Adaptation of young doctors - specialists in the healthcare system

The task of adapting young medical specialists in the conditions of organizations began to attract the attention of researchers only in the recent period.

Due to this factor this problem not yet explored enough. After graduation from an educational institution, there is a sharp transition from preparation (mostly theoretical) to the performance of labor functions to their practical implementation. I would like to emphasize that it often happens that, having plunged into the production environment, a young specialist loses his newfound confidence in his own abilities and level of knowledge. It would be bad if we did not note that he is thinking about moving to another enterprise, or to a company in violation of his own obligations to work for more than 2 years with this employer. It's not a secret for anyone that in order to avoid a similar situation and for a young specialist to feel full member team, he needs timely, as it were, to provide appropriate assistance.

Thus, from the beginning labor activity the period of social and professional adaptation begins, i.e. fixture young specialist to a new status, which corresponds, as it were, to certain functions and a certain microenvironment. It goes without saying that as one of the concepts of economics in the scientific organization of labor, adaptation is such relations, with the emergence and development of which the newest workers enter, as everyone knows, the labor collective and establish the necessary contacts with it, interaction with the aim of successful work.

From the point of view of law, the adaptation of young professionals means the application of such legal measures after concluding an employment contract and entering into an employment relationship with an employer, which contribute to the speedy entry of young professionals into the workforce of the company, the fastest development of job duties in accordance with the job description, readiness to make decisions and actions in, as everyone knows, generally standard production situations. It should be noted that industrial adaptation must be considered in 2 qualities: professional and socio-psychological. Needless to say, with all this, the process of adaptation carries several fundamental steps. Professional adaptation is constantly associated with a certain restructuring of the personality. The success of this restructuring largely depends on the correspondence between the attitudes of the individual and the newest environment, as well as the availability of potential attitudes in a person that appear in the process of prof. training and previous own accumulated experience. Undoubtedly, it is worth mentioning that Prof. adaptation is the process of adapting activity. In general, the adaptation period depends, first, on prof. identification (mastering a profession, a kind of merging with it).

For prof. identification requires technological and mental prerequisites: special knowledge, as well as a correspondence between the capabilities of a young specialist and the character of a kind of prof. activities. It is also possible that Prof. identification is associated with the fulfillment by a young specialist of multifunctional obligations, as well as his role in the activities of scientific and technical societies, scientific and technical conferences, and the implementation of research topics. Indeed, it should be borne in mind that the difficulties of prof. identifications intersect with the problems of adaptation of a young specialist in a certain labor collective. These processes are not homogeneous, friction may arise between them.

For example, the zeal for prof. identification can contribute to the process of adaptation in a certain team and, on the contrary, can slow it down. It must be emphasized that this depends on almost all reasons: the organization of work, the degree of compliance of the content of labor with qualifications, identification with, so to speak, non-professional roles arising from the positions of a young specialist. Please note that each company seeks, therefore, to adapt its own employees. But with all this, the interests of the company do not always correspond to the interests of the individual. It should be noted that the pleasure of work is important condition adaptation. With all this, any of the young professionals makes their own demands on the nature of the work. And the requirements imposed by different organizations on new specialists, in turn, are also not the same. Everyone knows that if the content and working conditions stop scientific, technical and professional growth, contradictions appear between the actions of prof. identification and adaptation, and, consequently, between the interests of the individual and the company.

Social and psychological adaptation is understood as the successful entry of a young professional into the team of a company, workshop, department, site, when he becomes a full member of the team and achieves a comfort zone in work. This state, in which most of his relations with the team, employees at work in the final result is estimated on his part with a + sign. It must be said that the most profound and at the same time more extensive form of socio-psychological adaptation is the so-called accommodation. Its essence lies in the fact that, at the base of its own, the individual recognizes the system of value orientations and views of the environment, but at the same time, the collective finally recognizes and, finally, evaluates certain principles, the views of the individual. Moreover, an even more complete form of adaptation is known - assimilation, which is expressed in the complete or almost complete internal acceptance by the individual of the latest value orientations, in the complete restructuring of psychology and behavior. In practice, there are various forms of socio-psychological adaptation, the development of which depends on almost all reasons: the level of education, age, and a number of features, both of the individual and the team.

According to the prevailing point of view, which we share, for a young specialist good type adaptation is accommodation. In this regard, the + of a young professional during adaptation is determined not only by the pace of development of prof. roles, adaptation to the technical and socio-professional environment, and the preservation of independence, which makes it possible to critically evaluate the elements of the working situation and actively, in the end, influence their transformation.

The adaptation process begins immediately after the conclusion of an employment contract with a young specialist and may initially consist of the following stages:

· First stage. The young specialist is informed about the team as a whole, his future work by personnel officers. He receives more detailed information on issues of interest to him from the direct head of the structural unit.

· Second phase. The circle of acquaintances, chosen by common interests, with whom normal relations are established, is expanding.

The third stage. The young specialist has shown himself to be acceptable to the team and in conflict situations quickly catches the general mood, he himself is benevolent towards the team.

The fourth stage. The young professional takes part in public life collective, invention and rationalization. He had a certain creative success in his work, contributing to further advancement.

We believe it is advisable to introduce official internships into practice. The main objective of the internship is to acquire the necessary practical and organizational skills to fulfill the duties of the position, study the specifics of one's work and deepen knowledge of the economics of production, scientific organization of labor and management, familiarization with the latest scientific, scientific, technical and industrial achievements.

The internship helps to identify the business qualities of a young specialist in order to use them most correctly in work. In the activation of adaptation and cognitive activity in the workplace during the internship period of young medical specialists, in the development of their creativity business games occupy a special place. Behind last years many advanced enterprises in Russia have accumulated some experience in their implementation. Business games allow you to create and analyze management situations that require young medical professionals to use technical, economic, legal and social knowledge. Find right line behavior, take into account the real circumstances of the enterprise - the task of business games. In the process of a business game, a young specialist mobilizes his knowledge, experience, and imagination as much as possible. A collective discussion of the results of a business game helps to form social attitudes, practical skills and abilities among young medical professionals. Based on local regulations on the internship of young medical professionals who graduated from higher educational institutions, developed at enterprises and organizations, young healthcare professionals during the first year of work in the direction can undergo an internship under the guidance of an experienced specialist or the head of a structural unit.

The internship time is included in the two-year experience of compulsory work of a young specialist at the place of distribution. The local position on the internship provides that if young healthcare professionals did not undergo an internship for any good reason after the conclusion of an employment contract, for example, due to conscription to the Armed Forces of the Republic of Russia or illness, then the internship is organized after dismissal from the Armed Forces or specialist recovery. Persons who have received the right to self-employment, upon admission to work in the specialty received at the university, undergo an internship on a general basis. Responsibility for the internship of young doctors - specialists at enterprises and in local organizations regulations is assigned to the deputy head of the organization for personnel, and in his absence - to the head of the personnel service. The direct preparation of orders (instructions) on the conduct of the internship, the selection of the leaders of the internship is carried out by employees of personnel services and heads of structural divisions in which young specialists in health care work.

Young specialists in health care who undergo an internship during the first year of work on the distribution, together with the head, develop an internship plan, which is entered by the specialist in the individual diary of the young specialist's internship. The results of the internship are summed up by order and discussed in each structural unit at the place of work of young medical specialists. Based on the results of the internship, a reserve of personnel is formed for the promotion of young medical specialists to senior positions. Often, the results of an internship can serve as a reason for the rotation of young medical professionals to other positions, including other structural units. The following are exempt from the internship:

1. graduates medical institutes and medical faculties of universities, undergoing a one-year specialization (internship) in medical institutions;

2. young health professionals enrolled as research trainees in research institutions and universities educational institutions and positions of trainee teachers in higher education institutions;

3. Persons who have received higher education in evening or correspondence educational institutions and have at least one year of work experience in their specialty by the time they graduate.

Great assistance in the adaptation of young doctors - specialists in production is provided by such bodies as councils of young doctors - specialists, which can be elected at almost every enterprise and organization where more than 20 young doctors - specialists work at the same time. These councils develop technical specifications for young medical specialists, which give them the opportunity to become better acquainted with the production. For successful adaptation, certain organizational and research work is carried out with young specialists working in production. One of its forms is the work of councils of young scientists and specialists, which assist the employer in the work of educating young medical specialists and in increasing the efficiency of their work. Local provisions on councils of young scientists and specialists are developed by the personnel and technical services of enterprises and organizations in close cooperation with youth organizations operating at enterprises. These councils carry out their work under the guidance of chief engineers, deputy heads for personnel or under the guidance of heads of research departments operating in production (for example, the head of a special design technology bureau, a special design bureau, etc.).

Such formations are formed at enterprises that employ at least 10 young doctors - specialists under the age of 35 with higher and secondary special education. Councils of young scientists and specialists are amateur bodies. At the general meeting of young doctors - specialists of the enterprise, from 3 to 15 people are elected to their composition for a period of 1-2 years.

Chapter 2 Conclusions

1. One of the important criteria for professional socialization is the conditional interest in the profession, specialty. More than a third of respondents in both studied populations, when choosing a profession, specialty, were guided by interest in it and were quite motivated.

2. In the real conditions of a particular medical institution, young professionals face not only the advantages of the medical service, but also its disadvantages.

3. After completing training in an educational institution, there is a sharp transition from training (mainly theoretical) to the performance of labor functions to their actual implementation. It often happens that, having plunged into the production environment, a young specialist begins to lose confidence in his abilities and knowledge. He is thinking about moving to another enterprise or organization in violation of his obligations to work for at least two years with this employer. To avoid such a situation and to make the young specialist feel like a full member of the team, he needs to be provided with appropriate assistance in a timely manner. Thus, from the beginning of labor activity, a period of social and professional adaptation begins, i.e. adaptation of a young specialist to a new status, which corresponds to certain functions and a certain microenvironment.

4. As one of the concepts of economics in the scientific organization of labor, adaptation is such relations, in the event of the emergence and development of which new workers enter the workforce and establish the necessary contacts and interactions with them for the purpose of successful work. From a legal point of view, the adaptation of young specialists means the application of such legal measures after concluding an employment contract and entering into an employment relationship with an employer that contribute to the early entry of young specialists into the workforce of the enterprise, the fastest mastering of job duties in accordance with the job description, readiness to make decisions and actions in general production situations.

5. Production adaptation must be considered in two aspects: professional and socio-psychological. At the same time, the adaptation process has several important stages. Professional adaptation is always associated with a certain restructuring of the personality. The success of this restructuring largely depends on the correspondence between the attitudes of the individual and the new environment, as well as the availability of reserve attitudes in a person that arise during vocational training and previous personal experience. Professional adaptation is a process of adaptation of activity. Therefore, it depends, first of all, on professional identification (mastering a profession, a kind of merging with it). For professional identification, technological and psychological prerequisites are necessary: special knowledge, as well as a correspondence between the abilities of a young specialist and the nature of professional activity. Professional identification is associated with the performance of functional duties by a young specialist, as well as his participation in the activities of scientific and technical societies, scientific and technical conferences, and the implementation of research topics.

5. Social and psychological adaptation is understood as the successful entry of a young specialist into the team of an enterprise, workshop, department, site, when he becomes a full member of the team and reaches the emotional comfort zone. This is a state in which most of his relations with the team, work colleagues are assessed positively by him. A deeper and at the same time the most widespread form of socio-psychological adaptation is the so-called accommodation. Its essence lies in the fact that, at the core, the individual recognizes the system of value orientations and views of the environment, but at the same time, the collective recognizes and evaluates certain principles, the views of the individual. An even more complete form of adaptation is also known - assimilation, which is expressed in the complete or almost complete internal acceptance by the individual of new value orientations, in the complete restructuring of psychology and behavior. In practice, there are various forms of socio-psychological adaptation, the development of which depends on many factors: the level of education, age and a number of characteristics, both of the individual and the team. According to the prevailing point of view, which we share, accommodation is the optimal type of accommodation for a young specialist. In this regard, the advantages of a young specialist during adaptation are determined not only by the pace of mastering professional roles, adaptation to the technical and socio-professional environment, but also by maintaining independence, which makes it possible to critically evaluate the elements of the working situation and actively influence their transformation.

The most significant disadvantage of graduates is the lack of experience, and as a result, the possibility of costly mistakes for the company. In this regard, they are not hired for those jobs where the cost of a mistake is high and there is no way to allocate additional time for advanced training and additional training. True, the list of such jobs is not long.

In addition to lack of experience, graduates do not have enough knowledge and skills to obtain the result required by the company. And this requires financial, time and information investments. Due to the lack of skills and abilities of graduates, they require an individual approach, which implies, first of all, a mentoring system. And the mentor needs to create additional motivation on the part of the organization: various forms of material incentives (from memorable gifts to cash prizes) and non-material incentives ( certificates of honor, placing a photo on the "honor board", etc.). Unfortunately, in some organizations, mentoring is carried out without proper support, reward systems for mentors are not created against the background of an increase in their responsibility and workload, mentoring is left to chance and is poorly directed, coordinated and encouraged by management.

The need for flexible motivation and close attention to the success of university graduates is the next disadvantage of graduates from the point of view of the employer.

Another disadvantage of graduates is the lack of experience in labor discipline. Graduates, as a rule, do not have a well-formed habit of coming to work on time, completing assigned tasks on time, and complying with the corporate code. Managers note that the most "difficult", "uncomfortable" subordinates are found precisely among former graduates who are accustomed to "soft" pedagogical methods of influence and to observing only the most elementary norms of business etiquette.

A significant disadvantage of graduates is the low level of readiness to solve specific practical problems. There is no ability to work for the result (and this means “holding” the goal, finding ways to overcome obstacles on the way to it, showing independence and perseverance). They do not see the relationship between their work and the result (including financial) of the organization's activities, they do not see how other stages and links of the work of the entire enterprise depend on the work entrusted to them.

University graduates lack responsibility. They are focused on themselves, and not on business (free time and pastime in general is more important than the essence of the organization's business).

An unattractive moment for the employer is the possibility of graduates to go on maternity leave in the first year of work, which will entail another search and selection of the right employee for the period of maternity leave.

And finally, it is worth noting that graduates have a longer adaptation period, since the transition from a university to an organization requires a longer adaptation period than a transition from one organization to another.

Recently, leaders of organizations have often noted such a lack of graduates as unreasonable ambition and inadequacy in perceiving oneself as an employee, which manifests itself in inadequate self-esteem, inflated claims of graduates, unrealistic expectations both in terms of salary, and in assessing their work, and in the nature of the work that want to fulfill. The idea that they will immediately earn big money, as a rule, entails a desire to get a job only in a large company and only in a high-paying position. Young and inexperienced graduates immediately apply for leadership positions and the right to decide strategic issues. Such inadequate ambitions are formed in students, including universities (for example, by their attitudes to “train business leaders”), thus striving to increase the educational motivation of students.

Highlighting the strengths and weak sides university graduates, it can be assumed that the employer is interested in a graduate who has all of the above positive professional qualities and does not have negative qualities. However, surveys of managers show that the professional and business qualities of young professionals may be perceived differently by employers depending on the personnel strategy and policy, as well as on the stage of development of the organization.

At the stage of intensive growth and development, with an entrepreneurial business strategy and an open personnel policy, the lack of initial labor skills of young specialists can be positively perceived by the employer. Under these conditions, the readiness to take risks in the interests of the company, initiative, contact, the ability to set tasks and quickly solve them become valuable qualities of university graduates.

In addition, employers may be interested in young employees who are focused on "ideal" ideas about the future work, especially when these ideas correspond to the organizational culture of the company.

Most companies that are at the stage of stabilization and have reached a certain level of stability in business put forward quite stringent requirements for young professionals: experience, professionalism, knowledge modern technologies, including information. This position is characteristic of companies with a closed personnel policy, for which a university graduate is not suitable due to lack of professional experience.

The fact that graduates are characterized by a longer working period is of interest to stable functioning organizations with a personnel policy in which career planning and implementation of employees plays an important role.

Thus, characteristics young professionals, regardless of the specifics of the development of the organization, allow them to be potentially successful in various companies. Key Features for a graduate are his own active or passive position, the model of behavior that he chooses or unconsciously adheres to.

If we talk about the behavior patterns of graduates that determine the level of their activity, then the specialists of recruitment agencies note the following:

1) an individual-career model of behavior, which is characterized by the desire to achieve personal success in life. Graduates who choose this model of behavior, as a rule, study and work at the same time. They know that no one owes them anything, and they try to achieve everything on their own. Many companies are interested in such young, active and enterprising people;
2) an indefinite model of behavior that is typical for young people who have not decided on their professional life and have not realized what they want, sometimes inadequately assessing their capabilities. Employers lose interest in those candidates who, during an interview, unreasonably overestimate their requirements for future work, or are ready to consider offers for various positions in different fields of activity;
3) a non-independent model of behavior characteristic of graduates, in most cases very capable, but not versed in the requirements of the modern labor market, who do not own job search technologies.

Who and how can influence the choice of a model of behavior of graduates that determine the level of their activity? The answer to the first question is obvious. First of all, universities that provide professional training for future specialists and which, on the one hand, act as an intermediary between employers and future young specialists, and on the other hand, implement their own programs to promote student employment.

The university can influence the ratio of active and passive students in relation to their professional career, thereby increasing the number of young specialists who have successfully adapted and realized themselves in their professional activities.

The university's assistance in professional adaptation and professional career of graduates should be variable, depending on the model.

For students who have chosen the first model of behavior, such assistance as concluding contracts with employers in the early stages of training, personal employment of students who have proven themselves through internships, maintaining a database of graduates and vacancies by employers will be useful.

Career guidance, professional counseling for students on employment and resume writing, balanced, targeted training of students for specific enterprises in additional courses and programs will help students with the second behavior model.

For students with the third behavior model, the university can help by collecting data to analyze the demand for specialists and predict the development of the situation on the labor market, selecting applicants for vacancies and organizing personnel interviews, conducting training under agreements and targeted contracts with enterprises and inviting representatives of the enterprise to participate in the protection of course and diploma projects by students, etc.

In the practice of universities, such forms of work as holding "Job Fairs" and "Career Days", organizing "round tables" with employers on the problems of employment of graduates, etc., have positively proven themselves.

The most effective form of activity to promote employment and professional adaptation is the introduction of a special course for senior students of all specialties of the university, the purpose of which is the formation of knowledge, skills and personal readiness for action that contributes to achieving success in a professional career.

In the process of mastering this course, the following tasks are solved:

- teaching students practical skills and skills of job search, employment and career building;
- development of skills to determine the most effective ways, means and methods of achieving success in professional and official growth;
- formation of motivation for career development.

As a result of studying the course, the student should acquire knowledge of:

- about the real situation in the labor market;
- about the principles of career planning and management;
- about possible ways of job search;
- on the legal aspects of relations with the employer;
- about the rules of conduct in organizations;

as well as skills:

- analyze the changes taking place in the labor market and take them into account in their professional activities;
- plan and control changes in your career;
- write a resume;
- evaluate job offers, etc.

Summing up, it should be noted that university graduates are a very interesting category for the employer work force. Their competitive advantages can be successfully applied in many organizations. The key features for a graduate are his own active position, as well as the possession of job search skills and effective employment. In this regard, the university can provide real assistance to a young specialist, acting as an intermediary between employers and future young specialists, and implementing programs to promote the employment of graduates. The training of a competent specialist who is able to quickly adapt to the realities and requirements of the labor market is becoming one of the urgent tasks of higher education.

Keywords

PROFESSIONAL ADAPTATION / PRIMARY ADAPTATION / UNIVERSITY GRADUATES / COMPETITIVE ADVANTAGES / MODELS OF BEHAVIOR OF GRADUATES/ PROFESSIONAL ADAPTATION / PRIMARY ADAPTATION / UNIVERSITY GRADUATES / COMPETITIVE ADVANTAGES / MODELS OF BEHAVIOR OF GRADUATES

annotation scientific article on the sciences of education, author of scientific work - Trufanova Tatyana Anatolyevna

The article focuses on the role professional adaptation graduates of higher educational institutions as a special category of the labor force, which can be extremely useful for the employer in the face of a shortage of many professions, but at the same time it needs increased attention and care from the administration. It is noted that without specially organized work professional adaptation graduates is delayed. The process of adaptation of young specialists, consisting of six stages, is considered. It is noted that for successful professional adaptation graduates, in addition to a properly organized adaptation process, it is important to know the characteristics of young professionals. Revealed competitive advantages and weaknesses university graduates from the point of view of the employer. The advantages of graduates include, first of all, the possibility of bringing fresh ideas to the organization, high mobility and learning ability, energy and high motivation to achieve, relative cheapness compared to other categories of the workforce, and loyalty to the organization. The weaknesses of graduates, from the point of view of the employer, include the lack of necessary skills, lack of experience in labor discipline, the need for flexible motivation and close attention to the success of graduates, a long period of adaptation compared to other categories of the workforce, unreasonable ambition and inadequacy in self-perception as an employee, which manifests itself in inadequate self-esteem, inflated claims of graduates, unrealistic expectations both in terms of salary and in assessing their work, and in the nature of the work they want to do. The relationship between the professional and personal qualities of graduates and their value to the employer, depending on the stage of the organization's life cycle, is explained. Analyzed graduate behavior patterns that determine the level of their activity and success professional adaptation. The role of the university in professional adaptation graduates as an intermediary between employers and future young professionals.

The text of the scientific work on the topic "Professional adaptation of university graduates as a special category of labor force"

PROFESSIONAL ADAPTATION OF UNIVERSITY GRADUATES AS A SPECIAL CATEGORY OF WORK FORCE

T. A. TRUFANOVA

The article focuses on the role of professional adaptation of graduates of higher educational institutions as a special category of the labor force, which can be extremely useful for the employer in the face of a shortage of many professions, but at the same time it needs increased attention and care from the administration. It is noted that without specially organized work, the professional adaptation of graduates is delayed. The process of adaptation of young specialists, consisting of six stages, is considered. It is noted that for the successful professional adaptation of graduates, in addition to a properly organized adaptation process, it is important to know the characteristics of young professionals.

The competitive advantages and weaknesses of university graduates from the point of view of the employer are revealed. The advantages of graduates include, first of all, the possibility of bringing fresh ideas to the organization, high mobility and learning ability, energy and high motivation to achieve, relative cheapness compared to other categories of the workforce, and loyalty to the organization. The weaknesses of graduates, from the point of view of the employer, include the lack of necessary skills, lack of experience in labor discipline, the need for flexible motivation and close attention to the success of graduates, a long period of adaptation compared to other categories of the workforce, unreasonable ambition and inadequacy in self-perception as an employee, which manifests itself in inadequate self-esteem, inflated claims of graduates, unrealistic expectations both in terms of salary and in assessing their work, and in the nature of the work they want to do. The relationship between the professional and personal qualities of graduates and their value to the employer, depending on the stage of the organization's life cycle, is explained.

The models of behavior of graduates are analyzed, which determine the level of their activity and the success of professional adaptation. The role of the university in the professional adaptation of graduates, as an intermediary between employers and future young specialists, is emphasized.

Key words: professional adaptation, primary adaptation, university graduates, competitive advantages, graduate behavior patterns.

Managing the process of adaptation of personnel in an organization is one of the important areas of work with personnel. Adaptation is, first of all, the process of mutual adaptation of an employee and an organization to its various aspects and conditions: economic, managerial, social, technological, etc. The role of personnel adaptation is extremely important. Adaptation is a subtle tool that allows an employee to learn his workplace, understand the functions and job responsibilities, learn to live in relatively new professional, social, organizational and economic conditions for him, join the system of interpersonal connections and relationships that developed before his arrival, master the organizational culture. The efficiency of employees and the efficiency of the organization as a whole depend on the formation of a successful adaptation system.

Adaptation attracts the closest attention of researchers and practitioners, since the management of this process allows to reduce the losses of the organization arising from staff turnover, poor performance and poor quality of work. S. G. Popov highlights the following advantages, which are created by the implementation of targeted adaptation measures:

1) reducing the initial costs when an employee enters the organization, which allows you to quickly get up to speed and work efficiently;

2) reducing the tension of the employee when entering a new position;

3) reducing staff turnover by reducing psychological barrier at the entrance to the organization;

4) saving the working time of the immediate supervisor, spent on explaining

niya and training of the beginner (this is undertaken by the personnel service);

5) realism in expectations and job satisfaction (input conversation);

6) training (teaching) behavior in the organization (introduction to organizational culture).

There are several types of adaptation: socio-psychological, professional, psycho-physiological, economic, organizational. Of particular interest is professional adaptation. Most often, professional adaptation is seen as a process of adapting an employee to his job duties, or functions within a particular profession, including him in production activities, learning conditions and achieving labor efficiency standards. Professional adaptation is characterized by additional development professional opportunities(knowledge and skills), as well as the formation of professionally necessary personality traits, a positive attitude towards their profession. As a rule, job satisfaction comes when certain results are achieved, and the latter come as the employee masters the specifics of work at a particular workplace.

Professional adaptation plays a big role in the situation of entry into the organization of a young specialist, since he has a basically theoretical idea of how the work process takes place.

There are two types of adaptation:

1) primary adaptation - the adaptation of young employees who do not have professional experience (for example, university graduates);

2) secondary adaptation - the adaptation of employees with professional experience (for example, in a situation of job change).

In Russian practice, in the context of the formation and functioning of the labor market, more attention is paid to the secondary adaptation of personnel. It is clear that the employer would like to hire personnel with already existing experience and sufficient qualifications. However, the labor market dictates its own conditions. The specialists available on the labor market cannot satisfy the quantitative and qualitative needs of organizations for employees. Business is forced to look for additional sources of staff. In addition, in the last decade, many new specialties for Russia have appeared. Ready-made specialists

there are no sheets for the new profile yet, so hiring a graduate is the only possible solution personnel problems. And Russian employers are beginning to invite graduates of higher educational institutions to work. True, graduates are more willingly invited by large Western companies that already have proven technologies for working with university graduates. Russian employers are more conservative in this regard, but the trends are such that they, too, are beginning to work with university graduates. So the prospects for the current generation of graduates in the labor market are much more favorable than for graduates five to ten years ago.

It must be remembered that university graduates, as a specific category of the labor force in the labor market, require special treatment and attention from the employer. In this regard, let us consider the organization of professional adaptation of university graduates as a special category of the workforce.

The process of adaptation of university graduates consists of six stages, presented in Figure 1.

First stage. The personnel management service informs about the team as a whole, about future work. He receives more detailed information from the head of the department, group when getting acquainted with the future place of work and is formally accepted into the team. Managers should be intermediaries in matters of business relations.

Second phase. The circle of acquaintances, chosen by common interests, with whom normal business relations are established, is expanding. Coming to work is perceived positively, as the team is mostly pleasant. In conflict situations, the young specialist has not yet shown himself, so he is “good” for the team. He hasn't done anything bad yet.

Third stage. The young specialist quickly catches the general mood, he himself is benevolent towards the team. Positive, from the point of view of the team, behavior in several conflict situations leads to the fact that he is considered, he gains authority.

Fourth stage. A young specialist takes part in public life, innovations, offers new ideas. He has a certain creative intensity in his work, which contributes to further advancement.

Rice. 1. The process of adaptation of young professionals

Fifth stage. All the successes and failures of the team perceives as personal. He often speaks at team meetings, where he defends his point of view. His opinion is being taken into account.

Sixth stage. Demonstrates Good work by specialty. Shows balance and common sense in the analysis of specific production situations. He is promoted to positions of responsibility.

The adaptation process can be considered complete only when the production successes of young professionals are accompanied by good relations a team. The criterion for evaluating such adaptation is the feeling of job satisfaction. In this case, various production disturbances will not affect the rhythm of work, which in itself is a guarantee of staff stabilization.

Knowing the duration of the various stages of adaptation, organizations can easily determine at what stage is in this moment a young specialist, whether he lingered at this stage compared to the norm, or this stage passed faster.

If the adaptation was successful, stabilization is achieved at the expense of the team, which means that the employee has found his place in it, he has become an integral part of it.

For successful professional adaptation of graduates, it is also important to know their distinctive features.

Graduates of educational institutions belong to the category of the labor force in the Russian labor market, which is characterized by special distinctive features, strengths and weaknesses.

home positive trait university graduates, which makes them especially attractive to future employers, is that they are carriers of know-how. Despite the unequal quality of education and the caliber of educational institutions, in each of them the learning process itself stimulates students to actively "extract" and master the most modern knowledge. Mandatory writing of term papers and diploma theses is accompanied by an analysis of the most modern experience in the field under study. Therefore, by hiring a former graduate, the employer simultaneously gains access to the latest scientific achievements in his area of specialization. So, the opportunity to bring new fresh ideas to the organization makes the image of a graduate attractive to the employer.

The second significant advantage of graduates is their high mobility, learning ability, and adaptability. Coming in new team, yesterday's students quickly get up to speed, find a common language with colleagues, master the skills necessary for full-fledged work.

Another characteristic feature of graduates is energy, high motivation to achieve. They strive to get quick and significant results. The attitude of graduates to professional and career growth allows them to acquire professional skills and abilities at a rapid pace. Youthful enthusiasm, a “high degree” of activity raise the level of activity of other employees as well. Workers who, as a result of long-term work in one place, went to some a basic level of productivity, are forced under the influence of pressure from young employees to adjust the pace of their work to them. As a result, internal competition between employees of the company is growing. Personnel have to prove their worth, usefulness, demonstrate significant results in order to remain attractive to the employer.

Another obvious advantage of this category of labor is its relative cheapness compared to other categories of workers. Ceteris paribus, graduates agree to wages lower by at least one third of the standard requirements of employees with work experience. However, taking into account the quick learning of young professionals, it is easy to calculate when the lack of experience and practical skills will be compensated by rapid adaptation, and the young employee will begin to work productively for the benefit of the organization.

A further advantage of alumni is that they do not bring corporate culture conflict into the organization. Employees with experience go to new job with a baggage of habits, stereotypes and rules of conduct that dominated their previous employer. This set is not always useful and attractive for a new organization. Inevitably, a conflict of cultures arises, which blurs and weakens the culture of the new organization. Sometimes this harm is especially felt in matters of discipline. An example of negative behavior calls into question those values that were previously won with great difficulty and approved by the company's management.

At the same time, graduates come to a new organization without work experience, having no well-established ideas about the principles of labor organization. Therefore, they are open to new information and ready to learn the established rules. The employer has a good opportunity to get a loyal employee. This advantage is most often voiced by employers themselves. Employee loyalty allows the employer to be

confident that the former graduate is set for a long professional life in this particular organization.

Another advantage is that due to the great desire of graduates to gain their first work experience and perform any assigned work in the organization, the employer has the opportunity to entrust them with the least qualified, routine work that experienced employees try to distance themselves from.

Attractive for organizations is the longer period of working capacity of graduates, compared with experienced workers. Youth, health and physiological potential are a significant advantage of young workers.

Let us now dwell on the weaknesses of university graduates.

In addition to lack of experience, graduates do not have enough knowledge and skills to obtain the result required by the company. And this requires financial, time and information investments. Due to the lack of skills and abilities of graduates, they require an individual approach, which implies, first of all, a mentoring system. And the mentor needs to create additional motivation on the part of the organization: various forms of material incentives (from memorable gifts to cash prizes) and non-material incentives (diplomas, placing a photo on the “honor board”, etc.). Unfortunately, in some organizations, mentoring is carried out without proper support, reward systems for mentors are not created against the background of an increase in their responsibility and workload, mentoring is left to chance and is poorly directed, coordinated and encouraged by management.

The need for flexible motivation and close attention to the success of university graduates is the next disadvantage of graduates from the point of view of the employer.

Another disadvantage of graduates is the lack of experience in labor discipline. Graduates, as a rule, do not have a well-formed habit of coming to work on time, completing assignments

nye tasks just in time, comply with the corporate code. Managers note that the most "difficult", "uncomfortable" subordinates are found precisely among former graduates who are accustomed to "soft" pedagogical methods of influence and to observing only the most elementary norms of business etiquette.

University graduates lack responsibility. They are focused on themselves, and not on business (free time and pastime in general is more important than the essence of the organization's business).

Having highlighted the strengths and weaknesses of university graduates, we can assume that the employer is interested in a graduate with

all the listed positive professional qualities and not having negative qualities. However, surveys of managers show that the professional and business qualities of young professionals may be perceived differently by employers depending on the personnel strategy and policy, as well as on the stage of development of the organization.

Most companies that are at the stage of stabilization and have reached a certain level of business stability put forward quite stringent requirements for young professionals: experience, professionalism, and knowledge of modern technologies, including information technology. This position is characteristic of companies with a closed personnel policy, for which a university graduate is not suitable due to lack of professional experience.

Thus, the characteristic features of young professionals, regardless of the specifics of the development of the organization, allow them to be potentially successful in various companies. The key features for a graduate are his own active or passive position, the model of behavior that he chooses or unconsciously adheres to.

If we talk about the behavior patterns of graduates that determine the level of their activity, then the specialists of recruitment agencies note the following:

1) an individual-career model of behavior, which is characterized by the desire to achieve personal success in life. Graduates who have chosen this model of behavior, as a rule, simultaneously

but study and work. They know that no one owes them anything, and they try to achieve everything on their own. Many companies are interested in such young, active and enterprising people;

2) an indefinite model of behavior that is typical for young people who have not decided on their professional life and have not realized what they want, sometimes inadequately assessing their capabilities. Employers lose interest in those candidates who, during an interview, unreasonably overestimate their requirements for future work, or are ready to consider offers for various positions in different fields of activity;

3) a non-independent model of behavior characteristic of graduates, in most cases very capable, but not versed in the requirements of the modern labor market, who do not own job search technologies.

The university's assistance in professional adaptation and professional career of graduates should be variable, depending on the model.

For students with the third behavior model, the university can provide assistance by collecting data to analyze the demand for specialists and forecast the development of the situation on the labor market, selecting applicants for

Candidates and organizing personnel interviews, conducting training under contracts and targeted contracts with enterprises and inviting representatives of the enterprise to participate in the defense of course and diploma projects by students, etc.

In the process of mastering this course, the following tasks are solved:

Teaching students practical skills and skills of job search, employment and career building;

Development of skills to determine the most effective ways, means and methods of achieving success in professional and official growth;

Formation of motivation for career development.

As a result of studying the course, the student should acquire knowledge of:

About the real situation in the labor market;

On the principles of career planning and management;

About possible ways to find a job;

On the legal aspects of relations with the employer;

On the rules of conduct in organizations;

as well as skills:

Analyze the changes taking place in the labor market and take them into account in their professional activities;

Plan and manage changes in your career;

Compile a resume;

Evaluate job offers, etc.

Summing up, it should be noted that university graduates represent a very interesting category of labor force for the employer. Their competitive advantages can be successfully applied in many organizations. The key features for a graduate are his own active position, as well as the possession of job search skills and effective employment. In this regard, the university can provide real support

power to the young specialist, acting as an intermediary between employers and future young professionals, and implementing programs to promote the employment of graduates. The training of a competent specialist who is able to quickly adapt to the realities and requirements of the labor market is becoming one of the urgent tasks of higher education.

Literature

1. Bogdan N., Mogilevkin E. Career of a young specialist: the view of the university // Personnel management. 2004. No. 13.

2. Vasilyeva O. V. From personnel accounting to personnel management” // Personnel management. 2007. No. 8 (162). S. 147.

3. Zaitseva T. V., Zub A. T. Personnel management. M., 2008. S. 219.

4. Kibanov A. Ya., Durakova I. B. Organizational personnel management: strategy, marketing, internationalization. M., 2005. S. 101-102.

5. Popov S. G. Personnel management. M., 2002.

6. Trufanova T. A., Betina E. M. The role of assessment of graduates of agricultural universities and young specialists in the system of training qualified personnel in the agro-industrial complex. Socio-economic phenomena and processes. Tambov, 2013, No. 4, p. 208.

PROFESSIONAL ADAPTATION OF GRADUATES HIGHER EDUCATION INSTITUTIONS AS SPECIAL CATEGORY OF LABOUR

Competitive advantages and weaknesses of university graduates from the point of view of the employer are revealed. To advantages of graduates high mobility and learning ability, vigor and high motivation belong to achievement, relative low cost in comparison with other categories of labor, loyalty to the organization, first of all, possibility of introduction of fresh ideas in the organization. To weaknesses of graduates, from the point of view of the employer, lack of necessary skills, lack of experience of labor discipline, need of flexible motivation and close attention to progress of graduates, long term of adaptation in comparison with other categories of labor, unreasonable ambition and inadequacy in perception of as employee which is shown in the inadequate self-assessment, the overestimated claims of graduates, unrealistic expectations both on a salary, and according to the work, and on kind of work which they want to carry out belong . Communication between professional and personal qualities of graduates and their value for the employer depending on a stage of life cycle of the organization is explained.

Models of behavior of the graduates defining the level of their activity and success of professional adaptation are analyzed. The Higher Education Institution's role in professional adaptation of graduates, as intermediary between employers and future young specialists is emphasized.

Key words: professional adaptation, primary adaptation, university graduates, competitive advantages, models of behavior of graduates.

The article considers the problem of professional adaptation of graduates of educational institutions and young professionals in modern socio-economic conditions. The study involved students and graduates of universities in the city of Voronezh, course participants additional education, professional retraining and advanced training. The reasons that impede professional adaptation and provoke the intention to change a profession were identified: transfer to a new workplace (department, organization), transfer to another position, change of immediate supervisor, other reasons (material factor, family circumstances) that cause a feeling of uncertainty in one’s competence or discomfort in the work environment, loss of perspective. The analysis of the process of professional adaptation indicates the presence of significant reserves in the management of the competence of young professionals in organizations. The most important problems are bringing knowledge and skills in line with the requirements and nature of work in specific workplaces, including elements in the organizational culture that contribute to the professional adaptation of young people.

professional adaptation

professional retraining

university graduates

Young professionals

choice of profession

additional education.

1. Adaptation of personality to professional activity: modern problems and prospects: call. monograph. // ed. Emelyanova O.Ya. - Voronezh: state. ped. Univer. publishing house "Polygraph", 2006. - 284 p.

2. Emelyanova O.Ya., Samsonov V.S., Shershen I.V. The problem of professional development and adaptation of university graduates and young professionals // Contemporary Issues science and education. - 2015. - No. 6.; URL: http://www..

3. Emelyanova O.Ya., Shershen I.V. The role of educational institutions in the professional adaptation of young professionals / Current trends scientific research XXI century: theory and practice. - 2016. - V. 4. No. 1 (21). – P. 58–62.

4. Emelyanova O.Ya., Shershen I.V. Adaptation of young specialists in the humanities to the conditions of professional activity / Development of the humanities in the modern socio-cultural space. - mother. all-Russian scientific-practical. conf. - Tula: TSPU im. L.N. Tolstoy, 2015. - S. 150–155.

5. Emelyanova O.Ya., Shershen I.V. Modeling the process of adaptation of young specialists to professional activities // International scientific school"Paradigm": Sat. scientific Art. T. 5. - Varna: Central Research Institute "Paradigma", 2015. - S. 300–303.

6. Emelyanova O.Ya., Shershen I.V. Psychological and pedagogical support of the process of forming the professional identity of young professionals / Psychology of education: modernization of the education system in the context of the introduction of new professional standards: Sat. all-Russian scientific-practical. conf. - M .: OOO "Federation of Educational Psychologists", 2014. - P. 115–118.

7. Study of adaptation mechanisms in the professional activity of youth: monograph // ed. Emelyanova O.Ya. - Voronezh: VSPU, 2015. - 288 p.

8. Kravets M.A., Shershen I.V. Macro-level model of adaptation of young specialists / Modern economy: problems and solutions. - 2015. - No. 11. - P. 50–56.

9. Samsonov V.S., Shershen I.V. Recommendations on the use of cluster analysis methods when questioning young professionals to adapt them to professional activities / Fundamentals of Economics, Management and Law. - 2014. - No. 6(18). - pp. 65–69.

10. Samsonov V.S., Shershen I.V. The study of motivating factors in the professional self-determination of young professionals / Adaptation mechanisms and practices in transforming societies. - mother. intl. scientific-practical. conf. - Voronezh: VSPU, 2015. - S. 94–103.

Professional adaptation in the broad sense of the word is the process of adapting an employee to the conditions of the external and internal environment. In sociology and economics, it is practiced to single out key aspects in professional adaptation - social and production, since each of them has independent areas of application: social activity does not close on production, and production includes technical, biological, and social elements. Production adaptation is a tool in solving such a problem as the formation of the required level of productivity and quality of work for a new specialist in a shorter time.

Adaptation processes in various types of professional activity play different roles. Here we can distinguish adaptation to the changed conditions for the implementation of activities (changes in the structure of social values, organizational transformations, improvement and innovation in technology, etc.); adaptation when entering a new professional activity.

When studying the process of adaptation to professional activities of graduates of educational institutions and young professionals, one should take into account the dynamism of this process and its ability to respond to specific changes in the conditions of educational and professional activities and the dynamics of socio-economic conditions.

The study of the problem of professional adaptation of university graduates and young professionals in the city of Voronezh made it possible to outline a range of problems that encourage young people to choose a specific professional path and prefer specific educational retraining programs at a university.

The respondents were students receiving the first (undergraduates and masters) and second higher education in the Voronezh State Pedagogical University and Voronezh State University, students of the MBA program, the Presidential program and professional retraining programs at the Institute of Additional vocational education VSU; students of advanced training courses and retraining of specialists of the Voronezh Institute for the Development of Education (more than 400 people).

More than half (61%) of the surveyed undergraduates and working laboratory graduates, when looking for a job, hope for an offer from employers as a result of selection (Fig. 1). Such a practice does exist in Voronezh universities, however, as a result of the competition of points and resumes, at most 5-10% of the course, the best in terms of academic performance, are employed, they, as a rule, go to graduate school, and it is obvious that the hopes of most students are illusory.

Rice. 1. Promising employment options for students

Only 3% of students consider the employment service as an intermediary in finding a job, which can be explained by the tradition of unattractive offers from its side, if necessary, it is imperative to respond to them.

The problem of mastering professional skills among students is particularly acute (see Fig. 2). Apparently, this process captured only 20% of the students. It should be noted that undergraduate and graduate students are allowed to be employed under the conditions of part-time employment and demonstrating good academic performance.

Rice. 2. The period of mastering professional skills from the point of view of senior students and masters

Among the trainees studying in professional retraining courses and receiving a second higher education, 67% hold positions corresponding to their specialties, but plan to change their field of activity, as they are not satisfied with wages, conditions and work organization. The work activity of 19% of people partially corresponds to their education, but for a better performance of their duties and career growth, they do not have enough knowledge of an economic or legal profile.

Of the events that hinder professional adaptation and most strongly influenced the emergence of a desire to change a profession, the respondents single out such events as: transfer to a new workplace (department, organization), transfer to another position, change of immediate supervisor, other reasons (material factor, family circumstances) that cause a feeling of insecurity in their competence or discomfort in the work environment, loss of vision

In order to study the intensity, structure and degree of importance of the reasons causing the need for professional adaptation, the respondents were asked to choose from their list those that most required changes in job duties or the nature of work. Among the events that cause the need for professional adaptation of the individual, the leading place is occupied by the “transition to a new place of work” (47.8% of the respondents experienced difficulties in professional adaptation for this reason) (Fig. 3).

Rice. 3. Reasons preventing the professional adaptation of young professionals

The second and third places among the reasons for the need for professional adaptation are occupied by “significant changes in official duties or requirements for the work performed, not related to any of the events listed above” (21%) and “change of immediate supervisor” (11%) .

These results made it possible to identify the most important trends that cause the need for professional adaptation, which require the presence of specific control actions and regulation in the professional adaptation support system.

To determine the level of professional competence of employees, one of the questions was: “Does your current job correspond to the professional education you received?” Only 26% of the respondents answered “completely complies”, 45% specified that “partially complies”, and 29% answered “does not comply”. This distribution indicates the presence of significant reserves for improving the systems of vocational guidance for young people, the problems of personnel planning and necessitates the adjustment of existing programs for the professional adaptation of workers in enterprises and organizations.

The personnel dynamics of organizations is carried out mainly due to personnel rotation across the organization, the creation and liquidation of structural divisions, the growth and reduction in the number of employees, staff turnover, which requires the development of programs to achieve professional identity, adaptation of specialists.

In progress vocational training and retraining, a novice specialist gains knowledge, skills and abilities are formed in him, ways of compensating for insufficiently expressed, but significant properties. The training mode allows you to develop certain desired properties. At the stage of adaptation to working conditions, the motives of professional activity, labor attitudes, the level of claims, and self-esteem are adjusted.

Among the socio-psychological factors influencing the professional adaptation of workers, the following were studied: attitude towards the organization; attitude to small group(structural unit) where the young specialist works; relationships between the leader and subordinates in the team; satisfaction with their position in the team; job satisfaction; job satisfaction.

The value of the “attitude towards the organization” indicator (50% of the maximum) indicates the need for employees to form a sense of corporate unity, professional identity, and pride in their industry and profession.

The indicator of the level of relationships in a small group is 57.2% of its maximum possible level. With the traditionally high value of collectivism in the value system of Russians, the level of group interaction is low. This indicates the need to develop technologies for increasing the level of group unity in labor activity, using socio-psychological training in the competence management system.

The level of relationship between management and subordinates is 61.3% of the maximum possible, which indicates that most of the leaders of organizations understand the importance of comprehensive support and care for subordinates, assistance in solving their personal problems. The level of satisfaction with their position in the team (68.1%), as well as the level of satisfaction with themselves at work (61.7%), among young professionals is quite high. The value of the indicator of job satisfaction is lower. It is possible to analyze the reasons for such a result (Fig. 4).

The influence of factors that determine employee satisfaction with their work ranges from 49% to 62%. Reduce the average value of job satisfaction, the anxiety of the majority of respondents caused by the complexity of the equipment and the high degree of responsibility for work (49%), high level fatigue after a working day (52%).

Rice. 4. Factors determining self-satisfaction at work of young professionals

The low value (52%) of the indicator "satisfaction with work in the specialty" is explained by a partial discrepancy between the education received by the respondents and the requirements of professional activity.

The main factors influencing the need for additional education are: the demand for the chosen profession, the lack of knowledge in the field of economics and jurisprudence for the effective performance of official duties, career opportunities in the presence of appropriate education, and the expansion of employment opportunities. Moreover, such factors as unpaid student leave and the need to pay for tuition at their own expense do not affect the desire to improve their professional level. Difficulties with professional adaptation have a significant impact on the decision to change profession.

Respondents associate certain expectations with obtaining another education. The main change for 63% will be increased competence in the performance of official duties, for 25% there will be an opportunity to get a position with a higher salary, as well as job prospects in other organizations. 21% of respondents will be happy with the fact that with the receipt new specialty the scope of their professional duties will expand.

Getting a second profession, 76% of respondents plan to stay to work in the previous organization, and everyone is planning their career growth there; the rest do not exclude the possibility of continuing a career in another company. More than half of the respondents are focused on rapid career growth along the administrative ladder, and not on deepening and improving professional skills in an already obtained specialty. The amount of material remuneration as a key factor motivating them to work in their profession was chosen by only 28% of respondents. 31% of graduates and young professionals are concerned about career growth and achieving status in society. 38% of young people preferred a professional interest in researching new things.

The study of the professional adaptation of graduates of educational institutions and young professionals indicates the presence of significant reserves in the management of the competence of young professionals in organizations. The most important problems are bringing knowledge and skills in line with the requirements and nature of work in specific workplaces, including elements in the organizational culture that contribute to the professional adaptation of young people. The formation of a mechanism for managing the professional competence of young professionals in situations requiring professional adaptation, taking into account the influence of the identified trends, will significantly improve the results of their professional activities.

The study was carried out with the financial support of the Russian Humanitarian Foundation within the framework of the research project of the Russian Humanitarian Foundation No. 14-06-00597а

Bibliographic link

Shershen I.V., Emelyanova O.Ya., Kravets M.A. PECULIARITIES OF PROFESSIONAL ADAPTATION OF GRADUATES OF EDUCATIONAL INSTITUTIONS AND YOUNG PROFESSIONALS IN MODERN SOCIO-ECONOMIC CONDITIONS // Modern Problems of Science and Education. - 2016. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=25715 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

The contribution of the head of a medical institution to the professional adaptation of medical university graduates

Chizhkova Marina Borisovna

Moskaleva Yulia Anatolievna

annotation

The article deals with the issues of practical implementation of the expectations of interns and residents of the Medical University from the personality and activities of the immediate supervisor from the medical institution in the process of professional adaptation. Based on the analysis of scientific literature and ideas about professional adaptation as a process that mutually satisfies the requirements and expectations of an individual from professional activity, the authors emphasize the relevance of studying the stated problem in medical universities, whose graduates are included in the professional activities of a doctor already at the stage of training in internship and residency, up to start independent work in medical institutions as a certified and certified employee. Based on the questionnaire of the graduate R.V. Gurina, which allows to determine the consistency of the individual's requests with the requirements for a certain activity, the relationship between adaptation and the realization of the individual's expectations, the authors state a significantly low level of implementation of the depth of professional knowledge and methodological skills expected from the personality of the leader, and from the activity - active assistance in mastering the chosen specialty. The generalization of the data obtained in the study gives the authors reason to conclude that the professional adaptation of graduates of the medical university is ambiguous: the demonstrated success of adaptation to professional activities on the basis of medical institutions conflicts with the unsatisfied needs of interns and residents from the personality and activities of the direct supervisor from medical institutions at these stages of vocational education.

Keywords: medical education; medical school graduate; internship; residency; interns; residents; professional adaptation; medical and preventive institution; the identity of the immediate supervisor of the internship / residency; activities of the direct supervisor of the internship / residency; expectations from the personality and activities of the leader; practical implementation of expectations from the personality and activities of the leader

Cardinal transformations in all spheres of social production in Russia have led to a qualitatively new understanding of the process of becoming a specialist's personality, the strengthening of practice-oriented professional education, and the reorientation of the assessment of education results from the "education" model to the "competence" model. The most important trend in improving the quality of higher professional education is focusing on the demands of the labor market, strengthening the interaction of universities with the manufacturing sector, science, public service employment, culture and other social institutions (R.A. Burganov, M.A. Vakhtina, I.Yu. Zhdankina and E.A. Shamin, T.V. Kondratieva, V.B. Moiseev and L.I. Naydenova, A. V. Timiryasova and T. V. Kramin, E. A. Opfer and others).

However, as noted by a number of authors (N.V. Bondarenko, V.G. Zarubin, E.A. Kuzina, E.A. Opfer, T.B. Pankratova et al., S.M. Salov, I.V. Sokolnik and others), the education sector, which currently has the potential to develop effective cooperation with industry and employers, does not demonstrate flexibility and readiness to form the basis for cooperation and is characterized by a number of contradictions that complicate the employment of young people.

Firstly, there are no prerequisites in education for the transition of young people to the sphere of employment with the necessary level of qualifications and work experience, which hinders the possibility of realizing their potential in initial stage labor activity. Since education is in many cases considered as a certain stage for obtaining high incomes and a certain social status, there is a situation of "over-education", the orientation of the majority of young men and women to study in institutions of higher professional education.

Secondly, the supply on the education market is represented mainly by such educational products that are in demand by society in the short term, without correlation with the forecast needs of the labor market and without coordination with long-term prospects within the framework of regional and state development strategies. Moreover, the study of the experience of 35 Russian universities in monitoring the satisfaction of employers with the quality of graduate training demonstrates the presence of this work in many universities, but only some of them correct educational process, introduces new training courses and even entire specialties in order to match graduates modern requirements labor market.

Thirdly, against the background of dynamic changes in the conditions of professional activity and production requirements for easily modifiable knowledge, skills and abilities that contribute to the successful adaptation of an employee to world changes in a particular area of activity, in the system higher education there are trends in the release of young specialists who do not meet the current and future needs of the labor market, their lack of flexibility with changes in the professional and qualification structure of the market.

The resolution of these contradictions should be based on the understanding that production and the employers personifying it (most often, the heads of certain enterprises, organizations, institutions) are not just a category of labor market participants that act as experts on the level and content of graduate training, but also customers, and consumers educational services university. Employers carry out certain functions at each stage of the preparation of the future professional. At the stage of developing a model of a quality educational process, the prognostic function dominates, which consists in updating modern requirements for the competence of graduates as the basis for determining promising areas for improving the level of training of specialists. At the stage of implementation of the educational process, a transforming function is carried out, consisting in the organizational and meaningful participation of employers in the educational process of the university, including the implementation educational technologies on the basis of practical training, thereby ensuring the professional socialization of specialists. At the final stage, the expert function becomes prevalent, manifesting itself in assessing the quality of training of students and graduates during the period of work experience and the final state certification.

The relevance of the problem of interaction between educational institutions and employers in healthcare is determined not only by the stated shortcomings of professional medical education(non-compliance of the quality of training of specialists with modern requirements, the lack of an integrated system of professional training in the conditions of "university-real clinical practice", the absence of a standardized technology for external assessment of the quality of vocational education for the tasks of practical healthcare) [cit. according to: 6, p. 50], but also acute personnel issues of medical institutions (hereinafter referred to as HCI), which determine the quality of medical care and its availability.

Medical personnel is the most significant part of health care resources, providing, along with organizational forms and the state of the material and technical base, the effectiveness and efficiency of the work of the health facility and all its departments. However, choosing the right specialist vacant position the level of their professional knowledge, skills, general cultural competencies and personal qualities is a complex and sometimes difficult task.

As the results show empirical research, the main claim of employers to medical universities today is the excessive "theorizing" of training, the isolation of the knowledge gained from practice, the inability to handle modern equipment, and psychological unpreparedness for the realities of production. About a third (30.2%) of the heads of healthcare facilities believe that the quality of higher medical education does not meet the requirements for local medical workers, provoking 30-40% of graduates to leave the profession. Among the reasons for the low level of training, managers see limited opportunities students undergoing clinical practice (34.6%), outdated standards for training specialists (20.1%), lack and insufficient professionalism of teachers (9.4%). Intern Medical University Head

In our opinion, the explanation of the "staff shortage" in health care facilities solely by gaps in the educational process of a medical university is not entirely legitimate. It is also necessary to take into account the fact that often the chief physicians quite formally approach the organization and conduct of practical training of students, shifting the responsibility for training the future specialist either to the teachers of the supervising departments, or to the head of the department, overloaded with a combination of medical and administrative activities.

Implementing the personnel policy, the head of the health care facility needs at all stages of the professional development of the future specialist (from educational practice in the 1st year before studying in residency) to actively engage in work to secure potential personnel, form and maintain a workforce capable of working in changing conditions. One of the areas of such work is the management of the adaptation of new medical personnel to professional activities.

In its most general form, professional adaptation is the adaptation of a person to new working conditions for him. Along with this, professional adaptation is also understood as a multilateral process of adapting an employee to the content and conditions of work, to the immediate social environment, as well as improving the business and personal qualities of an employee, as a process that requires both the employee and the team to be mutually active and interested in each other. ; and as a way of adapting a professional user, a person directly interacting with the subject environment, to the subject-spatial environment in which he is forced to realize his labor activity.

Despite the diversity of interpretations of the concept of "professional adaptation", researchers agree that it is during this period that the newcomer's attitude to the team and the organization as a whole is laid, and the motivation for work in a new place is formed. The effectiveness of professional adaptation depends on the productivity of subsequent activities, the mental and psychological health of the employee, the quality of medical care provided to patients.

Feature of professional adaptation of graduates medical schools consists in the fact that the inclusion of a doctor in the professional activity occurs already at the stage of training in internship and residency, i.e. before starting independent work in medical organizations as a certified and certified employee.

Internship and residency are a mandatory form of professional training for persons who have mastered the educational programs of higher medical and pharmaceutical education, and serve as the basis for them to occupy relevant positions in health care institutions of the state, municipal and private health care systems.

Residency, as part of the multi-level structure of higher medical education in Russia, a form of continuing professional education of doctors in higher medical educational institutions, is designed to create conditions for students to acquire the necessary level of knowledge, skills and abilities for their professional activities, as well as qualifications that allow them to occupy certain medical positions. And pharmaceutical workers Regulations on the procedure for organizing and implementing educational activities By educational programs higher education - residency programs at the Orgmu VPO of the Ministry of Health of Russia [Electronic resource]. - Access mode: http://www.orgma.ru/internu-i-ordinatoru/ordinatoru/normativnyedokumenty.html, free (date of access: 03/01/2016)..

Along with improving theoretical and practical skills, increasing the degree of independence in professional activities in their chosen specialty, interns and residents need to adapt to a medical organization, adopt the rules dictated by its specifics and mode of work, established traditions and interpersonal relationships. It can be extremely difficult for a future specialist to deal with the inner life of a healthcare facility on his own: learning everything from his own experience, he spends enough a large number of time, distracting from the primary tasks of professional development and improvement.

In such situations, for interns and residents, the support of the immediate supervisor from the medical institution is important, which includes both a discussion of the directions, main tasks and requirements for the doctor's activities, and the study of his proposals and questions. Unfortunately, the latter aspects are the least represented in the system of professional adaptation of interns and residents. As a rule, the introduction of a future doctor is limited to his presentation by the chief physician (head of department) to the staff of the structural unit, without considering his wishes and without providing an opportunity for self-presentation.

Based on the idea of professional adaptation as a process by which an individual, on the one hand, satisfies your needs and expectations imposed on the profession and the conditions for its implementation, and, on the other hand, meets the requirements that apply to it structure and content of activities, social groups in which this professional activity takes place, sufficient attention should be paid to researching the expectations of interns and residents from interaction and joint activities with the immediate supervisor from the health facility. quantitative and qualitative analysis the results obtained in the course of such studies will allow medical universities, together with medical institutions, to foresee possible difficulties for graduates at these stages of professional training, and will also create a basis for developing a set of measures to manage the professional adaptation of future doctors to work.

The stated provisions served as the basis for conducting our own experimental study of the expectations of interns and residents from the activities and personality of the leader in the process of professional adaptation. The study was conducted on the basis of SBEI HPE "Orenburg State Medical University" of the Ministry of Health of the Russian Federation (hereinafter OrSMU) in 2014-2015 academic year. The study sample consisted of interns and residencies of various specialties with a total number of 188 people (118 interns, 70 residents), including 44 boys and 144 girls. Average age- 24.2 years.

The questionnaire of graduate R.V. Gurina, which is based on the notion of the presence of consistency in the needs of the individual with the requirements for a certain activity, on the relationship between adaptation and the realization of the expectations of a person who finds himself in new conditions [ibid, p. 83].

The questionnaire included four blocks: 1) general information about the graduate; 2) assessment of the level of psychological comfort (well-being) in the process of adaptation; 3) a study of expectations from the personality and activities of the head of the enterprise (in our case, the head of the internship / residency on the basis of a healthcare facility, then - the immediate supervisor from a healthcare facility); 4) study of expectations from the production process (internship / residency) and from oneself in this process.

Guided by the problem stated in the publication, let us dwell on the analysis of the results of the first and third blocks.

The results obtained in the block "Assessment of the level of psychological comfort (well-being) in the process of adaptation" showed the successful nature of the professional adaptation of interns and residents. The level of psychological comfort was assessed positively by 86% of the subjects (+1 - 27%; +2 - 37%; +3 - 22%). More than 50% of respondents adapted to the health care facility in 1 month (52%), assessing the working conditions of their workplace (lighting, cleanliness, noise level, etc.) as satisfactory (47%) and good (46%). Slightly more than 60% of young men and women (64%) carried out their duties in health care facilities with enthusiasm, calmness and concentration, experiencing satisfaction with themselves (95%) and their professional activities in the team of this institution (74%). Only in some cases, the respondents noted physical fatigue (51%) and emotional stress (43%), which do not have a significant impact on the overall positive background of professional activity.

In the third block of the methodology, young men and women were asked to choose from the proposed list of professional and personal qualities and functional duties of the immediate supervisor from the health care facility several answers: no more than 8 options in the first case and no more than 4 in the second. At the same time, we asked the respondents to indicate who was their immediate supervisor from the health facility: the head physician, the head of the department, or a qualified specialist in the chosen specialty. Unfortunately, not all interns and residents were ready to answer this question, from which we can indirectly conclude that in most cases these were chief doctors or department heads. We are inclined to explain the refusal to give an answer by distrust of the anonymity of the survey and possible, exclusively in the views of graduates, negative consequences both in the process of passing the considered forms of vocational education, and in the process of subsequent full-fledged employment in this medical facility.

The results of data processing of the block "Study of expectations from the personality and activities of the immediate supervisor from the health facility" are presented in tables 1 and 2.

The results of the survey show that the individual expectations of interns and residents from the personality and activities of the immediate supervisor from the health facility in the process of their professional adaptation are statistically significantly different (statistical processing was carried out using the multifunctional criterion of the z-Fisher angular transformation).

As Table 1 shows, the respondents, first of all, expected to see such professionally significant qualities as a deep knowledge of the field of activity (81.4%), the ability to explain well, to convey knowledge to everyone (75% ), professional competence as the ability and willingness to solve professional problems (60.6%). And if in the latter case the degree of discrepancy between expectations and their implementation is insignificant (differences are not significant), then in the first two it manifests itself more clearly (72.3% and 53.2%, respectively), reaching the level of static significance (p = 2.10 at p ?0.005 and p=4.44 at p?0.001). Consequently, not all graduates were able to realize the needs at the beginning of their internship and residency in a knowledgeable and methodically competent leader.

Table 1 Correlation of expectations from the personality of the immediate supervisor from the health facility and their practical implementation by interns and residents in the process of professional adaptation (in %) (compiled by the authors)

Answer options			c-Fischer p-level
1. Deep knowledge of the field of activity			2.10 p?0.05
2. Methodical skill: the ability to explain well, to convey knowledge to everyone
Answer options	Leadership expectations	Realization of expectations from the personality of the leader	c-Fischer p-level
3. Erudite, broad-minded

5. Kindness, sincerity
6. Sociability
7. Demanding, rigor
8. Understanding workers
9. Fairness, equal treatment for all
10. Conscientiousness, responsibility
11. Caring: guardianship, willingness to help in work, other matters, personal problems
12. Tolerance (tolerance), forgivingness
13. Discipline, punctuality
14. Sense of humor
15. Honesty, truthfulness
16. Passion for one's work, love for one's profession
17. Professional competence (ability and readiness to solve professional problems)
18. Creativity, creativity
19. Entrepreneurship, pragmatism
20. Selflessness, altruism
21. Patriotism (love for the Motherland, pride in achievements domestic science and production)
22. Other

According to the subjects, the direct supervisors of internships and residencies from health care facilities lack such personal qualities as understanding of employees (45.7% vs. all (57.4% versus 38.8%; p=3.62 at p?0.001), conscientiousness and responsibility (37.8% versus 28.7%; p=1.87 at p?0.05), tolerance and forbearance (33% versus 22.3%; p=2.32 at p?0.01). However, at the same time, as Table 1 shows, managers from health care facilities turned out to be more patriotic (2.7% vs. 10.6%; u=3.22 at p? 30.8%; p=1.98 at p?0.05).

Otherwise, the expectations of interns and residents, which were realized in the process of professional adaptation with insignificant differences, reveal to us the immediate supervisors from the hospitals as people who love their profession and are passionate about it, sociable, disciplined and punctual, moderately demanding and strict, honest and truthful, with excellent sense of humor, broad outlook and erudition, creativity and creativity. Against the background of the demonstrated positive qualities, however, the fact of a statistical trend towards an increase in entrepreneurship and pragmatism of healthcare professionals (c=1.33 at p?0.1) with a decrease in kindness and sincerity (c=1.30 at p?0) deserves attention. ,1), care, readiness to help others in work, personal problems and other matters (p=1.34 at p?0.1).

A similar situation of discrepancy between the existing expectations and their practical implementation manifested itself in the processing of data on the activities of the immediate supervisor from the health facility for interns and residents (Table 2).

table 2

The ratio of expectations from the activities of the immediate supervisor from the health facility and their practical implementation among interns and residents in the process of professional adaptation (in%) (compiled by the authors)

Answer options	Leadership expectations	Implementation of expectations from the activities of the leader	c-Fischer p-level
1. Assistance in the development of professional activities
2. Facilitating my career advancement
3. Recognition of my abilities, knowledge, skills
4. Create healthy psychological climate a team
5. Solving formal issues, nothing more
6. Providing employees with freedom in their creativity, relationships, communication
7. Resolution of industrial and personal conflicts
8. High salary of employees
9. Organization of interesting events
10. Allowing freedom in my actions
11. Control over my activities
12. I don't expect anything
13. Other

First of all, the moment of a kind of "disappointment" in the profession from the point of view of its material security is obvious: the expectations of 45.2% of interns and residents in the high wages of employees of health facilities were realized only in 9% of cases (p = 8.39 at p? 0.001) . In our opinion, the results obtained are a reflection of the socio-economic and financial situation that has developed in the healthcare system, which, among other things, determines the outflow of young personnel from budgetary medical and preventive organizations.

Starting to improve professional knowledge, skills and abilities in the internship / residency, the graduates of the OSMU hoped to receive assistance in mastering professional activities (84.6%), work to create a healthy psychological climate in the team (66.5 %), assistance in moving up the career ladder (33.%), recognition of their abilities, knowledge and skills (33%). In reality, the situation turned out to be somewhat different. On the one hand, managers from health care facilities generally recognize the abilities, knowledge and skills that students have (32%; q = 0.20 at p? 0.1), but they are mainly involved in solving formal issues (7.4% versus 23, 4%; p=4.44 at p?0.001), resolve industrial and personal conflicts, not paying due attention to maintaining a psychologically healthy atmosphere in the team (46.3%; p=3.97 at p?0.001), mastering by future doctors professional activities (74%; p=2.55 at p?0.01) and their career advancement (18.6%; p=3.31 at p?0.001).

In our opinion, the results obtained should not be interpreted solely as an indicator of the fact that interns and residents are left to themselves in the process of professional adaptation in health facilities. The practical implementation of some expectations clearly illustrates certain specifics. In particular, counting on a rather serious "custodial" activity of an experienced specialist, only 8.5% of the respondents expected to see freedom in their own actions from an experienced specialist. In reality, these expectations were realized only by a small number of boys and girls (10.6%). Therefore, it can be assumed that most of the respondents were under the close attention of the manager who oversees the professional development of the future doctor directly at the health facility, which was confirmed by comparing the expectations and their implementation in relation to monitoring the activities of the intern/resident. At a statistically significant level of significance, it was found that in the activities of the immediate supervisor from the health facility, control over their activities in the process of professional adaptation was felt by 35.1% of the subjects (vs.

Summarizing the results obtained in the study, the following conclusions can be drawn. The professional adaptation of OrSMU interns and residents is ambiguous. The stated success of adaptation to professional activities on the basis of medical institutions comes into conflict with the unsatisfied needs of graduates from the personality and activities of direct supervisors from health care facilities at these stages of professional education. This contradiction can be a factor that determines partial or complete dissatisfaction with the internship and residency in some of the subjects (43%) in comparison with the initial expectations and experiences. Confirmation/refutation of this hypothesis should be considered as one of the promising directions of the stated problem.

The realization of the expectations of interns and residents from the personality and activities of the direct supervisor from the health facility, in general, confirms the available data that in many healthcare institutions this process is "left by chance", and newly arrived specialists (trainees) are considered a "burden" that interferes well streamlined work process.

The expectations of graduates are concentrated, as a rule, around such professionally significant personality traits of the immediate supervisor from the health facility, which reflect the depth of his professional knowledge and the level of methodological skill. In practice, future doctors are more likely to encounter personally significant qualities of a leader (discipline, punctuality, sense of humor, patriotism), which play an important, but not primary role in solving the goals and tasks that are relevant for interns and residents.

In the activities of the immediate supervisor from the health care facility, the OSMU graduates would prefer to see active assistance in mastering the chosen specialty while recognizing the existing knowledge, skills and abilities. The real process of learning in internship and residency is characterized by a specific feature of the activities of the immediate supervisor from the health care facility: the solution of predominantly formal issues with a pronounced control over the activities of the future specialist. On the one hand, this indicates that the professional adaptation of interns and residents is not a spontaneous process, but a process organized, coordinated and managed by the immediate supervisor. On the other hand, it should be borne in mind: what do managers and graduates invest in the concept of "control over my activities"? If we assume that for a manager, control is, first of all, a mandatory daily report by an intern/resident on the work done during the day with a dry analysis of the pros and cons, and for a graduate, it is exclusively total observation and supervision of each step in the absence of much-needed methodological assistance and support, then the explanation of the discovered fact becomes obvious.

Moreover, the statistically significant differences identified in the course of the study between the expectations and their practical implementation among OSMU graduates both from the individual and from the activities of the immediate supervisor from the health care facility may also indicate discrepancies in the ideas about the functional responsibilities of all subjects of professional adaptation in the process of training in internship and residency.

Leveling such situations, in our opinion, can be facilitated, firstly, by familiarizing the direct supervisors of internships and residencies from healthcare facilities with the expectations of young professionals regarding their professional activities and professional and personal qualities. The leading format of such acquaintance should be direct meetings of graduates with leaders, the dialogical form of which will allow clarifying and concretizing the professional and personal expectations of both parties.

Secondly, the development of a system of adaptation measures by the medical and preventive institution, in which the activities of the manager will be distinguished by a clear sequence of steps from the initial acquaintance with the graduate to assessing the success of professional adaptation, preparing a report and a detailed description of the intern/resident.

Thirdly, increased attention to the institution of mentoring in the training of interns / residents. A mentor, as the most experienced specialist, an employee of a medical institution can provide significant assistance in informing graduates of medical universities, creating the necessary conditions for their work, planning and organizing professional development during their internship and residency training, advising on emerging issues, existing difficulties and experiences.

We believe that both sides of interaction will benefit from the introduction of a set of such measures: a medical institution represented by a leader will receive a specialist with the necessary qualifications, and an educational institution (medical university) will be able to significantly increase its prestige and authority by training a specialist who is in demand on the labor market and who successfully adapts and a developing professional.

Literature

1. Aituganov, I.M. Practical training: interaction between the university and the enterprise / I.M. Aituganov, E.A. Korchagin, R.S. Safin // Higher education in Russia. - 2012. - No. 3. - S. 163-166.

2. Gurina, R.V. How to measure professional competence? / R.V. Gurina // Higher education in Russia. - 2008. - No. 10. - S. 82-89.

3. Zhdanova, M.G. Modern conditions for the adaptation of a young doctor in a medical organization / M.G. Zhdanova, O.A. Latukha // Medicine and education in Siberia. - 2015. - No. 3. - S. 112-115.

4. Koksharov, A.V. Problems of adaptation of medical specialists in healthcare institutions / A.V. Koksharov // Intelligentsia and the world. - 2013. - No. 14. - S. 97-107.

5. Livshits, Yu.A. Analysis of higher education as an institution of professional socialization (theoretical aspect) / Yu.A. Livshits // Azimuth of Scientific Research: Pedagogy and Psychology. - 2015. - No. 3 (12). - S. 47-52.

6. Melnikova, I.Yu. Features of medical education and the role of a university teacher in the educational process at the present stage / I.Yu. Melnikova, M.G. Romantsov // International Journal of Experimental Education. - 2013. - No. 11. - S. 47-52.

7. 7. Nalchadzhyan, A.A. Psychological adaptation: mechanisms and strategies / A.A. Nalchadzhyan. - 2nd ed., revised. and additional - M.: Eksmo, 2010. - 368 p.

8. Opfer, E.A. Monitoring the requirements of employers as a means of managing the quality of the educational process at the university / E.A. Opfer: autoref. dis. …. cand. ped. Sciences. - Volgograd, 2013. - 28 p.

9. Pankratova, T.B. Network interaction of universities and employment services / T.B. Pankratova, M.P. Palyanov, A.R. Demchenko, V.I. Lebedev // Higher education in Russia. - 2012. - No. 7. - S. 139-148.

10. Dictionaries and encyclopedias at Academician [Electronic resource]. URL: http://dic.academic.ru/dic.nsf/enc3p/139842 (date of access: 02/28/2016).

11. Sopoev, S.A. Adaptation of young specialists in modern Russian organizations / S.A. Sopoev: author's abstract. dis. …. cand. sociological Sciences. - M., 2013. - 26 p.

12. Chernysheva, O.N. Adaptation of a person to a professional subject environment / O.N. Chernysheva // Psychology of adaptation and social environment: modern approaches, problems, prospects / Ed. ed. L.G. Dikaya, A.L. Zhuravlev. - M.: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2007. - 624 p. - S. 458-480.

Hosted on Allbest.ru

...

The contribution of the head of a medical institution to the professional adaptation of medical university graduates. A feature of the professional adaptation of graduates of medical universities is that inclusion in professional activities in

Adaptation of young doctors - specialists in the healthcare system

annotation scientific article on the sciences of education, author of scientific work - Trufanova Tatyana Anatolyevna

Related Topics scientific works on the sciences of education, the author of scientific work - Trufanova Tatyana Anatolyevna

The text of the scientific work on the topic "Professional adaptation of university graduates as a special category of labor force"

Bibliographic link

Send your good work in the knowledge base is simple. Use the form below

Chizhkova Marina Borisovna

Moskaleva Yulia Anatolievna

annotation

Guided by the problem stated in the publication, let us dwell on the analysis of the results of the first and third blocks.

The results of data processing of the block "Study of expectations from the personality and activities of the immediate supervisor from the health facility" are presented in tables 1 and 2.

Table 1 Correlation of expectations from the personality of the immediate supervisor from the health facility and their practical implementation by interns and residents in the process of professional adaptation (in %) (compiled by the authors)

c-Fischer

2.10 p?0.05

c-Fischer

A similar situation of discrepancy between the existing expectations and their practical implementation manifested itself in the processing of data on the activities of the immediate supervisor from the health facility for interns and residents (Table 2).

table 2

The ratio of expectations from the activities of the immediate supervisor from the health facility and their practical implementation among interns and residents in the process of professional adaptation (in%) (compiled by the authors)

c-Fischer

Literature

1. Aituganov, I.M. Practical training: interaction between the university and the enterprise / I.M. Aituganov, E.A. Korchagin, R.S. Safin // Higher education in Russia. - 2012. - No. 3. - S. 163-166.

2. Gurina, R.V. How to measure professional competence? / R.V. Gurina // Higher education in Russia. - 2008. - No. 10. - S. 82-89.

3. Zhdanova, M.G. Modern conditions for the adaptation of a young doctor in a medical organization / M.G. Zhdanova, O.A. Latukha // Medicine and education in Siberia. - 2015. - No. 3. - S. 112-115.

4. Koksharov, A.V. Problems of adaptation of medical specialists in healthcare institutions / A.V. Koksharov // Intelligentsia and the world. - 2013. - No. 14. - S. 97-107.

5. Livshits, Yu.A. Analysis of higher education as an institution of professional socialization (theoretical aspect) / Yu.A. Livshits // Azimuth of Scientific Research: Pedagogy and Psychology. - 2015. - No. 3 (12). - S. 47-52.

6. Melnikova, I.Yu. Features of medical education and the role of a university teacher in the educational process at the present stage / I.Yu. Melnikova, M.G. Romantsov // International Journal of Experimental Education. - 2013. - No. 11. - S. 47-52.

7. 7. Nalchadzhyan, A.A. Psychological adaptation: mechanisms and strategies / A.A. Nalchadzhyan. - 2nd ed., revised. and additional - M.: Eksmo, 2010. - 368 p.

8. Opfer, E.A. Monitoring the requirements of employers as a means of managing the quality of the educational process at the university / E.A. Opfer: autoref. dis. …. cand. ped. Sciences. - Volgograd, 2013. - 28 p.

9. Pankratova, T.B. Network interaction of universities and employment services / T.B. Pankratova, M.P. Palyanov, A.R. Demchenko, V.I. Lebedev // Higher education in Russia. - 2012. - No. 7. - S. 139-148.

10. Dictionaries and encyclopedias at Academician [Electronic resource]. URL: http://dic.academic.ru/dic.nsf/enc3p/139842 (date of access: 02/28/2016).

11. Sopoev, S.A. Adaptation of young specialists in modern Russian organizations / S.A. Sopoev: author's abstract. dis. …. cand. sociological Sciences. - M., 2013. - 26 p.

Hosted on Allbest.ru

Similar Documents

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)