To improve the process of personnel adaptation in an organization, it is necessary to develop the following measures:

• 1) A personnel adaptation program for a specific organization, taking into account the specifics of its activities;
• 2) develop a job description for a personnel adaptation specialist;
• 3) carry out advanced training for a personnel specialist in order to master the skills of personnel adaptation, assign the duties of a personnel adaptation specialist to the job responsibilities of a personnel specialist (to combine positions);
• 4) prepare personnel for the implementation of the project;
• 5) calculate the economic effect from the implementation of measures;
• 6) develop a plan and schedule for the implementation of activities.
• 1. Development of a Personnel Adaptation Program.

The personnel adaptation program includes the following stages:

Stage 1. Acquaintance with the production features of the company, inclusion in communication networks, familiarization with the staff, corporate communication features, corporate ethics, rules of conduct, etc.

Stage 2. Practical acquaintance of the new employee with his responsibilities and requirements that are imposed on him by the organization. The immediate supervisor familiarizes newcomers with the company and its history, personnel policies, working conditions and rules, explains the tasks and requirements for the job, introduces the employee to the work group, and encourages experienced workers to help newcomers.

The orientation program includes a number of small lectures, excursions, and workshops (work at individual workplaces or with certain equipment). Instructions on safety and labor protection are mandatory.

The following issues should be addressed during the orientation program:

• 1. General idea about the company:
  • - goals, priorities, problems;
  • - traditions, norms, standards;
  • - products and their consumers, stages of bringing products to the consumer;
  • - variety of activities;
  • - organization, structure, connections of the company;
  • - information about managers.
• 2. Organizational policy:
  • - principles of personnel policy;
  • - principles of personnel selection;
  • - areas of professional training and advanced training;
  • - assistance to employees in case they are brought to justice;
  • - rules for using the telephone within the enterprise;
  • - rules for using different working hours;
  • - rules for the protection of trade secrets and technical documentation.
• 3. Remuneration:
  • - norms and forms of remuneration and ranking of workers;
  • - payment for holidays and overtime.
• 4. Additional benefits:
  • - insurance, record of work experience;
  • - benefits for temporary disability, severance pay, benefits for illnesses in the family, in case of bereavement, maternity benefits;
  • - support in case of dismissal or retirement;
  • - on-the-job training opportunities;
  • - presence of a cafe;
  • - other services of the organization for its employees.
• 5. Labor protection and compliance with safety regulations:
  • - places of first aid;
  • - precautionary measures;
  • - warning about possible hazards at work;
  • - fire safety rules;
  • - rules of conduct in case of accidents and the procedure for reporting them.
• 6. The employee and his relationship with the trade union:
  • - terms and conditions of employment;
  • - appointments, movements, promotions;
  • - probation;
  • - work management;
  • - informing about failures at work and being late for work;
  • - rights and obligations of the employee;
  • - rights of the immediate supervisor;
  • - workers' organizations;
  • - trade union resolutions and company policies;
  • - management and evaluation of work performance;
  • - discipline and penalties, filing complaints;
  • - communication: communication channels, postal materials, dissemination of new ideas.
• 7. Economic factors:
  • - labor cost;
  • - cost of equipment;
  • - damage from absenteeism, delays, accidents.

After completing the general orientation program, a special program may be conducted, which may cover the following issues:

• 1) Functions of the unit:
  • - goals and priorities, organization and structure;
  • - activities;
  • - relationships with other departments;
  • - relationships within the department.
• 2) Job duties and responsibilities:
  • - detailed description of current work and expected results;
  • - explaining the importance of this work, how it relates to others in the department and in the enterprise as a whole;
  • - standards for the quality of work performed and the basis for assessing performance;
  • - duration of the working day and schedule;
  • - additional expectations (for example, replacing an absent employee).
• 3) Required reporting:
  • - types of assistance that can be provided, when and how to ask for it;
  • - relations with local and national inspectorates.
• 4) Procedures, rules, regulations:
  • - rules specific only to this type of work or this unit;
  • - behavior in case of accidents, safety rules, reporting of accidents and dangers;
  • - hygienic standards;
  • - security and problems related to theft;
  • - relations with employees who do not belong to this unit;
  • - rules of conduct in the workplace;
  • - removal of things from the unit;
  • - control over violations;
  • - breaks (smoke breaks, lunch);
  • - personal telephone conversations during working hours;
  • - use of equipment;
  • - monitoring and evaluation of performance.

Stage 3. Effective adaptation. To increase the effectiveness of effective adaptation, a mentor is assigned to the newcomer. Mentoring is extremely effective: on the one hand, it makes the adaptation process easier for new employees, and on the other hand, it is a motivating factor for the mentors themselves. The role of the latter can be played by both immediate managers and experienced employees of the department. The mentor is responsible for the bulk of the work on the professional and organizational adaptation of a new employee: he not only helps the person “join” the team, understand the corporate culture of the company, but also better master his professional responsibilities. To make this responsibility attractive for experienced workers, allowances for training students, the amount of which can be specified in the Regulations on Mentoring.

Stage 4. Operation. This stage completes the adaptation process; it is characterized by the gradual overcoming of production and interpersonal problems and the transition to stable work.

It is necessary to develop a job description for a personnel adaptation specialist.

A personnel adaptation specialist must know the organizational structure of the company, corporate requirements for work and ethics, and the psychological characteristics of the process of primary and secondary adaptation.

Must have the basics of the psychology of adaptation in a team, the ability to suggest and convince oneself of the importance of adaptation, the skills to recognize hidden adaptation problems and the causes of their occurrence.

Must be able to identify and resolve conflict situations before the onset of a deep crisis, the outcome of which could be the dismissal of an employee, a decline in labor discipline, and labor productivity; discover internal reserves for quick and unimpeded adaptation of new employees to the team.

Must periodically monitor the progress of adaptation processes in the organization, conduct explanatory work, consultations, lectures, round tables, and convey information about the need for adaptation measures to all employees of the organization.

Must systematically improve qualifications using a constantly updated and supplemented program.

The program should include:

• ? goals and objectives of personnel adaptation;
• ? adaptation at various stages of company development;
• ? adaptation period and probationary period;
• ? stages of adaptation of a new employee;
• ? aspects of adaptation;
• ? information about the new employee;
• ? participants in the adaptation process;
• ? functions of the head of the HR service, mentor, curator;
• ? encouraging mentors;
• ? features of adaptation of various categories of employees;
• ? assessment of the effectiveness of the adaptation system;
• ? the most common methods for assessing adaptation;
• ? assessing the effectiveness of training during the adaptation period.

It is also important to prepare staff for the implementation of the project.

Preparing staff for the implementation of the project involves creating a positive image of the project’s activities for each employee, developing an understanding of its significance not only for newly arriving employees, but also for all employees of the organization, due to the fact that rapid adaptation and low staff turnover contribute to increased productivity and production efficiency .

The event project does not require capital expenditures. This is explained by the fact that the most cost-effective methods were chosen to improve the personnel adaptation system.

Thus, instead of organizing an adaptation service or adding an adaptation specialist to the staff, it is proposed to expand the functions of one of the HR department employees by assigning him an additional payment for combining professions. And payment for the dishes. Additional payments for mentoring throughout the organization may not be large amounts because The program is designed for a short and rapid adaptation period.

adaptation staff production employee

Improving the personnel adaptation management system

1 .Theoretical aspects of personnel adaptation in an organization

1.1 Essence, concept, directions and types of personnel adaptation

Adaptation (from Latin adaptatio - adaptation) - adaptation of an employee to work activity and the immediate social environment; a system of activities aimed at quickly and fully acquainting a new employee with the specifics of the company he came to work for, its traditions and colleagues with whom he will interact. At the same time, the task of company managers is to motivate an employee to further work in the organization and, in a short period of time, bring him to the level of full efficiency in performing his functions. On the other hand, adaptation is a mutual adaptation of the employee and the organization, based on the gradual adaptation of employees to new professional, social, organizational and economic working conditions.

There are several types of adaptation:

psychophysiological - the body’s adaptation to conditions that are unusual for it, resulting in smaller changes in its functional state (less fatigue, adaptation to high physical activity, etc.). This type of adaptation does not present any particular difficulties; it proceeds quite quickly and largely depends on a person’s health, his natural reactions, and the characteristics of these conditions themselves.

socio-psychological - a person’s “entry” into organizational culture, a new team; adaptation of a person to production activities, adaptation to the immediate social environment in the team, to the traditions and unwritten norms of the team, to the work style of managers, to the characteristics of interpersonal relationships that have developed in the team. It means the inclusion of the employee in the team as an equal, accepted by all its members. It may be associated with considerable difficulties, which include disappointed expectations of quick success, caused by underestimating difficulties, the importance of live human communication, practical experience and overestimating the importance of theoretical knowledge and instructions.

social and organizational - the employee’s study of new administrative and legal aspects; the employee’s acceptance of his status in the company, understanding of its structure and existing management mechanisms. For successful adaptation, newcomers are usually offered local regulations, instructions, structural diagrams, and descriptions of internal communications for study.

professional - active mastery of new work responsibilities; gradually bringing the employee’s professional skills and abilities to the level necessary for the newcomer to perform his functional duties. This type of adaptation involves studying production and technological information, relevant accompanying reference, financial, legal documentation, mastering equipment, as well as developing the necessary skills. The training plan may include briefing, modular training in professional knowledge and skills, mentoring, shadowing (a technique for following a successful employee).

Ideally, a properly implemented adaptation process should result in:

to reduce start-up costs by reducing the time it takes for a new employee to achieve the established standards of work performance;

reducing staff turnover;

saving time for the direct manager and ordinary employees;

The emergence of a feeling of job satisfaction in the new team member, a decrease in anxiety and uncertainty.

Adaptation is one of the criteria for the effectiveness of an enterprise and affects the company’s ability to produce the maximum volume of products of acceptable quality with minimal expenditure of human, time, information and other production resources.

Adaptation means the inclusion of a person in a new object-material and social environment. When a person starts work, he is included in the system of intra-organizational labor relations, occupying several positions in it simultaneously. When entering an enterprise, a person has certain goals, needs, values, norms, and behavioral guidelines. In accordance with them, the employee makes demands on the organization regarding working conditions, pay, maintenance, growth opportunities, and the social environment.

It is customary to distinguish between primary and secondary adaptation. Primary adaptation occurs during the initial entry of a new employee into real work. Secondary occurs in two cases: when a worker moves to a new workplace, with or without a change of profession, as well as when there are significant changes in the production environment, its technical, economic or social elements.

The degree of labor adaptation of workers is influenced by various factors related, on the one hand, to the actual state of the elements of social labor, and on the other hand, to the level of workers’ requirements for these elements.

Factors of labor adaptation- these are the conditions affecting the course, timing, pace and result of this process. Since adaptation is a two-way process between a person and the production environment in which he is included, all adaptation factors can be divided into two groups: personal and production. Table 1.1 shows the types of personal and work factors.

Table 1. Factors of labor adaptation

Personal production Socio-demographic: Experience, age Education Qualification Social origin Content of work activity. Psychological: Level of aspiration Self-perception Working conditions and work rules, work organization, management. Sociological: Degree of professional interest Degree of interest in one’s own earnings Presence of an attitude towards continuing education Knowledge of production prospects Opportunities advanced training, participation in the discussion of decisions made. Types and methods of travel to work, duration of travel to work. Salary, psychological climate at work.

The source of information about adaptation indicators is enterprise documentation and the results of surveys of both the adaptees themselves and their immediate supervisors. Socio-economic forms of manifestation of satisfaction with the work of a particular social group are determined, first of all, by the place of this group in the structure of society, social organization and division of labor, its legal and moral status in society. These various forms of manifestation of job satisfaction can be combined into three main groups of indicators:

) in the process of work

) in labor movement

3) in the structure of the qualitative characteristics of the total employee, “employee quality”.

Adaptation as a process is characterized by a certain duration, and, therefore, has its beginning and end. If there are no questions regarding the beginning of adaptation (the beginning of activity), then it is difficult to determine its end, since adaptation is a process that occurs constantly to the extent of changes in environmental factors of the employee’s work activity, and changes in the person himself. Therefore, adaptation also applies to a person who has not changed jobs. When determining the timing of adaptation (and with it possible damage) as its limit, or the starting point for its completion as a process, certain quantitative indicators characterizing individual aspects of adaptation, or a system of indicators, can be used. In particular, we can highlight:

objective indicators, level and stability of quantitative labor indicators;

subjective indicators, level of satisfaction with one’s profession, working conditions, and team.

The listed indicators are related to the immediate results of work, while it is often necessary to analyze the specific work of each unit involved in adaptation.

The development of measures that positively influence adaptation requires knowledge of the subjective characteristics of the worker (his psychophysiological characteristics, gender, age, education) and factors of the working environment, the nature of their influence (direct or indirect) on the indicators and results of adaptation. Therefore, when optimizing the adaptation process, one should proceed from the existing capabilities of the enterprise (in terms of working conditions, flexible schedules, work organization) and restrictions on changing the worker (in developing abilities, in getting rid of negative habits), it is necessary to take into account the differences in the new and previous place of work , because they can be significant, which will serve as a serious barrier to professional mobility and the implementation of the personnel policy of the enterprise.

The adaptation program is a set of specific actions that need to be performed by the employee responsible for adaptation. During the program, the following issues should be addressed: a general understanding of the company, organizational policies, wages, additional benefits, occupational health and safety, the employee and his relations with the trade union, economic factors; Then you should move on to a special part, covering issues related specifically to the department or workplace, carried out in the form of special conversations with employees of the department to which the newcomer came, and interviews with the manager.

1.2 Main stages of the adaptation process

In the process of direct labor adaptation of an employee to a given enterprise, in a given work collective, several successive stages can be distinguished.

Introductory stage. The employee receives information about the new situation as a whole, about the criteria for evaluating various actions, about standards, and norms of behavior.

Adaptation stage. The employee evaluates the previously received information, the social and industrial environment in which he works, ranks his requirements, motives and requirements of the enterprise. It adapts its parameters to the parameters of the organization, otherwise the employee’s disadaptation occurs, which significantly reduces his labor productivity, job satisfaction and, as a result, can lead to dismissal. In turn, the enterprise adapts to the employee, which is an objective process, since it is an integral system consisting of many elements, the introduction of a new element leads to a violation of this integrity and sets into motion the law of self-preservation of systems, encouraging the enterprise to take into account the characteristics of the new employee and partially modified. The degree of change depends on the stability of the adapter’s motives and values, his desire to change something in the enterprise, etc.; On the part of the enterprise, this process finds expression through changes in job descriptions, technology, corporate culture, etc.

Assimilation stage. At this stage, the employee is fully integrated into the social and production environment: mastering all functional responsibilities, identifying with a new group, i.e. identification of personal goals with the goals of the enterprise, the need for further professional development or job growth.

Each stage of direct labor adaptation has the following duration:

• Introductory stage - 6 -12 months of work;
• Adaptation stage - from one to two years of work;
• The assimilation stage is over three years of work and then further deepening of this process.

The success of adaptation is largely determined by the objectivity of the assessment of candidates for a vacant position during selection. The task of selection is not simply to search and identify qualified candidates for a position, but to identify among them those in whose system of priorities this activity is one of the first places among other values, and who have those qualities that will help him when entering the current team. A new employee brings a “fresh vibe” to the organization, his own style of work. At the department level, mobbing situations can be created in relation to a new employee, when the work of a newcomer is blocked by various methods, his requests and interests are ignored, information is infringed upon, and emotional pressure is created. As a result, working conditions become unbearable. And this does not arise because the people around are bad. But because the situation has changed and their interests are not consistent with the interests of the organization as a whole. They are deprived of some priorities, their workload increases, requirements change, functions are added, for example, training a new employee. The meaning of adaptation measures is the correct inclusion of a new employee in the structure of the organization and the assessment of the results of his activities.

The adaptation period should include getting to know the largest possible number of employees who not only have certain professional knowledge, but are ready to pass it on. It is very important that from the first day a new employee has before his eyes a clear example of successful work, embodied in the image of a specific person - a mentor. Identifying potential mentors is the task of every manager, and the preparation and methodological support of their work is the responsibility of a personnel department employee. To train mentors, trainings and team building events, special forums, as well as a page on mentoring in corporate publications can be organized.

Personnel adaptation procedures are designed to facilitate the entry of new employees into the life of the organization. Practice shows that 90% of people who quit their jobs during the first year made this decision on the first day of their stay in the new organization. As a rule, a newcomer to an organization faces a large number of difficulties, the bulk of which are generated precisely by the lack of information about the work procedure, location, characteristics of colleagues, etc. That is, a special procedure for introducing a new employee into the organization can help eliminate more problems that arise at the beginning of work.

Adaptation programs often use equipment, slides, and photographs. Programs are divided into general and specialized. As a rule, general program questions concern information about the company as a whole. Here are some of the issues covered by this program:

) general ideas about the company, welcoming speech, goals, priorities, traditions, norms, products, activities, information about management, internal relations;

) strategic policy;

) salary;

) additional benefits;

) occupational health and safety;

) the employee and his relations with the trade union;

) household service;

) economic factors: profit, labor costs, equipment costs, damages from absenteeism, tardiness, accidents.

A specialized program addresses issues related to a specific division or department of the company. For example, the function of the unit: duties and responsibilities, required reporting, rules and regulations, inspection of the unit, introduction of employees.

The assessment of employee adaptation is carried out in two directions: based on self-assessment data and based on the results of an assessment by his immediate supervisor.

Despite some differences in the specific forms and techniques used at individual enterprises, a number of main areas of work on adaptation management can be identified:

1. The most complete acquaintance of the team with the newcomer and the newcomer with the team. It is expected that in the first weeks the young worker will be given the necessary minimum of social and economic information to facilitate the adaptation process.
2. Development of special information and reference materials to help the adapter correctly navigate the system of requirements and relationships in the main areas of the team’s life.
3. Mentoring. A new person involuntarily looks for responsive people in the team who can help him master his job and navigate relationships with people.
4. Strict systematic monitoring of the progress of adaptation.

Proper adaptation of personnel allows a new employee to get fully involved in work as quickly as possible, and the manager to assess at an early stage how suitable the person really is and make the right decision even before the end of the probationary period. When using a well-developed adaptation system, a person who has recently joined the company feels more comfortable in a new place, and management receives maximum benefit from him in his work.

Recently, many organizations are increasingly paying attention to adaptation policies. It is a well-functioning adaptation system that allows you to keep new employees in the workplace.

2. JSC "LUX", characteristics and analysis of the personnel adaptation management system

.1 Brief description of the enterprise

Closed Joint Stock Company "LUX" was founded on September 23, 1987. Located at Moscow Olympic Village, Michurinsky Prospekt, 4/1. The General Director of CJSC "LUX" is Murat Tofikovich Gadzhinsky.

The Lux trading house, which opened in 1987 in one of the most prestigious areas of Moscow, became in 1991 the first privatized trading enterprise in the USSR. The total area of ​​the Trading House is about 28 thousand square meters. m. It presents current collections of women's and men's clothing, goods for children, leather and fur clothing, underwear, shoes, perfumes, cosmetics, leather goods, home textiles, jewelry, costume jewelry, watches, gifts, dishes, furniture and much more. other.

In addition, on an area of ​​more than 2 thousand square meters. m. is located “Lux Gallery”, which, according to international experts, is a unique enterprise not only in Moscow, but also in Europe. Its uniqueness lies in the fact that in one space collections of men's and women's clothing from more than 20 famous European brands are collected: ESCADA, ESCADA SPORT, LAUREL, GIVENCHY, ROBERTO CAVALLI, LANVIN, VALENTINO ROMA, VALENTINO RED, GAI MATTIOLO, LAGERFELD, ROCCOBAROCCO, FERAUD , PAL ZILERI, UNGARO, BOGNER MEN and BOGNER SPORT? and others. In addition, the Lux Gallery offers a large selection of leather goods, shoes and perfumes. “Gallery Lux” carries out individual work with each buyer: personal invitation to regular customers, both at the beginning of the arrival of new collections of each season, and on the eve of sales.

Additional services at the Lux Trading House: paid guarded parking, clothing fitting, gift wrapping, bar.

2.2 Analysis of the personnel composition of CJSC "LUX"

Basically, the company employs women, approximately 80% of the entire staff, whose average age is 33 years, of which approximately 75% have higher education, 20% have secondary specialized education, the remaining 5% have complete secondary education. Many employees have been working at the Trading House for quite a long time, therefore, they have more experience and skills in the field of retail trade, a certain degree of cohesion, on the other hand, this indicates that a little “new stream”, different views and interests are entering the team. One can also say that the personnel are well qualified; 75% of workers have higher and secondary vocational education, many of the latter studying at universities; there are very few workers with secondary education and primary vocational education who work in low-level positions.

Leadership positions are occupied by men and women with higher education. Since the requirements for workers are lower, this category is occupied by people with education from secondary to higher education, since higher education itself gives development to a person, but does not always move him up the career ladder.

In general, the qualitative and quantitative composition of personnel indicates that their educational level, experience and qualifications allow the company to function at the proper level.

Table 2. Personnel composition of CJSC "LUX"

IndicatorsCategoriesYear20102011201212345by qualitative compositionmen20%20%20%women80%80%80%by age groups up to 30 years42%39%41%from 31 to 40 years19%21%22%from 41 to 50 years20%21%22%from 51 to 55 years15% 14%13%over 55 years old4%4%2%by level of educationhigher75%75%75%secondary vocational20%23%18%secondary general5%2%7%by professional categorymanagers20%20%20%specialists70%70%68%workers10% 10%12%

2.3 Analysis of the effectiveness of the adaptation system

At this enterprise, from the basic volume of documentation listed above, the following are maintained: local regulations (internal labor regulations, personnel regulations, regulations on structural divisions, regulations on vacations, and regulations on business trips); collective labor agreement and employment contracts with employees; staffing schedule and job descriptions for each position; personal cards of employees; registration logs (work books, medical records, personnel orders, vacations, employment contracts, business trips); time sheet; vacation schedule; VHI and PFR, largely thanks to the history of the founding of the enterprise in 1987, the organization created in Soviet times has not changed many of its foundations and rules, so the personnel department maintains all the necessary document flow, only accounting and control tools have been improved, new forms of documents have been introduced and information has been corrected in documents in accordance with time.

However, the enterprise does not have a system for managing the adaptation process, as in most enterprises; here it comes down to the transfer of affairs to a newcomer by an employee who previously held this position or by a manager; familiarization with the job description. The newcomer receives all the information about the unspoken rules, the location of the necessary elements in the enterprise and other information from colleagues who are positively disposed towards him.

The enterprise calculates indicators of the enterprise's supply of labor resources, the number of people who worked for the entire year at the enterprise, on the basis of which the annual bonus is adjusted by a certain percentage, turnover rates for admission, the coefficient of staff consistency and the turnover rate, the proportion of employees who successfully completed the probationary period; the share of those who left the company (at the initiative of either party) before the end of the trial period; the share of employees who quit in the first year of work.

Table 3. The enterprise's supply of labor resources

Indicator 2010 2011 2012 2011 / 20102012 / 20112012 / 20101234567 Planned number of personnel, people 157.00161.00163.00102.55% 101.24% 103.82% Average headcount, people 156.00160.00 161.00102.56%100.63%103, 21% The enterprise's supply of labor resources, % 99.3699.3898.77100.02% 99.39% 99.41% Hired, people 14.0023.0013.00164.29% 56.52% 92.86% Fired, people10.0019.0012.00190.00%63.16%120.00%Number of employees who worked the whole year, people122.00139.00150.00113.93%107.91%122.95%Recruitment turnover ratio8.97%14 .38%8.07%160.18%56.17%89.97%Staff turnover rate6.41%11.88%7.45%185.25%62.77%116.27%Staff retention rate of the enterprise78 .00%82.00%91.00%105.13%110.98%116.67% Based on the analysis of the enterprise's provision with labor resources, it was revealed that in 2011, compared to 2010, the enterprise's provision with labor resources increased by 0.02%, and in 2012, compared to 2011, decreased by 0.61%, which indicates that the enterprise’s staffing levels are deteriorating and do not reach 100% of the number of required personnel. The turnover rate for admission in 2012 compared to 2011 decreased by 6.31%, and in 2011 compared to 2010 it increased by 5.41%. The staff turnover rate in 2011 compared to 2010 increased by 5.47%, and in 2012 compared to 2011 it decreased by 4.43%, which tells us about the variation in the staff turnover rate of the enterprise. The coefficient of consistency in the composition of the enterprise’s personnel in 2011 compared to 2010 increased by 4.00%, and in 2012 compared to 2011 increased by 9.00%, which indicates the constancy of the composition of the enterprise and its experience. Personnel turnover is relatively not high, except for 2011, the persistence rate is very good, the enterprise’s supply of labor resources is high, but not 100%, which indicates the presence of substitutions and the shifting of job responsibilities to other employees.

Let's consider the subjective indicators of employee adaptation using Table 3. It follows that working conditions are good, but its organization requires certain adjustments (for which it is necessary to determine the influence of the position held, gender, age and personal characteristics of the person on the answers received).

Table 4. Degree of satisfaction of hired employees according to various parameters in 2012

FactorCompletely satisfiedWould like to improveAs long as you can put up with itRequires immediate improvementDifficult to give an assessment1234561. Working conditions6612. Salary26163. Relationships in the team223514. Leadership style and methods443615. Growth prospects151226. Moral incentive system16267. Information on production35418. Conditions for rest, treatment and recovery 333229. Social benefits provided25132

The highest rate of dissatisfaction relates to relationships in the team, since a team that has been formed over many years often does not accept a newcomer into its environment and salary. The provided social benefits also do not fully correspond to their desires. Thus, the main potential reasons for maladaptation at ZAO “LUX” may be poor relationships in the team, the level of wages, since average earnings at the enterprise are relatively small, and the social benefits provided.

A survey was conducted among the employees of LUX JSC about factors that complicate their work activities. The majority of respondents responded that such factors were:

unfavorable socio-psychological climate in the team;

conflict situations with some employees;

low salary;

lack of prospects for career growth and promotion;

bad leadership style.

According to the respondents’ answers, it follows that the use of the following methods would have a beneficial effect on the socio-psychological climate in the team, attitude towards work, satisfaction with the new place of work and increase labor productivity:

1.increasing the interest of employees in the development of the company, developing material and moral motivation for work;

2.trainings;

.defining a clear line of tasks, deadlines for their completion and responsibility, both to the entire team and specifically to each employee, and eliminating any contradictions that arise;

.stimulation of labor in the form of incentives based on the results of activities for the period, for achieving the assigned tasks;

.implementation of a schedule of corporate trips, training, events;

.introduction of social programs of rewards and penalties;

.development and implementation of organizational culture.

The main obstacles to effective adaptation of employees at the enterprise are:

negative socio-psychological climate;

lack of material and moral motivation;

there is no clear program for a new employee to enter the workforce at this enterprise;

Lack of growth prospects.

The main reasons for leaving are the discrepancy between reality and expectations and the difficulty of integrating into a new organization. Helping an employee successfully integrate into a new organization is the most important task of his manager and HR specialists. Often a “newcomer” comes to an enterprise, but his workplace is not prepared, and no one is concerned about this; newcomers are given the right to swim out on their own. But since first impressions usually leave a deep impression, such a procedure can have a long-term negative impact on the employee's motivation and attitude towards work. Adaptation procedures are designed to facilitate the entry of new employees into the organization. An adaptation management specialist in the field of organizing technology for the adaptation process and retaining employees at the enterprise must solve the following tasks:

organizing seminars and courses on various adaptation issues among enterprise employees;

introduction of a mentoring institute;

conducting individual conversations between a manager and/or mentor and a new employee;

intensive short-term courses for new managers;

special training courses for mentors;

introducing a system of moral and material rewards and punishments for performing mentoring functions, as well as introducing control over their implementation;

the use of a method of gradually complicating the tasks performed by a beginner;

carrying out one-time public assignments to establish contacts between a new employee and the team;

preparation of replacements during personnel rotation;

Conducting special role-playing games in the team to unite employees;

checking the implementation of labor organization principles that have a motivational effect on personnel.

A significant part of the responsibilities for career guidance of personnel lies with the immediate supervisor. During individual induction, the immediate supervisor can congratulate the new employee on the start of work, introduce him to the team (tell his biography, especially highlighting his merits), introduce him to the department and the situation in it, set out in detail the requirements, including unwritten ones, report on the difficulties that may occur, and the most common mistakes in work, about future colleagues, especially those who have a difficult character, and those on whom you can always rely and ask for advice. The manager must provide instructions, monitor the first steps of the newcomer, identify the strengths and weaknesses of his training, determine the real need for additional training, and provide comprehensive assistance in adaptation. His responsibilities should also include conducting preliminary work with future colleagues so that the newcomer is well received; appointment of a guardian, checking the state of material working conditions. During the first week, it is advisable for the manager to see the employee daily, learn about successes and help eliminate problems. This will allow you to get a complete picture of his weaknesses and strengths, relationships in the team, diligence, and appearance as early as possible. It is advisable for the manager to create an adaptation control card and constantly keep this process under review. At the first stage, he needs to help the new employee provide a workplace with everything necessary, at the second, provide assistance in mastering the intricacies of the profession, at the third, related professions, and also involve him in the affairs of the team.

The effectiveness of the participation of a particular official in the adaptation of newly hired employees decreases with the number of hierarchical levels between the new employee and the person responsible for adaptation. The adaptation of new employees should be carried out by personnel department employees and those who are directly associated with the workplace to which the newcomer is hired.

An experienced employee who has good work performance and demonstrates organizational and management skills is appointed as a mentor. The maximum number of trainees a mentor has is 2, so there is enough time to pay attention to the problems of a new employee. New employees are actively invited to participate in corporate events. Special trainings should be conducted for them.

Familiarity with local regulations, instructions, structural diagrams, descriptions of internal communications, which are necessary for effectively taking up a position, is often formal in nature, since in a short time it is difficult to assimilate a large amount of information, apply it in practice and assess the importance of certain or other provisions. A new employee must have free and constant access to local regulations and other documents defining his activities. In conditions of confidentiality, circumstances do not always allow them to be released, but it is necessary to provide the opportunity for additional study. The optimal way to solve this problem may be to organize access to documents in an electronic database or on paper in a specially equipped room.

To have the most effective impact on retaining workers at the enterprise, it is necessary to:

1.Provide work that would facilitate communication with the team.

2.Creating a climate of collectivism in achieving the set goal.

.Regular participation in decision making.

.A calm perception of the presence of informal groups, if their activities are not aimed at destroying the formal organization.

.Creating conditions for increasing socio-economic activity.

.Creating conditions for employees to regularly and systematically improve their skills.

.Delegation of additional powers to subordinates.

.Providing conditions for career advancement.

.Objective assessment of labor results and appropriate material and moral incentives.

.Formation of jobs that require maximum output from the employee.

.Creating a bank of ideas. Employees may have good ideas, but most of them believe that no one cares about their ideas.

.Reward individuals for the collective contribution of the group. This is the only way to increase their personal motivation.

Maintain positive communication between subordinates.

Find out whether the subordinate's job is suitable for him. Changing the work parameters of employees can lead to a significant increase in motivation.

Look for people with intrinsic motivation. It is much easier to train a motivated employee than to motivate a qualified specialist.

Reward subordinates in smaller amounts, but more often.

Motivation by control.

Create tasks with clearer and more specific parameters.

The enterprise needs to develop an adaptation program that every newly arrived employee can become familiar with in order to speed up organizational adaptation. To take into account the adaptation process, it is necessary to enter an adaptation card (trainee card or employee evaluation sheet), on the basis of which the training process can be effectively adjusted in the future.

The most effective measure at this enterprise would be, in our opinion, the creation of a mentoring institute, since there are many experienced people at the enterprise and there is no question about their professionalism, it will only be necessary to conduct short-term courses aimed at the social side of interaction between a newcomer and a mentor, as well as develop material and moral incentives for performing mentoring functions, develop a system of control and methods of punishment. The selection of potential mentors can be made jointly by HR department specialists and department heads for each department, and a rough plan for the development of a newcomer at the enterprise can be developed.

Conclusion

The relevance of the topic lies in the fact that the establishment of organic two-way interaction between a person and an organization is one of the most important tasks of management, since it provides the basis for effective management of an organization, the entry of a person into an organization, his adaptation is the key to an effective relationship between a person and an organization.

Adaptation is the mutual adaptation of the employee and the organization to new professional, socio-economic and organizational working conditions, which includes the following types: professional, psychophysiological, socio-psychological and organizational-economic adaptation.

As a result of the development of an adaptation model as a management tool, its implementation and competent management in an organization, it is possible to obtain significant results that can be divided into subjective and objective.

The results of the work done allow us to conclude that the measures taken at ZAO “LUX” in the management system for the adaptation of new employees are insufficient. There is still no clear idea of ​​which division of the organization (or employees) should be involved in the adaptation process. In addition, the criteria for determining the effectiveness of adaptation are not sufficiently developed, just like its stages themselves, there is no clear adaptation program for new employees. Moreover, based on data from a general analysis of the enterprise, it follows that in the next decade the organization expects a change in a significant part of the team due to the approaching retirement age of 25% of employees, in addition, the enterprise faces an acute issue of the socio-psychological climate, hired employees often They quit after not even a year of work. But all these conclusions do not at all indicate that the situation is hopeless. On the contrary, they absolutely clearly contribute to progress in the field of adaptation, defining the main tasks and further development paths. The main task of adaptation should be to overcome the imbalance of the need for professional labor between the employee and the organization, since the organization is interested in increasing the competitiveness of its products, and this requires the selection of both highly efficient technologies and equipment, as well as the most capable workers, the higher the level of development of the employee from the point of view the totality of his professional knowledge, abilities, skills, abilities and motives for work, the faster the material factor of production is improved and more productively used, therefore, HR department employees should be more attentive to both the professional and personal characteristics of potential employees even at the selection stage .

Development and implementation of the most important elements of the adaptation system: adaptation programs; support from the HR manager and line manager; development and implementation of the institute of mentoring will reduce the level of staff turnover, increase labor productivity, reduce the level of defects, significantly improve financial performance, stabilize the socio-psychological climate in the team, increase the level of job satisfaction on the part of employees, and ensure corporate unity.

Bibliography

1. Shmagina M.V. Approaches to the adaptation of a new employee // Management today. - 2008. - March - P. 167.

Adamchuk V.V., Romashov O.V., Sorokina M.E. Economics and sociology of labor - M.: UNITI, 2001. P. 257.

Vesnin V.R. Practical personnel management, M.: UNITI, 2010, p. 224.

Patrushev V.D., Kalmakan N.A.: Job satisfaction. - M, 2009. p. 46

Kokhanov E.F. Personnel selection and induction. M.: INFRA-M, 2011., p. 287.

Mudrova E.B. Legostaeva V.I. Attracting and retaining young scientific and pedagogical personnel at the university on the basis of modern adaptation technologies. M.: Economics, 2009 - C64.

Bodrova O. 100 days of a recruit, or How to establish yourself in a new place // Handbook of personnel management. -2010. - Jan. - P. 25.

Magun V.S., Gimpelson V.E. Strategies for employee adaptation in the labor market // Sociological Research, 2009, No. 3

personnel adaptation employee personnel

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

To improve the organization of personnel management in the field of social adaptation, within the framework of the thesis, measures for social adaptation were developed, which include:

Personnel adaptation standard

Adaptation plan

Regulations on mentoring

Job description of a specialist in training and personnel development.

New employee reminder

1. The staff adaptation standard is the main point of the adaptation of new employees.

The employee adaptation procedure is aimed at:

ensuring faster entry into the position of a new employee;

reducing the number of possible errors associated with commissioning;

reduction of discomfort during the first days of work;

objective assessment of the employee’s skill level and potential.

The duration of the adaptation period is 3 months, the same time as the test period.

The HR department is directly involved in the selection and hiring of an employee, then all accompanying documents (application form, interview results) are transferred to a specialist in training and personnel development, who is the main person drawing up the adaptation plan for the new employee. A new employee, within a designated time (no more than 2 days), with the direct participation of a specialist in training and personnel development, undergoes a program of professional training courses for new employees. The program of such courses has existed for more than two years and is functioning successfully. The purpose of such courses is to instill the basics of corporate culture, provide general information about the enterprise and generally correspond to the assigned tasks. It is irrational to refine it with any elements of social adaptation, since groups of students consist of different categories of employees and all information beyond the scope of the course will relate directly to the characteristics of each person’s workplace and it is inappropriate to include it in the general framework. In addition to listening to the course, the new employee has the opportunity to familiarize himself with the internal regulations and the collective agreement. At the same time, an electronic pass is issued to him and documents are provided for review and signature, regulating the access and intra-facility regime and instructions for using the electronic pass.

Based on personal data and his own observations during the course, the personnel training and development specialist draws up a plan for further adaptation measures directly at the workplace. At the end of the course, the personnel training and development specialist explains to the newcomer how to get to his place of further work, what time to be there, what documents to bring with him, and wishes him success. Then he forwards the Service Memo by email to the new employee’s immediate supervisor. This memo contains information that on such and such a date a new employee will be placed at the disposal of the manager, who has attended a professional training course. What follows is an adaptation plan, which has a standard form for a specific new employee. In addition, the form “Assessment of employee performance during the adaptation period” is also sent, which will be gradually filled out by the manager and other responsible persons and promptly sent back to the training and personnel development specialist for verification, processing, adjustment and reporting. This standard memo does not raise any questions for the manager, since within the framework of the social adaptation implementation program, the training and personnel development specialist promptly carried out propaganda and explanatory work among the program participants (managers and mentors).

The first working day of a new employee directly at his workplace and his subsequent adaptation takes place with the active participation of 3 persons: the head of the department, the team leader (for example, technical appraisers) and the assigned mentor. The organization of the meeting for a new employee largely determines his first impression and subsequent comfortable feeling from the results of his work. Therefore, getting to know the team begins with the head of the department. Beginning to become familiar with the department at such a high level gives the newcomer a sense of self-worth and puts him in a positive mood for further work. The head of the department introduces the immediate supervisor and mentor with their brief positive description and says a few warm introductory words to the new arrival. This is its simple, but psychologically very important role. The new employee's departure day is planned in such a way that the participants in the adaptation process - the mentor, the immediate supervisor and the head of the department - are present at their workplaces at this time. They plan their time in advance so as to give the necessary attention to the new employee, as a result of which he feels important and in demand from the first minutes. It is also equally important for the head of the department to choose the most appropriate moment to introduce the employee, try to gather all employees in one room and focus on the solemnity and joy of this moment for all employees of the department. Subsequently, the head of the department exercises general control over the adaptation process, and the adaptation management process passes into the hands of the immediate supervisor and mentor, who carry it out in accordance with the plan drawn up by the training and personnel development specialist.

The immediate supervisor introduces the new employee to the mentor (dwelling in more detail on his personal and professional characteristics) and the rest of the employees, the distribution of job responsibilities, talks about the place and role of the structural unit in the structure of the enterprise, its tasks and functions, and reveals the relationship with other departments. Next, he introduces the new employee to job responsibilities and rights, documents, instructions, etc., which he must know and be guided in the process of work. During the first three days after the new employee starts working, the immediate supervisor draws up a work plan in accordance with the job description for the employee’s adaptation period.

The mentor introduces the new employee to the location of production, office and household premises, methods of communication within the team, traditions, and also monitors the implementation of the employee’s plan and provides him with the necessary assistance in solving production problems.

A preliminary analysis of the work of a new employee is carried out after the first and second months of his adaptation at the enterprise. The preliminary analysis covers the following issues:

analysis of the employee adaptation process at the enterprise;

implementation of an individual work plan for a given period;

identification of the employee’s strengths and weaknesses;

discussing what needs to be improved;

necessary assistance from the organization.

A preliminary analysis of the new employee’s work is carried out in order to monitor the process and, if necessary, adjust the new employee’s work plan, additionally develop and take the necessary measures to eliminate identified difficulties in the employee adaptation process.

The final analysis of the new employee’s work is carried out a week before the end of the employee’s adaptation period.

Preliminary and final analysis is carried out by a specialist in training and personnel development based on the form “Assessment of employee performance during the adaptation period.” The form is filled out in their unit by the mentor and the immediate supervisor, after which it is endorsed by the head of the department and sent by email on behalf of the manager to the training and personnel development specialist.

The form should include an assessment of the personal and business qualities of the new employee, an assessment of the quality of the work performed in accordance with the work plan and recommendations. The section on personal and business qualities examines such indicators as diligence, professional knowledge and skills, attitude to work, efficiency, initiative, desire to improve work methods, communication skills, ability to coordinate and interact, and, finally, analytical abilities.

After Upon completion of the adaptation process, all three forms “Evaluation of employee performance during the adaptation period” completed at different periods are transferred to the training and personnel development specialist for storage in the personal file of the accepted specialist.

2. The adaptation action plan is a memo for department employees whose responsibilities include carrying out adaptation actions. According to this plan, a social adaptation program is being implemented for newly hired employees for positions as specialists of the Federal BTI. This plan is agreed upon by the head of the human resources department and approved by the head of the structural unit. The adaptation plan should be divided into 5 main stages:

Stage I (first week) - preparatory phase

Stage II (second week) - initial period

Stage III (third week) - period of adaptation

Stage IV (fourth week) - completion of the induction period

Stage V (end of the 3rd month) - summing up the results of the probationary period

The first stage - preparatory - lasts a week and includes measures to prepare the employee’s workplace and one-by-one submission of the necessary information. It is important to highlight 4 time periods here:

Preparing the workplace before the arrival of a new employee.

New employee's first day of work

First working week

Last day of the working week

When preparing the workplace before a new employee arrives, you must first remove all personal belongings that belonged to the previous employee. Then, with the help of an engineer from the automated control system department and the relevant specialists, you should pre-set up the automated workstation for the new employee: create a personal mailbox, install the programs necessary for work, links to the corporate website, create a new user in the enterprise information system and grant him the necessary permissions, etc. .P. An important psychological step is to show personal attention to the newcomer. The required set of documents on a new employee’s desk must include a Memo for a New Employee. A very important moment is the identification and appointment of a mentor.

The next time period includes the first working day of a new employee. On this day, it is planned to introduce each other to colleagues, a brief excursion into the history and specifics of a particular department, and create motivation - opportunities for salary growth, advanced training, and career growth. The documents regulating the production process are reviewed and the job description is signed. Next, you get acquainted with the management structure (including the names of the company's managers, the location of individual divisions), the list of services provided, the working conditions are explained - work schedule, vacations and days off, benefits for employees, traditions, elements of corporate culture, basic procedures existing in the department. Also on the first day, the range of tasks that the employee will have to solve is determined, the functions of other employees in the department are explained, the procedure for interaction with the manager, methods of planning, reporting and control adopted in the department, the procedure for interaction with other departments, familiarization with production functions and work features department, drawing up a plan together with the employee.

During the first working week, the employee studies the list of departments with which he will have to interact in the process of work, the technology of interaction between departments, documents and features of their design, deadlines, possible difficulties of the production process, mechanisms for solving problems and precedents. He also receives information about the procedures and traditions of the department, the length of the working day, lunch breaks, catering, days and procedures for paying salaries, and becomes familiar with the company’s internal website: employee phone numbers, birthdays.

And finally, the final time period of the first stage comes - this is the last day of the working week. On this day, the manager holds conversations with the new employee and his mentor, on the basis of which the results of the first introductory week of work are assessed and a report is made to the head of the department.

The second, third and fourth stages include a week each and regulate professional adaptation and the gradual integration of a new employee into the team. Here, special attention is paid to integration into interpersonal relationships, attention is focused on socio-psychological aspects: joining a team, building relationships with colleagues, perceiving new information that does not coincide with previous experience, responding to critical comments, etc., assistance is provided if necessary new employee in creating normal interpersonal relationships.

The main activities in the first four stages are carried out by the mentor and immediate supervisor of the young specialist. The head of the department must monitor the results of each stage on a weekly basis. A specialist in personnel training and development is involved in monitoring the process at the main control points - after a month and two months of work for a new employee and, finally, when summing up the adaptation process and issuing a report on the employee’s completion of the probationary period.

The fifth stage is a summing up of the probationary period. All participants in the adaptation process are involved in it: the mentor, the immediate supervisor, the head of the department, and the personnel department employees. The result of this process is the rationale for a positive or negative decision regarding the new employee.

3. Mentoring is the process of training, advising and evaluating a newcomer by a more experienced employee. A mentor not only helps the newcomer adapt, but also develops his own management skills. This is an additional responsibility, since the success of a newcomer’s adaptation is an indicator of the quality of the mentor’s work.

The purpose of mentoring is to assist employees in their professional development.

The main objectives of mentoring are to accelerate the process of learning the basic skills of a specialist, develop the ability to independently and efficiently perform the tasks assigned to the employee for his position, as well as adaptation to the corporate culture, assimilation of traditions and rules of conduct in this department.

Mentoring is established for new employees during the probationary period, that is, for a period of up to three months. The greatest load occurs in the first month, then the newcomer turns to the mentor not as part of the adaptation plan, but only as necessary when production problems arise.

Mentors are selected from the most trained employees who have high professional qualities, have stable performance indicators, the ability and willingness to share their experience, have a systematic understanding of their area of ​​work and the work of the department, have communication skills and flexibility in communication.

Approval of an employee as a mentor is carried out in an order appointing an employee as a trainee by position or appointing him to a specific position. The basis for assigning a mentor is the introduction of the immediate superior with the mutual consent of the proposed mentor and the employee to whom he will be assigned. Indicators for assessing the effectiveness of the mentor's work are the achievement of goals and objectives by the new employee during the probationary period. The assessment is carried out at intermediate and final control.

Mentoring activities are assessed upon completion using the 360 ​​degree method, i.e. the employee is assessed from different levels: by the head of the department, mentor, colleagues, subordinates and the person being certified. Based on this assessment, the mentor is rewarded.

The mentor’s financial incentive program includes three possible scenarios:

Option 1 - the new employee successfully completes the probationary period. The mentor receives an additional remuneration of 2500 rubles

Option 2 - a new employee who has worked for at least one month has not passed the probationary period (not due to the unsatisfactory work of the mentor) - the mentor receives compensation for the work done in the amount of 1000 rubles.

Option 3 - if unsatisfactory work of the mentor is identified, a reprimand is announced.

If the cooperation of a newcomer with a mentor is recognized by both parties as unfruitful, the question of appointing a new mentor is raised. Moreover, if the mentor is found to be at fault, he does not receive remuneration; if the trainee is at fault, the remuneration will accordingly be 1000 rubles.

In addition to material motivation, there is also non-material motivation for a mentor’s work. The main components of a mentor's non-material motivation are professional development and status recognition.

This is an opportunity for a mentor to show off their talents and climb the career ladder. As part of classes with an intern, the mentor has to organize the new employee’s working time, draw up work plans, and also take part in the employee’s assessment. All this allows the mentor to acquire management skills and experience in solving organizational problems. In addition, the department cultivates a positive image of the mentor as the most capable and responsible person, respected by both colleagues and management, and, consequently, a natural desire to be in his place is instilled. Appointment as a mentor does not occur as a burdensome social burden, but as a grant of special trust.

The basic principles of mentoring that guarantee success in this field are a friendly, positive attitude towards the new employee; rational distribution of working time: combining the functions of the main job with the functions of mentoring through proper planning of working time; consistent transfer of necessary information, knowledge, experience to a new employee: from simple to complex, from well-known information to confidential; tracking feedback, monitoring knowledge acquisition during mentoring; carrying out ongoing monitoring of the work of a new employee, timely correction of incorrect actions in work; showing concern for the new employee: thorough clarification of issues, timely communication of information to the head of the department about the suitability of the new employee for this position, participation in the assessment of the new employee at intermediate control.

The mentor develops and approves, together with the employee’s immediate supervisor, an individual training plan. He comprehensively studies the business and moral qualities of the employee, his attitude towards work and the team, provides the trainee with individual assistance in mastering his chosen profession, practical techniques, identifies and together with him eliminates mistakes made, attracts the employee to participate in the public life of the team, promotes the development of general cultural and professional outlook.

The mentor is financially responsible for the actions of the trainee during the probationary period.

The mentor can involve other employees for additional training of the trainee and participates in the discussion of issues related to the employee’s official and social activities, and can also make proposals to the immediate superior about his encouragement, the application of disciplinary measures, and the satisfaction of reasonable needs and requests.

4. On the scale of the Krasnoyarsk branch of the Federal State Unitary Enterprise "Rostekhinventarizatsiya - Federal BTI", it is most expedient to place the responsibility for ensuring the functioning of the personnel social adaptation program on the shoulders of a specialist in training and development of personnel in the HR department. This department, according to the staffing table, consists of 4 specialists. It is advisable to charge one of them with the responsibility for implementing the social adaptation program and at the same time relieve him of previously performed functions in favor of the remaining specialists. To do this, it is necessary to develop a new job description for a specialist in training and personnel development - a specialist in the field of social adaptation.

Both newcomers themselves and their colleagues and immediate supervisors and mentors have the opportunity to contact such a specialist for the purpose of consultation on issues of psychophysiological, socio-psychological, professional, and organizational adaptation of a newly arrived employee.

A personnel adaptation specialist must know the organizational structure of the enterprise, technological features of service provision, labor and ethics requirements, psychological characteristics of the process of primary and secondary adaptation, as well as master the basics of the psychology of adaptation in a team, the ability to suggest and convince of the importance of adaptation, and the skills to recognize hidden problems adaptations and the reasons for their occurrence. This specialist must be able to identify and resolve conflict situations before the onset of a deep crisis, the outcome of which could be the dismissal of an employee, a decline in labor discipline, and labor productivity; discover internal reserves for quick and unimpeded adaptation of new employees to the team. He must periodically monitor the progress of the adaptation process at the enterprise, conduct explanatory work, consultations, lectures, round tables, and convey information about the need for adaptation measures to all employees of the Krasnoyarsk branch.

The personnel adaptation specialist must obey and receive orders and instructions from the head of the personnel department. He himself gives orders and methodological instructions to all departments of the enterprise within his competence.

Mandatory requirements for this position are a higher education in the specialty and at least 5 years of work experience.

The purposes of assigning such a specialist are the organization and ongoing regulation of personnel adaptation activities and consulting workers and officials on adaptation problems.

The specialist’s work is assessed by the immediate supervisor based on data on staff turnover, the number and content of the activities carried out, and feedback from employees who sought advice. The specialist, in turn, is responsible for poor performance, delays in achieving established goals, and incomplete use of granted rights.

5. A new employee memo is a document developed by a specialist in training and personnel development. It should contain a greeting and brief useful information about the company. This document is necessary to facilitate the process of remembering the minimum necessary information and ultimately facilitates the process of adaptation of the employee on the first working day. The memo must include the names and contact numbers of the mentor and immediate supervisor. Important information about work hours, lunch and the social program that employees are most concerned about is brought to the fore. The personal details of the newcomer must be indicated, which is always especially pleasant and immediately associates him with the team.

Improving the personnel adaptation process

Based on the analysis and in order to improve the adaptation process and reduce the turnover of young specialists, the following measures and social guarantees are proposed:

Expanding the functions of the HR department employee, with the inclusion in the job description of the responsibility for organizing the adaptation of a young specialist;

Development of regulations for the adaptation of young specialists at the enterprise;

Conducting a survey of young specialists during the adaptation period in order to monitor the adaptation process, timely resolve adaptation problems and eliminate the turnover of young specialists;

Expanding the scope of mentoring and increasing control over the work of mentors, providing financial incentives for mentors for the effective performance of young professionals;

Conducting training and advanced training for young workers;

Application for preferential treatment for housing in the regional administration, guarantee from banks for the purchase of housing, provision of dorm rooms, etc.,

Organization of visits to gyms, swimming pools, cultural events at the expense of the company,

In order to overcome the emerging difficulties for a young specialist to the working conditions at the enterprise, the proposed adaptation system is being created. This system includes a set of measures that allow a young specialist to increase efficiency with minimal losses for the enterprise.

Calculation of the economic effect of proposed measures

Improving the adaptation system for young specialists will lead to a reduction in the adaptation period. As a result, time loss at the initial stage of work will be reduced.

Available forecast estimates and analysis of the organization’s adaptation activities show that during the working day a new employee suffers losses within 10-12% of working time. The period of adaptation of an employee to new professional, organizational and economic working conditions ranges from 1.5 to 2 months. At the enterprise IP Ilyin A.Yu. “Samurai” the duration of the most difficult adaptation period is 6 months.

The effectiveness of the measures is manifested in the conditional release of personnel and a reduction in costs due to savings in the wage fund.

The calculation of time savings that constitute the adaptation period of a young specialist is calculated using the formula:

Where PA is the adaptation period, days;

Chadr - number of workers undergoing adaptation, people;

PV - average loss of time during the adaptation period, %.

Conditional release of numbers is calculated using the formula:

DC - conditional release of numbers

Evr - saving the worker's fund

where D is the effective working time fund of 1 employee per year, days.

Cost reduction due to savings on the wage fund is calculated using the formula:

DS - cost reduction where - Z avg - average annual salary of 1 employee, rub;

To the beginning - the coefficient of accrual on wages.

Let's calculate the economic efficiency of improving the adaptation system for young specialists:

Savings in working time amount to:

Evr = 116*25*0.12=348 days

The conditional release of personnel will be:

AC = 348/247 = 1.41 people.

The cost reduction due to savings on the wage fund will be:

ASzp = 12594*1.41*1.3=23,085 rub.

The current (annual) economic effect for 2015 is RUB 23,085.

Let's calculate the economic efficiency of hiring young specialists to the IP Ilyin Samurai enterprise.

Costs for mentoring - 500 * 220 = 110,000 rubles.

Costs for training young specialists, per month - 320 * 220 = 70,400 rubles.

Let's calculate the data:

220*9000 = 1,980,000 rub. - wage costs when hiring young specialists.

220*12524 = 2,755,280 - wage costs when hiring qualified specialists.

Total costs for a young specialist will be

RUB 1,980,000 +70 400+110 000 = 2,160,400 rub.

2,755,280 - 2,160,400 = 594,880 rub. - saving wages.

As a result of the analysis, it was confirmed that it is cost-effective to hire a young specialist, since the costs of wages and training pay for the proposed adaptation measures.

When conducting a more detailed analysis of turnover, it can be noted that the consequences of turnover depend both on its quantitative size and on the qualitative composition of the company’s employees who have left.

The total amount of losses and economic damage caused by the turnover of young specialists is equal to the sum of all private losses (payment for a medical examination upon employment, additional payments to a mentor, costs of training, advanced training, defects in manufactured products in the first months of adaptation and other social payments).

The cost of replacing a worker averages 7-20% of his annual salary, a specialist - 18-30%, a manager - 20-100%.

In total, the cost of replacing young specialists amounts to 30% of their annual salary.

The average annual salary for 2014 for a young specialist is 18,000 rubles. In 2014, 53 young specialists were fired.

Let's calculate the amount of losses associated with the turnover of young specialists using the formula:

Fri -- Szp x Zt x Chu

Then we get:

Fri = 18000*12*0.30*53= 3434400 rub.

Losses from the turnover of young specialists in 2014 amounted to 3,434,400 rubles.

In order to reduce the turnover of young specialists and reduce the above-mentioned losses, the measures listed above are proposed. The economic effect and payback of the proposed measures consists of the sum of individual calculations.

Calculation of events:

1. Financial incentives for the mentor.

According to the regulations on mentoring in force at the enterprise, the mentor is paid 500 rubles per month for one trainee (taking into account the total time worked together).

25*500= 12,500 rub.

It is proposed, as an incentive for the mentor and more effective performance of the duties assigned to him, for the high performance of young specialists to make an additional payment to the mentor in the amount of 10% per month worked of his established salary.

34522*10%*14=48330.8 rub. - material incentives for a working category mentor.

32594*10%*11=35853 rub. - material incentives for a mentor classified as a specialist.

48330.8+35853 = 84183.8 rub.

The amount of payments will be 84,183.8 rubles.

The expected effect of this event is to shorten the adaptation period of a young specialist, increase his labor productivity, and reduce the company's costs from defects and waste during the adaptation period.

2. Visiting gyms, swimming pools, and cultural events helps improve the health of enterprise employees and maintain the psychological climate, reducing the loss of working time due to disability.

Due to the fact that the recreation center "Pobeda" and SZ "Olympus" with IP Ilyin A.Yu. “Samurai” partnerships, the implementation of activities to organize visits to the gym and cultural events, will not require any special costs for the enterprise. The cost of purchasing pool passes will be:

280*220 = 61,600 rub.

3. Training and advanced training 2300 * 220 = 506,000 rub.

4. Additional payment for achieving above-standard indicators (30% of salary) during the adaptation period.

32594*0.30*25= 244455 rub.

We will enter the results obtained into Table 10.

Table 10.

Costs of implementing the proposed measures

Events		Expected Result
Visit to the swimming pool Visit to the Olympus gyms, cultural events at the Pobeda cultural center		Improving the health of enterprise employees and maintaining the psychological climate
Training and professional development
Bonus for high performance (30% of salary) during the adaptation period		Satisfaction with the motivation system, decreased turnover
Financial incentives for mentors		Increasing labor productivity, avoiding costs from defects and waste, reducing the adaptation period.

The company's losses from the turnover of young specialists in 2013 amounted to 3,434,400 rubles.

Costs for adaptation of young specialists - 860,385.8 rubles.

The economic effect amounted to 2574014.2 rubles.

The project of the proposed measures does not require large expenses. This is explained by the fact that the most cost-effective methods were chosen to improve the personnel adaptation system.

Adaptation of young specialists requires quite a lot of time and money, but after a certain time the enterprise will have a qualified and trained specialist, as a result of which the productivity and financial efficiency of the enterprise will increase. The introduction of a clear adaptation system for young specialists will reduce the adaptation period and increase the productivity of a young specialist by creating conditions for comfortable and most effective work.

Activities for the adaptation of young specialists, developed and implemented at the enterprise, are aimed at reducing psychological discomfort and contribute to the targeted assimilation and high-quality performance of their functional responsibilities.

When employed by an enterprise, a young specialist is actively involved in the system of professional and socio-psychological relations within the organization, assimilates new norms and values ​​for him, and coordinates his individual position with the goals and objectives of the organization. Thus, new life circumstances force the young specialist to get used to it and take a closer look, and department heads and mentors to help him adapt to the organization.

The expected result of the proposed measures is the creation of a healthy moral and psychological climate in the enterprise, increasing the level of productivity, avoiding costs from defects and waste that are generated during the adaptation period, reducing costs due to savings on the wage fund, reducing losses associated with the turnover of specialists, increasing production volumes and profit.

Thus, the chosen direction of research, with positive results, will help improve the efficiency of business activities of IP Ilyin A.Yu. "Samurai".

Federal Agency for Education Omsk State University. F.M. Dostoevsky Center for Business Education Graduate work IMPROVING THE PERSONNEL ADAPTATION SYSTEM IN AN EDUCATIONAL INSTITUTION (BASED ON THE EXAMPLE OF GOU SPO "OHPK") Completed by the student ____________________ (signature) Scientific supervisor: T.M. Larionova, Ph.D., Associate Professor _____________________ (signature) Omsk - 2006 CONTENTS INTRODUCTION................................................... ........................................................ ....3 Chapter 1. PERSONNEL ADAPTATION IN THE ORGANIZATION. BASICS OF BUILDING AN ADAPTATION SYSTEM...................................................5 1.1. Essence and typology of adaptation................................................................. ................5 1.2. Stages, methods and programs of adaptation................................................................. ..........7 1.3. Features of adaptation system control................................................................... 9 Chapter 2. ANALYSIS OF THE MANAGEMENT AND PERSONNEL ADAPTATION SYSTEM IN GOU SPO "OKhPK" ............................................. ........................................10 2.1. General information about the organization......................................................... ...............10 2.2. Analysis of the management system of the state educational institution SPO "OKhPK"........................................................14 2.3 . Analysis of the personnel management system................................................................... ....18 2.4. Analysis of the personnel adaptation system in the State Educational Institution of Secondary Professional Education "OKhPK"...................................22 Chapter 3. IMPROVEMENT OF THE ADAPTATION SYSTEM IN THE GOUI OF SPO "OHPK". ....24 3.1. Methodology for designing a personnel adaptation system...................................24 3.2. Definition of adaptation management functions...................................................26 3.3. Adaptation program for employees of the State Educational Institution of Secondary Professional Education "OKhPK"..............................................28 3.4. Project implementation plan................................................................... .......................30 CONCLUSION.................................... ........................................................ ...................33 REFERENCES.................................. ........................................................ .....34 APPLICATIONS............................................... ........................................................ ..35 INTRODUCTION In modern conditions, personnel management plays a key role in any organization, since the efficiency of using the labor potential of an enterprise determines its market stability, successful operation and development prospects. A necessary element of the personnel management system is the adaptation of employees in the workplace. A properly structured adaptation process, on the one hand, removes many negative factors in the internal environment of the organization, and on the other hand, it is a good motivational tool. In modern Russia, not enough attention is paid to the issue of personnel adaptation and related problems. Many state-owned enterprises and commercial organizations do not even have basic adaptation programs. This is also true for the system of secondary vocational education, in which the state educational institution of secondary vocational education "Omsk Art and Industrial College" operates, which we selected for the analysis, design and implementation of the personnel adaptation system. The general situation in a vocational school is characterized by a contradiction between the quantity and quality of work and its remuneration. The socio-economic crisis of Russian education is reflected primarily in the personnel of secondary educational institutions. The massive outflow of young and promising specialists to other areas and the general aging of personnel require updating the basic resources for managing educational organizations. The purpose of the final work is to develop a project for improving the adaptation system at the State Educational Institution of Secondary Professional Education "OKhPK". Tasks to be solved during the project: * analyze the theoretical aspects of adaptation; * study and evaluate this process at the State Educational Institution SPO "OKhPK"; * justify the methods and technology of employee adaptation at the State Educational Institution SPO "OKhPK"; * develop practical recommendations for creating an adaptation system in college. The object of the study is the adaptation of personnel in the state educational institution of secondary vocational education "Omsk Art and Industrial College". The subject of the study is the management of the personnel adaptation system at the State Educational Institution SPO "OKhPK". The methodological basis of the graduate work consists of the most important provisions of the systematic approach to personnel management (L. von Bertalanffy, V.P. Polovinko, I. Prigozhin, V.P. Simonov), which consider adaptation as an objective element of the system, interacting with other elements in their dynamics development. The information base of the final work is factual materials published in the scientific literature, popular science publications and periodicals. When studying the adaptation system in the college, the following methods were used: analysis of statistical information, questioning of various categories of personnel in the organization, observation of the labor behavior of employees, analysis of the college’s personnel documentation. Chapter 1. PERSONNEL ADAPTATION IN THE ORGANIZATION. BASICS OF BUILDING AN ADAPTATION SYSTEM 1.1. The essence and typology of adaptation A direct continuation of the processes of selection and admission of new employees to the organization is the adaptation process. The entry of an employee into new working conditions confronts him with the need to be included in the system of intra-organizational relations. The organization, in turn, is interested in ensuring that the person hired masters his functional responsibilities within the optimal period of time and begins to work with maximum efficiency. Adaptation procedures are designed to solve these problems. Adaptation is a mutual adaptation of the employee and the organization, based on the employee’s gradual adaptation to new professional, social, organizational and economic working conditions. From the perspective of a systems approach, adaptation as an element of the personnel management system performs intra-system functions: * determining the growth rate of labor productivity; * formation of micro groups; * formation of the social role of the adapter. implements the following fundamental goals: * reducing start-up costs; * reducing concerns and uncertainty among new employees, reducing labor turnover; * saving time for managers and employees; * development of a positive attitude towards work, job satisfaction. promotes the integration of the employee into the organization. In its most general form, the task of adaptation is to balance and harmonize mutual norms and values, as well as the requirements made by the organization and the employee to each other. The typology of adaptation can be presented in the form of a table: Table 1.1 Typology of adaptation No. Typology criteria Types of personnel adaptation 1 Components of the personnel adaptation system Professional (industrial), psychophysiological, organizational, socio-psychological, economic, extra-organizational 2 Experience of professional or official activities Primary, secondary 3 Areas of adaptation Adaptation in a new organization , adaptation in a new position4 Subjects of adaptation Adaptation of an employee, adaptation of work to a person 1. Components of the adaptation system: * professional (industrial) adaptation - the employee’s mastery of his functional responsibilities in the workplace; goal - the formation of professionally important personality qualities; * psychophysiological adaptation - adaptation of an employee to psychophysiological stress and working conditions; the goal is to harmonize the employee’s capabilities and working conditions; * organizational adaptation - the formation of ideas about the role and status of the workplace (position) in the organizational structure of the company; the goal is for the employee to assimilate standards, formal and informal norms and rules of the company; * social and psychological adaptation - involving a new employee in the system of team relationships; the goal is for the employee to overcome uncertainty in the new organization; * economic adaptation - the formation of satisfaction with the system of remuneration and material incentives; * non-organizational adaptation - communication with colleagues during non-working hours on non-work issues. 2. Availability of professional experience: * primary adaptation - adaptation of young personnel who do not have professional experience; * secondary adaptation - adaptation of workers who have experience in professional activities. 3. Areas of adaptation: * adaptation in a new organization - adaptation of employees who first joined the organization, regardless of their position; * adaptation to a new position - adaptation of employees: - working in the organization and receiving a new position; - holding any position in a new organization for the first time in their professional activities. 4. Subjects of adaptation: * employee adaptation - mastering professional activities; * adaptation of work to the employee - organization of the workplace in accordance with ergonomic requirements, regulation of the regime and working conditions. From the above typology it is clear that the components of the adaptation system are interconnected, interdependent and perform their functions in constant interaction. When building an employee adaptation process in an organization, it is necessary to take into account all types of adaptation and the impact of its components on such target objects of personnel management as attitude to work, work behavior and labor productivity. V.R. Vesnin notes that the complexity of professional adaptation depends on the breadth and diversity of activity, interest in it, the content of work, the influence of the professional environment, and the individual psychological properties of the individual. 1.2. Stages, methods and programs of adaptation Modern theories of adaptation management identify four key stages in this process. 1.The stage of assessing the newcomer’s level of preparedness allows us to develop the most effective adaptation program, taking into account the employee’s professional experience in other companies to correct the adaptation period. 2. The orientation stage includes the employee in practical acquaintance with the company, division, general requirements and his functional responsibilities. 3. The stage of effective adaptation helps the employee adapt to his status, begin to build relationships with colleagues and the manager, and move from theoretical to practical orientation. 4. The functioning stage completes the adaptation process, production and interpersonal problems are overcome, and a transition to stable work occurs. A carefully developed procedure for introducing a new employee into an organization can level out problems associated with the time period for taking up a position, labor productivity and socio-psychological costs. Considering the stages of labor adaptation, one cannot fail to mention the factors influencing the course, timing, pace and results of this process. S.A. Karastelin and G.B. The Pole divides them into two groups: personal and industrial. Table 1.2 Adaptation factors Personal Industrial Social and demographic (experience, age, education, qualifications, social origin) Professional (content of work activity) Social and hygienic (working conditions and internal rules, work organization, management) Psychological (level of aspirations, self-perception )Organizational and managerial (opportunities for advanced training, participation in the discussion of decisions made) Sociological (degree of professional interest, degree of material interest, presence of a learning mindset, knowledge of production prospects) Types, methods and duration of travel to work Economic (system of remuneration and material incentives) Socio-psychological (climate in the team, leadership style, system of non-material rewards) There is a wide variety of adaptation methods that can be divided into three main groups. 1. Economic methods ensure the provision of benefits in the first months of work in the form of a reduction in: - production standards for workers; - requirements for specialists and managers. 2. Organizational and administrative methods establish control over the progress of employee adaptation and the application of corrective actions. 3. Socio-psychological methods involve the employee in various connections and interactions in the team, facilitating faster introduction to the position. Adaptation programs used in organizations are divided into general and specialized. The general adaptation program concerns the entire organization as a whole and gives an idea of ​​the company, its policies, structure, remuneration, additional benefits, labor protection, trade union, and consumer services. A specialized adaptation program covers issues related to a specific department, workplace and forms ideas about production functions, duties and responsibilities, rules and regulations. AND I. Kibanov notes that when drawing up adaptation programs, one should take into account such categories of workers as specialists without work experience, employees of the older generation, disabled people returning from training courses, women returning from maternity leave, since it is often more difficult for them to fit into a position and team. 1.3. Features of adaptation system management Adaptation management is understood as the process of purposeful influence on the factors that determine the effectiveness of mutual adaptation of the employee and the organization. The development of an adaptation management mechanism is based on three main directions: * consolidating the structural functions of adaptation management - implies the creation of an adaptation service or the appointment of a responsible employee for the purpose of organizing, coordinating and monitoring the process; possible options: -creation of an appropriate unit in the structure of the personnel management system; - distribution of specialists carrying out adaptation among departments; - providing mentoring. * development of technology for the adaptation management process - determines who and how will use various methods, forms and tools of adaptation at the main stages of the process; * information support for adaptation management - includes the collection and assessment of indicators of the degree and duration of adaptation; These indicators include: -objective - characterize the effectiveness of the employee’s professional activities; -subjective - determine the employee’s satisfaction with his profession, working conditions and team. Sources of information on adaptation indicators are the organization’s documentation (reports on the movement of labor, the quantitative and qualitative composition of workers, the reasons for the movement of workers, etc.) and the results of surveys of adapters and their immediate supervisors (on job satisfaction, compliance with standards, quality of work, discipline etc.). It is obvious that the functions of adaptation management in an organization are distributed between the line manager, mentor and personnel management service. At the same time, a significant part of the responsibilities and powers rests with the manager and mentor. The HR service retains the function of administering and monitoring the adaptation process. Conclusion: adaptation as a subsystem of the personnel management system has a clear structure and has economically and socially determined technologies for influencing personnel. Adaptation bears a significant burden on the organization's staffing and is closely related to all other elements of the personnel management system. Its content was developed in the process of working with personnel and includes the basic principles of the functioning and development of an integrated personnel management system. Chapter 2. ANALYSIS OF THE MANAGEMENT AND PERSONNEL ADAPTATION SYSTEM IN GOU SPO "OHPK" 2. 1. General information about the organization The state educational institution of secondary vocational education "Omsk Art and Industrial College" was created in 1973 as a secondary vocational school No. 66. Over its thirty-three-year history, the institution has undergone three reorganizations: in 1992 - merger with SPTU No. 8; in 1996 - transformation into an art lyceum; in 2002 - to the College of Arts and Industry. The college is a legal entity, has separate property under operational management, has an independent balance sheet, personal accounts for recording operations for the execution of expenses of the federal and other budgets, as well as funds received from entrepreneurial and other income-generating activities. The founder of the State Educational Institution of Secondary Professional Education "OKhPK" is the Federal Education Agency of the Ministry of Education and Science of the Russian Federation. Relations between the college and the founder are regulated by the current legislation of the Russian Federation, as well as the agreement concluded between them. The State Educational Institution of Secondary Professional Education "OKhPK" provides training in three specialties of secondary vocational education and four professions of primary vocational education. The college carries out educational activities: a) training specialists in secondary and primary vocational education programs at the expense of the budget of state assignments (control figures); b) training of specialists in secondary and primary vocational education programs in excess of state assignments financed from the budget (control figures) within the limits established by the license; c) paid additional services not provided for by the relevant educational programs and state educational standards. The college carries out entrepreneurial activities: a) leasing fixed assets and property; b) sales of various types of services and production products obtained as a result of educational and industrial activities; c) provision of information and consulting services. The college is financed from the Federal budget and from extra-budgetary sources. Table 2.1 Sources and volumes of financing of the State Educational Institution of Secondary Professional Education "OKhPK" Years Federal budget funds (thousand rubles) Additional financing received in the form of rent (thousand rubles) Extra-budgetary funds (thousand rubles) 20038897.9146.6898.5200413794 ,3191,12205,1200514460,5187,43173,5 Table 2.2 Sources and volumes of extra-budgetary funds of the college YearPaid educational services (thousands. rub.) Voluntary donations (thousand rubles) Other receipts (thousand rubles) 2003356.6310.8231.220041585.8139.0400.320052099.8664.7409.0 Extra-budgetary funds are formed from incoming fees for educational services provided and through voluntary donations from legal entities and individuals. Funds from the Federal budget and extra-budgetary sources are spent on ensuring the educational process, according to the income and expenditure estimates approved for the financial year. Table 2.3 Expense items Expenditure items Percentage of total expenses 2000320042005 Salaries Payroll accruals 36 13,029.7 10,635.9 9.4 Scholarship 7.38.27.1 Food, uniforms 12.819.17.3 Student health improvement - 0.31.4 Utilities 17.612 .312.0Teaching expenses2 ,10,61,7Household expenses2,91,23,5Repairs3,77,011,0Transport2,46,25,1Development of material and technical base (purchase of fixed assets)2,24,85,6 GOU SPO "OKhPK" carries out all types of operational accounting, reporting and control established by the legislation of the Russian Federation for budgetary institutions. The specifics of the college's activities make its main resource personnel. Personnel analysis shows that women dominate in all employee groups (Tables 2.4 and 2.5). Table 2.4 Number of personnel by divisions and services.* Division (service) Total at the end of 2005 Including PensionersWomenMenWomenMenAdministrative and management personnel 1713411 ACADEMICAL PART Faculty and teaching staff 2821753 Educational and support personnel 12111 - EDUCATIONAL - PRODUCTION - SERVICEEngineering and teaching staff 1313-3-Educational and support staff 312-1ORGANIZATIONAL - EDUCATIONAL SERVICE Teachers of additional education 33---Social and psychological service 22---Dorm teachers 321--SCIENTIFIC AND METHODOLOGICAL SERVICE Methodist 11-1-ADMINISTRATIVE - HOUSEKEEPING SERVICE Workers from among the service personnel in the educational building 1413212 Workers from among the service personnel in the dormitory July 129342 Educational and support staff 11--- ECONOMIC SERVICEAccounting33---TOTAL1159421159 *Data in the table does not include part-time workers. Table 2.5 Information on personnel movement. Contingent of employeesSeptember 2004 (2004-2005 academician), August 2005 arrived (2004-2005 academic scientists) all -ga-Ryzhenzchinmuzhnmuzhinchin -gripers + compensers15 -2 -2 -1 -1 -17 -13 -4 -1 -1 -1 -1 -1 -1 -1 -1 -1- 196 810 811 728 2821 187 104 31 2Part-time masters + part-time workers 11 -11 -- -4 22 -13 213 1- 13 -- -Training and support staff + part-time workers 26 -25 -1 -9 -7 -28 -25 -3 -5 -1 -Service personnel + part-time workers28 -25 -3 -4 -6 -26 -20 -6 -6 -5 -Total + part-time workers109 2797 1912 830 1027 7112 3092 1920 1119 38 2 Table 2. 6 Age composition of personnel.* Personnel category Total (persons) By age (persons) Up to 35 years Up to 40 years 41-50 years 51- 65 years 65 years Average age Administrative and managerial personnel 171384147.1 Teaching staff 561761320-43.9 Engineering and teaching staff 1572 33- 39Training and support staff2810647141.5Service staff263-811451.8Total14238173645644.6 *The data in the table includes part-time workers. The proportion of workers of retirement age is quite large. The personnel composition by department shows that the number of working pensioners in the administrative and managerial apparatus is 11%, in the teaching staff - 17.8%, among engineering and teaching staff - 27%, in the scientific and methodological service - 28% and the largest number persons of retirement age in the administrative and economic service 42%. As follows from Table 2.6, the average age of the teaching staff is 43.9 years. The trend of the aging workforce is mainly explained by the rather low average salary and the unpopularity of the industry. In the 2004-2005 academic year, the average salary was 4997.46 rubles, taking into account the higher salary level of college leaders. In other words, the wages of many workers are below the given value. The number of those hired in the 2004-2005 academic year is 28%, and the share of those fired is 23.9% of the total number of employees (including part-time workers). Staff turnover is quite high. According to the college's statistical reports for the period under review, out of every five people admitted, one has already left, which is 20% of all those admitted. The analysis shows that, in addition to low wages and the unpopularity of the industry, there are obvious serious problems in the system of personnel adaptation at the State Educational Institution of Secondary Professional Education "OKhPK". 2.2 Analysis of the management system of the State Educational Institution of Secondary Professional Education "OKhPK" According to the Charter, the college was created to meet the needs of the individual in intellectual, cultural and moral development through obtaining secondary vocational education and meeting the needs of society for qualified specialists with secondary vocational education. The objectives of the college correspond to its organizational structure of a linear-functional type. This structure sufficiently combines linear units that perform the bulk of activities with services that directly implement management functions. The functional division of college management activities allows management to solve the problem of rational interaction with the external and internal environment. The general management of the educational institution is carried out by the College Council, elected at a general meeting of the workforce. The director directly manages the activities of the college. In accordance with the Charter, a pedagogical council has been created in the educational institution, uniting the teaching staff and employees of the administrative and managerial apparatus. The college has formed structural divisions based on the grouping of functions carried out in the college, which determine the content of its activities in implementing the educational process. Table 2.7 Contents of the organizational structure of the State Educational Institution Secondary Professional Education "OKhPK" Names of college departments Heads of departments Composition of departments by position Scientific and methodological service Deputy director for scientific and methodological work * head of the scientific and methodological center; * methodologist; * chairmen of cyclic methodological commissions; * heads of temporary project groups. Training and production service Deputy director for training and production work1) training workshops: * senior foreman; * industrial training masters; 2) production workshops: * workshop manager; * toolmaker; * masters of industrial training. Educational department; Deputy Director for Academic Affairs * heads of departments; * head of practice; * teachers; * librarian. Organizational and educational service Deputy Director for organizational and educational work1) educational sector: * teachers of additional education; * group curators; * head of physical education; 2) socio-psychological sector: * social teacher: * teacher - psychologist; * secretary of the admissions committee; 3) social and domestic sector: * hostel commandant; * hostel teachers; * workers from among the service personnel. Economic service Chief accountant * economist; * accounting: - accountants; - cashier. Administrative and economic serviceDeputy director for administrative and economic affairs* medical worker; * corps commandant; * storekeeper; * service workers. General management of the activities of the departments is carried out by the director of the college, direct - by the heads of departments. Coordination of activities is carried out through periodic meetings of department heads. The administrative and management staff of the college mainly has a pedagogical education. On the one hand, this allows management to have a good understanding of the specifics of educational activities, and on the other hand, it limits the range of managerial and organizational opportunities. In particular, scientific methods and modern management technologies are practically not used in the organization. Management decisions in most cases are intuitive. The current management accounting, control and financing systems at the college do not provide sufficient quality of management. The organizational structure of the state educational institution of secondary vocational education "Omsk Art and Industry College" is clearly presented in Figure 1. Figure 1. Organizational structure of the state educational institution of secondary vocational education "Omsk Art and Industry College" 2.3 Analysis of the personnel management system The personnel management system in the college does not have a clearly formalized structure due to the small number of personnel (115 people) and the presence of a single personnel employee - a personnel inspector. Traditionally, the main functions of personnel management are assigned to the heads of departments, and personnel document flow is assigned to the personnel inspector. This approach is aimed at ensuring that senior management - the director and his deputies - solve strategic problems, set goals, and line managers - heads of departments, senior foreman, methodologists - are responsible for personnel and performance results. The specifics of the activities of the college and its personnel require a differentiated approach to managing various categories and groups of employees, which also affects the personnel policy of the organization. Obviously, the effectiveness of such management depends on the personal factor, that is, on line managers and directly on employees. In a generalized form, the structure of personnel management of the college is presented in Figure 2. Figure 2. Organizational structure of personnel management of the State Educational Institution SPO "OKhPK". For the functions of the management cycle presented in Figure 2, performed by the college management, the following content is determined: * selection and placement of personnel - attracting the necessary personnel and their distribution among departments and services; * labor organization - determining the content and scope of workers' labor functions, requirements for qualitative and quantitative labor indicators, ensuring working conditions; * personnel development - organization of training, assessment, certification and promotion of employees; * stimulation of personnel - creation of mechanisms for material and non-material satisfaction of employee needs in order to form the necessary standards of labor behavior; * personnel document flow - regulatory support, accounting and control of labor relations with employees. An analysis of functional relationships in college personnel management is given in Table 2.8. As can be seen from Figure 2 and Table 2.8, the personnel management structure is focused on maintaining the functional departments and services of the college. In the diagram of functional relationships of the departments of the State Educational Institution of Secondary Professional Education "OKhPK", presented in Table 2.8, the following codes are used: * management positions: A - college director; B - deputy for scientific and methodological work; B - deputy for educational and production work; G - Deputy for Academic Affairs; D - deputy for organizational and educational work; E - deputy for administrative and economic affairs; Zh - chief accountant; Z - HR inspector; * department codes: 1. Financial service 2. Educational department Heads of departments Head of practice Head of the educational department 2. Educational and production service Senior foreman Tool engineer 4 Scientific and methodological service 4.1 Methodists 4.2 Chairmen of cyclic methodological commissions 5 Psychologist 6 Dormitory commandant. * Symbols in the table: O - responsible for performing this function; P - provides initial data, information to perform the function; U - participates in the performance of this function; R - makes decisions, signs the document; C - coordinates the prepared document or individual issues in the process of performing the function; K - controls the execution of the function. As can be seen from Table 2.8, the activities of the HR inspector are integrated into all personnel management functions of the State Educational Institution SPO "OKhPK". Table 2.8 Functional relationships of the GOU SPO "OKPK" in the management of personnel management functions - executive work is approved by 1134562.12.22.33.13.24.14.2Abvgsplaning the need for personalppppPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP to doesrine La WAOUOUUURES/CS /KS/KS/KS/KS/KPOOrganization and conduct of trainingUPUUPUOUUPPRO/KSSSSOSPlanning and implementation of official movementsUPUUPUPUPUPR/KOO/KO/KO/KO/KO/KSODetermination of the content of labor resultsUOPPOPOPUPRS/KS/KS/KS/KS/KS/KS/Organization and conduct certifications UPPPPPOPPPRO/KUUUUOSAdaptation of personnel to professional activitiesUOUUUOUOOUORS/KS/KS/KS/KS/KS/KOEnsuring labor safetyUOUUUUUUUUOR/KSSSSSSSLegal regulation of labor relationsUPUUPUUP-PR/KSSSSSSO/KO/KUManagement of personnel motivationOOOUUUOUUUUOR/KS/KS/KS/KS/KS/KS/ KSRelease of personnel PPPPPPPP-PRS/KS/KS/KS/KS/KS/KO/KU Personnel accounting and statisticsUPPPPPPPPPSSSSSS/KO/KINInforming the team on personnel issuesUUPPUPUPPUR/KSSSSSSO/KFormation of personnel policyUUPPPUPUPPUR/KOOOOOSO 2. 4. Analysis of the personnel adaptation system in the State Educational Institution of Secondary Professional Education "OKhPK" The personnel adaptation system in the State Educational Institution of Secondary Professional Education "OkhPK" is formed in the form of separate elements, such as training and consulting of new employees and is focused only on the teaching staff and engineering and teaching staff. The existing system is formal in nature, since there is no detailed adaptation technology and the necessary documentation for it, the head of the adaptation process is not assigned, and the circle of specialists involved in the adaptation system is not defined. To identify the most effective forms of influence on college students, a small study was conducted. The study determined the need for formalization and content of adaptation programs, the degree of participation of officials in adaptation procedures, as well as criteria for assessing the effectiveness of adaptation. The study involved heads of all departments and services, heads of cyclical methodological commissions and employees working at the college for less than a year - a total of 63 people. According to the data received, all respondents (100%) recognize the need to develop a formalized adaptation program. A study of the effectiveness of introducing new employees to various aspects of a new place of work (position) revealed that a newcomer is primarily interested in the socio-economic sphere and, to a lesser extent, the rules and regulations governing the main activities of the college (Table 2.9). Table 2.9 Respondents’ assessment of the information needed by an adapter (as a percentage of those mentioned) Content of informationEvaluation effectiveEvaluation ineffectiveDifficult to evaluateRemuneration system75178Traditions of the college74323Functional responsibilities70327Social security system681517Informal rules of behavior651223Internal regulations65827Characteristics of the team65431Labor safety59 1724Safety 512524Structure and management system 481240History of the college412138 The table shows that for beginners the first places are in importance information is released that is necessary for a normal sense of self and a sense of belonging - the remuneration system and college traditions (75 and 74%, respectively). Then information is needed about direct activities - functional responsibilities - 70%. Then the “social block” again comes to the fore - the social security system - 68%, informal and formal rules of behavior in the team - 65% in each case. Information related to occupational health, safety, management structure and system, and college performance history are less important for newcomers (59, 51, 48, and 41%, respectively). Table 2.10 Respondents’ assessment of the effectiveness of the participation of officials in adaptation (as a percentage of those mentioned) ResponsibleEvaluation effectiveEvaluation ineffectiveDifficult to evaluateHR Inspector 55243Immediate supervisor 751213Director411049 As can be seen from Table 2.10, the effectiveness of the participation of a particular official in the adaptation of new employees decreases depending on the hierarchical level between the adapter and those responsible for adaptation. In other words, respondents agree that the adaptation of new employees should be carried out by professionals for whom this activity is one of their functional responsibilities and who are directly related to the new employee’s workplace. Table 2.11 Respondents’ assessment of the effectiveness of the adaptation criteria used (as a percentage of those mentioned) Subject of assessmentEvaluation effectiveAssessment ineffectiveDifficult to assessResults of completing assigned tasks75025Level of knowledge74521Mastering functional responsibilities71524Other65431 From the respondents’ point of view, the most effective is assessing the results of new employees’ performance of assigned tasks - 75% and the actual level of knowledge - 74% , as well as how much the newcomer has mastered his functional responsibilities - 71%. Conclusion: the main problems of personnel management policy in college are associated with the underestimation of the social and psychological side of organizational relations. Adaptation in OHPC is carried out by individual employees of different departments, but the adaptation process is practically not monitored, data is not collected or analyzed. Problems of staff turnover are not discussed at staff meetings. The college practically does not use other than material methods of stimulating employees, which also seems to be a significant factor influencing the turnover of new employees and the general “aging” of the team. Chapter 3. IMPROVEMENT OF THE ADAPTATION SYSTEM IN GOU SPO "OHPK" 3.1. Methodology for designing a personnel adaptation system The methodology for designing an adaptation system determines: * choosing an approach to creating an adaptation system taking into account the needs, resources and potential of the college; * formation of the structure of the adaptation process; * development of necessary documentation; * planning the implementation of a personnel adaptation system. This technique allows you to put into practice the theoretical principles set out in Chapter 1 of the final work. The entire complex of work on building an adaptation system, according to this methodology, is conditionally divided into five blocks: pre-project preparation, development of documents and proposals, training, monitoring, adjustment. The contents of the blocks are discussed in the table below. Table 3.1. Construction of a personnel adaptation system No. Name of block Contents of work Results 1 Pre-project preparation Determination of the purpose and expected results of implementing the adaptation program. Development of a work plan for program implementation. Determining the circle of specialists included in the working group. Assignment of the head of the adaptation process.* goals were determined and a detailed plan for implementing the program was developed; * a working group has been formed; * a process manager has been identified. 2 Development of documents and proposals Building the logic of the entire adaptation procedure - from preparation for arrival to the end of the adaptation period. Description of the sequence of the adaptation process, identifying all necessary forms and applications. Development of Regulations on adaptation and reference materials about the organization.* Regulations on adaptation of new employees; * all existing adaptation elements have been systematized; * the necessary applications have been developed (plan format, reference books, booklets, adaptation seminar program). 3 TrainingExplaining to management the relevance of introducing the adaptation procedure and its role in solving existing personnel management problems. Conducting a series of training seminars for line managers and mentors in order to master adaptation tools. * conducted training seminars; * managers understand and support the adaptation program. 4MonitoringLaunch of the personnel adaptation program. Summing up intermediate results and tracking control points from which information about the progress and problems of the process comes. Analysis of all elements of the adaptation procedure based on feedback from new employees, their managers and mentors. Collective discussion by the participants of the adaptation process about the intermediate results of adaptation.* each new employee meets and adapts according to the new rules; * received feedback on the adaptation procedure; * interim results have been summed up; * solutions to problematic issues have been developed. 5 Adjustment Introduction of necessary changes into the adaptation program. * individualization of individual elements of the adaptation procedure. The emerging structure of the personnel adaptation system at the State Educational Institution of Secondary Professional Education "OKhPK" is based on the personnel adaptation standard, which includes four stages: 1. General orientation stage - familiarization with the organizational and functional features of the college, corporate ethics, communication system, rules of conduct (carried out by the HR department inspector); 2. The stage of entering the position - practical acquaintance of the new employee with his responsibilities and the requirements for him; The immediate supervisor conducts a general adaptation program, including information in the following areas: - a general idea of ​​the college; - college policy; - salary; - additional benefits; - labor protection and compliance with safety regulations; - relations of employees with the trade union; - household service; - economic factors. After the general program, a specialized one is carried out, including the following issues: - functions of the unit; - job duties and responsibilities; - required documentation and reporting; - procedures, rules, regulations. 3. Effective adaptation stage - a mentor is assigned to the new employee. 4. Functioning stage - completes the adaptation process, is a transition to stable work, involves an analysis of adaptation indicators. The adaptation standard is the same for all categories of college employees, and the content of adaptation programs may be different. The development of the necessary documentation allows us to systematize the adaptation elements that exist behind the scenes and are supported in the organization and transmit their uniform standards, thereby significantly facilitating the procedure for introducing a new adaptation system. Table 3.2. Documents accompanying the adaptation process Local acts Methodological materials Regulations on personnel adaptation; Personnel adaptation program; instructions for introduction to the position. reference books; plans for working with new employees; feedback questionnaires. 3.2. Determining the functions of adaptation management The creation of a personnel adaptation service or the introduction of such a position is redundant for the scale of the state educational institution SPO "OKhPK". Management of the adaptation process here can be built on the introduction of labor organization elements into the functional relationships of departments in order to create the necessary conditions for labor adaptation in specific workplaces and in the organization as a whole. In addition, adaptation management requires a well-functioning system of moral and material incentives for work. Functional relationships in managing personnel adaptation are reflected in Table 3.3. The codes for the managers and divisions of the organization are given in accordance with the codes we adopted in Table 2.8. Table 3.3 Functional relationships in the management of personnel adaptation Functions performedUnits - executors Works are approved1234562.12.22.33.13.24.14.2ABVGDEZhZ Appointment of the head of the adaptation processUUUUUR KSSSSSSONAppointment of mentorsUOUUOUOUUUO KSR KR KR KR KR KS KSSImproving material incentives for employees of the educational institution UUUUUUUURS S S S S P KS Development and adjustment of adaptation programs KS KS KR KO Training of employees and managers in the basics of adaptation in a team OPUUPUPUPPPRSSSSSSO Monitoring UOUUOUOUOUUPORS KS KS KS KS KS KO K When developing and implementing an adaptation system, it is necessary to take into account a number of significant points: 1) it is necessary to formally assign the head of the adaptation process, who is responsible for the process, explanation and promotion of the adaptation procedure new employees in the organization; 2) the success of implementing an adaptation system largely depends on the degree of involvement (awareness of their role and tasks) of line managers; 3) it is important to optimally build information flows within the organization so that the necessary data is provided to all participants in the adaptation program in a timely manner. The college staff adaptation management system can be clearly shown in the form of an organizational chart shown in Figure 2. Figure 3. College staff adaptation management system 3.3 Employee adaptation program of the State Educational Institution SPO "OKhPK" The adaptation program for new employees contains two parts - general and individual and ends with a detailed report about the performance of both parties. In general, both the general and individual parts of the adaptation program are designed for a probationary period; in college it is a month for specialists and six months for managers, but the features and content of teaching work, as well as the practice of adapting specialists in the organization, show the need to “guide” new employees during a year. A special category of adapters includes practitioners who have developed a certain professional experience in production, but are unfamiliar with the peculiarities of educational activities, since for them there is a need to learn the basics of pedagogy and methodology. These problems in the college are solved by the School of Young Teachers, which operates constantly in accordance with annually approved work plans, under the guidance of a methodologist. Table 3.4 Employee adaptation program at the State Educational Institution SPO "OKhPK" No. Name of the event Contents of the event Responsible 1. GENERAL PART OF STAGE 11.1Introductory Orientation Interview1. Place of the college in the market of educational services (types and forms of education sold, types of educational programs). 2. Short-term and long-term development goals. 3. History of the development of the college. 4. Information about functional departments. 5. College management system (division of powers, decision-making procedure). 6. System of material and moral incentives (full information on the amount of wages). 7. Personnel training and development system. 8. Occupational health and safety. Human Resources Inspector STAGE 11.2 Personal acquaintance with the college and its employees1. Introducing the employee to the department staff. 2. Showing the main premises. 3. Showing the location of the main services. HR inspector STAGE 21.3 Familiarization with the workplace1. Detailed description of the educational process and internal functional relationships. 2. Job duties and responsibilities (separately - types of activities). 3. Description of current work and expected results. 4. Explain the importance of this position and how it relates to others in the department and in the organization as a whole. 5. Standards for the quality of work performed and methods for evaluating it. 6. Schedule and working hours (separately during holidays). 7. Types of reporting documentation and rules for filling it out. 8. Additional expectations (replacing an absent employee, participation in educational and production programs). Heads of departments for teachers; senior foreman for industrial training masters; director for executives; HR inspector for the rest. STAGE 21.4 Orientation interview with the immediate supervisor1. Clarification of tasks and job requirements. 2. Answers to questions. 3. Discussion of the proposals (wishes) of the new employee. According to the scheme specified in clause 1.32. I N D I V I D U A L P H A R T STAGE 22.1 Entering into position1. Mastering the following types of activities: * educational; * methodological; * organizational. 2. Mastering the norms and rules of behavior in the organization and the team. Mentor, Chairman of the Central Committee of Ethics Committees 32.2 Appointment of a mentor1. Assistance in planning and maintaining work. 2. Assessment of the activities of a new specialist. According to the scheme specified in clause 1.3 STAGE 32.3 Inclusion in the program “School of a Young Teacher”1. Participation in adaptation seminars devoted to organizational, methodological and communication problems. 2. Receiving feedback. Methodologist, psychologist, heads of departments, senior master3. COMPILATION OF REPORT STAGE 43.1 Compilation of reports based on the results of adaptation1. Report on the degree of adaptation of a new employee. 2. Report on the completion of tasks. Mentor, adapter 3.4. Project Implementation Plan The presented project can be implemented within a year. This time period is due to the need to resolve the following issues: * create a program and adaptation management system; * strengthen employees' positive attitude towards the implementation of the system; * develop a financial support scheme for the project; * provide the project with methodological materials. Table 3.5. Plan - schedule for the implementation of the project in 2006. at the State Educational Institution SPO "OKhPK" Month Event Responsible September Selection and appointment of the head of the adaptation process and assigning functions to him. Director October Approval of the adaptation standard. Creation of a working group and development of adaptation programs. Head of the adaptation process November Establishment of mentoring. Training of mentors. Line managers December - August Creation of teaching materials; development of a scheme for material and moral incentives for adaptation programs; explanatory work in a team; feedback from college staff on readiness to implement the system; system startup. Adaptation Process Manager The project does not require capital expenditures. The total cost for the year will be 35,380 rubles. This is explained by the fact that the project proposes the most cost-effective ways to implement an adaptation system at the State Educational Institution SPO "OKhPK". Instead of introducing an adaptation specialist, we propose expanding the functions of the HR inspector by assigning him an additional payment of 800 rubles per month. Additional payments for mentoring will be made to four mentors in the amount of 200 rubles monthly, which will be 7% of the average salary of employees for 2004. The costs of developing three programs (two specialized - for teachers and industrial training masters and one general part) are determined at the rate of 420 rubles, which is 15% of the average salary of workers for 2004. For the development and production of teaching materials, 3,000 rubles are allocated once a year. The costs of improving the material incentive system are determined by estimation, since this process is associated with the bonus system. 1920 rubles per year were allocated for training. Of these, 420 rubles are a one-time payment for the development of a training program and 1,500 rubles for the training itself, which will be conducted at the college. The cost estimate for the implementation of the adaptation system and the share of each cost item are presented in Table 3.6. Table 3.6. Costs for project implementation No. Name of operation Costs, rub. per year Share of the cost item, %1 Appointment of a person responsible for adaptation 960027.132 Development of methodological support for adaptation 426012.013 Appointment of mentors 960027.134 Improvement of the material incentive system 1000028.35 Training 19205.43 TOTAL 35380100 The costs shown in the table are approximate, excluding tax deductions yy. Preparation of staff for the implementation of the project consists of developing a positive attitude towards the implementation of the adaptation system among all college employees and readiness to take part in the implementation of the project. Table 3.7. Personnel training plan for project implementation No. Activity Responsible executor Dates 1 Appointment of the head of the adaptation process Director First stage of project implementation 2 Approval of the adaptation standard HR department inspector First stage of project implementation 3 Approval of adaptation instructions. Development and approval of adaptation programs. Director, HR department inspector; Line managers, head of the adaptation process First stage of project implementation 4 Establishment of mentoring. Training of mentors HR department inspector; head of the adaptation processFirst stage of project implementation5Explanatory work in the collegeHeads of departments, head of the adaptation processConstantly6Methodological support of the personnel adaptation system in the collegeHead of the adaptation processConstantly7Improving material interest in workDirector, Chief accountant, head of the adaptation processConstantly8Providing feedback to employees regarding their readiness to implement the systemHead of the adaptation processConstantly Conclusion: in modern times conditions, the existence of a stable and cost-effective organization is impossible without a thoughtful and well-functioning adaptation system. Like any system, the personnel management system cannot be dismembered and “corrected” piece by piece. Therefore, the adaptation subsystem must be built based on the integrity of management, taking into account the relationships with other elements and the processes of change in the entire system. CONCLUSION As a result of completing the final work, a project was developed to build a personnel adaptation system at the Omsk Art and Industrial College. The goal of the project is to create an effective system for personnel adaptation in the organization. The objectives of the project were: 1) reducing the influence of negative factors on job satisfaction among college employees; 2) providing the college with qualified personnel; 3) reduction of staff turnover; 4) development of a mechanism for the adaptation of new employees to the team and professional activities; 5) general increase in the efficiency of the activities of the state educational institution SPO "OKhPK". The use of adaptation forms and methods worked out in college, the ability to limit oneself to one’s own resources, and the low cost of the project make its implementation quite acceptable for the organization. Conclusions: in the course of the work, the following tasks were solved: * the theoretical aspects of adaptation were analyzed, its goals, objectives and main components were determined, stages and methods of adaptation were identified; the features of adaptation management are considered; * the process of personnel adaptation at the State Educational Institution SPO "OKhPK" was analyzed and conclusions were drawn about its spontaneous and formal nature in the presence of positive developments in this area; * a set of works was proposed to build a system for adaptation of college personnel, its structure was developed, methods and technology of adaptation were substantiated; * practical recommendations for creating an adaptation system in a college are proposed, including software, an employee training plan, timing and costs for implementing the system. Thus, the goal of the work through the implementation of the assigned tasks has been achieved. REFERENCES BOOKS 1. Vesnin V.R. Practical personnel management. - M., 1998. 2. Vikhansky O.S., Naumov A.N. Management. - M., 1996. 3. Karastelin S.A., Polyak G.B. Social development of work collectives. - M., 1998. 4. Kibanov A.Ya. Fundamentals of personnel management. - M., 2005. 5. Maluev P.A., Melikhov Yu.E. Personnel Management. - M., 2005. 6. Polovinko V.S. Personnel management: a systematic approach and its implementation. - M., 2002. 7. Personnel management: Textbook \ Ed. T.Yu.Bazarova. - M., 2002. ARTICLES 8. Volina V. Methods of personnel adaptation // Personnel Management. - 2000. - No. 7. 9. Ivleva V. V. Systematic approach to employee adaptation // MIXPERSONAL.-2006. - No. 3-4. 10. Makhina T.A. Adaptation of newcomers: components of efficiency // Personnel management. - 2003. - No. 3. 11. Personnel adaptation. // Organization of the work of the personnel service: Methodological manual \ appendix to the magazine "Human Resources Directory". - 2006. - No. 4. APPENDICES Appendix 1 Regulations on the adaptation of employees of the state educational institution of secondary vocational education "Omsk Art and Industrial College" 1. General provisions This regulation was developed to determine approaches to the adaptation system for new employees (appointed to a new position), regulation and management of the process of adaptation of college personnel. Adaptation of employees of the State Educational Institution of Secondary Professional Education "OKhPK" is a set of measures aimed at adapting newly hired employees to the content, conditions, work schedule, social environment of the college and the department (service) where they work. Adaptation is an important element of the college’s personnel management system and is intended to solve the problem of developing the required level of work performance in new employees in the shortest possible time. The adaptation process involves: * line manager - the immediate supervisor of the mentor and adapter; * HR inspector - head of the adaptation process at the college; * mentor - a qualified employee with sufficient experience in a specific position (specialty); * adapter - a newly hired employee or an employee transferred to another job (new position); * psychologist - college employee who knows the techniques of creating a comfortable microclimate and methods of resolving conflict situations. 2. The purpose and objectives of adaptation The purpose of adaptation is to help a new employee successfully get used to college, enter a position, and develop professionally important qualities. The adaptation objectives are: * reducing staff turnover; * reducing stress factors, concerns and uncertainty among new employees; * saving time for managers and employees when solving organizational issues; * development of a positive attitude towards work and job satisfaction among adapters. 3. Organization of adaptation 3.1 Work on adaptation of new employees is headed by a personnel inspector. He organizes the interaction of all participants, preparation and conduct of the process. 3.2 For each new employee, an adaptation program is drawn up (based on the basic one) and approved. The development of the Program is headed and organized by his (the employee’s) immediate supervisor: * Deputy Director for Scientific and Methodological Work - for senior managers; * heads of departments - for teachers and educational support staff of the educational unit; * senior foreman - for industrial training masters and training and support staff of the training and production service; * hostel commandant - for hostel workers; * HR inspector - for other employees. In addition to the line manager, the working group for the creation of the Adaptation Program includes a mentor of the young specialist and a psychologist. 3.3 Adaptation of college personnel takes place in four stages and lasts for management and engineering and teaching staff - one year; for all other categories - from one to three months. 3.3.1 The first stage “General orientation” of the employee includes familiarization with the organizational and functional features of the college, the communication system, and rules of conduct - carried out by the personnel inspector. 3.3.2 The second stage, “Taking on the position,” includes practical familiarization of the new employee with his responsibilities and the requirements for him - this is carried out by the immediate supervisor. 3.3.3 The third stage “Effective adaptation” includes the practical development of the knowledge, skills and abilities necessary to perform the work - carried out by the mentor. 3.3.4 The fourth stage “Operation” completes the adaptation process, is a transition to stable work, includes an analysis of adaptation indicators - carried out by the immediate supervisor. The participation of a psychologist in the adaptation process is advisory in nature. 3.4 By order of the college director, issued on the basis of a memo prepared by the immediate supervisor of the adapter, each new employee is assigned a mentor from among the most experienced and qualified employees of the department (service). The line manager determines the list of knowledge, abilities and skills that the student must master with the help of a mentor. 3.5 Participants in the adaptation process are guided in their activities by regulatory documents regulating the activities of the college, these Regulations, Regulations on mentoring, the Adaptation Program, job description, etc. 3.6 Methodological adaptation is provided at the expense of the college. Remuneration for organizers of adaptation of new employees is made in the form of bonuses for drawing up adaptation programs, developing teaching materials, training and mentoring. The amount of bonuses is established by the Regulations on Remuneration. 3.7 Based on the results of adaptation, the new employee’s immediate supervisor conducts an interview and analyzes the reports of the mentor and adapter, after which he decides to remove the mentoring and include the employee in current programs. The final report is submitted to the HR inspector and stored in the employee’s personal file. 4. Rights and obligations of adaptation participants 4. 1 The HR inspector, the direct supervisor of the adapter, (hereinafter referred to as Adaptation Managers) have the right to: * request from the mentor and adapter the necessary documents and information to evaluate the results and correct their activities within their competence; * conduct interviews with a mentor, psychologist and adapter, survey new employees to obtain feedback; * carry out diagnostics of the quality of professional activity of newly hired employees; * control the adaptation process in order to identify problem areas within their competence; * make changes to the Adaptation Program; * resolve the issue of replacing a mentor in terms of preparing a memo to senior management. 4.2 Adaptation managers are required to: * master the regulatory framework for adaptation, strictly comply with the requirements of these Regulations and other regulatory documents; * own adaptation technology, forms and methods of obtaining and analyzing information; * ensure consistency, flexibility, and openness of the adaptation process; * monitor compliance with adaptation deadlines and analyze the causes of deviations; * observe professional ethics and a friendly attitude towards all participants in the process. 4.3 The mentor and psychologist (hereinafter referred to as the Organizers of adaptation) have the right to: * request information from the adapter about completing tasks within their competence; * monitor and correct the activities of the adapter; * make proposals to improve the adaptation process; * participate in the development of adaptation measures. 4.4 Adaptation organizers are obliged to: * implement the training plan and adaptation program; * comply with professional ethics; * qualitatively perform the assigned functions of adaptation of a new employee; * ensure the required level of professional activity of the assigned employee. * do not cause damage to your main professional activity. 4.5 The adapter has the right: * to participate in the discussion and resolution of issues related to the organization of adaptation; * receive all the necessary information about the activities of the college and the features of your professional activity; * receive timely qualified assistance from Managers and Organizers of adaptation in various types of professional activities; * apply for a replacement mentor if the latter fails to fulfill his duties. 4.6 The adapter is obliged to: * carry out the training plan and the Adaptation Program according to the established deadlines; * comply with professional ethics and internal regulations; * qualitatively fulfill the duties set out in the job description and other regulatory documents regulating the activities of college employees. 5. Control of adaptation Control of the adaptation process is carried out by the deputy directors of the college (heads of services) and line managers (clause 3.3 of these Regulations) in accordance with the internal control plan approved by the director of the college. Appendix 2 Regulations on mentoring in the state educational institution of secondary vocational education "Omsk Art and Industrial College" 1. General provisions These Regulations were developed to regulate the relationship between a new employee and a qualified specialist in the transfer of professional knowledge, skills and abilities. Mentoring is the professional training of a new employee (appointed to a new position) in the workplace by assigning him to a qualified specialist (mentor) in order to acquire the knowledge, skills and abilities necessary to fulfill the assigned organizational tasks. Mentoring is an important element of the college personnel adaptation system and is intended to form in new employees a body of knowledge about the college, skills and abilities of professional and social actions aimed at achieving their goals. The mentoring process involves: * line manager - the immediate supervisor of the mentor and adapter (hereinafter referred to as the trainee); * mentor - a qualified employee with sufficient experience in a specific position (specialty); * trainee - an employee who has started for the first time or is mastering the features of a new professional activity; * psychologist - college employee who knows the techniques of creating a comfortable microclimate and methods of resolving conflict situations. These Regulations apply to all employees of the State Educational Institution SPO "OKhPK". 2. The purpose and objectives of mentoring The purpose of mentoring is the professional development of an employee in new conditions, contributing to the successful activities of the relevant department (service) and the college as a whole. Mentoring objectives: * assistance in planning and support of the student’s professional activities; * assessment of the student’s level of mastery of specific knowledge, skills and abilities necessary to perform job duties; * ensuring the relationship and continuity of professional activities of different generations of employees. 3. Organization of mentoring 3.1 The basis for assigning a mentor is an order from the director of the college, issued on the basis of a memo prepared by the direct supervisor of the student: * deputy director for scientific and methodological work - for senior employees; * heads of departments - for teachers and educational support staff of the educational unit; * senior foreman - for masters of industrial training and educational support staff of the educational and industrial service; * hostel commandant - for hostel workers; * HR inspector - for other employees. 3.2 The mentoring period for managers and engineering and teaching staff is one year; for all other categories of employees - from one to three months. 3.3 A mentor can be an employee who has a high level of theoretical and practical knowledge and skills (as a rule, confirmed by the highest or first qualification category) and work experience in a given specialty (in a given position) of at least five years. A mentor can assign no more than four new employees at a time. 3.4 During the mentoring period, the line manager determines a list of knowledge, skills and abilities that the trainee must master with the help of a mentor, the duration of training and a work plan with the new employee. 3.5 Participants in the mentoring process are guided in their activities by regulatory documents regulating the activities of the college, these Regulations, the Regulations on Adaptation, the Adaptation Program; job description, etc. 3.6 The source of funding for mentoring fees is the wage fund. Payment is made in the form of allowances for training and mentoring. The amount of bonuses is established by the Regulations on Remuneration. 3.7 During the training process, the mentor can be replaced in the following cases: * dismissal of the mentor; * transfer to another job of the trainee or mentor; * failure of the mentor to fulfill his duties; * bringing the mentor to disciplinary liability. 4. Rights and responsibilities of participants in the mentoring process 4.1 The mentor has the right to: * request information from the adapter about completing tasks within his competence; * attract methodological service workers to provide appropriate assistance; * monitor and correct the activities of the adapter; * make proposals for improving the mentoring process, programs, forms and methods of adaptation; * participate in the development of adaptation measures. 4.2 The mentor is responsible: * for the implementation of the training plan and adaptation program; * for compliance with professional ethics; * for the high-quality performance of the functions assigned to him in training a new employee; * for ensuring the required level of professional activity of the employee assigned to him. 4.3 The learner has the right: * to participate in the discussion and resolution of issues related to the organization of training through mentoring; * receive all the necessary information about the features of professional activity; * receive timely qualified assistance from a mentor in various types of professional activities; * apply for a replacement mentor if the latter fails to fulfill his duties. 4.4 The student is responsible: * for the implementation of the training plan and the Adaptation Program in accordance with the established deadlines; * for compliance with professional ethics and internal regulations; * for the high-quality performance of duties set out in the job description and other regulatory documents regulating the activities of college employees. 5. Control of the mentoring process Control of the mentoring process is carried out by the deputy directors of the college (heads of services) and line managers specified in clause 3.1 of these Regulations. These persons have the right to extend (no more than 6 months) or shorten the duration of training, make changes to its program and replace the mentor. The main form of control is the management's holding of "round tables" with the participation of mentors and trainees. Appendix 3 Adaptation program for teachers of the state educational institution of secondary vocational education "Omsk Art and Industrial College" The adaptation program for new employees is intended to introduce a unified adaptation procedure in all departments (services) of the college. The adaptation program is aimed at ensuring faster adaptation of newly hired workers to the content, conditions, work schedule, social environment of the college and the department (service) where they work. This program is used in their work by: * Director of the State Educational Institution of Secondary Professional Education "OKhPK"; * deputy directors; * heads of services; * HR inspector; * College employees appointed as mentors for newly hired employees. The adaptation program for new employees consists of two main parts - general and individual. In general, both the general and individual parts of the adaptation program are designed for a probationary period; in college it is a month for specialists and six months for managers, but the features and content of teaching work, as well as the practice of adapting specialists in the organization, show the need to “guide” new employees during a year. The individual part of the adaptation program corresponds to the probationary period and is recorded in the individual plan for completing the probationary period and is divided into two parts: * entry into a position (profession); * work in a position (profession). No. Name of event Contents of event Responsible person 1. GENERAL PART OF STAGE 11.1Introductory Orientation Interview9. Place of the college in the market of educational services (types and forms of education sold, types of educational programs). 10. Short-term and long-term development goals. 11. History of the development of the college. 12. Information about functional departments. 13. College management system (division of powers, decision-making procedure). 14. System of material and moral incentives (full information on the amount of wages). 15. Personnel training and development system. 16. Occupational health and safety. Human Resources Inspector STAGE 11.2 Personal acquaintance with the college and its employees4. Presentation by the teacher to the staff of the design department. 5. Showing the main premises. 6. Showing the location of the main services. HR inspector STAGE 21.3 Familiarization with the workplace9. A detailed description of the organization of the educational process at the department; connections of subordination. 10. Job duties and responsibilities of the teacher: a. educational work; b. methodological work; c. extracurricular work; d. self-development and self-education. 11. Description of the teacher’s current work and expected results. 12. Explaining the importance of the position of teacher of special disciplines. 13. Indicators of the quality of teaching activity and methods of assessing it. 14. Schedule and working hours: * as usual; *during holidays. 15. Types of teacher reporting documentation and rules for filling it out. 16. Additional expectations: * conditions for replacing an absent employee; * participation in training and production programs. Head of department STAGE 21.4 Orientation interview with the immediate supervisor4. Clarification of tasks and requirements for teaching activities. 5. Answers to questions. 6. Discussion of the proposals (wishes) of the new employee. Head of the department-em2. I N D I V I D U A L P H A R T STAGE 22.1 Entering into position3. Mastering the following types of activities: * educational; * methodological; * organizational. 4. Mastering the norms and rules of behavior in the organization and the team. Mentor, Chairman of the Central Committee of Ethics Committees 32.2 Appointment of a mentor3. Assistance in planning and support of teaching activities. 4. Evaluation of the new teacher’s activities in the main areas. 5. Assistance in solving organizational and methodological issues. 6. Monitoring the interaction between teacher and mentorHead of department-emSTAGE 32.3 Inclusion in the program “School of a Young Teacher”3. Participation of the teacher in adaptation seminars devoted to organizational, methodological and communication problems of the educational process. 4. Receiving feedback. Methodist, psychologist, head of department-em3. COMPILATION OF REPORT STAGE 43.1 Compilation of reports based on the results of adaptation3. Report on the degree of adaptation of a new employee. 4. Report on the completion of tasks. Mentor, teacher Ten working days before the end of the probationary period, a report from the manager and mentor with an assessment, feedback and suggestions for the employee’s future work is submitted to the HR inspector. Seven working days before the end of the probationary period, all documents with the conclusion and recommendations of the personnel inspector are submitted to the college director for consideration and making a final decision. If the employee successfully completes the probationary period, the immediate supervisor informs him orally about the continuation of the employment relationship. If an employee is found to be unsuitable for the position held, the immediate supervisor issues a memo. The note is registered by the personnel inspector and endorsed by the college director. The unsatisfactory outcome of the employee's probationary period and the impossibility of continuing the employment relationship is communicated to him no later than three days before the expiration of the probationary period in writing and signed. After this, the procedure for dismissing the employee occurs. Appendix 4 Action plan for the adaptation period of a teacher of the state educational institution of secondary vocational education "Omsk Art and Industrial College" Full name Ltsvshits Natalia Ivanovna Position teacher Discipline basics of design graphics Name and year of graduation from educational institution Omsk State Institute of Service, 2005 Work experience 8 months, 2 weeks, 4 days No teaching experience Start date of the adaptation period 03.04.06. End date of the adaptation period 03.04.07. FULL NAME. Head of the Design Department Korzun Raisa Vladimirovna Full name mentor teacher Pechenko Tatyana Anatolyevna No. Name of work Deadline Form of work Responsible executor Responsible co-executor Expected results 1 STAGE GENERAL ORIENTATION I1.1 Introduction to the organization. Introduction to the college management for educational work - Studying materials, understanding the structure of the organization and its prospects1. 3 Study of the college management system 04/03/06 Conversation with handouts Deputy Director for Academic Affairs Head of Department Understanding to whom he reports and with whom he resolves issues of an organizational, educational, methodological nature 1.4 Familiarization with instructions on labor protection and safety 03.04. 06 Briefing Labor safety engineer HR inspector Study of materials, understanding 1.5 Formation of training load 04.04. 06Analysis of the teaching loadHead of the departmentHead of the academic unitKnowledge of your teaching load by qualitative (list of disciplines) and quantitative (classroom hours) composition 1.6Familiarization with the remuneration system04.04. 06 Conversation with answers to questions Accountant HR inspector Knowledge of the exact amount of wages 1.7 Showing the premises and location of the main services 04.04. 06 Excursion HR Inspector Chairman of the Central Committee Orientation in educational and production buildings and utility rooms 1.8 Introducing the employee to the staff of the department 04.04.06 Meeting of the Central Committee Head of the department Chairman of the Central Committee Meeting colleagues 2 STAGE OF ENTRY INTO THE JOB 2 .1 Familiarization with the working hours 04/05/06 Working with the internal regulations Head of the department Head of the academic department Knowledge of the length of the working day and work week 2.2 Study of job responsibilities 04/05/06 Working with the job description Head of the department HR inspector Understanding your rights and responsibilities 2.3 Detailed study of the organization of the educational process at the design department 05.04 .06Working with the schedule of the educational process and the schedule, a tour of the classroomsHead of the departmentHead of the academic unitOrientation in the schedule of training sessions, understanding the types and forms of training sessions2.4Familiarization with the rules for organizing the educational process04/05/06Working with the curriculum and discipline programsHead of the departmentChairman of the Central Committee for Education and ScienceUnderstanding the principles of organizing the educational process specialty 2.5 Explanation of the features of the current work and expected results 04/06/06 Conversation Head of the department Methodist, chairman of the Central Committee for Education and Science Understanding the content and requirements for teaching activities 2.6 Familiarization with the types of reporting documentation 04/07/06 Conversation Head of the academic department Knowledge of reporting 2.7 Study of criteria for assessing professional activities 07.04.06 Working with documentation Head of the educational department Head cozy educational department, methodologist Knowledge of indicators and criteria for assessing professional activities 2. 8 Discussion of the results of activities for the worked period 04/07/06 Interview Head of department Psychologist Feedback on the progress of adaptation 2.9 Inclusion in the schedule of the discipline “Fundamentals of Project Graphics” 04/08/06 Consultation Head of the academic department Schedule manager Conducting training sessions 3 STAGE OF D E Y S T V E N N O Y A D A P T A C I I3.1 Familiarity with the basics of pedagogy and methodology from 04/10/06 to 04/21/06 (daily) Individual consultations Methodologist Chairman of the Central Medical Commission Understanding of the principles of preparing and conducting training sessions 3.2 Study of assessment criteria adopted in the Central Medical Commission 10.04.06 Working with educational and methodological documentation Head of departmentChairman of the Central Committee, mentor Drawing up evaluation criteria for the discipline "Fundamentals of Project Graphics"3.3 Familiarization with educational and methodological support of the educational process11.04.06 Workshop-MethodologistChairman of the Central Committee Drawing up a working curriculum for the discipline "Fundamentals of Project Graphics"3.4 Study of types of planning of the educational process12.04.06 WorkshopMethodist MentorCompilation perspective - a thematic plan for studying the discipline and lesson plans for the discipline 5.5 Studying the rules for filling out the theoretical training logbook 04/13/06 Workshop Head of the academic department Head of the department Filling out the theoretical training logbooks 3.6 Familiarization with the rules for recording the academic load 04/24/06 Consultation Head of the academic department Head of the department Filling out a certificate of hours read 3.7 Attending classes leading specialists of the department once every 2 weeks (continuously until 10.06.06) Analysis of classes Head of the department Mentor Knowledge of the types and forms of organization of the educational process 3.8 Attending adapter classes once a month (continuously throughout the year) Analysis of classes Head of the department Mentor Assessment of the effectiveness of the teaching activities of the teacher 3.9 Attending meetings of the Central Committee once a month month (permanently)Work in the methodological associationChairman of the Central CommitteeMentorInteraction with colleagues in the department and commission3.10 Visit to the School of a Young Teacher 1 time a month (permanently throughout the year)Seminar courseMethodologistMentorGaining pedagogical knowledge, skills and abilities; interaction with colleagues - young specialists 3.11 Diagnostics of the level of students' training in the discipline "Fundamentals of Design Graphics" 05/17/06 Control cross-section of students' knowledge Head of the department Chairman of the Central Committee for Medical Education Obtaining information about the quality of the adapter's educational activities. Analysis of problem areas3. 12 Familiarization with the types of annual reporting 05/24/06 Consultation Head of department Head of academic department, mentor Understanding of the rules for drawing up an annual report 3.13 Preparation for the end of the academic year from 05/29/06 to 06/10/06 Independent work Head of department Mentor Summing up teaching activities 3.14 Submission of the annual report from 06/13/06 to 2 1.06.06Analysis of professional activityHead of departmentMentorFilling out forms report, submission of the report 3.15 Discussion of the results of activities for the worked period 06/23/06 Interview Head of the department Psychologist Feedback on the progress of adaptation 3.16 Development of a number for the festive concert dedicated to the end of the school year 7 Participation in the August pedagogical readings 08/29/06 Speech Chairman of the Central Committee Mentor Mini-report on the work in the past academic year 3.18 Formation of the teaching load Until 04.09. 06Analysis of the teaching loadHead of the departmentHead of the academic unitKnowledge of your teaching load by qualitative (list of disciplines) and quantitative (classroom hours) composition 3.19Planning work for the year from 08.30 to 09.15.06Working with documentationHead of the department, methodologistMentorPlans for educational, methodological, extracurricular work for the year, work on self-education 3.20 Visit to the School of a Young Teacher 1 time per month (until the end of the year) Seminar course Methodist Mentor Obtaining pedagogical knowledge, skills and abilities; interaction with colleagues - young specialists 3.21 Participation in the subject weeks of the Central Moscow Educational Society October 2006; December - 2006; February - 2007; April- 2007 Mini-projectsChairman of the Central CommitteeMentorDevelopment and presentation of creative reports on activities at the Central Committee nom holidays 3.24 Diagnostics of the level of students' training in the discipline "Fundamentals of Design Graphics" December - 2006 Control cross-section of students' knowledgeHead of the departmentChairman of the Center for Education and Science Obtaining information about the quality of the adapter's educational activities. Analysis of problem areas 3.25 Preparation for a scientific and practical conference January - February 2007 Generalization of one’s own experience Methodist Mentor Speech at a scientific and practical conference 3. 26 Discussion of the results of activities for the period worked March - 2007 Interview Head of department Psychologist Feedback on the progress of adaptation 4 E T A P F U N C T I O N I R O V A N I YA 4.1 Preparation for a creative report April - 2007 Creative task Adaptant Mentor Creative report on the results of work for the year Appendix 5 Dear Colleagues! We ask you to take part in our study aimed at identifying areas for improving the adaptation system for new employees at the Omsk Art and Industrial College. The results of this survey will be used in a generalized form; your full name may not be indicated. Thank you in advance for your participation! 1. Indicate the period of work in this organization____________ 2. Indicate the position _______________________________________________ 3. Evaluate the existing system of adaptation of new employees at the college by circling the appropriate answer: a) effective; b) ineffective; c) I find it difficult to assess. 4. Do you think it is timely and relevant to develop and implement formal onboarding programs for new employees at the college (circle the appropriate answer)? 5.) a) yes; b) no; c) I find it difficult to answer. 6. Assess the significance of the content of information about the college for the adaptation of a new employee by placing a “+” sign in the column with the appropriate rating. Content of informationAssessment is effectiveAssessment is ineffectiveDifficult to evaluateRemuneration systemTraditions of the collegeFunctional responsibilitiesSocial security systemInformal rules of behaviorInternal regulationsCharacteristics of the teamLabor protectionSafety structure and management system History of the college 7. Assess the effectiveness of management of the adaptation of new employees by officials by placing a “+” sign in the column with the appropriate rating. ResponsibleEvaluation effectiveEvaluation ineffectiveDifficult to evaluateHR Inspector Immediate supervisor Director 8. Assess the effectiveness of the criteria for assessing the degree of adaptation of new employees by placing a “+” sign in the column with the corresponding assessment. Subject of assessmentEvaluation effectiveAssessment ineffectiveDifficult to evaluateResults of completing assigned tasksLevel of knowledgeMastery of functional responsibilitiesOther 9. What activities, in your opinion, will help a new employee get involved in work faster?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thank you for participating in the survey! Appendix 11 Feedback QUESTIONNAIRE 1. Indicate the period of work at the college_______________________________________________ 2. Your place of study (work) before coming to college ________________________________ ______________________________________________________________________________ 3. During what periods do you most need the help of a supervisor?_____________ _______________________________________________________________________________ 4. How often do you need the help of colleagues?___________________________________________ ______________________________________________________________________________ 5. At what period of your activity did you feel confident in your professional skills?_________________________________________________ 6. At what period did you feel that you had joined the team?________________________ 7. Are you satisfied with your place in the team?______________________________ 8. Do you have conflicts with managers and (or) colleagues? __________________ 9. Who provided you with the most tangible assistance in the adaptation process?________________ ________________________________________________________________________________ 10. What adaptation activities helped you get used to college?_____________ ______________________________________________________________________________ 11. Rate on a 5-point scale the severity of the following factors in your work: No. Factors of professional activity Rating "1" "2" "3" "4" "5" 1 Interest in the affairs and prospects of the college 2 Interest in the affairs and prospects of the team 3 Interest in events directly related to professional activities 4 The importance of participation in decision making 5 Sense of belonging to the team 6 Compliance of the work with the profession 7 Compliance of qualifications with the job 8 Compliance nature of work abilities and inclinations 9 Opportunity for professional growth in college 10 Opportunity for promotion in college 11 Good salary level 12 Help and support from the manager 13 Good relations with the administration 14 Good relationships with colleagues 15 Successful work schedule Appendix 7 Job description of the head of the adaptation process The head of the adaptation process must know the organizational structure of the State Educational Institution of Secondary Professional Education "Omsk Art and Industrial College" , features of the organization of the vocational educational process, the needs of the institution, organizational requirements for work and professional ethics, socio-psychological features of primary and secondary adaptation. Must possess the basics of adaptation psychology, persuasion abilities, skills in recognizing adaptation problems and the causes of their occurrence. Must be able to identify and resolve conflict situations, avoiding a crisis, which could result in the dismissal of an employee, deterioration of labor discipline and labor efficiency; discover internal reserves for effective adaptation of new employees to the team. Must monitor the progress of employee adaptation processes in various departments (services) of the college, carry out organizational and explanatory work, and form a positive attitude towards the adaptation system among all college employees. 1. General provisions 1.1. Service - HR department 1.2. The head of the adaptation process is subordinate to and receives orders and instructions from the college director. 1.3. Receives additional orders from deputy directors and heads of services. 1.4. The head of the adaptation process gives orders and guidelines regarding the organization of adaptation to all departments and services of the college within his competence. 2. Objectives 2.1. Organization and ongoing regulation of personnel adaptation activities. 2.2. Consulting employees and officials on adaptation problems. 3. Functions No. List of functions Frequency and deadlines 1. Organizing training for heads of departments and services on adaptation issues As necessary, but at least twice a year 2. Consulting employees on all aspects and issues of adaptation As necessary, individually and in groups 3. Drawing up action plans for personnel adaptation Annually - at the end of the academic year for the next academic year 4. Drawing up a report on the results of activities Quarterly or at the request of the college director or one of his deputies 4. Relationships with other departments (services) 4.1. The head of the adaptation process, fulfilling his official duties, organizes the exchange of information with all departments (services). Receiving informationTransferring informationContentsFormTerm and frequency of receiptContentsFormTerm and frequency of transmission1. Notification of problems or conflicts in the implementation of planned adaptation measures. Internal noteAs required1. Action plan within the framework of the adaptation program Action plan Annually - at the beginning of the school year 2. Request for Training Request As needed2. Information on optimization of the adaptation processes of new employees for departments and services Recommendations, methodological materials As required3. Information on adaptation success indicators Report As necessary, but at least once a quarter 3. Report on the work done and resultsReport As necessary, but at least once a quarter4. Request for employee consultation Oral As necessary 4. Answers to employee questions Oral and written As necessary 4.2. The head of the adaptation process keeps a log of employee requests for advice, a log of activities within the framework of the adaptation program for new employees, reflecting the work done. 5. Rights The head of the adaptation process has the right: 5.1. Offer activities as part of the college’s personnel adaptation program. 5.2. Initiate management consideration of adaptation issues. 5.3. Organize staff training. 5.4. Learn from the experience of other organizations. 5.5. Develop and submit methodological materials on adaptation issues to management for consideration. 5.6. Initiate the imposition of disciplinary sanctions on employees and officials who impede the adaptation processes of new employees. 6. Responsibility 6.1. The head of the adaptation process is responsible for poor performance and delays in the implementation of established goals, and incomplete use of the granted rights. 6.2. The work of the adaptation process manager is assessed by the college director based on data on staff turnover, the number and content of the events held. 7. Additions and changes * No. Changed clause of the job description New edition Date of change I approve * Clause 7 is filled in as changes and additions are made to the current instructions. The job description was compiled by: ________________________________________________ The job description was approved by: _______________________________________________ "_____" _____________200_ 2

Business