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Professional staff training. Concept of vocational education Vocational training and education difference

23.01.2024

According to the Federal Law “On Education in the Russian Federation”, vocational training under vocational training programs for blue-collar professions and white-collar positions is understood as vocational training for persons who have not previously had a blue-collar profession or white-collar position.

Vocational training under retraining programs for workers and employees is understood as vocational training for persons who already have the profession of a worker, the profession of a worker or the position of an employee, the position of an employee, in order to obtain a new profession of a worker or a new position of an employee, taking into account the needs of production, the type of professional activity.

Vocational training under advanced training programs for workers and employees is understood as vocational training for persons who already have the profession of a worker, the profession of a worker or the position of an employee, the position of employees, in order to consistently improve professional knowledge, skills and abilities in the existing profession of a worker or an existing position of an employee without increasing educational level.

Federal law does not impose any requirements on the level of education that a person enrolled in vocational training programs must have. When implementing programs for advanced training and retraining of workers and employees, it is only necessary that this person already has at least one profession as a worker or an employee position.

According to Art. 76 of Federal Law No. 273-FZ, additional professional education is carried out through the implementation of additional professional programs (programs for advanced training and professional retraining programs). The professional development program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) increasing the professional level within the framework of existing qualifications. The professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity and acquiring new qualifications.

The following are allowed to master additional professional programs:

1) persons with secondary vocational and (or) higher education;

2) persons receiving secondary vocational and (or) higher education.

Thus, these programs differ in their focus and content, as well as in the number of students. It should be noted that the legislation does not contain a minimum permissible period for mastering advanced training and retraining programs for workers and employees, in contrast to the minimum permissible period for mastering advanced training programs and professional retraining programs (at least 16 and less than 250 hours, respectively,

Vocational training is carried out through the implementation of vocational training programs for blue-collar professions and white-collar positions, retraining programs for blue-collar workers and employees, and advanced training programs for blue-collar workers and employees.

Today there are many ways to obtain professional education. Training can take place both within the walls of an institution for which vocational training is the main activity, and on the basis of an organization that is not engaged in education itself, but provides training for a specific professional activity. In their work, educational institutions solve a number of problems:

The first is professional training in a specific specialty.

The second is retraining of personnel (for example, an economist receives a second higher legal education in order to work as an investigator to uncover economic offenses or as a lawyer in an arbitration court). Forms of retraining can also be short-term, when students receive a special diploma of professional retraining in one or two years.

The third task is to improve the qualifications of specialists or to obtain related specialties, as a rule, to expand the range of responsibilities at their main place of work or to gain access to new types of activities. For example, the basic education of an electrician allows him to work with installations up to 1000 V, and after completing the courses he has the right to work with equipment designed for voltages greater than 1000 V.

There are the following levels of vocational training:

Higher postgraduate professional education (doctoral studies, postgraduate studies, postgraduate studies)

Higher professional education (university, academy, institute)

Primary vocational education (Vocational school, training and production plant)

Vocational training for an adult is usually very different from training a child. Of course, some methods turn out to be universal, but any teacher who has been accustomed to working with children for 20-30 years should not blindly transfer his professional approach to adults. This is fraught with a serious decrease in the effectiveness of training and other problems, including psychological ones. That is why, when speaking about adult education, in recent decades the concept of “andragogy” has been increasingly used as opposed to pedagogy. Andragogy is the education of an adult. The word comes from the Greek andros - man and ago - I lead, educate.

Historically, in previous centuries, children were mainly taught. On the basis of this activity, the science of pedagogy emerged. Students were simply viewed as older children, which was consistent with their legal status: in most European countries, adulthood was 21 years old.

In the twentieth century, with the complication of professional activity as a result of rapid scientific and technological progress, the question of educating adults who had long since passed student age arose. This was due to the fact that the knowledge they acquired in childhood and adolescence became obsolete after a couple of decades.

To solve this problem, at first they used pedagogical means without any changes, but quite quickly the need to develop a new approach was discovered. This was reflected in the emergence of andragogy - the science of teaching adults. At the same time, it was not at all planned to completely erase all the scientific and practical achievements of pedagogy, trying to “reinvent the wheel.” In addition, most andragogists came from teaching backgrounds. The question was the need to adapt the professional capital of teachers to the requirements of the new situation and try to develop special teaching methods that maximally reflect the specifics of working with mature students. As a result, the specialization of teachers began to become more and more apparent; they focused on working with audiences of a particular age. The number of teachers working exclusively with adults is growing every year. Despite their predominantly pedagogical education, it is more correct to call them andragogs. Those who work with all categories of students are forced, when changing students, to develop the ability to switch from one professional approach to another. Therefore, it makes sense to specifically consider the main differences between teaching children and adults.

Request for training. No one thinks to seriously ask a small child going to kindergarten or school whether he wants this, and if he wants, then what he would like to learn primarily. Teaching children is an outright coercion, which can be softened by a humane educator by means of persuasion, stimulating interest in the process, and introducing adults to the world through the development of social roles. But more often than not, teachers don’t bother with children much in this regard, resorting to tried and tested means of physical punishment, restriction of freedom, deprivation of pleasure, and the like.

For an adult student, the question of coercion is meaningless, since he himself is the initiator of learning. There are, of course, cases when one of the employees expresses indifference or even protest regarding the vocational training program implemented by the management of his organization. However, it should be recognized that such a situation is still not typical for the field of vocational training. Usually here the student himself, on the basis of clearly defined professional plans and career aspirations, shows activity and understanding of what exactly he needs from new knowledge and skills.

In accordance with this feature of adults, the andragogist has the opportunity to use much more effective teaching methods, since active perception and thinking in a completely different way allow one to assimilate new material. The core of the teacher’s activity in this case is no longer a question of coercion, but the task of satisfying the student’s appetites for acquiring knowledge and developing skills as quickly as possible. This is understandable: an adult, having paid a lot of money for education, wants to get the maximum possible for it. And, naturally, at every opportunity he tries to save money, trying to get by on his own. Therefore, his organized training, as a rule, is combined with an active process of self-learning. This gives rise to such a feature of andragogy as a large market not only for educational services, but also for materials for self-education.

Accounting for low or declining learning ability. It's no secret that a child, even under duress, learns new material much faster than, say, a forty-year-old person. For example, according to statistics, the number of hours required to learn to drive a car doubles with increasing age every ten years. Because of this, the andragogist has to show miracles of ingenuity when developing teaching methods in order to squeeze the maximum possible out of such non-plastic material, which is the brain of an aging person. And an interested child, as they say, grasps everything on the fly, and the teacher does not have to think too much about the form of teaching. For an andragogist, methodology becomes one of the main components of the profession.

Psychological status of the teacher relative to the student. For a child, a teacher is usually one of the main authorities in a child’s life, a role model, and often even the object of a teenager’s first love. In such a situation, it is easy for a teacher to work, because any word is automatically perceived as truth. In addition, the teacher, as a rule, performs two functions at once - teacher and educator. It actually shapes a person’s personality during the learning process. This can lead to the development of demiurge syndrome in the teacher (Demiurge is the creative principle, creative force, creator, usually identified with God), when he begins to identify himself with a demigod. The notorious mentoring tone appears, the habit of looking down on everyone, teaching even when they are not asked to do so.

The relationship between an andragog and an adult student is built on a completely different basis. Here the teacher is an employee. The material well-being of a teacher depends on the student's satisfaction with his work, which in the worst case leads to some teachers being subservient to their students. It is much better if the teacher and the adult student become psychologically equal interaction partners. For them, the learning process is a business relationship between people who respect themselves and each other, in which the teacher does not always take the leading position. The issue of choosing a leader and a follower in the learning process, as a rule, is resolved by clarifying the relationship of psychological strength, the weight of authority and professional capital of each.

Training parallel to work. If for a child study is always the main activity, then an adult usually combines study with work. This gives rise to some difficulties. Because different activities compete for an adult's brain resources, his already poor learning ability is further reduced. Difficulties with organizing classes and long breaks between them force andragogists to find additional ways and forms of organizing the educational process, adapting to conditions that are far from optimal for it. Teachers usually do not face such problems, being dictators in their activities. They choose the most optimal mode of operation and force all other participants in the process to adapt to their requirements.

Not only to teach, but also to retrain. For educators, a child is a tabula rasa (blank slate), translated from Latin, on which they can “paint their pictures.” In contrast, andragogs deal with already established people who have previously been taught something and who have formed certain habits in life and work. Therefore, when teaching an adult, they usually encounter resistance from a large number of previous stereotypes of thinking and behavior. And the andragogist, if we compare him with a farmer, is forced not only to grow new plants, but also to weed out old ones that have turned into nuisance weeds. And this makes the task much more complicated and requires additional professional knowledge and skills. After all, in the process of “weed control” some vital human developments may be damaged. The same habit in work can be a hindrance for him, but in everyday affairs the basis for well-being. This requires from andragogists high intelligence, knowledge of psychology and special care in dealing with students

Fill out the table, requirements for goals, general characteristics

The purpose of the lesson

Educational

Developmental

Educational

Create a new concept in class

Development of analytical thinking

Generating interest in the future of the country

Teach a new way of doing things

Development of cognitive skills

Forming a sense of pride for the Motherland

Close knowledge gaps

Development of educational skills

Fostering a humane attitude towards people

Practice skills

Formation of responsibility

Reinforce methods of action

Development of demands towards oneself and others

Teach how to complete a task based on a sample

Nurturing learning motives and a positive attitude towards knowledge

Learn to draw conclusions

Nurturing labor motives

Show the relationship and interdependence of phenomena

Develop the ability to analyze facts and give them a substantiated scientific assessment.

Formation of the ability to actively and consistently defend one’s point of view, the ability to find convincing arguments when proving.

Learn to draw your own conclusions and figure things out.

Educational requirements.

1. Purposefulness of the lesson.

The following requirements apply to the goal:

    the goal must be specific;

    clearly focuses on mastering facts, concepts, etc.;

    goals are specified in tasks, all tasks are explained to students

2. Rationalization and differentiation of lesson content:

    scientific content;

    differentiation of content (by degree of complexity, depth, volume of assimilation and types of assistance);

    structuring of content (the content contains tasks in accordance with all lesson objectives and stages of learning; the structural basis of knowledge blocks is based on models, diagrams, tables together with students at all stages of the lesson).

3. Reasoned choice of means, methods and techniques focused on training that develops personality:

    the selected methods correspond to the objectives of the lesson, optimally correlate with the content of the lesson (wide arsenal, optimal combination);

    the optimal combination of reproductive (explanatory-illustrative, reproductive) and productive teaching methods (problem-based, partially search-based, research);

    the optimal combination of teacher-led work methods and student independent work;

    dialogical methods, creating conditions for each student to express their own point of view and relate it to the position of others;

    orientation of methods towards independence and activity of students in the learning process, partial transfer of organization and management functions from the teacher to students, co-creation of students and teacher (activity-based approach to learning).

4. A variety of forms of organizing students’ educational activities:

    the optimal relationship between the forms of organizing students’ educational activities and the goals and content of the lesson;

    the predominant use of such forms of organizing students' educational activities that ensure cooperation and joint activities of students.

5. Variable approach to the formation of the lesson structure:

    use of modern teaching technologies;

    rational use of lessons in traditional and non-traditional forms;

    the creative basis for designing the structure of a lesson.

Also, the structure of the lesson must correspond to the purpose of the lesson and the logic of knowledge acquisition (perception, comprehension, memorization, application, generalization).

6. Implementation in the lesson in an optimal ratio of all didactic principles and rules arising from them.

Currently, the following didactic principles of teaching are distinguished: educational and developmental education; scientific character; connections between theory and practice, learning and life; visibility; accessibility; systematicity and consistency; independence and activity of students in the learning process; consciousness and strength of assimilation of knowledge and skills; focus and motivation of learning; individual and differentiated approach to student learning.

From didactic principles follow the rules of teaching, which are subject to the principle, specify it, determine the nature of individual methodological techniques used by the teacher, and lead to the implementation of this principle. The principles reflect the essence of the learning process, and the rules reflect its individual aspects.

Developmental requirements.

1. Development of creative skills (formation of experience in creative activity).

2. Development of speech, development of thinking, development of memory, development of the sensory sphere, development of the motor sphere, development of cognitive interest and curiosity.

3. Formation and development in students of a system of not only subject-specific, but also general educational skills and abilities, which serve as the basis for the implementation of any activity (development of educational and cognitive skills).

4. Studying and taking into account the level of development and psychological characteristics of students, designing a “zone of proximal development”.

5. Conducting training sessions at an “advanced” level, stimulating the onset of new qualitative changes in development.

6. Development of the intellectual, volitional, emotional, motivational spheres of the individual.

Educational requirements.

1. Identification and use of educational opportunities in the lesson:

    system of relationships that develops in the lesson.

2. Clear setting of educational goals and implementation of these goals through a system of educational tasks.

The setting of educational goals of the lesson is carried out in line with a holistic approach to the process of forming the basic culture of the individual, the main directions of which are spiritual, moral, environmental, labor, intellectual, and aesthetic culture.

Achieving almost all educational goals is impossible in one lesson and therefore it is necessary from lesson to lesson, keeping in mind one educational goal, to set various educational tasks that realize this goal.

It would seem that the names are similar, the meaning of the words is very close, but from the legal side there are some nuances. And there are situations when it is important to understand what the differences are between secondary vocational education, aimed at obtaining a working specialty or an employee position, from vocational training, in which a student who previously did not have a specialty is trained in a working profession or some other employee positions.

Article 68 of the Education Law defines the concept of “secondary vocational education”. This is the name given to the initial stage of vocational education aimed at preparing:

  • skilled worker or employee;
  • mid-level specialist.

As a result of vocational training, according to Article 73 of the Education Law, the student receives the competencies necessary for work, but the level of his basic, initial education does not change.

The educational process is carried out according to vocational training programs prepared in accordance with qualification requirements (professional standards). Today, there are over 180 professional standards in force in our country, approved by orders of the Ministry of Labor of the Russian Federation.

The difference between the two types of education is also reflected in the way students are called. According to Article 33 of the Education Law, citizens undergoing training in a secondary vocational education program are students. Citizens who complete a vocational training program are called students.

According to Article 60, students who have completed their secondary vocational education program receive a diploma confirming receipt of secondary vocational education.

Persons who have completed the vocational training program receive a certificate of working profession or employee position and a qualification document confirming the assignment of a category or rank to the student.

The qualification specified in the document gives the student the right to conduct certain professional activities or carry out specific types of work for which mandatory requirements are legally approved.

This or that qualification can be assigned based on the results of vocational training or additional vocational education.

Thus, we can conclude: legally vocational training has more in common with additional vocational education, because it does not lead to an increase in educational qualifications.

Vocational training can be carried out in the following programs:

– vocational training program for blue-collar jobs and white-collar positions;

– retraining program for employees and workers;

– program for advanced training of employees and workers.

Today, it is possible to undergo vocational training only in those blue-collar professions that are listed in the order of the Ministry of Education and Science of Russia dated July 2, 2013.

So, secondary vocational education is a level of vocational education, and vocational training is a separate type of education that is not related to the system of secondary vocational education.

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Introduction

1.2 Types of personnel training

Conclusion

Bibliography

Introduction

Professional training is undoubtedly one of the key moments in becoming a specialist. The need for special training in relation to personnel is determined by the very specifics of its position in labor discipline. After all, it is not enough to understand each position only as an activity for generating income.

Personal development is necessary in the process of vocational training, mastering a profession and performing professional activities, for further development and advanced training.

Thus, the relevance of this work is determined by: insufficient theoretical development of the problem of practical use of training within the framework of continuous professional education of employees. Professional training is defined as the process of preparing an organization's personnel to successfully perform the tasks facing them, i.e. improvement of standard competencies. At the same time, modern professional training is focused not only on the tasks of today, but also on the future needs of the organization. Professional training is an essential part of staff professional development. The most important condition for the successful development of any organization - the professional development of human resources - is especially relevant in the modern world, in which the problem of updating acquired knowledge and skills is especially acute. Today's employee must have strategic thinking, entrepreneurship, broad erudition, high culture, and the ability to adapt to continuous changes in the external environment.

There is an urgent need for professional training of personnel, i.e. creating conditions for the full potential of employees and their ability to make a tangible contribution to the activities of their organization.

We are talking, first of all, about providing employees with equal opportunities to receive decent earnings, promotion, professional growth, etc.

Purpose of the work: Methods of professional training for more efficient employee productivity and his development as a professional specialist.

Paragraph 1. Basic concepts of professional training of personnel

1.1 The concept and essence of specialist training

Human learning occurs from the moment of his birth. Primary education takes place in schools, colleges, technical schools, colleges, and lyceums. Subsequent training takes place in universities, institutes and faculties of advanced training and retraining of personnel, in training centers, specially organized courses and trainings, in organizations, etc. The purpose of training is to obtain an education.

Education is the process and result of mastering systematized knowledge, skills, habits and behaviors necessary to prepare a person for life and work. The level of education is determined by the requirements of production, scientific, technical and cultural level, as well as social relations. There are two types of education: general and vocational. But the most important thing is that education should be continuous.

Continuing education is a process and principle of personality formation, providing for the creation of educational systems that are open to people of any age and generation and accompany a person throughout his life, contribute to his constant development, involve him in the continuous process of mastering knowledge, skills and methods behavior (communication). Continuing education provides not only advanced training, but also retraining for changing conditions and stimulation of self-education.

“Vocational education as a process is one of the links in a unified system of continuous education, and as a result, a person’s preparedness for a certain type of work activity, profession, confirmed by a document (certificate, diploma, certificate) of graduation from the relevant educational institution.”

In the future, we will talk about the professional education of a specialist, which is carried out through his training.

“Staff training is the main way to obtain professional education. This is a purposefully organized, systematically and systematically carried out process of mastering knowledge, abilities, skills and methods of communication under the guidance of experienced teachers, mentors, specialists, managers, etc.” .

Three types of training should be distinguished:

1. Personnel training - systematic and organized training and production of qualified personnel for all areas of human activity, possessing a set of special knowledge, abilities, skills and methods of communication.

2. Advanced training of personnel - training of personnel in order to improve knowledge, abilities, skills and methods of communication in connection with increasing requirements for the profession or promotion.

3. Retraining of personnel - training of personnel in order to master new knowledge, abilities, skills and methods of communication in connection with mastering a new profession or changing requirements for the content and results of work.

Domestic and foreign experience has developed three areas for training qualified personnel:

1. The concept of specialized training is focused on today or the near future and is relevant to the relevant workplace.

2. The concept of multidisciplinary training is effective from an economic point of view, as it increases the intra-production and non-production mobility of the employee. However, the latter circumstance represents a known risk for the organization where the employee works, since he has the opportunity to choose and is therefore less tied to a specific workplace.

3. The concept of personality-oriented learning aims to develop human qualities inherent in nature or acquired through practical activities. This concept applies primarily to personnel who have a penchant for scientific research and have the talent of a leader, teacher, politician, actor, etc.

Thus, we can say that the subject of training is: knowledge, abilities, skills and behavior of a specialist.

1.2 Types of personnel training

Characteristics of types of training are presented in Table. 1.1. Individual types of training cannot be considered separately. Some training of qualified personnel involves close contact between types of training.

In order to qualitatively determine a professional training program for a specific specialist, it is necessary to consider the needs of target groups. (Table 1.2).

Training of a specialist can be carried out both on the job and outside. “The criteria for choosing the type of training are: on the one hand, income (improving qualifications leads to an increase in the economic results of work), on the other - impressive expenses. While the income from vocational training is difficult to calculate, the costs are relatively easy to calculate.”

Professional non-industrial training is associated with significant non-fixed costs, within production with significant but fixed costs, since only a certain number of specialists are employed in the field of training, it can be noted that training personnel at your own enterprise has some advantages: the training methodology is compiled taking into account certain criteria of the organization , the result is clear and easy to control. Non-industrial training of qualified personnel is carried out by experienced teachers, but the objectives of the enterprise are not always fully taken into account and fulfilled.

Table 1.1 Characteristics of types of personnel training

Type of training

Characteristics of the type of training

1.Professional training

Acquiring knowledge, abilities, skills and training in communication methods aimed at performing certain production tasks.

1.1.Professional initial training

Training is considered complete if a qualification is obtained to carry out a specific activity (students are trained). Development of knowledge, abilities, skills and methods of communication as the foundation for further professional training (for example, bachelor's training). Designed to obtain specific professional qualifications.

1.2.Professional specialized training

Deepening knowledge and abilities in order to master a specific profession (for example, specialist, master’s degree)

2.Professional development (advanced training)

Expanding knowledge, abilities, skills and methods of communication in order to bring them into line with modern production requirements, as well as to stimulate professional growth (workers employed in production with practical experience are trained)

2.1.Improving professional knowledge and abilities

Bringing knowledge and abilities into line with the requirements of the time, updating and deepening them. Specialists are trained (horizontal mobility)

2.2.Professional development for the purpose of career advancement

Preparation for performing qualitatively higher tasks. Managers are trained (vertical mobility)

3.Professional retraining (requalification)

Obtaining knowledge, abilities, skills and mastering learning methods (behavior) for mastering a new profession and a qualitatively different professional activity (employed in production workers or unemployed people with practical experience are trained)

training specialist staff professional

Table 1.2 Learning objectives for specific target groups

1.3 Characteristics of vocational training

“Professional training is the process of direct transfer of new professional knowledge, skills or abilities to employees of an organization.”

In a world of dynamic development of technology, professional knowledge, the ability of an organization to constantly improve the skills of its employees is one of the main tasks for the complete success of the company. Management of professional training of personnel has become the most important object of management of a modern organization. Today, organizations view professional learning as a continuous process that has an important impact on achieving their goals.

Professional training of specialists involves certain activities: additional and adaptive training, retraining, professional rehabilitation. There are various forms and methods of teaching.

Vocational training implies existing primary vocational training and further deepening, expanding and supplementing previously acquired qualifications.

The professional learning cycle begins with identifying training needs. To do this, the degree of discrepancy between the existing and required level of employee preparedness is identified. Based on an analysis of the training needs and resources of the organization, a training plan is formed, which determines the goals of professional training, as well as criteria for assessing its effectiveness.

Since the cost of professional training is seen as an investment in the future of employees, the organization expects a return on it in the form of increased employee performance.

One of the main points in the management of professional training is the accuracy in setting the objectives of the enterprise, which consists in identifying the discrepancy between the organization's requirements for the professional skills and knowledge of its employees and the knowledge and skills that they possess.

Determining the training needs of an individual employee requires a joint effort between the human resources department, the employee, and his or her supervisor. Each party brings its own perspective on this issue, determined by its position in the organization and role in the process of professional development

Sources of information about vocational training needs include:

*certification results;

*requests and wishes from the employees themselves;

*organization development strategy.

After identifying the needs, they move on to the preparation stage of the training program. The development of vocational training programs can be carried out both by the organization itself and by specialized companies. The choice in each specific situation is determined by an analysis of the advantages and disadvantages of each option.

1.4 Areas of professional training

There are various areas of vocational training, each of which is aimed at specific tasks. The main areas of professional training and advanced training are:

1) Primary training in accordance with the tasks and specifics of the enterprise.

2) Training to bridge the gap between the requirements of the position and the capabilities of the performer.

3) Training to improve general qualifications

4) Training in new areas of the organization’s activities. This type of training becomes especially relevant when an organization is preparing to change the direction of its activities or add new activities. In this case, many organizations prefer to carry out additional retraining of existing employees instead of hiring new ones. This is due to the fact that old employees are already familiar with the rules of behavior in the organization, have a higher level of loyalty (commitment) to it, and share its corporate values;

5) Training to master new techniques and methods of performing labor operations. This type of training is used on a large scale before introducing new technologies into an organization. For example, the widespread use of computers has led to the need for additional training for employees in almost all specialties to master computer literacy. The same applies to the massive use of the Internet as a way of obtaining and disseminating information.

1.5 Professional development

“Professional development is a form of personal development of a person, considered through the prism of his professional activity. An indicator of professional development is formal criteria (specialist diploma, advanced training certificates, position) and informal ones (professional thinking, ability to use non-standard means to solve problems, demand for work).”

It is obvious that professional development implies not only the improvement of work skills, but also the self-improvement of a specialist in personal qualities. Comparing the positions of a novice specialist and a professional shows how a person changes: from a performer he becomes a creator, from the simple application of knowledge and skills he comes to analysis and critical assessment of the situation, from adaptation to creativity. Professional activity is a necessary and longest stage in the socialization of an individual.

Throughout life, a person goes through several stages of professional development:

§ preliminary stage - a person gets a general idea of ​​the profession, realizes his own needs and abilities. Initially, he imitates professional interactions during the game, then receives information about professions and their features during school activities, during observation, in communication, at temporary jobs, etc. At the end of this stage, the young man moves on to the direct choice of his future profession;

§ preparatory stage - a person receives secondary and higher vocational education, acquires the necessary knowledge, skills and abilities. During this stage, the young man tries himself as an intern, intern, or works and studies at the same time;

§ adaptation stage - the beginning of professional activity, when a person acquires practical skills and algorithms of action, masters basic social roles, adapts to the rhythm, character, and characteristics of work;

§ stage of professionalization - the stage of transformation of a specialist into a professional, the process of improvement and self-disclosure of the subject of labor activity. In a strict sense, it is at this stage that professional development of the individual takes place, and all previous stages are only preparation for it; the stage of decreased activity is a decrease in professional activity associated with reaching retirement age.

Today, the preparatory stage of becoming a professional is of particular importance. Modern professional activity is different than before, the tasks are complex, so the labor market needs highly qualified specialists who are well versed in the latest technologies.

It is also believed that a modern specialist should not be a narrowly qualified specialist, but should be diversified, which makes him competitive in the labor market. For these reasons, vocational education today goes beyond the “preparatory stage” and extends to subsequent stages, making it possible not to interrupt or stop learning. These tasks correspond to the modern concept of lifelong education, which implies that a person should not stop developing; he should be aware of technological innovations and the latest ideas in the professional field.

Of course, the personal development of a professional is possible only if there is positive motivation for professional activity, and work activity brings positive emotions and peace of mind.

Conclusion

Summarizing the above, it must be said that for the basis of becoming a specialist today, it is not just training that is important, but continuous learning, since technologies are continuously emerging, modern goods are being produced, and the growth of communication capabilities creates conditions for changing or eliminating certain types of work. Professional training in such organizations is carried out in accordance with the following principles:

* training should be related to the organization’s strategy and the individual needs of employees;

* the main attention is paid to training and advanced training of employees in the workplace and the formation of practical skills;

It should also be noted that, along with the organization’s personnel, the team leader, as well as its participants, need training.

To summarize, we can confidently say that the basis for becoming a specialist is vocational training.

Bibliography

Kibanov A.Ya. Personnel management of an organization, - M.: INFRA-M, 2007. - 410 p.

Kibanov A.Ya. Personnel management of an organization, - M.: INFRA-M, 2007. - 411 p.

Kibanov A.Ya. Personnel management of an organization, - M.: INFRA-M, 2007. - 412 p.

Zaitseva T.V., Zub A.T. Personnel management, - M.: INFRA-M, 2006. - 224 s.

Kogorova M.A. Personnel management. - Rostov n/d.: Phoenix, 2007. - 252 p.

Armstrong M. Human resource management practice. - 8th ed. -SPb.: Peter, 2004.-76 p.

Lomov B.F. Systematicity in psychology: Selected psychological works / Ed. V.A. Barabanshchikova, D.N. Zavalishina, V.A. Ponomarenko. - M.: Publishing house MSSI; Voronezh: Publishing house NPO "MODEK", 2003. -424 p.

Modern problems of teaching methodology (Methodology as a theory of subject-specific pedagogy). Methodological recommendations for the special course.-- L.: Leningrad State Pedagogical Institute named after. A.I. Herzen, 1988.--88 p.

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    Essence, objectives, means of personnel development. The process of professional training of personnel. Methods of professional training of personnel. On-the-job training methods. Off-the-job training. Methods for managing the social development of personnel.

    test, added 12/05/2007

    The essence and purpose of personnel training. The impact of vocational training of workers on economic growth. Advanced training and retraining of personnel using the example of SpetsAvto LLC. Distance learning scheme. Benefits of using mentoring.

    course work, added 10/19/2012

    Fundamentals of the system of in-house personnel training. The essence and stages of building a personnel training system as a component of its development system. Analysis of personnel work at Furniture Center LLC. Recommendations for organizing vocational training.

    thesis, added 09/02/2015

    Vocational guidance work and personnel training process. Training methods, development of the organization and employees. Personnel training as a condition for effective development of the organization. Prospects for vocational training in foreign countries.

    abstract, added 02/18/2010

    Personnel management, concept and approaches. The essence and stages of building a personnel training system as a component of its development system. Analysis of systematic professional training of personnel at Mechel OJSC, the principle of cascading, process efficiency.

    course work, added 01/21/2012

    The importance of personnel training in the organization's development strategy. The process of vocational training, as well as evaluation of its effectiveness. Management of the process of training and formation of effective personnel of the organization using the example of JSC SB "Bank of China in Kazakhstan".

    thesis, added 10/27/2015

    Training program. Basic teaching methods. How to measure the effect of training. Personnel development management. Career development. Work is a pleasure. Desire to work and motives. Forming a sense of employee responsibility.

    abstract, added 09/03/2003

    The need to improve the processes of training and development of personnel at enterprises in modern market relations. Characteristics of the main directions of personnel development, features of the process and methods of professional training of employees.

There are different approaches to defining vocational education. Professional education is understood as: 1) a purposeful pedagogical process of vocational training and education; 2) a purposeful process of reproduction of qualified labor force, training, retraining and advanced training of specialists carried out by the state and society; 3) a system of vocational education, a network of vocational educational institutions - from elementary course forms to higher and postgraduate education; 4) professional training and current level of competent proficiency in a particular vocational education program.

In a narrow sense, vocational education includes vocational training in accordance with the Law of the Russian Federation “On Education”, in a broad sense – pre-vocational education, vocational training, professional development, professional retraining.

The task of pre-vocational education is to introduce students to the concepts of “profession”, “labor”, “specialty” and “specialization”; provide them with assistance in career guidance.

The task of vocational training is to teach a specialty that meets the state standard.

The task of professional development is
expand the acquired qualifications, adapt them to the changing content of the profession; ensure professional growth of specialists.

The task of professional retraining is to help a specialist with acquired professional education master another professional activity, since the existing professional qualifications do not correspond to market labor conditions and cause physical or moral harm.

According to the modern interpretation, vocational education is a socially and pedagogically organized process of labor socialization of an individual, providing orientation and adaptation in the world of professions, mastery of a specific specialty and skill level, continuous growth of competence, skill and development of abilities in various fields of human activity. Vocational education creates conditions for professional formation, development and self-realization of the individual and contributes to the achievement of humanistic and democratic goals of society.



The right to vocational education is one of the fundamental rights of an individual (enshrined in the Declaration of Human Rights), providing her with a real right to work, a profession, and the opportunity to participate in public life, which helps improve the quality of life.

In Russia, vocational education is based on the principles of democracy, continuity and succession, universal accessibility, secularism, multiculturalism, a rational relationship between state and social principles in the training of specialists, etc.

The Law of the Russian Federation “On Education” (Articles 22, 23, 24, 25, 26) specifies the main provisions for obtaining vocational education at all levels (primary, secondary and higher). Various sectoral and intersectoral types of professional education are also defined: university, pedagogical, technical, military, veterinary, etc.

In the Russian Federation, the content of vocational education is recorded in documents such as the state educational standard, professional qualification characteristics (or specialist training profile), curricula and programs.

The content of education for each level, according to the Law of the Russian Federation “On Education”, is determined by the corresponding educational program. But in essence, the state educational standard (SES) has the force of a normative document in the educational practice of institutions of primary vocational education (NPE), secondary vocational education (SVE), and higher vocational education (HPE). The procedure for developing the approval and introduction of state educational standards is determined by the Government of the Russian Federation.

The content of vocational education is structured
not only by levels and steps, but also by professions, specialties and areas, which for each level are established by certain regulatory documents. For the NPO system, this is the List of professions and specialties of primary vocational education; for the secondary vocational education system – Classifier of specialties of secondary vocational education; for the higher professional education system – List of areas of training and specialties of higher professional education.

In the List of Professions and Specialties of Primary Vocational Education, professions are distributed according to qualification levels, which regulates the volume and ratio of general and vocational education. For each profession, a minimum training period is determined.

The classifier of specialties of secondary vocational education systematizes training specialties into groups of related specialties.

The list of areas of training and specialties of higher professional education includes two parts: list of areas
training of bachelors and masters and a list of specialties.

The structure of HPO today consists of two independent elements:

· professionally oriented higher education, the content of which is differentiated by specialty (it can be classified as a traditional single-stage option for training a specialist in a specific specialty);

· science-oriented higher education, including undergraduate and graduate levels.

Bachelor's and master's degrees are multi-stage systems for training generalist specialists. These levels do not imply narrow professional training, therefore the content of education is differentiated according to areas of training, identified in accordance with the fields of science.

One of the pressing problems of the content of primary vocational education is the problem of unification of programs, the range of professions, and qualification categories.

The specificity of vocational education lies in the wide variety of professions and specialties. The problem of continuity of all stages of education at the state level is resolved by grouping professions on the basis of combining specialties. The List of Professions that exists today does not contain 200 sections of the Unified Tariff Qualification Grid, as it was before, but 42 large industry complexes, which greatly simplifies the issues of integrating vocational training, managing vocational training and distributing workers. The List is based on a two-level hierarchy of professional division of labor: along with the generally accepted concept of “profession”, a new concept of “specialty” has been introduced. A specialty in this case is a specific area of ​​work within a profession.

The main unit of the List are professions that combine specialties that are related by common technical and technological parameters, production or labor functions. Such an association makes it possible to expand the profile of training, unify educational program documentation, and ensure social protection of workers in modern socio-economic conditions.

To develop educational program documentation today, professional qualification characteristics are used, which are developed on the basis of tariff and qualification reference books. However, this category of documents does not take into account the development prospects of enterprises, but only reflects the knowledge, skills and abilities needed by the worker at the present time. In this regard, the prognostic model of a general worker becomes relevant as a standard for the system of training and advanced training of a worker. The basis of such a model is the study of the work of workers, the structure of their professional and cognitive activities, and determination of the degree of expression of professionally significant personality traits. Using data from pedagogical research, comparing the ideal model with the actual one, it is possible to determine the content of vocational training and education.

The professional characteristics of a skilled worker are one of the main elements of the state standard of vocational education. This is a multifunctional document aimed at employers, educational institutions, scientific and methodological organizations of the education system, employment services, etc.

13.3. Primary vocational education
as a socio-pedagogical system

The system of primary vocational education in Russia is built on a sectoral principle. Until 2000, training was carried out in 1,500 specialties; today their number is about 900 (for comparison: in Germany, training is carried out in 300 specialties).

The principles for constructing the NGO system are:

· the relationship between general education and professional training;

· unity of theoretical and practical training;

· the principle of the leading role of industrial training as a system-forming factor in training and education.

Primary vocational education (PVE) is aimed at training skilled workers in all main areas of social activity on the basis of basic general education (for certain professions, PVE can be based on secondary (complete) education).

Currently, graduates of the NPO system are extremely in demand on the labor market. According to research by I. P. Smirnov and E. V. Tkachenko, 90% of vacancies in the modern labor market are for skilled workers and only 10% are for specialists with higher and secondary vocational education. A modern employer is interested in a well-trained worker. Today the concept of “general worker” is being introduced. The existing NGO system must meet market demands and fill the shortage of qualified workers. One of the ways to solve this problem is to implement a new quality of polytechnic training for students - the formation of a system of knowledge about the general scientific foundations of production, relevant skills and abilities based on the relationship of general education subjects with vocational subjects. Basic education is the first stage in the continuous improvement of a worker's key professional competencies.

On the one hand, general education subjects, being the basis for studying special subjects, help improve the quality of students’ professional training, and on the other hand, mastering special subjects helps students not only consolidate their knowledge in general education subjects, but also supplement this knowledge when studying technology, organization and economics of production. There is a need for a synthesis of knowledge, skills and abilities in general education and vocational fields. When developing the main directions of the relationship between general education and basic training, it is necessary to significantly restructure the methods and means of teaching, and organize the educational process in the NPE system in a new way.