus, for one day, the position of factory director was filled by an employee of the enterprise’s legal department. He had to experience many large and small worries that fall to the share of a director - these include production matters, meetings, receptions on personal matters, and construction. According to him, it was as if he had seen the light: he began to look at everything that was happening at the factory in a completely different way, and not from the bell tower of a legal department employee, but much more broadly.

The current practice of internships apparently needs some improvement. In particular, the prevailing procedure is when candidates undergo an internship during a vacation or business trip of the manager for whose position they are being trained. However, it is more advisable to conduct internships at the best enterprises and with the best managers, as is done in some industries. The scope and duration of the internship are also insufficient.

In many ways, a type of training called duplication is similar to an internship. Some are inclined to recognize this method of training business managers as the most effective. Its advantages, among other things, are seen in the fact that it prevents possible difficulties of a psychological nature when filling a position, because it does not put anyone in a false position. The understudy receives his position, and with it the corresponding salary, studies and works at the same time. No one is rushing the person being duplicated to retire, and his departure does not affect production, since by that time a worthy replacement is being prepared.

Another type of internship is the determination of a probationary period for the applicant, during which he performs certain tasks in various departments of the management apparatus. V.I. Lenin’s statement on this matter is known. Speaking about the need to identify and promote new organizational talents, he pointed out that “we must nominate them, test them, give them tasks, complicate these tasks.” A probationary period is an effective method of identifying abilities for management activities, especially if he himself is not aware of the test. But you need to carefully consider the choice of units and the duration of the probationary period, skillfully organize all this difficult work so as not to turn it into a formality. At the same time, as far as can be judged from the analysis of practice, it is advisable to expand the list of positions for which the selection of personnel is associated with a probationary period, and to increase this period.

Another type of internship is the establishment of an assistant manager position specifically for the applicant. Staying in this position gives him the opportunity to expand his horizons by directly and day-to-day observing the actions of the manager, receive a lot of useful information and acquire skills in the practice of management activities. Upon completion of the internship, the post of assistant manager is abolished.

Mentoring, a unique form of training for aspiring managers, is becoming increasingly widespread. It is expressed in familiarization with specific examples of management methods, in assistance in justifying and making decisions, in consulting on problems of interest to the reservist, etc. Mentors are usually chosen as the head of the department in which the reservist is undergoing an internship.

This form of working with reserves is also practiced, when the economic manager is charged with the responsibility of preparing a replacement for himself from among gifted workers.

The type of occupation when the applicant is entrusted with the development of an actual problem also deserves attention. All students who wish to subsequently implement the solution found in the conditions of the systems that they manage or will manage are involved in its solution. Such targeted developments increase students' interest in useful innovations and help them stay abreast of the latest developments in their respective field of activity.

As for the methods of active training for managers, focused on acquiring management skills, they include: analysis of specific situations, discussions on methodological and practical problems, implementation of functional problems, conducting business games with the distribution of roles, setting and performing simulation tasks, analysis of incidents and mail correspondence, discussion of projects, etc. With the help of these methods, the manager is quickly introduced to the situation and quickly gets used to the situation in the system, gets the opportunity to demonstrate his ability to use information when solving current and future problems, and establishing relationships with colleagues. Modeling of management processes based on game theory and other active learning methods is increasingly replacing research using specific examples: after all, in games, as in reality, situations are never static - managers have to make decisions under conditions of uncertainty, with limited information and time limits.

The high efficiency of these methods is largely due to the techniques of analyzing situations and justifying decisions. Among them, we will name a “brainstorming”, in which any controversial ideas are expressed without fear of criticism. But when using synectics (translated from Greek as a combination of seemingly disparate elements), participants in group decision-making, having different training programs and work experience, are selected from several divisions of the system. They analyze the situation of divergent, sometimes mutually exclusive points of view and search for a generally acceptable solution.

Active learning methods are most effective when working with students who have leadership experience and therefore are able to learn not only from the teacher, but also from each other. In the latter version, the teacher sets the task, leads the discussion and helps formulate recommendations. Thus, the learning process is accelerated, the ability and skills to make a comprehensive assessment of the situation, to defend one’s position with arguments, and to convince the interlocutor that one is right are more intensively acquired. Let's take a brief look at some of the active learning methods we mentioned.

The discussion method is used when discussing complex and quite significant, from the standpoint of the listeners, methodological problems or large practical problems that do not have a clear solution. Discussion boils down to the free exchange of knowledge, ideas and views on the topic at hand. Each student (or small groups of students), having received a detailed description of the problem to be discussed, independently analyzes it, defends his opinion and participates in developing a solution in a general lesson. The lesson itself is conducted in the following sequence: working with written information, analyzing the problem, joint decision-making in small groups, discussing the solutions they propose, choosing the most acceptable one and analyzing its advantages. When a training group includes students from different management profiles, it is preferable to conduct a discussion around multiple options for a common problem that is of interest to everyone. If a group brings together students of the same profile, then problems specific to them are discussed.

The exchange of knowledge and experience between students is noticeably enhanced by on-site classes, especially when they are complemented by a task that stimulates their educational and cognitive activity. With this form of training, along with studying best practices, skills in analyzing a specific situation, developing and implementing collective solutions are improved. The need to perform a special task forces students to carefully familiarize themselves with the object, purposefully and with great responsibility to collect the information required to study it and make an informed decision. In this case, as in the previous one, listeners are united in small groups of three to four people, each of which prepares its own solution. The classes end with a discussion in which proposed assessments of a particular situation and decisions made on it are discussed with the participation of managers and specialists of the relevant system.

Among active learning methods, a prominent place belongs to business games that simulate certain economic, psychological and other processes in order to find the correct solutions to the problems posed in artificially reproduced conditions. The significance of business games is so significant that the idea of ​​using them as the main method of improving the qualifications and retraining of business managers has become widely accepted. The advantage of this method over others is that if the situation usually to be studied and solved appears as the starting point for playing roles, then when conducting business games the management activity itself is modeled. People have long used various games to learn to anticipate events, evaluate information and make decisions in situations that may occur in practice. Every game, be it chess or basketball, is essentially a conflict situation. The same can be said about a business game, during which it is not real reality in all its diversity that is modeled, but some of its fragments, and strict rules are used that the “conflicting” parties must adhere to.

The business games that students play are a prototype of their future work activities. They began to be used especially energetically since psychologists proved that for leadership characters, contacts with other people (interpersonal relationships) are interesting only when they are colored by the excitement of the struggle for victory, the unpredictability of the result, and rivalry. A properly staged game really lights up people, makes indifferent people active, and passive ones capable of initiative. In a business game, as in real management, the main thing is to develop solutions. As in real production, participants in the business Game use all sorts of techniques to find the best solution.

A business game facilitates the understanding by its participants of the relationship between the functions and parts of the system, the nature of its communication with the environment, develops the ability to make decisions in conditions of uncertainty and increased risk, teaches the coordination of private, local interests of the system based on the priority of more general ones, the acquisition of cooperation skills during preparation and decision making. The inherent competitive spirit of the game and the desire to gain recognition among their peers encourage students to use their accumulated knowledge and experience to the fullest extent possible in the process of justifying and making decisions.

In most cases, each listener presents an individual solution to the game, but it can also be a group one. The game is played, as a rule, in four successive stages: familiarizing the game participants with its conditions by transferring to them the initial data in the form of records, tables and diagrams; instruction regarding the procedure for playing the game, during which its participants receive comprehensive information about the rules that they are required to follow; dividing the game participants into several groups, each of which plays a given role; analysis and evaluation of the results of the game by the instructor, analysis of typical mistakes made.

Business games improve the quality of decision-making, which gives a tangible economic effect. In inventory management games, for example, it is possible to find a work option for the warehouse system as a whole, in which permanent balances are reduced by 15-20%. Game modeling of worker workload in complex production processes makes it possible to increase labor efficiency by 10-12%. It is clear, therefore, that games are becoming increasingly important in the training of management personnel and in teaching students certain skills. But, of course, they cannot replace experience or compensate for a person’s lack of organizational skills.

Let's reproduce the technology of a business game held at one of the enterprises. Usually, in games while studying in advanced training courses, in order to learn how to make informed business decisions, they imitate management activities. This time there was no imitation, everything was real. The game was played in several stages and lasted a total of 12 hours.

The game participants were divided into three groups. The head of the game headquarters determined the task: each group should draw up a project for restructuring production management, which would ensure a sharp increase in labor efficiency. And each group, secluded, began to discuss possible ways to improve management. During the defense, each group reported their findings. Naturally, a lively discussion and competition of ideas took place. The game made it possible to reveal, as they say, “who is who.” And there were some surprises. The abilities of those who were considered inconspicuous “middle peasants” were revealed. It turned out that they are thoughtful people, capable of making non-standard decisions and convincingly defending their position. And, on the contrary, it was noticed that some managers did not work so much as skillfully imitate activity.

The result of the business game was a new management structure and a new one, according to which the total number of administrative and managerial personnel decreased. Each manager had a few more responsibilities, but there was an end to parallelism, to “blurred” responsibility, when several people were responsible for a certain area of ​​work, but essentially no one in particular.

The scope of application of business games in the educational process is quite wide and varied, and therefore they can be classified according to different criteria. In particular, games differ in the nature and dynamics of the simulated processes, in the methods of transmitting and processing information. There are research, production and educational games. They can be grouped according to the following characteristics: but the scope (object boundaries), the degree of reality, the level (stochastic, deterministic), the nature of the interaction of participants.

True, individual types of games cannot always be clearly distinguished. Thus, production games often contain elements of research games, and vice versa. Nevertheless, the classification of games is useful because it creates the preconditions for a more in-depth study of their advantages and disadvantages, and this allows us to identify possible ways to improve their effectiveness. In particular, considerations regarding the specific design of games that simulate conflicts of various types are of interest.

With success in the educational process, it is used, sometimes considered as a kind of business game of situations, or the “case method” (“case” - literally “case”), which involves the study of an event or some circumstances, reproducing an example from management practice, in oral or written form. form, using slides, filmstrips, etc. Situations can be very diverse, and when working with them, students can pursue different goals: in one case, ranking tasks according to the criterion of significance for the economic system, in the other, providing an integrated approach to assessing the existing state of affairs, in the third - the development of skills to substantiate one’s position, etc. In the process of solving problems, students acquire the ability to collect and process the information necessary to find the causes of the proposed situation and find ways to implement it.

A variation of this form of training is the incident debriefing method. In contrast to what was said earlier, the listener is informed in written or oral form only the fact of the incident in this system. He can search for the information required to make an informed decision by asking targeted questions to the manager. Having accumulated sufficient information, he makes a decision, which is submitted to the group for discussion. When assessing the quality of a decision, it is determined whether all the information requested by the listener was used to justify it and how the costs of collecting and processing it compare with the expected results of implementing the decision. If the listener could not correctly formulate the questions, then key information remains unknown, which means that a reasoned solution to the incident cannot be found. The lower the costs of information support for analyzing the situation, the more acceptable, ceteris paribus, the decision is considered.

The role-playing method, which is another type of case study method, is based on familiarizing listeners with the situation and then distributing roles between them. Participants in the game receive, along with a description of the situation, instructions for playing the role, which contains an explanation by listeners and the everyday practice of social systems. In other words, classroom teaching and training are combined with the application of acquired knowledge in the context of the current system. Projects can be developed individually or in small groups. The type of project is selected taking into account the goals, content, scope and other features of the training program, as well as the student’s area of ​​interest. The latter is given ample opportunities to apply his theoretical knowledge and skills in practice.

In this regard, a teaching method based on combining internships with business games is also promising. Business games, which have deservedly become quite widespread, most often reflect, however, some kind of conditional situation, while real situations are of greater interest for the learning process.

In conclusion, let us mention the method of sensitivity training, which, unlike other methods focused on the assimilation of certain information, is used for people to understand themselves, to find out how they relate to others and interact with them.

Data from sociological surveys, as well as visual observations, indicate that the communication skills of many managers are modest. They prefer administrative methods of influencing subordinates, rather than widely resorting to a democratic style of work. There is no proper knowledge of the psychology of human behavior, the ability to understand and control oneself and one’s actions. Therefore, there is an obvious need to fill this gap in the process of training a leader.

As a rule, these types of classes are conducted in the form of lectures. But lectures provide knowledge without developing skills. Therefore, it is recommended to supplement studies with business and role-playing games, or more precisely, with socio-psychological training. Its essence is that in an environment that reproduces real human relationships, students are taught to develop and skillfully use their best qualities and neutralize those character traits that interfere with their work with people and prevent them from quickly restructuring their behavior and attitudes in accordance with the specific requirements of the situation.

The GDR was tested and has proven itself to be a more effective type of socio-psychological training - video training. With the help of video recording equipment, students receive prompt feedback about their actions, behavior, nuances of intonation, facial expressions and gestures in the situation being played out. Then they themselves, or together with the leader or other members of the training group, sort out what they did well and what they did poorly, what needs to be consolidated, developed, and what is rejected as unsuitable for work in a real environment. Workers who have used the sensitivity training method are unanimous that it has helped them to look at themselves from the outside, to approach their style of behavior critically, and to streamline some ideas about themselves and the people around them.

These are the main active methods of training managers and reserves, which play a significant role in the formation of a new type of worker. Active methods are occupying more and more space in training programs. It is safe to say that in the future these methods will become even more widespread. However, lecture training is still mainly used in the training and retraining of management personnel. Training methods based on creating “game” situations and making decisions in changing conditions are common only in certain organizations and, unfortunately, only as a small element of the overall program. But you cannot teach a person, for example, how to drive a car or swim by giving him lectures alone, but for some reason in management a similar situation is considered acceptable.

The widespread use of active learning methods is limited to some extent due to a lack of seriously trained teachers and time. Some people may be wary of the terminology used in many active learning methods. Conservative managers especially do not perceive, for example, the method of play as something respectable and trustworthy. Overcoming difficulties of this order is not difficult, and the fact that they persist for many years can be explained, in our opinion, by a lack of understanding of the significance of active games. At the same time, the methodology for conducting classes using active learning methods also needs to be better developed. And what is especially important, training should include special preparation of students for the implementation of theoretical conclusions and practical recommendations, for the quick return of funds spent on their preparation.

The greatest success in the professional training of reserves for promotion is achieved when training is supplemented by self-study. Self-learning is understood as the process of acquiring knowledge and mastering skills that occurs on the initiative of the student himself. The need for this is obvious and great. It has been proven that no amount of training can maintain a person’s knowledge and skills at the required level. The daily independent work of the manager, which is also carried out in close connection with the specific needs of the economic system, acquires decisive importance here.

To ensure proper effectiveness of self-study, it is recommended to: clearly define what and how to study, draw up a work plan and highlight preferred study hours. Of particular importance is the organization of work with literature - textbooks, books, magazines, abstract collections. At the same time, a person may strive to acquire knowledge and skills that go beyond the scope of his immediate practical activities today, that is, accumulate knowledge “for future use.” Active work on self-education and growing intellectual potential will naturally reveal themselves, if not directly, then indirectly, and in the future they may even acquire decisive significance for increasing the efficiency of management activities and promotion through the ranks.

Self-study, of course, is not an easy form of advanced training for a manager, but it pays off in its fruitfulness. Employees who engage in self-training, compared to those who have undergone traditional training, are usually more mature and find more qualified solutions. Some experts even argue that self-education is the only way a highly developed person can learn anything. Of course, independent study does not immediately bring results, but, having become a habit, every year it seems to exponentially increase its efficiency.

The scale and nature of the tasks being solved in current economic systems are such that, without any exaggeration, we can say: self-education should become a need for the mind and soul of a leader. Currently, many specialists come to management who do not have professional knowledge in the field of management, who also need a more fundamental acquisition of knowledge and skills necessary for the manager to implement educational functions in the team. It is clear that for them constant, purposeful work on themselves is especially relevant and important. In this situation, any neglect of self-education due to lack of time cannot serve as an excuse.

Self-education naturally involves non-passive familiarization with incoming information. You must not only read and listen, but also work with a pencil in your hand, write down and take notes, analyze, compose abstracts, give lectures or reports, actively participate in interviews, seminars, discussions, theoretical conferences. Meanwhile, our self-education is not organized in the best way. In this important matter there is still a lot of formalism and appearance of work for show. To improve the situation, it would be a good idea to analyze and try to disseminate proven forms of self-education, using foreign experience.

Self-education as a means of improving the skills of managers has become widespread in the CMEA countries. In some countries, for example, those who want to independently improve their skills are united in small groups - learning communities (LC). Those who sign up for the OS meet regularly over many months and even years, with each meeting lasting about a week. Typically, such a group, under the guidance of a highly qualified consultant, goes through a carefully thought-out cycle of self-education, divided into several stages. In this case, the method of “learning through action” is used, which promotes the assimilation of ways to solve complex and uncertain problems, analysis and identification of reasons that impede innovation, etc. Learning through action is organized in different ways, in particular by freeing the manager for some time from his own direct duties to give him the opportunity to work on, say, a project not directly related to his main activity.

This form of self-study is also practiced, when a person himself studies according to a developed program; but in cases where he faces any questions or problems in the process of studying it, he can turn to his mentor or consultant for help.

In all cases, self-study programs are based on self-monitoring; The student himself monitors the apparatus in order to force people to study,” says one of the company’s managers, “this would be an unjustified link. And when solving this problem, we have a principle: profitability, profitability, first of all. In addition, the struggle for existence is working for us here. Anyone who lags behind knows that he will be fired.”

The leaders of Soviet economic systems, naturally, are not threatened with such harsh treatment; they do not have to fight for existence. However, awareness of the unconditional need for continuous professional development must be developed in each of them. After all, no amount of training can provide for all the variety of situations that a leader faces, much less provide recipes suitable for all occasions; only continuous, seriously organized self-study can help here.

Unfortunately, our incentives for learning, especially self-learning, are weakened. Therefore, it is important to identify what is holding back the desire to learn in order to try to overcome the difficulties encountered here.

First of all, it is apparently necessary to ensure that a manager who strives to systematically improve his knowledge and qualifications, expending significant effort in this regard, feels real benefits not only in his work as such, but also in its material and moral evaluation. This means that it is necessary to ensure a clearer relationship between the level of professional training and career advancement (not necessarily only vertically). Oddly enough, but so far there is no acceptable dependence of promotions - in one form or another - on training programs. Without receiving the opportunity to satisfy his need to improve his social status, a person naturally does not experience the desire to study.

Another reason for the weak interest in learning lies, in our opinion, in the fact that often the possibilities of applying the acquired knowledge to business and improving one’s activities turn out to be very limited. There are often cases when even convincingly reasoned proposals prepared during the training of managers do not receive the support of higher authorities (sometimes similar developments, sent down from above or even prepared by outsiders, can be perceived much more favorably).

The quality of training programs is also important. They are not always sufficiently focused on the maximum possible impact of the acquired knowledge in the practical activities of workers.

Often, a significant obstacle to learning and learning itself is the manager’s excessive confidence in his competence and capabilities. Since he believes that he has all the necessary knowledge and skills, then, naturally, he does not see the benefit of studying. It is characteristic that such a revaluation of their knowledge often affects managers who have many years of work in the same leadership position behind them. Of course, if a person is able to realize the need to systematically improve his knowledge, he needs help in this. If he lacks such ability, then it is unlikely that he could successfully carry out managerial activities.

And finally, a negative attitude towards studying may be caused by an unjustified fear of losing oneself in the eyes of subordinates and colleagues. By attending courses or engaging in self-education, the manager thereby admits that he lacks some knowledge and skills, and he always wants to look all-knowing. But here the surest way to rid the manager of such views is to convince him that the prospect of becoming inappropriate for his position is much more unpleasant for him.

Organization of HR services

The very name of these personnel services clearly recognizes their important role in the selection and training of personnel. Indeed, they are called upon to perform extremely responsible work in selecting and studying candidates for positions, and systematically assessing the qualities of managers.

There are more and more personnel services that represent their role in the management system in exactly this way. However, for various reasons of an objective and subjective nature, their work is not yet everywhere

This analogy is appropriate here. Some first-class nilots with extensive experience behave very insecurely on the simulator when they find themselves in “emergency” situations: the inertia of many years of practice affects them, when people believed in their abilities - indeed, they fly without comment - but have lost interest in professional growth. The same thing happens with many managers of economic systems that fully meet modern requirements. Often she is far from understanding the essence of the scientific approach to her own functions and activities.

Attention is rightly drawn to the fact that current personnel departments perform primarily auxiliary duties of a technical, information and accounting nature - registration, design, documentation.

Appearing back in the 30s, in the form of hiring and firing bureaus, performing simple clerical duties on paperwork for and release from it, over many decades they have changed little in their activities: and to this day, for the most part, their leading function is reduced to office work. But since then the economy has stepped far forward, the functions and conditions of management activity in literally all sectors of the national economy have changed radically.

The need for paperwork, of course, is beyond doubt. After all, work books, personnel records, characteristics, protocols of compliance with the position based on the results of certification are stored in personal files. Gradually, the personal files of all team members, including managers, are enriched with information used for their assessment and promotion. However, practice shows that their content is not able to create a sufficiently comprehensive idea of ​​​​the qualities of a particular employee. They do not contain documents containing answers to any complex questions related to taking into account psychological, physiological, personal characteristics, inclinations and attitudes. It is not surprising that when the need arises to comprehensively evaluate a candidate for a leadership position, HR staff and managers begin to make inquiries and gather additional information.

The lack of objective criteria that could guide HR employees leads to the fact that sometimes the selection of a person for a responsible position is carried out using a trial and error method that is unacceptable in our time. The situation is aggravated by the fact that in many cases they are not interested in the opinion of personnel officers at all: their real participation in making decisions about appointments is limited to the preparation of the order. Needless to say, being deprived of the opportunity to participate in this activity completely extinguishes their interest in improving their own activities and contributes to the consolidation of formalism in their work with personnel.

The formal approach here, in fact, is predetermined by the traditionally established content of the activities of personnel department employees. If their work is reduced exclusively, or almost exclusively, to paperwork, then judgments about the possibilities of appointing and relocating managers can be based only on information concentrated in personal files. Therefore, filling leadership positions with people with diplomas is often perceived as an end in itself, although it is known that no higher education in itself does not guarantee the desired style and successful management activities of its owner.

But what is important is not only and not so much the recording of the movement of personnel, monitoring their hiring and dismissal, but what happens between these two administrative acts. It takes years to check a person in the course of his activities, and when disappointment in him sets in, the search for a candidate for a vacant position follows the same pattern. It is clear that the working methods of HR departments are in dire need of a qualitative update in all respects. In order to fully perform its functions, this service must adopt proven progressive forms of work, as well as rely on scientific achievements in the field of management, sociology, psychology, and law. It is desirable to transform personnel management from mediocre clerical work into a process of purposeful and scientifically organized search, training and placement of managers.

One cannot but agree with the opinion of the deputy general director of the Svetlana association for personnel when he says that “work with personnel cannot now be limited to just providing the enterprise with employees. We need a unified strategy, including measures to develop personnel and retain them in production. Accordingly, the work of personnel services must be radically restructured; they must fully take into account the requirements of the current stage of development of science and technology, production, pedagogy and psychology.”

Of course, shortcomings in the organization of work with management personnel are gradually being eliminated.

As an example, we can refer to the experience of the Magnitogorsk Iron and Steel Works, where the functions performed by the personnel department are much broader than those prescribed by the official instructions. With the help of this department, the main directions of personnel policy are developed, the selection of reserves for promotion is carried out and educational work with them is planned, sociological studies of the problems of team development are organized, etc. The personnel department successfully copes with many issues that are not yet included in the job responsibilities of its employees, acting in close contact with the administration and public organizations.

Representatives of personnel services should more widely practice the exchange of best practices in their work. True, the management personnel departments of some ministries from time to time send quarterly plans and materials on experience in working with personnel, and information reviews to the economic systems subordinate to them. In industrial associations, human resources services conduct seminars and exchange of best practices. It would be necessary, however, to carry out these functions on a stable and methodologically sound basis, to make it a mandatory and permanent part of the activities of personnel services.

Unfortunately, people involved with human resources on staff sometimes do not meet modern requirements and do little direct work with the contingent of managers. The structure and functions of human resources departments are also not always adequate to the tasks of managing the movement of managers. Therefore, much remains to be done to form a unified personnel service in each economic system and streamline its activities. The solution to such a problem is associated with clarifying the functions of both this service itself and the divisions of the management apparatus in terms of the same area of ​​activity, and with the transfer of this activity to a long-term basis.

Satisfying the need for managers involves, as mentioned earlier, identifying and taking into account their creative potential through a comprehensive test of each person in practice and studying his personal qualities. This creates the prerequisites for organizing work with management personnel based on a plan that includes measures to educate and improve the quality of managers, the formation of a reserve for promotion and, finally, training and advanced training of managers

In light of the above, the functions of the personnel service can be outlined with sufficient accuracy, which together ensure the timely filling of vacant positions by managers capable of effectively carrying out management activities:

Forecasting and planning the need for personnel of managers, as well as their preparation, retraining, relocation and training;

Systematic analysis of professional, general education, age composition and other socio-demographic characteristics of managers;

Determination, if this is not provided for by current regulations, of the most appropriate method of staffing (appointment, elections, competition);

Participation in the certification of management personnel, preparation and implementation of measures based on the results of this work;

Study and scientifically based assessment of the qualities of leaders, primarily by special sociological services;

Formation of a personnel reserve and work with it according to targeted programs that are adequate to the structure of the reserve;

Identifying needs for training and advanced training of managers, based not only on the interests of the system, but also taking into account their individual wishes;

Development of a program to encourage managers to improve the level of their education and qualifications, creating the necessary prerequisites for this;

Preparation of preliminary discussion of candidates nominated for leadership positions in primary party organizations and at meetings of workers' collectives;

Studying the working and living conditions of managers, developing and implementing proposals to improve these conditions in accordance with available opportunities;

Generalization of best practices in working with management personnel both in this and other economic systems, its systematic application in one’s own activities;

Organizing the accounting and promotion of personnel, studying the frequency of their turnover and, if necessary, developing reasoned proposals to reduce it to a normal level;

Improving the mechanism for selecting and placing personnel, methods for their assessment and training.

The listed functions reflect the totality of modern requirements for personnel services. This list can be detailed, and in some ways supplemented, but the essence of the matter does not change. Even with a superficial acquaintance with the functions of the personnel service, the exceptional complexity and responsibility of the work it performs becomes clear, which implies an increase in the requirements for the level of special and general training of its employees. Many of the difficulties in implementing these functions are caused by the fact that they do not have . Perhaps, to some extent, this explains that the HR department sometimes spends up to 60% of its working time on matters not related to its direct responsibilities.

Significant assistance to the personnel services of economic systems can be provided by the public personnel departments created in many of them - amateur bodies of labor collectives, designed to promote the rational use of labor, strengthen discipline, improve working conditions, living conditions and retain personnel in production. Such departments are formed by a joint decision of the administration, trade union, party and Komsomol organizations for a period, as a rule, of two years from among labor veterans, youth mentors, advanced workers, engineering and technical workers, employees, as well as representatives of the administration and public organizations. The department operates under the guidance of the trade union committee and the administration according to a plan agreed upon with them; in its work it is guided by labor legislation and other regulations related to work with personnel, and acts in close contact with public organizations. In connection with the adoption of the Law on Work Collectives, the position of the public personnel department is also strengthened.

With all the importance of the functions of the personnel department in working with applicants, the final word belongs, of course, to the head of the economic system, who has no right to shift his responsibilities in this area to anyone: neither to his deputies, nor to public organizations, nor to the personnel service . Working with personnel is his first responsibility. All decisions regarding personnel become valid only after they are formalized by order of the manager. One may get the impression that with the transition to the election of managers in enterprises and associations, when elected bodies come to the fore in the selection of candidates for positions, the role and responsibility of the head of the economic system becomes smaller. This is, of course, not true. In fact, under conditions of election, the role of the leader in this work not only does not weaken, but increases. He is the person most interested in ensuring that applicants are assessed, perhaps more impartially. In the event of an unsuccessful selection of applicants, which is revealed later in the process of their work, he will not be able to refer to the fact that he did not select them, but they were chosen by the team.

The direct responsibility of the economic manager for the selection and placement of managers in no way diminishes the role of the personnel department, and the transition to election significantly enriches its functions.

In the conditions of appointment to positions - let us remind you of this also because not all economic managers are selected yet - who and at what level makes decisions regarding certain categories of managers is determined by the existing nomenclature. The practice is that for most categories of managers, relevant decisions are made one or two levels above the management body in which the person applying for the position will work. The person responsible for the activities of the system as a whole regularly meets with people included in the personnel reserve, studies the style and results of their activities, involves them in the preparation of individual issues and documents, and is interested in the opinion of their immediate leaders and subordinates and party activists.

The above does not contradict the rule according to which deputy managers and personnel service employees, party and other public organizations take an active part in resolving issues of personnel selection and transfer. The consequences of personnel decisions are so significant and so many factors must be taken into account when making them that their qualified justification cannot be entrusted to one person. But participating in the preparation of a decision and making it are far from the same thing.

In the process of preparing a decision, great importance is attached to a personal conversation between the leader and the applicant, in which other persons invited by the leader and necessarily representatives of the party organization can participate. During the conversation, they try to assess the applicant’s behavior, his system of motivations and values, his ability to communicate, and obtain additional information about his professional experience and way of thinking, life plans and preferences, and the characteristics of his individual work style.

Naturally, during the conversation you need to be extremely objective and avoid bias. The nature of the conversation is formed under the influence of many factors - the personality of the manager, the amount of information about the applicant, the level and characteristics of the position being designed, etc. Taking these circumstances into account, each manager adheres to a certain order in the conversation.

Here, for example, is how the general director of the Apatit production association, G. A. Golovanov, describes the procedure for conducting the conversation: the conversation is always conducted in the presence of either the chief engineer of the association or one of the deputy directors (depending on the nature of the position being filled). Even before the meeting, I have all the information available to me about the employee.

There is a certain pattern to the series of questions I ask. The first question is quite stereotypical: “How do you feel about the offer to take a new position?” If the answer is no, then in about 80% of cases I thank the interlocutor for his frankness and stop further conversation with him. In other cases (and this happens when I intuitively feel or know from other, but already objective sources, that the refusal is unfounded), I try to find out in more detail the reason for the refusal, challenging the specialist to be frank. The reasons for refusal are mainly lack of preparedness for new responsibilities, state of health, some personal reasons, but there are also reasons such as fear of not being able to cope with new responsibilities, reluctance to take on additional burdens, antipathy towards your future boss or some of his subordinates .

If I consider the reasons for refusal not serious enough, then I insist on accepting the offer, and if this follows, then I make a note to myself about the need to take into account in the future the circumstances identified during the conversation that served as the reasons for the initial refusal.

After receiving the candidate's consent to take the proposed position, he is asked the following mandatory question: “How do you imagine your future responsibilities?” The answer to this question allows you not only to form an additional opinion on the existing information about the candidate’s strengths and weaknesses, his theoretical knowledge and practical skills, tastes and inclinations, but also to more correctly formulate advice for the future. In addition, the conversation gives me the opportunity to form some opinion about the further growth of this specialist. Final approval for the positions of heads of workshops, departments and chief specialists is made at the next meeting of the board.”

Naturally, the party organization takes a direct and active part in personnel work, since this is one of the main, and most likely, the leading aspect of its activities. Party leadership of work with cadres of managers has been and remains an important guarantor of a successful solution to the problem of actually ensuring their “business career” in the spirit of modern requirements.

At different levels of economic management, the scope of functions and forms of work of party bodies with leadership cadres are not the same. Within the divisions of the primary levels of the national economy, the selection of managerial personnel, like other actions of the administration, is controlled by party organizations. The predominantly sectoral structure of economic management predetermines the sectoral approach to personnel selection, and from the position of the territorial structure of party bodies, the nomenclature of leading personnel is formed somewhat differently. The specificity of party-political and economic approaches, the difference in sectoral and territorial criteria jointly determine the complexity and subtlety of the mechanism!! activities related to the selection and placement of business managers. Moreover, the participation of party bodies in this is carried out in two forms - through recommendations to economic bodies and approval of their proposals.

The efficiency of selection, assessment, placement, and movement of personnel increases in the conditions of the use of automated systems for processing the information used in this case. Without modern technical means, it is difficult to count on a radical improvement in the activities of personnel services, timely and high-quality solutions to the increasingly complex problems of personnel policy. Automated information processing allows you to quickly receive in real time, that is, immediately following the question, various types of certificates, summary statements, personal and professional characteristics, information about official movements and much more, which allows you to raise all work with personnel of managers.

The system for working with personnel is created and functions with the active assistance of the law, which acts as a regulator of the relationships between bodies and employees of the management apparatus. The sources of legal norms used are regulations.

Different branches of law regulate personnel issues to different degrees: for example, in administrative law, they are resolved more broadly and in more detail than in state law. Thus, Soviet administrative law contains norms that define the relations of the civil service: its availability to all citizens, regardless of nationality, property status and gender, selection of personnel on business, political and psychological grounds. There are, for example, regulations governing the procedure for enrollment in the civil service, establishing general and special requirements for employees in the form of part-time work, etc. Labor law determines the powers and responsibilities of public services in the field of labor, their responsibility for implementing internal regulations.

General are, in particular, the requirements related to the social and legal status of citizens: for example, hiring only upon reaching a certain age, the prohibition of holding certain positions for citizens deprived of such a right by court, etc. Special requirements are determined by the characteristics of labor in the relevant systems - state, economic, party, etc. in general, the state of legal support for work with personnel managers can hardly be considered satisfactory. Suffice it to recall that given the urgent need to streamline the legal regime of careers, the promotion of managers up the rungs of the job ladder is not regulated by any legal norms or methodological provisions, which significantly complicates the work of personnel services.

That is why it is recognized as necessary, as already mentioned, to form a legal mechanism, create clear norms and rules that determine the procedure for promoting employees, the sequence of a candidate going through all stages of the “career model” for the relevant position.

Many legal issues arise in connection with the transition from appointments to election of managers, on the basis of such a fundamental legal act as the USSR Law on State Enterprises (Associations). The Law implements the line of effective use of direct democracy at the lower economic level. General meetings and councils of labor collectives are vested with powers to resolve issues related to production, social, and personnel matters. It is important to find ways to implement the far-reaching provisions of the Law. We know the main means of implementing the Law. This is the widespread development of openness, criticism and self-criticism, democracy in the sphere of production, the consistent introduction of self-government into the execution of labor collectives. The implementation of these fundamentally important areas of democratization will be a strong barrier in the way of those who would prefer to resolve issues concerning the leaders of the primary level of the national economy behind the back of the collective and, especially, against its will. But a number of regulatory documents are needed that provide specific tools for the implementation of legislative requirements, organizational forms and technology for implementing the provisions of the Law, addressing the problem of improving work with personnel of business managers.

Improving the activities of personnel services and increasing their role in staffing the management apparatus with managers who have a highly effective work style are directly dependent on the structure and qualifications of the employees of these services.

HR services come in three flavors. In the first option, a single personnel department is in charge of all personnel in the system, including management ones. In the second option, a specialized service is created to work only with management or even only with management personnel. In the third option, the personnel service is also unified.

However, neither the qualifications of the employees of the personnel departments, among them you can find a construction technician, a kindergarten teacher, and an economic engineer, - and the established work practice does not allow them to perform their functions at the proper level.

According to the qualification directory of employee positions, the head of the personnel department must have a higher education and work experience in engineering and technical management positions for at least five years. But in reality, the requirements for the position of head of personnel affairs are not always met. On the recommendation of the State Labor Committee of the USSR, ministries and departments, when drawing up sectoral nomenclatures for positions of engineering and technical personnel, are obliged to provide for the replacement of the positions of chiefs (managers), senior inspectors, inspectors of personnel departments with university graduates who have received education in the specialty of document management and the organization of managerial work in government institutions. But there’s nowhere to take them from!

Research conducted at enterprises in the Estonian SSR showed that only three out of ten managers and only nine out of a hundred other personnel department employees had higher education. Estonia is, of course, no exception. At the 28 surveyed enterprises of the Western Urals, the picture is approximately the same.

The obvious insufficiency of the current level of education and qualifications of personnel services workers will not seem surprising if we remember that there is practically no educational institution in the country that would truly train specialists in this profile, and there is no profession of personnel officer. True, in some institutes groups of personnel service managers are beginning to be created, and personnel in the specialty “document management” and “organization of managerial work” are trained at the faculty of public records management of the Moscow Institute of History and Archives, but special training for workers to work in personnel services is not organized in any system higher or in the secondary education system. There are also advanced training courses for personnel department employees, but classes are rarely held, and the level of their implementation is sometimes far from pressing practical issues of personnel work. Self-training opportunities are also limited, since there is too little specialized literature on working with personnel. Finally, some of the efforts made in certain industries to improve the training of human resources workers are not always supported by their actual capabilities.

For example, in accordance with the standard nomenclature of positions to be filled by certified specialists, approved by order of the Ministry of Coal Industry of the USSR, specialists in leading production profiles or economists and lawyers can work in the personnel service. In the absence of a HR profession, this approach is legitimate, but its implementation encounters certain difficulties. One of them is the much lower (compared to the remuneration of specialists) official salary of personnel service workers, who, being classified as employees, do not enjoy the benefits provided for engineering and technical workers. In many economic systems, they generally proceed from the premise that working with personnel is practically within the capabilities of every competent worker.

The tradition is that usually one of the experienced and well-known veterans is appointed as the deputy head of the economic system for personnel. Years have taken their toll on his health, and it’s getting harder and harder at operational work, so they find a quiet backwater for him. Of course, it is wonderful that in the past he was the head of a workshop or department, held an elected position for a long time, and has rich life experience. But in order to successfully implement the functions of the HR service at the modern level; requirements, this is not enough; Without special training, only on the basis of work experience, many of these functions are difficult to perform today.

For the most part, people with a technical or humanitarian education who do not have the knowledge necessary to work with people find themselves in the positions of heads of personnel departments. Being insufficiently familiar with the basics of labor legislation, regulations and instructions related to working with personnel, they have to comprehend the intricacies of their service exclusively in practice. Months and years pass until they acquire the necessary knowledge and begin to competently perform their functions.

The stereotype of a HR manager that has developed over many years is also quite far from perfect. Usually this is a conscientious and diligent worker, accustomed from his past work to be careful and peculiarly vigilant, whose activities take place as if in a certain atmosphere of mystery.

In order for HR departments to be able to competently perform their difficult and responsible duties, it seems to us that it is absolutely necessary to recertify the employees of these departments and retrain them under a special program. An analysis of their training programs shows that there is no clear concept of personnel management, without which it is difficult to organize work with them on a stable scientific basis.

Apparently, it is preferable to select people with higher legal education as heads of human resources departments. Existing practice confirms that in this case, work with personnel is organized in the most rational way. It is also advisable to use the experience accumulated in some industries in centralized training of personnel department employees, improving their qualifications in courses where special attention is paid to the study of labor legislation, analysis of incidental situations, the most common shortcomings in work, etc.

The training of heads of human resources departments requires special attention. Nowadays, for the first time, special groups of personnel service managers are being formed in industry institutes, courses and faculties of advanced training.

The experience of the Leningrad Financial and Economic Institute is interesting, where classes were organized with the heads of personnel departments of the State Committee for Labor of the USSR: at this faculty, specialists with higher education study management theory, the basics of sociology and psychology, labor legislation, connections between personnel departments and other departments of enterprises, the principle of using computers in working with personnel, etc.

The prospects for a radical improvement in personnel work are associated with the introduction of automated management systems with the “Personnel” subsystem. Machines are quite capable of taking on a significant part of the work on processing and searching for accounting, reporting and statistical reference information. HR department employees, freed from the burden of routine information and reference concerns, will be able to devote more time to socio-psychological, legal and other HR management tasks.

Human resources departments are obliged and can actively participate in staffing the management apparatus with comprehensively trained managers. But this will require enriching the content and changing the style of their work. In solving the problems arising from this, a standard (approximate) Regulation on the personnel department, which would thoroughly define their functions, rights and responsibilities, could serve as a help.

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7.4. Main directions of psychological support for working with personnel

Professional guidance and personnel selection. In most law enforcement agencies, the psychological service is a structural element of the personnel apparatus. Therefore, one of the main tasks facing the service is the use of achievements of practical psychology in working with personnel (staff, personnel).

Career guidance is a system of psychological, pedagogical, organizational and other measures of the state, specific departments and psychologists aimed at optimizing the process of youth employment in accordance with the desires, inclinations, developed abilities and taking into account the need for specific specialists. Professional guidance in law enforcement agencies includes various forms of work. The most common is to familiarize young people with the peculiarities of the activities of law enforcement agencies through the use of the media (central, local, departmental). Educational institutions hold open days every year. In many regions, specialized colleges and classes are being created in secondary schools. The participation of a psychologist in vocational guidance work at the stage of selecting candidates for service makes it possible to correct their ideas about future activities, provide qualified consultation on the choice of specialty (faculty), and sometimes convince the candidate that his personal qualities do not meet the qualification requirements for a future specialist , and thereby protect a person from possible disappointments and stress.

During professional counseling, the attention of the candidate and his relatives is drawn to the particularly stressful and dangerous nature of the future specialty, and the conditions of service in specific structural units.

Vocational guidance work is often carried out among a relatively small group of young people - children of law enforcement officers. On the one hand, this is a positive factor, since young employees, brought up in family traditions, have a deeper knowledge of the specifics of the activities of the relevant services and are better prepared for the professional and psychological difficulties of practical activity. There is no staff turnover among this category of specialists. But, on the other hand, focusing only on the children of law enforcement officers increases the closedness and isolation of this system and limits the influx of capable youth.

The experience of individual professional guidance of capable and gifted young people deserves attention. They are identified at the stage of training in various educational institutions, and their personal qualities are studied. Professional counseling is provided not only to candidates, but also to their parents. Only after this are candidates invited as applicants to specialized educational institutions of law enforcement agencies.

The central stage of psychological support for working with personnel is professional selection. It includes a set of “special procedures for studying and probabilistically assessing the suitability of people to master a specialty, achieve the required level of skill and successfully perform professional duties in standard and specific difficult conditions” 1. In other words, professional selection is a procedure during which, first of all, a person’s suitability for professional activity is determined.

An important feature of this procedure in law enforcement agencies is its legal regulation, which is explained by increased requirements for employees of government bodies and the responsibility of officials for its implementation. The regulations provide for the following aspects of professional selection: socio-legal (age, education, citizenship, etc.); medical (suitability for professional activities due to health reasons); psychological (presence of appropriate personal qualities). Specific features of psychological selection, in which practicing psychologists take an active part, are discussed in § 6.1.

Personnel placement and management of their professional adaptation. The final conclusion on admission to service in law enforcement agencies and personnel placement carried out directly in territorial divisions. A practical psychologist at this stage acts as an expert and consultant. It compares, on the one hand, psychological information about the candidate’s personality, obtained through direct study of him and received from the psychodiagnostic center, and, on the other hand, the requirements that apply to a specific position (professiogram or model of a specialist).

The absence or poor development of certain properties in a candidate is not always a contraindication to service (if we are not talking about moral qualities), because these properties can only be formed in the process of professional activity.

When deciding on employment, it is necessary to keep in mind that modern personnel management involves not only adapting (“tailoring”) the individual to the requirements of the position, but also adapting the position (functional duties, powers, responsibilities) to the psychology of a particular individual, and redistributing functions.

When enlisting in law enforcement agencies, it is often taken into account personal guarantee for an experienced employee candidate. This implies the official responsibility of the guarantor for the employee recommended for service, as well as the obligation to be his mentor. Personal guarantee can be important especially in situations where a candidate for service is classified as conditionally recommended (i.e. falls into a risk group).

At the stage of accepting a candidate for service, a psychologist often has to conduct individual consultations in order to reorient the future specialist to work in a different field than the one the candidate dreamed of.

In law enforcement agencies it is quite developed mentoring institute both as an important form of ensuring the professional development of young employees, and as a means of psychological assistance in adapting to the team. Therefore, one of the tasks of a practical psychologist is to consult the head of a department in order to select mentors who are psychologically compatible with the recruited employees, as well as subsequent counseling of mentors and increasing their psychological competence. Considering that the psychological service itself in law enforcement agencies is going through a period of formation and experienced workers do not always realize its necessity and its capabilities, it is quite justified that psychologists shift the emphasis in their work to young employees. In many departments, psychologists begin their work with hired employees with an individual conversation based on the results of a psychological examination, at the same time clarifying their self-esteem and level of aspirations, and developing behavioral tactics in the service team.

Yes, on adaptation process for young employees such quality as conformity. Increased conformity can lead to the fact that a newcomer easily succumbs to negative influences and is drawn into a “mutual responsibility”. Non-conformity and the desire for independence leads to ignoring traditions, public opinion, and gives rise to conflicts with experienced employees. In large departments (several hundred people), where the annual addition of young employees is quite large, it is advisable to conduct social and psychological training with them. And above all - self-confidence training. Experience shows that trainings relieve emotional tension, significantly unite young employees, provide an opportunity to discuss the socio-psychological difficulties they encounter in work teams and when communicating with the public, and build a sense of self-confidence.

During socio-psychological training, a certain immunity to negative phenomena in law enforcement agencies is instilled, and the foundations are laid for the personal growth of employees. Targeted work is carried out with persons classified as at risk. The psychologist creates a special folder (file) on them, where all the activities carried out are recorded. After the probationary period (from 6 to 12 months), the results of their work activities and relationships in the team are comprehensively analyzed, and a repeated psychological examination is carried out by a department psychologist or in a psychodiagnostic center. After this, a final decision is made on the further service of the employee classified as at risk. Experience shows that this category of employees must be registered with a psychologist for up to three years.

The task of a psychologist is to analyze the factors influencing the process of professional adaptation and develop measures to optimize them. For the successful adaptation of young employees, work is also carried out with the teams in which they work. The attitude of employees towards a newcomer in social psychology has always been considered as a criterion for the level of development of the team itself. The ability to notice the first successes of newcomers and stimulate their diligence significantly affects motivation and satisfaction with work, and builds self-confidence.

The problem of adaptation is relevant not only for practical units of law enforcement agencies, but also for educational institutions. It is known that the first year of study is the most difficult for students. New living conditions: getting up, exercise, drill and physical training classes, transition to a statutory form of relationships, strict control over behavior, separation from parents, barracks conditions, different food, new friends, colleagues to be reckoned with, and sometimes just them endure, intense training - have a strong psychological impact on first-year students, causing deep emotions and doubts about the correctness of their choice of life path. It is no coincidence that the number of expelled students in the first year and in the first semester of the second year of study is most significant.

Difficulties in adaptation can also be judged by the reasons for expulsion. Thus, in the first semester of 1997/98, in all educational institutions of the Ministry of Internal Affairs of Russia the following were expelled, %:

At own request - 46;

For negative reasons - 32;

For academic failure - 14;

For health and family reasons - 8.2

Based on these data, it can be argued that the main difficulty in students’ adaptation is not their studies, not their intellectual level of development, but personal qualities: motivation, value orientations, discipline, relationships in a team, etc.

The main forms of work of a practical psychologist during the adaptation period of students are:

Individual consulting of students according to their requests;

Psychocorrectional work with persons classified as conditionally recommended (they make up 33%) and the group not recommended, but accepted into educational institutions (they make up 7%);

Psychological and educational work with all first-year students (about adaptation difficulties and ways to overcome them);

Creation of favorable socio-psychological conditions in study groups;

Correct selection and appointment of junior commanders.

Adaptation of young employees and students of educational institutions is mainly completed by the end of the first year of study. This is manifested in the assimilation of basic professional techniques, work methods and value orientations. The young employee begins to identify himself with law enforcement agencies, he develops a sense of “we”, a sense of professional pride, he connects his future destiny with his career and the results of his professional activities. The further process of professional development of the individual is often carried out spontaneously, and the task of the practical psychologist and the head of the unit is to give it a purposeful character.

Personal growth and professional development of law enforcement officers. The task of a psychologist is to work with employees at all stages of their business career. Therefore, having provided psychological assistance to young employees at the adaptation stage, it is important to exercise psychological control over their further professional development and personal growth. Personal growth law enforcement officers is a system of targeted development of their socially and professionally significant qualities and skills. Personal growth is carried out primarily in the process of properly organized professional activity. Therefore, by monitoring changes in the personal potential of employees, their authority in the team, the results of professional activities, and satisfaction with the service, the psychologist makes recommendations to management on improving the organizational climate in the team and individualizing management influences on specific employees.

In labor psychology, it is generally accepted that seven years in one position is already a critical period, after which performance no longer increases, the motivation of workers decreases, and staff turnover increases. Analysis of statistical data shows that in some regions, up to 70-80% of employees work in law enforcement agencies with up to three years of experience. It seems that the reason for the transition of experienced employees to other areas of activity lies not only in the low financial support of law enforcement personnel, but also in insufficient attention to the issues of personal growth and business career of mature employees.

The departure of experienced officers from law enforcement service is also associated with such a phenomenon as the “midlife crisis” 3. At the age of 35-45, people full of strength and energy often realize the limitations of their opportunities in a business career, the contradictions between personal beliefs and the values ​​of society; experience dissatisfaction with their standard of living and family well-being. An existential conflict arises - people lose the meaning of their previous life and try to find new life guidelines.

A practical psychologist has an arsenal of psychotechnical methods of influencing employees that can ensure their personal growth. Currently, considerable experience has been accumulated in conducting this type of training 4 . Thus, clarification of personal life plans during the training can be carried out according to the following scenario:

1.0. Self-assessment of various spheres of life. 1.1. Work: Do I have clear ideas about my work and its goals. Does work help you achieve your life goals? 2.0. Taking into account the assessment of various areas of life, clarify your main personal goals and justify why they are important to you. 2.1. The goals of my life are:

* * * 2.2. Deadline for achieving my goals: 2.3. What factors help you achieve your life goals and what hinder you? 2.4. What resources do you need to use to achieve your goals? (time, money, health, etc.). 2.6. Are you ready to engage these factors or do you need to adjust your goals? 3.0. Private goals and activity plans that contribute to achieving life goals:

To clarify life plans taking into account a possible crisis situation, the “Three Years” exercise 5 is performed.

After the employees (training participants) have decided on their life goals, they are given a new introduction: “Imagine, you found out that you have three years to live (all this time you will be completely healthy). What is your first reaction to this news? Where and how would you like to live your remaining years? What do you absolutely need to do during this time?”

After the training participants have shared their ideas about the new life situation, the similarities and differences between the imaginary picture of life and the real one are compared. What actions in the modeled picture need to be included in the life plan?

This kind of training in the Ministry of Internal Affairs system is usually referred to as moral and psychological training, because we are talking about the formation of orientation, in contrast to professional psychological training, when operational qualities are developed (memory, attention, observation, etc.) 6 .

Currently, new psychotechnologies for developing personality and changing its psychology are also widely used 7 .

Psychological support for working with the personnel reserve for promotion 8 . The enrollment of employees in the personnel reserve for promotion is traditionally carried out on the basis of real performance indicators, the availability of appropriate education and age perspective. However, it is known that a good specialist does not always become a successful leader. For example, according to the Ministry of Internal Affairs of the Russian Federation, over the past year the turnover of the heads of city district agencies - the leading management level in the system of law enforcement agencies - is about 19%. At the same time, about 12% of managers (of the total number of those displaced) were moved to lower positions; 3.4% were dismissed for negative reasons. It is also noteworthy that 2.1% of managers worked in this position for less than one year. Among lower-level managers, these indicators are even less satisfactory. Thus, among the dismissed heads of the criminal investigation department, 8.7% worked in this position for less than one year!

The turnover of the leadership of law enforcement agencies is often the result of an insufficiently in-depth study of its psychological characteristics, inclinations for managerial activities and the presence of appropriate motivation. Therefore, in connection with the creation of a psychological service, among the tasks assigned to it, an important place is given to working with the personnel reserve for promotion 9 .

The main directions of this work: psychological examination of employees included in the personnel reserve for promotion; psychological counseling of these individuals based on test results; psychological preparation of employees for management activities; consulting the head of the department when appointing a candidate to a vacant position; Providing psychological assistance to a newly appointed manager when entering a new position.

Psychological examination of employees enrolled in the personnel reserve for promotion, pursues the following goals: studying their individual psychological characteristics and organizational abilities, as well as predicting the success of their activities as a leader.

Since there is currently no generally accepted model of a leader’s personality, and the qualities included in it are often descriptive in nature, practical psychologists more often use standard tests “containing instructions on the permissible limits of variation of certain professionally valuable qualities, expressed in terms of indicators of some measurement scale.” " 10

So, according to L.N. Sobchik and T.N. Lobanova, who used the MMPI test, the success of high-level managers correlates with the predominance of scales 3, 4, 6, 8, 9 with a normative spread (not higher than 70 T-bashyuv). “The complex of properties identified by this profile represents such personality traits as an active life position when solving important problems, a high level of motivation to achieve a goal, optimism, tendencies towards systematic and analytical types of perception and processing of information, quick orientation when the situation changes, flexibility in social contacts, etc.” 11.

The use of the same test when examining students of the Academy of Management of the Ministry of Internal Affairs of the Russian Federation 12 shows that among future heads of city district authorities, 33% have a pronounced asthenic profile (leading scales - 4, 9 to 70 T-points), for 5.9% of students these scales are included in number of dominant ones, but are compensated by scales 5, 3, 2, 1. Only 8% of managers have leading scales 2, 0, 7 (pessimism, introversion, anxiety), which determine the asthenic behavior of the individual. Prediction of success in management activities is carried out not only according to the main profile, but also according to the degree of expression of such structural components of the personality as: motivational orientation, emotional stability, communicative competence, leadership potential, intellectual efficiency. Each component is calculated using an effectiveness formula and includes a number of main and additional scales 13 .

The Cattell test and other specialized techniques 14 are quite valid from the point of view of studying the psychological potential of managers.

Psychological counseling for employees included in the personnel reserve for promotion. Experience shows that people are very interested in receiving information about the results of their testing. At the same time, it is not advisable for a psychologist to wait until someone turns to him for advice, but should take the initiative himself and determine a meeting time convenient for the client, taking into account that the latter are constantly busy solving official problems. To save time, you can also conduct a group consultation. Employees are given the results of their personal testing, as well as group average values ​​for each parameter. When comparing your values ​​with the group average, as well as clarifying the psychological essence of the qualities being studied and their relationship, not only in-depth knowledge of yourself occurs, but also a correction of ideas about yourself (“Self-concepts”).

In subsequent individual conversations, the psychologist can better explain to each employee in the promotion reserve their problems, strengths and weaknesses, and clarify self-esteem, i.e. show how the test results coincide with their ideas about themselves. If clients have doubts about the reliability of the survey results, they can be offered additional testing using other methods.

This stage of work should end with the development of an individual plan for personal growth (self-development).

Psychological preparation of employees for management activities - the longest stage of work with a reserve of personnel for promotion. An analysis of the literature shows that the most effective form of training future leaders is socio-psychological training. Currently, significant experience has been accumulated in active socio-psychological training of management personnel. 15 Its effectiveness increases if the official level of managers and the specifics of their activities are taken into account. An important form of professional and psychological preparation of candidates for managerial positions is the performance of managerial duties during the absence of a permanent boss or internship in a corresponding position. It is advisable that at the end of this period the trainee should provide not just a formal report on the work done, but during an individual conversation the psychological difficulties he encountered would be analyzed, as well as the plan for further personal growth (self-management) would be clarified (adjusted).

Consulting the head of the department when appointing a candidate to a vacant position. When solving personnel issues, the head of a department often sets the psychologist the task of preparing psychological characteristics for candidates who may fill a vacant position. When consulting a manager, a psychologist should at least draw his attention to the following points:

The prospects of candidates in terms of future business careers;

Psychological reliability (professional, moral, emotional, motivational) of candidates in terms of performing new functional responsibilities;

Compliance of the personal qualities and style of activity of candidates with the psychological climate in the team;

Expectations (expectations) of the team regarding the new boss;

The final decision on the appointment of a candidate is made by the head of the department, taking into account all factors.

Providing psychological assistance to a newly appointed manager when entering a new position. Psychological assistance may include:

Providing the newly appointed manager with information about the moral and psychological climate in the team, its psychological structure, and the presence of informal leaders;

Providing assistance in conducting individual educational work with personnel;

Discussion of the preferred leadership style, taking into account the moral and psychological climate in the team;

Forming a positive image of the leader in the team (preparing the team for the appointment of a new leader);

Consulting on current socio-psychological difficulties that arise in the process of leading a team.

Psychological support for working with a reserve of personnel for promotion can have a positive effect only if the psychologist has a high level of professional competence and enjoys informal authority in the team, because his official status is lower than any functional manager.

Participation of a psychologist in employee certification. Certification of employees from a psychological point of view is an assessment of their business, professional and personal qualities. Certification is a strong mobilizing factor. At the same time, this is also a fairly strong stress factor for many employees, especially those with increased anxiety, lack of self-confidence, and those with extreme length of service.

In law enforcement agencies, the procedure for certifying employees is, as a rule, regulated by relevant regulations. The right thing to do is in those departments where a practical psychologist is included in the certification commission. Usually, at the beginning of the calendar year, the head of the institution (organization) issues an order that stipulates the composition of the certification commission, the basis for its work, and the circle of persons subject to certification. The order entrusts the psychologist with the obligation to conduct an in-depth study of the individual and present materials to the certification commission or take them into account directly when preparing the certification text. This creates a regulatory framework for the direct participation of a psychologist in the work of the certification commission.

When preparing materials for the certification commission, it is especially important for a psychologist to comply with professional and ethical requirements, because the fate and professional career of employees largely depends on his assessments. The psychologist should stimulate further personal growth of those being certified, provide psychological assistance, and not act as a scarecrow for personnel.

Along with the standard form of employee certification (which notes the performance of work, the attitude towards it and the professionally important qualities of the person being certified), in recent years, modified versions of certification have been used both in our country and abroad.

Circular certification: The person being certified is assessed according to specially selected parameters by subordinates, colleagues, superior managers, and clients (for example, residents of a microdistrict are asked to evaluate a district police officer). For example, in the Israeli police, subordinates annually evaluate (certify) their immediate superior. If the assessment by the team is unsatisfactory, he is given a year of probation. If the situation repeats the next year, the manager is transferred to an equivalent position in another department. When a year later the manager again receives a negative assessment from his subordinates, he is demoted.

When conducting a comprehensive audit of an institution (unit), it is recommended to perform certification using distribution method. Based on the results of activities, the following are distinguished:

Top 10% employees;

20% good employees;

40% of average employees;

20% of lagging employees;

10% of the worst employees.

The employee self-certification method is also used. They are asked to evaluate themselves using a special form.

Monitoring the state of the moral and psychological climate in the team and preventing destructive phenomena. Moral and psychological climate (MPC) is an integral characteristic of a team. The well-being of employees and business activity depend on the level of its development. The task of the psychologist is to monitor the state of the IPC both in the organization as a whole and in individual units (primary teams).

The moral and psychological climate is assessed by the following objective indicators: the results of operational activities, staff turnover, the state of discipline and legality.

The following are used as subjective (psychological) climate indicators: satisfaction with work and performance results; team relationships, leadership style, destructive mental states of employees and suicide.

Currently, a number of standard techniques have been developed that make it possible to diagnose the moral and psychological climate in a team and influence its optimization 16 .

In law enforcement agencies, increased attention is paid to the issues of psychological prevention of such destructive phenomena as professional deformation 17, violations of discipline and the rule of law, 18 and auto-aggressive manifestations (suicides).

In solving individual psychological and group problems of optimizing IPC, the psychologist takes direct personal part; in solving management problems; acts as a psychological consultant 19.

Ensuring the activities of law enforcement officers in difficult conditions 20 . The main goal of psychological support is to maintain an optimal level of psychological state and professional performance and combat readiness of employees when solving official tasks in difficult conditions, maintaining mental health 21 .

Psychological support for activities in extreme conditions involves a system of interrelated and continuous activities carried out by the psychological service. In the time interval, these activities can be divided into three stages: preparatory, psychological support, psychological work after returning to the place of permanent service.

At the preparatory stage carry out: psychological selection of employees, psychological training, staffing of units.

Despite the fact that when entering service in law enforcement agencies, employees undergo psychological selection, before recruiting units that will be sent to “hot spots”, a special personality study is again carried out. This is explained, firstly, by the fact that activity in extreme conditions places higher demands on the individual than on the service as a whole; secondly, during the service, not only a person’s mental state can change, but also his personal qualities. Psychological (moral and psychological) preparation is aimed at solving the following tasks 22:

Formation and development among employees of the patriotic and moral foundations of honest and responsible service, protection of Russia’s interests in difficult conditions of acute social and ethnic conflicts;

Special motivation of personnel for selfless actions in solving important tasks, understanding of the state necessity of their solution;

Formation of attitudes towards a friendly attitude towards the population, respectful attitude towards national and ethnic culture, development of skills to establish psychological contact;

Formation of value orientations on a predominantly legal, rather than forceful, approach to solving official problems, on the use of weapons only in lawful cases;

Formation of psychological stability, the ability to successfully act in conditions of emotional stress, development of self-control skills and to prevent breakdowns in behavior;

Development of professional and psychological qualities necessary for successful actions in a tense and dangerous environment: vigilance, mobilization, efficiency and accuracy of thinking, intuition, as well as courage, endurance, determination, perseverance, activity;

Development of professional psychological skills and abilities: psychological analysis of the situation, psychological observation, ability to negotiate and exert a psychological influence on offenders.

The psychological service should pay special attention to the issues of staffing units sent to solve problems in difficult conditions. The psychologist's field of view should include issues of psychological compatibility of employees, their socio-psychological status, and the authority of commanders (leaders). During socio-psychological trainings and other forms of training, it is important to pay attention to the issues of uniting primary teams, building mutual trust, support, mutual assistance, and exposing false rumors.

At the stage of psychological support for personnel in extreme conditions the following tasks are solved:

Monitoring the dynamics of mental states of employees;

Identifying factors that negatively affect the mental state of employees, taking measures to eliminate and prevent them;

Providing psychological support and conducting psychocorrectional measures;

Conducting a psychological examination and issuing a conclusion on the advisability of secondment (evacuation) of employees, taking into account their moral and psychological state; analysis of relationships in a team, prevention and resolution of conflicts.

Practical psychologists should pay special attention to working with personnel at the initial stage of their stay in “hot spots” (up to two weeks) and at the final stage (less than ten days before the end of the trip). The final stage often escapes the attention of psychologists. Meanwhile, during this period, despite external well-being, fatigue accumulates, efficiency decreases, excessive caution appears (there is no desire to take risks in the end) or, conversely, bravado, a tendency to violate established norms, thoughts about family and work at a permanent place of duty are updated . Therefore, practical psychologists are faced with the task of activating the motivational sphere of employees at the final stage of service.

Psychological work after employees return to their place of permanent duty involves: psychological examination of employees; organization of socio-psychological support during the period of adaptation to normal conditions; carrying out psychocorrectional measures.

The need for a psychological examination of employees after performing official tasks in difficult conditions and carrying out special psychological rehabilitation has been proven by life itself. Despite the implementation of measures for psychological selection and training of employees, after their participation in critical incidents, many experience negative post-stress states. For example, a psychological examination of personnel of the Budennovsky District Department of Internal Affairs, conducted 10 months after the city was attacked by terrorists, showed the presence of symptoms of post-stress disorders in 21.5% of employees 23 . A significant percentage of fighters who participated in the Chechen events also experienced post-traumatic syndrome.

A psychologist has various psychodiagnostic techniques for studying the mental states of law enforcement officers. I. Kotenev’s traumatic stress questionnaire 24 is most adequate to the tasks being solved, which was validated and standardized on a large sample of internal affairs officers (1137 people).

The adaptation process of employees who have been in “hot spots” is accelerated by the ability of a practical psychologist to involve department heads and family members of employees in rehabilitation work, i.e. organize social and psychological rehabilitation.

Based on the symptoms detected in employees, methods of psychocorrectional work are selected.

Thus, psychological support for working with personnel is a diverse, holistic and leading area in the activities of practical psychologists.

1 Psychological dictionary. - M., 1983. - P. 285.

2 Upbringing and personality development of students in educational institutions of the Ministry of Internal Affairs of Russia. M, 1998. - P. 36. 3 Erickson E. Identity: youth and crisis. - M., 1996; Loginova N.A. Personal development and life path. The principle of development in psychology. - M., 1978. - P. 168-169; etc.

4 Bityanova N.R. Personal growth training. - M., 1995; Marasanov G.I. Social-psychological training. - M., 1998; Prutchenkov A.S. Personal growth training. - M., 1993; etc. 5 Rainwater D. It's within your power. How to become your own psychotherapist. - M., 1992. - P. 206-224. 6 Stolyarenko A.M. Psychological training of personnel of internal affairs bodies. - M., 1987. 7 Sitnikov A.P. Acmeological training: theory, methodology, psychotechnologies. - M., 1996; Fleming Fat. Transformative dialogues. Series "Modern Psychology". - M., 1997, etc. 8 This part of the paragraph was prepared in collaboration with N. Yu. Portnyagina.

9 State work with personnel of the internal affairs bodies of the Russian Federation in 1998. -M.: Ministry of Internal Affairs of the Russian Federation, 1998. - P. 15. 10 Klimov E.A. Introduction to occupational psychology. - M., 1988. - P. 115. 11 Sobchik L.N., Lobanova T.N. Psychodiagnostic criteria for management personnel. // Psychological Journal. - 1989. - No. 1. - P. 47. 12 Author of the computer program A.D. Shpachenko. 13 Methods diagnostics and development of the psychological potential of heads of internal affairs bodies. - M., 1996. - P. 96-118. 14 Durakova K.B. Personnel management. - M., 1998; Sievert X. Personality testing. - M., 1998. 15 Alekseev A., Pigalov V. Business administration in practice. - M., 1993; Boydell T. How to improve organization management. - M., 1995; Emelyanov Yu.N. Active socio-psychological training. - L., 1985; Marasanov T.N. Social-psychological training. -M., 1998; Krasovsky Yu.D. Management of behavior in the company. - M., 1997; Sitnikov A.P. Acmeological training. - M., 1996.

16 Parygin V.D. Social and psychological climate of the team: ways and methods of study. - L., 1981; Pankin A.I. Improving the socio-psychological climate in departments of internal affairs bodies. - M., 1998; Fateev N.M. Methods for studying the socio-psychological climate in teams of city and regional internal affairs agencies. - M., 1992. 17 Pinyaeva S. Individual psychological prerequisites for the prevention of professional deformation of employees of internal affairs bodies. - Author's abstract. Ph.D. diss. - M., 1998. 18 Pishcheko A.V., Belosludtsev V.I., Sokolov I.I. Psychological, pedagogical and legal problems of strengthening the rule of law in the activities of bodies executing punishments. - Domodedovo, 1998. 19 Fateev N.M. The influence of management features on the socio-psychological climate of the team. // Questions of psychology. - 1986. - No. 1; Tobias L. Psychological consulting and management. - M., 1997.

20 Stolyarenko A.M., Karpov B.S. Moral and psychological preparation of police officers for actions in extreme conditions. - M., 1998; Kamenev I.O. On the concept of psychological support for the activities of police officers in extreme conditions. // Problems, ways of formation and further development of the psychological service of internal affairs bodies. Part II. - M., 1998. - P. 60-61. 21 Kotenev I.O. On the concept of psychological support for the activities of police officers in extreme conditions. // Problems, ways of formation and further development of the psychological service of internal affairs bodies. Ch.P. - M., 1998. - P. 60.

22 Moral and psychological training personnel to perform tasks to protect the constitutional rights of citizens in states of emergency and during armed conflicts. - M., 1995. - P. 4-5.

23 Kotenev I.O., Bogdanova M.B. Terrorist attack in Budennovsk: post-stress states among police officers. // News of the MC PO and KNI under the State Administration of the Ministry of Internal Affairs of Russia. - 1996. -№3. - P. 49-53.

24 Kotenev I.O. Psychological diagnosis of post-stress states among employees of internal affairs bodies. - M., 1997.

Psychological workshop (to part II)

Exercise 1

Upon taking office as head of the Internal Affairs Directorate of the N region, police colonel A.I. Belov. his predecessor only positively described police lieutenant colonel I.I. Zhukov, who had previously worked in various leadership positions in the Internal Affairs Directorate. On the initiative of the previous head of the Internal Affairs Directorate, Zhukov was appointed head of the lagging ROVD of the city of Znamensk, and after some time - head of another “neglected” ROVD. According to the former head of the Internal Affairs Directorate, Zhukov “pulled” both of these police departments out of failure. No one was interested in what means he used.

Externally Zhukov I.I. “looked”: energetic, fit, efficient, sociable. He is somewhat cheeky, but does not reach the point of familiarity, he knows his business, and understands instructions perfectly. True, among his fellow chiefs of the GROVD and some employees of the police department, he does not enjoy much respect: he is arrogant and arrogant. Zhukov also committed some violations and abused his official position. Negative information about Zhukov also reached the new head of the Internal Affairs Directorate, but he, trusting the opinion of his predecessor, generally considered Zhukov a business leader. Therefore, when Zhukov reached the deadline for serving in the rank of lieutenant colonel, Belov A.I. insisted that he be appointed head of a large regional police department, where the maximum rank of the head according to the staffing table was “police colonel.” After some time, despite the objections of some members of the Internal Affairs Directorate board, Belov A.I. sent to the Ministry of Internal Affairs of the Russian Federation a proposal to assign Zhukov I.I. another special rank. At the same time, rumors began to circulate among senior officials of the Department of Internal Affairs and city district authorities of the region that Zhukov I.I. is a relative of the new head of the Internal Affairs Directorate and therefore makes a fast career. Rumors reached Belov. He invited Zhukov to his place and asked about the reason for the rumors. To this question Zhukov I.I. explained to the astonished Belov A.I. that he himself, Zhukov, had spread the rumors in order to increase his authority among the heads of the regional internal affairs bodies.

1. Analyze the proposed situation.

2. Give a generalized psychological description of the personality of I.I. Zhukov.

3. Highlight the main motives for the actions of I.I. Zhukov.

Exercise 2

In 1782, Catherine II approved the “Charter of the Deanery or Police”. In this charter, in the section “Order to the Deanery Council,” the rules of good morals are formulated, i.e. moral principles that should guide the police. Here are the main rules (in relation to the actions of police officials):

I. Do not repair to your neighbor what you yourself do not want to endure.

II. Do not do bad things to your neighbor, but do as much good as you can to him.

III. If anyone has offended his neighbor personally, either in property or in a good position, let him satisfy it as much as possible.

IV. Help each other in good ways, guide the blind, give shelter to the needy, give drink to the thirsty.

V. Take pity on the drowning person, extend a helping hand to the falling one.

VI. Blessed is he who has mercy on cattle; if cattle and your villain stumble, lift him up.

VII. Show the way to those who have gone astray...

XIII. Just and equal court for every condition.

XIV. Give protection to the innocent and the grieving.

XV. Abstinence from bribes: for they blind the eyes and corrupt the mind and heart, and put a bridle on the lips.

It seems that the principles of behavior of law enforcement officials formulated in the charter have not lost their relevance today. Questions and tasks:

1. Analyze the rules of good morals formulated in the “Charter of Deanery or Police”. What is the significance of these principles of behavior for law enforcement officials in modern conditions?

2. What existing legal acts contain such professional and ethical principles of conduct for law enforcement officers?

3. Consider the extent to which these ethical principles are related to the leadership style of law enforcement personnel.

Exercise 3

In the psychology of personnel management, based on numerous observations, the following patterns have been identified:

The more fully positive formal relationships are represented in the management system and process, the less space remains for the emergence of negative informal relationships;

The more fully positive informal relationships are represented in the management system and process, the less opportunities there are for the manifestation of negative formal relationships.

The opposite judgments are also fair.

1. Analyze the essence of the presented patterns and formulate a clear understanding of the relationship between formal and informal relations in the process of personnel management of law enforcement agencies.

2. Remember the main psychological characteristics of formal and informal relationships by referring to the relevant chapters of this textbook.

3. Formulate the main directions for taking into account these patterns in the process of organizing the activities and interaction of structural units of law enforcement agencies.

Exercise 4

Read an excerpt from the story “Over the Bridge” by the German writer Heinrich Böll.

“The history of this house haunted me. I became thoughtful and careless in my work. Yes, really careless. I was thinking too much. One day I even forgot to take the “Controversial Cases” folder, which incurred the wrath of the head of the district department. He called me to him, he was trembling with indignation.

Grabowski,” he told me, “I heard you forgot the “Controversial Cases” folder. Service comes first, Grabowski!

Since I remained stubbornly silent, the boss continued in an even more stern voice:

Courier Grabowski, I warn you: there is no place for bunglers in the All-German Hunting Dog Society. We can provide ourselves with qualified employees...

He looked at me menacingly, but suddenly his gaze softened.

Maybe you have some personal troubles? I said quietly:

What's happened? - he asked in a different tone. In response, I just shook my head.

Can I help you? Tell me, what?

Give me one free day, Mr. Chief. I don't need anything else. He nodded generously.

And don't take this criticism to heart. After all, anyone can forget a folder. Otherwise we are happy with you...

I was jubilant. This scene took place on Wednesday, and the next day, Thursday, I was free.”

1. Which part of the conversation between a boss and a subordinate is characteristic of a “bureaucratic personality”?

2. How and by what psychological technique did the courier Grabowski manage to change the content, character and tone of the monologue of the head of the district department?

3. Characterize the management style of the head of the district administration of the All-German Hunting Dog Society.

4. Assess the behavior of courier Grabowski in this situation.

Exercise 5

Study the picture by X. Bidstrup, “Leadership Style.” Questions:

2. Why a leadership style that can be formulated as follows: “Do as I do!” Learn by watching your boss!” turned out to be ineffective?

3. At what stage of training should the leader switch from “showing” to “forcing to perform”, to the need to “use power”?

4. Give the psychological characteristics of the trainer.

5. How did the “bureaucratic” personality traits of the dog owner manifest themselves?

6. Name the reasons for failure of training.

Exercise 6

When studying the psychological aspects of organizational relations, a number of factors were identified that influence the degree of legal regulation of employee behavior:

a) the need to follow the law and regulations;

b) selection of tactical methods for solving official problems;

c) the importance of the area of ​​activity (for example, financial activities, ensuring the safety of citizens and employees, etc.);

d) planning of personal work and selection of priority tasks at a specific point in time in a assigned area of ​​work;

e) implementation of duties, rights and responsibilities of employees;

f) introduction of best practices and innovations;

g) joint actions of a large number of workers;

i) activities in conditions of changes in usual operating modes (extreme situations, natural disasters, etc.);

j) increasing the level of professional and psychological preparedness;

k) solving joint problems in the conditions of interaction between various structural divisions of the internal affairs body;

l) improving the organization of personal work, rationalization.

Review the factors described. Select two groups of factors from them:

1. Encouraging detailed regulation of employee activities.

2. Allowing employees to be given independence and rely on self-organization.

Exercise 7

In foreign management literature, a case from military service is sometimes published, borrowed from A. Mol’s book “Sociodynamics of Culture” (M., 1973), presented with humor, but instructive and usually presented in a slightly modified form.

Colonel to Major:

Tomorrow at 9.00 there will be a solar eclipse, i.e. a phenomenon that doesn't happen every day. Order the personnel to line up on the parade ground. The dress code is casual. When observing this interesting phenomenon, I will personally give explanations. In case of precipitation and poor visibility there will be nothing to observe, so send personnel to the gym.

Major to captain:

By order of Mr. Colonel, a solar eclipse will take place tomorrow at 9.00. In case of rain on the parade ground, poor visibility is expected in everyday uniform. Then - spend the disappearance of the sun in the gym. This doesn't happen every day.

Captain to Lieutenant:

By order of Mr. Colonel, tomorrow at 9.00 in the gym we will practice the disappearance of the sun. The dress code is casual. The colonel will decide whether it will rain or not. This doesn't happen every day.

Lieutenant to Sergeant:

When it rains in the gymnasium, and this does not happen every day, our colonel will disappear at 9.00 in his everyday uniform. Orderly:

Soldiers, our colonel must disappear tomorrow. This doesn't happen every day. What a pity!

1. What psychological patterns led, in your opinion, to distortions of information when it was transmitted from top to bottom?

2. Why were the distortions of exactly the nature given in the description? The influence of which groups of psychological factors affected this?

Exercise 8

The manager’s exactingness and his disciplinary practice are associated with the understanding that a subordinate can make mistakes, but he should not necessarily be punished for this. In the theory of personnel management psychology, a common belief is that a subordinate has the right to make a mistake. In particular, this is expressed in the following opinions: “The right of a subordinate to make a mistake is one of the most important elements of a good atmosphere of joint activity in the institution, and it is based on the fact that while the mistakes made by the subordinate (of course, without malicious intent) in matters entrusted to him for independent decision, do not cross the “normal” line, the immediate superior (without even refusing a sharp, but expressed without witnesses, reprimand) is obliged to the superior superior to take upon himself the mistake of the subordinate" (I am green).

“The boss must understand what risk of error there is in the activities of the subordinate. He must ask himself the question: what percentage of errors in the category of cases under consideration can be made by an employee who is quite rightly considered a good specialist? He must find an answer to this and inform his subordinate that if the percentage of mistakes he makes under any circumstances does not exceed the established limit, then he will not talk about these mistakes with his subordinate at all, considering this as a normal phenomenon.” (E. Schlech).

“When considering the issue of transferring tasks, powers and responsibilities to subordinates, it should be borne in mind that this should be something real and not fictitious. A very important component of this delegation of responsibilities is the subordinate’s right to make mistakes within certain limits.” (I. Staiger).

“If we want initiative and creativity from someone, we must give that person more room for error than we give others. If we don’t do this, then the fear of unsuccessful attempts will hinder the initiative.” (M. Feinberg).

1. Try to form your position regarding the expressed judgments about the subordinate’s right to make a mistake.

2. By what psychological criterion (motive, goal, experience, etc.) can one determine the possible limit of such mistakes by subordinates?

Exercise 9

At an operational meeting in one of the police departments, information was brought to the attention of the officers that the position of a psychologist was being introduced in the unit. Employee reactions varied. One said: “What are we, crazy?”, the second: “It would be better if they added opera,” the third: “Let’s invite Kashpirovsky to this position,” the fourth: “Now we won’t have any more suicides.”

Questions and tasks:

1. What misconceptions about oneself and one’s work might a practical psychologist in law enforcement encounter?

2. How would you react to employees’ remarks, how would you explain the reasons for their erroneous opinions?

Exercise 10

A graduate of the Faculty of Law applied to the Internal Affairs Directorate of one of the districts of Moscow with a request to accept him for service in the internal affairs bodies, in the criminal investigation department. During the initial acquaintance with the candidate for service, the psychologist discovered that he had a pronounced increase in aggressiveness, and therefore doubts arose about the candidate’s professional suitability.

Based on the results of psychological testing of the candidate at the Center for Psychodiagnostics at the Moscow City Internal Affairs Directorate, he was diagnosed with a hypersthenic personality profile and the conclusion was made: “Conditionally recommended.”

However, the deputy head of the criminal investigation department came to the practical psychologist of the Internal Affairs Directorate and began to ask to hire “the guy.” He said that this is his neighbor, that he has known him since childhood, that he has decent parents who work in law enforcement agencies, that he is personally ready to issue a guarantee for the candidate and act as his mentor.

Questions and assignment:

1. What would you do if you were a senior psychologist in this situation?

2. What does a hypersthenic personality type (profile) mean, what type of behavior can be expected from him when serving in law enforcement agencies? Can this personality type be classified as a so-called risk group?

3. If you decided to support the application for admission of a candidate to serve in the internal affairs bodies, what action plan should be outlined to manage the process of his adaptation?

Exercise 11

The boss instructed a practical psychologist to examine two fairly experienced employees and give them a psychological profile. The boss did not disclose the purpose of the psychological testing.

After the psychologist examined the employees and presented the characteristics to the boss, it turned out that the issue of appointing one of them to a vacant management position was being decided. After reviewing the characteristics, the boss reproached the psychologist for not indicating the level of development of organizational skills and the ability to lead people. The psychological examination had to be repeated.

Subsequently, one of the employees, the one who had not been promoted to a new position, stopped greeting the psychologist, believing that it was his fault that he had not received a promotion.

1. Was the task assigned to the psychologist correctly? If not, how should it be formulated?

2. What professional and ethical rules must be followed so that the psychologist does not have conflicts with employees and management?

Plans for the development of management potential are drawn up separately for each group of personnel. Such a plan includes a range of predetermined forms and methods of training, taking into account the opportunities (financial condition, the need to improve the management structure and development of managers, management’s attitude towards the development of the managerial potential of its staff, etc.) in the organization.

Plans for management development needs are the basis for the development of individual plans.

An individual management development plan for an employee in an organization must contain specific measures aimed at bridging the “gap” between the candidate’s current potential and the potential determined by the model of the “ideal” manager. The stages and timing of the implementation of activities for the development of a potential manager should be clearly indicated here.

The implementation of individual development plans for individual employees involves improving management potential At work And outside of work.

Planned management development outside of work: includes general or special development. The most common form planned general management development is studying at higher educational institutions in the specialty “Management”, as well as obtaining a bachelor’s or master’s degree in management.

Forms planned special management development training in various business schools and courses for managers should be considered.

A new promising method of special development of managers is Assessment Center , which should be understood as a certain set of methods and procedures used within a specialized independent structural unit in an organization for identifying and developing the management potential of individual employees. In modern organizations, these methods are used primarily to identify employees with leadership potential - future leaders - and develop them.

Planned management development at work allows you to overcome the shortcomings of the above methods for managing the professional growth of managers. The main forms of developing the managerial potential of individual employees, contributing to their professional growth as managers, are: - involving them in active social work; - involvement in the development of proposals to improve the production activities of the enterprise as a whole and on individual issues; - rotation of employees; - referrals to related organizations to study best practices; - temporary performance of a certain official role at a level that does not have a rigid, formal reinforcement in the organizational structure; - organizing internships for potential managers with leading leaders of the organization; - practical training and testing, including the organization of mentoring, participation in business games and solving specific case studies; - reserve of managers for promotion; -and more.

Regardless of the choice of form for developing managerial potential, the emphasis in working with future managers should be placed mainly on improving communication, developing managerial roles in their activities, and developing their position in business management. For this reason, the main teaching methods should be not so much passive methods (for example: lectures, watching videos, etc.), but active ones such as “case studies”, “role playing”, “basketball basket”, management games, simulation modeling, etc. Each of the above methods is aimed at developing a specific managerial role for potential managers.

Depending on the results of assessing the progress in developing the management potential of individual employees, three alternative options for their further management development can be adopted. Firstly, managers who are negatively assessed for compliance with the “seven points” level can be removed from the contingent of employees for the development of managerial potential. Secondly, adjustments are made to the individual development plans of potential managers. Thirdly, those highly rated from the pool of potential managers, if there is a vacancy for the appropriate leadership position, are appointed to it.

For this reason, when selecting and appointing a managerial position, emphasis must be placed on the candidate's interest in developing their future workforce and creating a stimulating environment for achieving peak performance.

Joint labor activity: concept, content, genesis of its types

Joint work activity is a socially useful and socially significant process during which people unite and regularly interact with each other to achieve a specific goal. The object of joint activity is economic resources. The active subject is community(association, group, team) of people jointly realizing the goal of producing goods or providing services, acting in accordance with certain rules and procedures within a certain form of ownership.

The specific characteristics of a team of workers as a subject of joint activities are:

Firstly, the presence of a general organizational goal of activity;

secondly, the existence of a division of labor based on specialization in the performance of work (labor tasks) to achieve the goal;

thirdly, formation of a power structure, hierarchy of authority and responsibility;

fourthly, establishing rules and procedures describing the rights, responsibilities and functions of each member of the community, as well as rules and procedures relating to the performance of work;

fifthly, functioning of a developed communication network;

sixth, distribution of workers among jobs depending on the volume and structure of the human capital of a particular individual;

seventh, formal relationships between individual employees in a team are determined by job descriptions, contracts, obligations, etc. and are impersonal (i.e., do not depend on who does the work);

eighth, the dominance of a certain form of ownership of the means of production and the results of joint activities.

Taking into account all of the above, associations of workers for joint labor activities represent formal groups, those. are part of the organizational structure, determined by the existing division and cooperation of labor in the organization and designed to achieve certain goals.

In the practice of Russian and foreign enterprises, three types of formal groups are actively used: management teams, production groups, committees.

The association of workers is an inevitable and natural part of work activity; it is designed to fulfill the function core activity, socially integrative And managerial functions.

Uniting workers to achieve a specific goal is not a one-time act. This is a process that spans a number of stages of group development: formation of a new primary group, its formation, division into “cliques”, standardization of behavior, cooperation.

An organization of any size is made up of varying numbers of teams of workers. According to the level of cooperation, a team of workers can be structured into primary (contact) small groups, secondary and complex associations of small groups.

Methods of cooperation for a subject of joint activity, i.e. methods for creating unified organizational and economic ties and relations to achieve an organizational goal include technological type of joint activity, functional, economic, socio-psychological, formal-organizational, team.

Under effective joint activities it is necessary to understand such interaction of community members with each other, which achieves the overall organizational goal with minimal economic, social and environmental costs and leaves each of them with a sense of satisfaction from work.

This implies the need to identify and consider factors that contribute to increasing team effectiveness, i.e. driving forces that contribute to the dynamics of the effectiveness of joint work and satisfaction from this work

Features of the tasks to be solved. The basis for establishing team goals is disaggregation of the general goals of the company to the goals of individual management units. This process goes from top to bottom, starting with its main leaders. But at the same time, if this corresponds to the overall management policy of the organization, a process of counter planning (i.e. proactive planning from the bottom up) should be provided.

Correctly formulated goals allow you to solve three main problems: Firstly, enable each level of the subject of joint activity to understand its contribution to the strategic goals in the organization; secondly, focus on joint work to achieve your goals; thirdly, improve motivation in joint activities.

A promising form of disaggregating the overall goals of the company into team goals is linear map of distribution of responsibility of LKRO. This form allows you to first of all, conduct a comparative analysis of the target functions and tasks of various employee teams. Secondly, identify the degree of participation of various teams in the implementation of some specific management function. Thirdly, record both relationships between linear and functional teams and within them. Fourthly, rank the target functions of each team by importance and quality of work.

Features of the tasks of joint activity affect the characteristics of the association of workers: number, their professional and qualification structure, the size of employee associations and the nature of social (intra-group) roles.

Forecast of number of employees to achieve short-term and long-term goals involves identification of the most significant factors influencing the number of employees and quantitative assessment of the influence of the system of factors. Ideally, all organizations should establish short-term and long-term workforce requirements based on an analysis of workforce trends within the organization, i.e. predict general and additional needs for workers.

In this regard, various methods for calculating the demand for required labor - method of managerial judgments, methods of extrapolation and indexing. , statistical methods. . But even the most sophisticated methods are not completely accurate: at best they are rough estimates that can only be verified by time.

Having determined the need for workers by profession and category, it is necessary to resolve the issue on structuring the total number of employees into primary small groups, i.e. about the level and method of cooperation of personnel as a complex association of workers within the organization.

When forming a primary group, it is necessary to take into account the law of "centripetal and centrifugal forces".

When structuring a team into small groups, it should be remembered that the role of pair work in a team is currently increasing. The duo's strengths and weaknesses should, if possible, compensate for each other. At the same time, in order to avoid conflicts in pair work, joint development of a strategic action plan and division of responsibilities is necessary.

Joint work activities are not characterized by a direct and completely open nature of the relationship. Practice shows that at work every person prefers play a specific role (or roles) reflecting the volume and quality of its human capital.

Each employee of the group contributes to achieving the organizational goal in two main areas: Firstly, he fulfills his professional (target) role (for example, category I economist, leading technologist, etc.); secondly, he performs intragroup (social) role , supporting and activating joint work activities in the group (workaholic, coordinator, critic, etc.).

The effectiveness of joint activities, therefore, depends on how correctly a particular association of workers understands and adapts to the distribution of their knowledge, skills, and abilities as in targeted roles, and in intragroup, based on organizational goals and objectives.

The effectiveness of the joint activity of workers depends on factors environment, those. on the spatial location of the organization, its status in the region and country, the role of a group of workers in the organization. These factors imply certain conditions for the implementation of joint activities and impose corresponding restrictions on freedom of activity.

The universal goal of the process is to acquire by the trainee the competencies necessary for the effective performance of official duties in the workplace that he will subsequently have to occupy. When organizing such training, the following methodological requirements must be met:

differentiation of training depending on the level of the planned assignment, i.e. the use of three basic training schemes - for junior, middle and senior management personnel;

a combination of several forms of training within each of the three indicated schemes;

assigning each student a personal curator who organizes and controls the entire learning process.

The list of the most common forms of training for various categories of managers is reflected in the table below:

Table 2. Basic schemes for training management personnel

On-the-job training is used to train primarily junior management personnel - leaders of primary labor collectives. As a rule, the trainees are young specialists included in the pool of candidates for nomination. The personal supervisor is the head of the relevant department or the immediate technical manager. Over a fixed period (usually at least a year), he introduces the trained candidate to management processes, operations and procedures in the relevant area of ​​the unit. A necessary condition for on-the-job training is to supplement it with other forms of training that ensure the acquisition of special theoretical knowledge.

Appointment to the position of deputy head of a division is usually used in the training of middle (sometimes senior) managers, being the most common and effective form of improving managerial qualifications. It allows, in a relatively short period of time, to introduce the trainee to all the problems associated with the performance of the relevant job functions. The advantage of the form in question is the opportunity to repeatedly check the practical readiness of a specialist for appointment to the next position. One of his direct functions is to replace his manager during his absence, including for a long period (vacation, long-term business trip). The role of personal supervisor is played by the manager, who is fully responsible for the quality of training of his deputy.

The main condition ensuring the proper effectiveness of the form of special training under consideration is the personal interest of the personal curator in its successful outcome. To ensure proper motivation, you should take advantage of foreign experience in personal management.

Thus, one of the elements of the Japanese school of HR management is a strict rule that excludes the possibility of moving a manager to a higher position or his honorable resignation due to retirement in the absence of a fully trained successor.

Therefore, under no circumstances should a deputy be appointed without the consent of the relevant manager. Most often, he will perceive this as a signal of impending dismissal. Obviously, from the first day of working together, the head of the department will not be concerned with the issue of assistance and training for his new deputy. The only goal will be to compromise his professional, and, if possible, personal competencies, in order to prove his own “indispensability” to a higher authority.

Training in specialized training centers in management development programs is one of the mandatory elements of special training for managers at any level. It is focused on obtaining in-depth theoretical knowledge and certain practical skills in the field of HR management, as well as the psychology of labor relations and conflict management. The corresponding educational programs are strictly differentiated according to the categories of trained specialists. All of them are carried out outside of work, but vary greatly in both the duration and content of training, as illustrated by the table below:

Table 3. Characteristics of management training programs

Internships in other organizations, including foreign ones, are used as a form of training that complements the theoretical training of middle and senior management personnel. Its advantage is the opportunity to introduce the trainee to the experience of organizing management in other organizations, i.e. expand his professional horizons. The disadvantage is that there are not only financial costs to pay for such training, but also the need for significant organizational efforts, primarily in terms of establishing constant contacts with the organization conducting such an internship.

Competition relations as the basis of a market economy predetermine confidentiality, including management information. From the position of any employer, hiring an employee from a third-party organization for an internship almost always means the possibility of leakage of information representing “know-how” (in terms of experience in organizing operations management, information technology, etc.). This reason determines the possibility of conducting an internship only in organizations with which a particular employer has long-term integration ties, including on the basis of common financial interests.

The implementation of an independent business project is an effective method of training top managers. In modern conditions, this form is usually implemented by inviting the trained manager to independently develop and implement an innovative business project, the possible goals of which are:

development and organization of promotion of a new product to the market;

attracting a new VIP client for service;

development, implementation, testing and transfer into continuous operation of a new technology for intra-company management.

Finally, large businesses that are actively developing their branch network can use another effective method of training top managers. An applicant for transition to this category is tasked with independently preparing and implementing the entire range of measures to create, launch and consolidate a new regional office (branch) on the market. This provides the opportunity to test his abilities for leadership work in a completely autonomous mode without ongoing supervision from higher authorities.

The full-cycle professional career planning mode is used today mainly by small (less often medium-sized) businesses, which have been owned by one family since their inception. It is focused on training the next successor to a senior manager, combining the functions of an owner and a top manager, and involves the sequential movement of the trainee through a predetermined range of jobs. The high final efficiency of this method provides the opportunity to get acquainted with the specifics of the activities of the main divisions, including the entire complex of internal management conditions and relationships.

In conclusion, we will formulate several additional methodological requirements for organizing the management of employees’ professional careers.

Firstly, when planning the quantitative composition of the promotion reserve, it is necessary to take into account the employer’s real needs for management personnel. In the absence of a sufficient number of vacant jobs, employees who have undergone special training will not be able to receive a promotion that corresponds to the new competencies. Sooner or later, this will cause dissatisfaction in them, which will become a reason for proactive dismissal.

Secondly, the main reason for excluding an already established manager from the promotion reserve (without taking into account force majeure circumstances that caused him to suddenly lose the necessary competencies) is that he has reached the limit of his professional competence. In foreign practice, for many decades, such a concept as “the limit of competence reached” has been used, which determines the inadmissibility of further job growth of the manager who has reached it. This limit is set on a strictly individual basis, based on the current assessment of the performance of a particular manager, and is recorded in his dossier.

Which once again confirms the need for this confidential document to exist in the personnel records system of a modern organization. If he becomes familiar with such an assessment recorded in his personal file, the relevant and fairly young manager will most likely actively begin searching for a new employer. Meanwhile, at his workplace he fully satisfies the employer’s requirements.

At the same time, factors such as age, gender or job level no longer have any significance - such a note in the dossier can equally appear on a fifty-year-old workshop foreman and a thirty-year-old department head. Ignoring this principle leads to a management situation typical of domestic conditions, in which a manager who effectively copes with his previous responsibilities, after being promoted to a higher position, does not show full professional competence.

Thirdly, the heads of the organization and the personnel service need to ensure strict confidentiality of information about the specific composition of the nomination reserve. The American model of “encouraging healthy competition between employees of an organization,” as already noted, does not correspond to the historically established traditions of the domestic school of personnel management and the peculiarities of the national labor mentality of Russians. Therefore, with open information about the presence of several candidates for one management position in the corresponding structural unit, interpersonal conflicts will inevitably arise, the participants of which, along with the candidates, will be the majority of their colleagues united in informal “support groups”.

A necessary element of the leadership training management process is the initial adaptation of newly appointed managers. Practice shows that the period of initial adaptation of a manager to a new workplace can take from three months to a year. Its specific duration directly depends on the effectiveness of the assistance provided to the newly appointed manager by a superior manager, a personnel psychologist and, naturally, his own subordinates. The employer is objectively interested in shortening the adaptation period for new managers, since at the first stage of their work in a new position there is a significantly higher likelihood of, firstly, making erroneous decisions, and secondly, interpersonal conflicts with subordinates and colleagues from other departments. Managing the process of initial adaptation of managers includes several basic areas.

The first direction is constant consulting assistance from a higher authority. It is carried out not only when making the most critical management decisions, but also in the mode of operational monitoring and support of the newly appointed manager. The main problem is compliance by a superior manager with the rational limit beyond which such support turns into petty supervision. After some time, such guardianship inevitably leads either to conflict or to the young leader losing any desire to make independent decisions. To prevent such an outcome, a senior manager must follow a few simple rules:

First, immediately agree with the subordinate manager on a list of issues that must be resolved before the end of the initial adaptation period with mandatory prior approval from a higher authority. As a rule, this refers to “key” management decisions that affect the interests of other structural units or the organization as a whole.

At the same time, it is necessary to explain to the young manager that such insurance is in his own interests. Its absence can create a situation where the damage caused by an uncoordinated decision will force the organization’s top management to resort to administrative sanctions against the young manager.

Secondly, at the end of each working week, both managers should meet to discuss the results of the completed period and plans for the next period, during which the main form of dialogue is proposals on the one hand and brief comments or indirect advice on the other.

Thirdly, as the adaptation period progresses, the superior manager needs to constantly reduce the level of such support, suppressing any attempts by the subordinate manager to agree on issues that have either already been previously discussed in detail or objectively do not require discussion.

The second direction is targeted methodological assistance from a psychologist and other personnel service specialists, as well as the organization’s security service. Specific forms of such assistance usually include:

consultations on psychology and ethics of labor relations, conflict management, evaluation of the performance of performers and the motivation of their work;

providing additional advanced training for a young manager, for example, sending him to short-term trainings, providing annotations of new special literature, etc.;

discussion of purely psychological problems of a manager (this form is especially relevant for managers who do not have their own experience in management activities).

The third and most labor-intensive area is to ensure support for the manager from the work collective subordinate to him. Practice shows that the most common reason that complicates the initial adaptation of lower and middle managers is the subjective rejection of their candidacies in work collectives. This situation has very negative consequences, ranging from lengthening the adaptation period of the manager and ending with his forced replacement. In especially severe cases, the administration is forced to use crisis management methods - even to the point of disbanding a structural unit. The problem discussed here typically arises in two situations:

a new leader came to the organization from the outside, while there was an informal leader in the unit itself - an obvious candidate for this position, who enjoys undoubted authority among the majority of team members;

the newly appointed manager immediately took the wrong position, openly opposing himself to the team (the so-called “star fever”, characteristic of novice managers).

In any of the above options, there is the fault of the superior manager and the personnel service, who in the first case lost sight of the obvious candidate for the nomination reserve, and in the second, did not provide adequate training for the young manager. A possible alternative to administrative decisions should be measures aimed at bringing together the positions of the parties and finding a compromise option.

Thus, in the first of the management situations discussed above, it is advisable to either immediately include an informal leader in the nomination reserve (if he actually has the necessary qualities), or just as quickly dismiss him if his authority in the team was based mainly on populism, demagoguery and intrigue . In the second situation, the main attention needs to be focused on correcting the behavioral patterns of the young leader. In particular, a psychologist or a senior manager himself must explain to him in an extremely correct manner the causes and consequences of his “star fever”, and in the absence of understanding, directly warn him about incomplete professional compliance.

In other cases, the appointment of a new leader causes wariness and psychological discomfort in the team rather than an outright negative reaction. In such a situation, the best course of action is to involve a full-time psychologist or a specialized consulting center to correct the psychological climate in a direction conducive to the speedy adaptation of the manager in this department.

Passed for 70 points in 2017 A screenshot with a mark is attached to the work. Answers are highlighted in color in Worde.

1. Activities regarding human resources that are mainly related to the future needs of the organization are ...
compensation
consultations
relations with trade unions
human resource planning

2. The purpose of employee professional guidance is...
providing the employee with information directly related to work
employee training
familiarizing the employee with the new organization and changing his behavior in accordance with the requirements and rules of the organizational culture of the new company
employee training

3. The bonus form of remuneration must be used...
according to legal requirements
periodically
to acquire skilled workers
throughout the employee’s work in the organization

4. Creating your own training center is advisable...
only for large organizations operating on the periphery
for any organization
for any largest organizations

5. External regulations governing the organization’s activities in the field of personnel management relate to ...
regulatory and methodological support
information support
instrumentation
technological support

6. The number of personnel at the enterprise should be...
1 personnel employee for 40 personnel
1-1.5% of the total number of employees
1 personnel employee for 70 personnel
0.5% of the total number of employees

7. Proper management of the orientation program can have the following result: ...
reduction in staff turnover
reducing the number of errors in work
better career planning for all employees

8. Payroll costs relate to...
production costs
revenue
enterprise consumption fund
profits

9. An interview with a candidate for a vacancy in a large organization is conducted by...
competition commission
line manager and HR specialist
general manager
line manager
HR service specialist

10. The need to work as part of a team united by common goals in accordance with A. Maslow’s hierarchy refers to the level of satisfaction of needs ...
need to belong to a social group
need for self-expression
security need
need for recognition and respect

11. The functional task of planning the organization’s needs for labor resources relates to the direction of personnel work...
personnel planning
personnel records and reporting
formation of personnel strategy
personnel regulation

12. Development of employee motivation systems is part of the responsibilities...
development specialist
search and selection specialist
cash distribution inspector
social program specialist

13. When selecting candidates for the nomination reserve, the priority criterion is...
necessary personal qualities, complemented by high professionalism, responsibility and loyalty
high loyalty to the employer, complemented by other qualities
high professionalism, complemented by responsibility, loyalty and appropriate personal qualities

14. For small organizations, when organizing psychological support for staff, it is advisable to focus on...
for a combination of the above options
for the services of psychological consulting centers
to support your own psychologist

15. The law of labor change reflects...
workers' need for increased material remuneration
the need of individuals to regularly change the list of work functions performed, the nature and place of work activity
the need of employees to constantly improve the quality of working life

16. Advanced training is a condition...
both job retention and subsequent promotion
subsequent promotion
job preservation

17. The most common form of training for future middle managers is...
on-the-job training
training under special programs in educational institutions
appointment to the position of deputy of the relevant manager
Democratic leadership style presupposes the leader's orientation towards principles

18. Role-playing is...
participation in problem solving, providing an opportunity to consolidate acquired knowledge in practice under controlled conditions
discussing and solving a problem through free association of ideas
description of specific events - real or hypothetical - that took place in the organization
solving complex economic and social problems in a simulated business situation

19. The difference between a “bonus” and a “premium” is...
in the method of determination (percentage and fixed)
in the form of payment (monetary/non-monetary)
at the payment frequency

20. An order is an internal document that is signed...
deputy heads
heads of areas related to the content of the document
by all responsible persons
the first person of the company

21. An organization’s personnel strategy is defined as a set of...
strategic goals in the personnel area and approaches to their practical implementation
strategic goals in the personnel area
strategic priorities in the field of work on the labor market

22. The main responsibility for the professional guidance of an employee falls on...
colleagues
human resources department
trade union organization
line manager

23. Systematic collection, evaluation and organization of information about activities is ...
job analysis
job description
specification
regulation
performance evaluation

24. The results of the psychological adaptation of a newly hired employee are primarily responsible...
head of a structural unit
personnel psychologist
direct technical manager

25. The main tasks of employee certification include...
advanced training
identifying reserves for increasing the level of employee productivity
company restructuring
control of execution and professionalism

26. When an employee’s salary increases...
it is possible to increase or decrease the amount of surcharge depending on its type
all additional payments will remain at the same level
all additional payments will be reduced, since they are regressive in nature depending on the salary
all additional payments will increase accordingly

27. “Human resource management”, in contrast to “personnel management”, implies...
strategic direction
regulation of labor and employment relations at the enterprise according to the situation is NOT correct
operational focus

28. Human motives...
may change under the influence of external factors
can only change under the influence of internal factors
cannot change under the influence of external factors

29. In the personal management system, the staffing table...
can be a document of both a methodological and directive nature, depending on the traditions established in the organization
is a document of a directive nature
is a document of a methodological (recommendatory) nature

30. The main goal of the personnel development policy is ...
creating a constant interest among employees in ensuring the work results planned by the employer
ensuring that the qualification level of employees meets the employer’s requirements
full satisfaction of the organization's needs for labor resources

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