The success of the professional adaptation of a young specialist. Thesis: The development of creative abilities as a condition for the professional adaptation of future specialists in the socio-cultural sphere

The analysis of the results was carried out based on total surveyed respondents - 28 specialists in social work, and also, for the purpose of comparison, the results were considered separately for the group of surveyed specialists with special education, consisting of 12 people, and separately for the group of specialists with other specialties, the number of which was 16 people.

The reason for choosing a professional activity as a social work specialist was mainly the receipt of an appropriate education (36% of all respondents), but this circumstance mainly concerns specialists who have received a special education in social work; A survey of this category of specialists showed that 75% found a job precisely for the above reason. The answer option “so there were personal circumstances” was chosen mainly by social work specialists with diplomas in another specialty, their percentage was 38. Thus, we can say that graduates with a degree in “social work” more often get jobs in social services purposefully, while specialists without special education get employed as social work specialists only if it is impossible to start a labor activity with a degree in education.

The main functions of specialists, based on the results of the survey, are as follows: social assistance, social support, social security, social counseling, which must be performed by a professionally trained specialist with certain skills and knowledge in these areas. The results of the study (Table 2) showed that they are the main ones both for specialists with special education and for specialists without it, and they are also performed by specialists regardless of their education. To the question of the questionnaire on the compliance of the work performed with the job description, half of the respondents chose the answer “often goes beyond the scope of the job description”. The number of answers among specialists with special education was 58%, among specialists with other education - 44%.

When difficulties arise in their work, the majority (64%) of the interviewed specialists seek help from colleagues in their institution, although in the group of specialists with special education, the majority of them (67%) seek assistance from employees of social protection agencies. The group of specialists in other specialties, who mainly turn to their more experienced colleagues for help, makes up 81%. This means that social work specialists who are educated in their specialty have the necessary set of knowledge and are prepared to work in their institution, and seek advice exclusively from employees of higher organizations.

The confidence of specialists with social education that they can work more efficiently is obvious, since 100% of specialists in this group are confident in this, in the group of workers of other specialties, only one specialist doubted their ability to work more efficiently, while the rest ( 94%) also noted that they are ready to work more efficiently.

A significant obstacle in the work for 36% of the surveyed social work specialists was the lack of professional knowledge, this obstacle is also the main obstacle in the group (56%) of specialists in other specialties, while for 42% of specialists with specialized education, excessive workload mainly interferes with work. How can we conclude that the professional knowledge of specialists who have received education in the specialty "social work" for more effective implementation of the tasks assigned to them official duties, enough.

The sources of information necessary for the performance of professional duties for specialists are mainly methodological materials of the Agency of the Republic of Komi for Social Development, territorial bodies of social protection, these sources are used by 71% of the surveyed specialists. It is also the main one in the two studied groups of specialists.

The direct professional activity of a group of specialists with specialized education, judging by the answers of 42% of the respondents, is equally determined by the immediate superior and freely changes the content as needed. In the group of social work specialists who do not have special education, professional activity is mainly strictly regulated by normative documents, this answer was chosen by 44% of the respondents in this group. The current situation shows that social work specialists with special education have the opportunity to perform those duties that go beyond the scope of their job description, since they know the basics in almost all areas related to society, groups, and individuals.

The clients of social work specialists are mainly families (43%), the elderly (36%), all categories of the population in a difficult life situation (29%), 7% chose the answer “I do not work directly with clients”. The majority (86%) of social work professionals work primarily on a five-day working week and regular working hours.

To the question: “Is your professional knowledge sufficient to fulfill your immediate duties?” - the majority (61%) of respondents chose the answer option "yes, to some extent", in second place - the option "no" (25%), and lastly - the option "yes, completely" (14%) . In terms of groups, the situation is different. In the group of professionals - “enough, to some extent” also made up the majority (67%), the same situation was in the group of specialists without special education (56%), however, among the remaining two answers, the discrepancy: “yes, completely” - by second place among professionals (25%), and specialists of other specialties chose the answer option “no” in the second place - 37%. That is, social work specialists with specialized education are more prepared for professional performance direct duties, as they have a sufficient arsenal of knowledge for this.

The majority of respondents (82%) indicate that problems arise in their work that they cannot cope with due to insufficient competence, as evidenced by the choice of the answer “yes, it is impossible to foresee everything”. In the group of professionals, this answer option is also the main one for 67% of respondents, but the number (25%) of the chosen answer option “no, I do my job well” is also not small; in the group of specialists in other specialties, the option is “yes, but rarely, it is impossible to foresee everything ” was chosen by 94% of respondents, the option “no, never” accounted for only 6% of answers.

32% of specialists name the reasons for the emergence of problems due to insufficient competence to a greater extent by the lack of life and professional experience, 21% noted “lack of theoretical training”, “insufficient knowledge of work technologies”, “fatigue from overload”. However, when analyzing the results in groups, the situation is as follows: the main cause of problems in the performance of their professional duties due to insufficient competence among specialists with special education 42% of respondents note "fatigue from overload", 17% - "insufficient knowledge of work technologies", 8% - “lack of life and professional experience”; Of the specialists who do not have special education, half of the respondents note that “lack of life and professional experience” is a significant cause of problems, and “lack of theoretical training” is no less significant for 37% of respondents, for 25% - “insufficient knowledge of work technologies ”, an insignificant part (6%) of the respondents in this group indicates the answer option “fatigue from overload”. Which again proves the best preparedness of specialists with specialized education for work.

The opinion of the respondents to the question: “What should be the education of a social work specialist with such functional duties as you?”, the following: at least a secondary vocational education is important for 54%, for 25% - a higher education, 18% believe that it is possible to work without vocational education, 4% consider it necessary to have only primary vocational education. The answers were given by both groups of respondents in a similar order.

When asked about the “ideal” education for a social work specialist, half of the respondents chose the answer “no, the profession requires practical skills acquired in the process of work”; 33% of respondents among professionals; 62% of respondents from the group of specialists without special education. The same number of answers (25% each) were given by both groups, this is education in the specialty "social work".

The lack of psychological and legal knowledge is most acutely felt by almost a third of the total number of specialists. Also, answers were given by specialists with specialized education. Half of the specialists with other specialties tend to lack knowledge in the field of social work theory and 44% - in social work technologies.

The most effective forms of advanced training for social work specialists were chosen by 68% of respondents, training in advanced training courses in programs related to social work, psychology, medicine, sociology, pedagogy (67.86%), the majority is inclined to this option (58% ) specialists from the group of professionals, as well as 75% of respondents from the group of specialists who do not have special education. Secondly, seminars, scientific and practical conferences are important for 29% of respondents. So do both groups of social work specialists. Self-education as needed was noted by 25% of respondents, studying at a university in a specialized specialty - 21.43%. The answers of the respondents divided into two groups are similar. An insignificant part (7%) of respondents believes that the most effective form of advanced training is only personal professional experience.

Thus, as a result of the study, the following tasks were solved:

1. The reasons for choosing a professional activity as a specialist in social work were determined, the main reason for 36% of respondents was the receipt of an appropriate education, but this mainly applies to those specialists who have an education in the specialty "social work". Among specialists without specialized education, it can be traced for 38% of respondents main reason choosing the profession of a social work specialist is a personal circumstance.

2. The respondents identified the main functions of a young social work specialist: 57% - social assistance, 46% - social support, 43% - social security and social counseling. It was also revealed that these functions performed often go beyond the scope of the job description.

3. Causes leading to problematic execution official functions young specialist in social work, according to the results of the study, is a lack of professional knowledge, and this reason is very significant in a group of specialists in other specialties, while for specialists with specialized education, excessive workload mainly interferes with work. The main reason for the occurrence of problems in the performance of their professional duties due to insufficient competence, specialists with special education note fatigue from overload; a group of specialists who do not have special education, notes that significant causes of problems are the lack of life and professional experience, the lack of theoretical training, and insufficient knowledge of social work technologies.

4. The opinion of a young social work specialist was received on the necessary set of knowledge, skills and abilities, as well as the type of education necessary for the successful implementation of their functions: 54% of respondents noted that in order to perform their job duties, a social work specialist must have at least a secondary vocational education that there is no “perfect” education for professionals social sphere, the profession requires only practical skills acquired in the process of work, while specialists lack psychological and legal knowledge. Specialists with other specialties, along with the above-mentioned knowledge, urgently need knowledge in the field of social work theory and social work technologies. The most effective form of advanced training for social work specialists was chosen by 68% of respondents to attend advanced training courses in programs related to social work, psychology, medicine, sociology, and pedagogy.

As the conducted study of the readiness of a young social work specialist shows, in the performance of their professional functions and when working with their clients, specialists who do not have special education have to face problems due to their: insufficient competence, lack of professional knowledge and experience, insufficient theoretical training, insufficient knowledge of social work technologies, which are necessary for better performance of work and effective assistance to clients. This confirms the working hypothesis put forward in the study.

In general, it can be concluded that young social work specialists who have received the education of "social work" are more prepared for independent professional activity, as they have certain professional knowledge, that is, theory, and skills acquired during the training practice. The same cannot be said about social work specialists with non-core education.

in solving professional problems

The analysis of the results of the conducted sociological research makes it possible to develop a number of recommendations for a young social work specialist in solving his professional problems.

A social work specialist can effectively fulfill his duties and implement functions only if he owns a wide range of knowledge and skills relevant to social work. Firstly, specialists with specialized education should regularly improve their skills by studying at courses in programs related to social work, psychology, medicine, sociology, pedagogy, participate in seminars, scientific and practical conferences, self-educate through the study of professional journals, educational and methodological literature, methodological materials of the Agency of the Republic of Kazakhstan for Social Development, territorial bodies of social protection of the population. Secondly, specialists who do not have an education in their specialty must first undergo retraining at a university in a specialized specialty, or at courses in programs related to social work.

To perform the functions prescribed for social work specialists, it is necessary not only to have the appropriate education, but also personal readiness to comply with certain professional and ethical norms and principles, that is, it is necessary to know the Code of Ethics for social worker and be able to use it at work.

Specific social and age characteristics of young specialists are:

the work of young specialists is mainly performing, less creative;

starting their career from the lower levels of the hierarchy, young professionals receive lower wages. This affects the level of satisfaction of their needs;

referring to older age youth group, young specialists, on the one hand, are distinguished by great rationality of actions and a lower degree of suggestibility, and on the other hand, they have, in comparison with their peers, less experience (experience) in practical work;

young professionals have greater mobility, advanced knowledge and professional training, as a result of which they are of particular value to the organization.

A young, inexperienced employee who just came to new team Starting to master a new professional area of ​​his life, he always goes through the stage of adaptation to the team in which he will work, to the specifics of his profession. A young specialist who has come to the organization has to solve not educational problems, but problems related to his professional activities, and sometimes even life problems, to which a young specialist cannot always find an answer.

Becoming an employee of a particular enterprise, a newcomer is faced with the need to get used to, accept the rules, the mode of work, the characteristics of the organization, the interpersonal relationships and traditions that have developed in it. He also has to evaluate his habits and views in a new way, make or change his behavior, without which in many cases it is impossible to enter the organization, that is, the so-called process of social adaptation takes place.

Social adaptation is one of the types of adaptation, but before considering the particular problems of social adaptation, it is necessary to consider this process in general. What is the essence of the adaptation process?

Adaptation of young professionals is one of the important areas of personnel management practice.

Adaptation is the process of familiarizing an employee with the activity and organization and changing their own behavior in accordance with the requirements of the environment.

Adaptation is, on the one hand, a mechanism for the interaction of an employee with the organizational environment, and on the other hand, one of the methods for developing the potential of an organization's human resources. But it should be taken into account that in the professional sphere the personal needs of young professionals and the requirements of modern organizations for new, young workers with professional education are constantly changing. Thus, this requires the development of means, methods and technologies of adaptation as an organizational process in general, and especially in relation to young professionals.

When a person comes to work, he is included in the process of intra-organizational relations, in which there is a set of requirements, norms, rules of conduct that determine the social role of a person in a team as an employee, subordinate, colleague, manager, member of the organization. Coming to work in an organization, a person has certain goals, needs and norms of behavior.

The sooner a new employee accepts the norms, traditions and values ​​of the team, the faster and more successfully the process of adaptation of the employee and the organization will be.

The purpose of adaptation is to reduce the costs of the organization due to the following factors:

1. The fastest process for a new employee to enter the position:

the employee achieves the required work efficiency in the shortest possible time;

the number of possible errors associated with the development of functional duties.

2. Reducing the level of staff turnover:

reducing the number of employees who have not passed the probationary period;

reducing the number of employees who left the organization during the first year of operation.

3. Work on the adaptation program helps to save time, both for the manager and the employee.

4. The new employee develops a positive attitude towards work, job satisfaction

For the organization, the adaptation system has certain advantages:

increasing employee loyalty to the organization;

creation of a mechanism for assessing professional skills based on the results of the assessment in the first months;

identifying weaknesses in the recruitment system;

development of managerial skills among mentors and line managers;

justification of personnel decisions in relation to both the beginner and the mentor after the end of the adaptation period;

For a new employee who has come to the organization, it is also of great importance existing system adaptation in the organization, since for him, first of all, it is:

obtaining complete and necessary information required for effective work;

acquisition of necessary professional skills and knowledge;

reducing the level of anxiety in front of the management;

reduction of stress in connection with the new situation;

reducing the fear of the employee, before the fear of not passing the probationary period;

mastering the norms of corporate culture and rules of conduct;

building relationships in the team;

infusion into the work process;

comparison of expectations with reality;

receiving effective feedback from the mentor and line manager following the results of the probationary period.

Adaptation has its own specific features, which formed the basis of its classifications. There are several types of adaptation:

1. Professional adaptation. It consists in mastering a new profession, its subtleties, specifics and necessary skills. There is a habituation, adaptation to the content and nature of the organization and working conditions.

This type of adaptation is directly related to the professional side of the activity of a new employee in the organization, in which the employee needs to master the following professional aspects of work:

technologies and techniques used in the organization;

what standards exist in work, documentation;

norms, technical requirements;

prospects for professional advancement and career development;

professional development and training opportunities, etc.

Professional adaptation is complicated by the fact that it depends on the variety of activities, interest in it, the content of work, the influence of the professional environment, and individual psychological properties of the individual.

Psychophysiological adaptation is an adaptation to conditions that have a psychophysiological effect on an employee: mental and physical stress, the level of monotony of work, the rhythm of work, the comfort and convenience of the workplace, noise, illumination, vibration, etc.

Psychophysiological adaptation is not particularly difficult, proceeds quite quickly and largely depends on the state and health of the employee.

Sanitary and hygienic adaptation. With such an adaptation, a new employee gets used to the requirements of labor, technological discipline, labor regulations. Adheres to hygiene and sanitary norms, safety requirements. There are a lot of organizational issues that a new employee will have to deal with in the first working days and months of work:

the location of the dining room, toilet, smoking area, locker room;

issuance of a pass;

place and time of payment of wages;

whether a corporate mobile is required;

who to contact for setup and malfunctions in the computer;

whether it is accepted in the organization to celebrate birthdays;

what time is it customary to go home, are latenesses possible in the morning;

what time is the vacation, etc.

Technical (technological) adaptation. Each organization uses its own set of hardware and software. A new employee during the adaptation period must remember:

get used to the new keyboard, remember the new password, set up e-mail, enter the necessary contacts in the "Address Book";

master new model fax, printer, copier, telephone and other office equipment;

learn to understand the internal information storage system, as they are called desired folders and their location;

master the software, etc.

Organizational and administrative adaptation. The employee gets acquainted with the features of the organizational management mechanism, the place of his unit and position in the overall system of goals and organizational structure. With this adaptation, the employee develops an understanding of his own role in the organization.

In order to start working effectively, an employee needs to obtain information related to the organizational activities of the organization, for example:

what the organization is striving for, what place it occupies in the market;

what are the strategic goals and priorities of the organization;

how the organization is managed, who makes decisions;

what is the structure of the company, where which divisions are located;

who and in what order signs documents, etc.

Socio-psychological adaptation. Adaptation of the employee to production activities, to the nearest social environment in the team. To the established traditions and norms of the team, to the style of work of managers, to interpersonal relationships that have developed in the team. With social and psychological adaptation, the employee is included in the team and accepted by all members of the organization.

With social and psychological adaptation, the employee receives answers to the following questions:

what style of communication is adopted in the team;

whether there are certain groups, “camps”, territories in the organization. What is the relationship between them;

how in the organization they address employees of equal level, position, subordinates, managers;

What hobbies do employees have?

who in the organization can be contacted for help or advice.

It should be noted that, despite the difference between the types of adaptation, they are all interconnected, so the management process requires the development of a unified system of impact tools that will ensure the speed and success of adaptation.

There are also primary and secondary adaptations, which have different goals, objectives, methods and mechanisms of control.

Primary adaptation - the adaptation of young workers who do not have professional experience (as a rule, we are talking about graduates of educational institutions)

Goals of primary adaptation:

inclusion of youth in labor activity;

distribution of labor force;

gaining skills;

formation of the personality of a specialist;

replacement of departing workers;

professional selection and orientation.

Secondary adaptation is the adaptation of workers with professional experience (changing their place of work, profession, status).

Goals of secondary adaptation:

redeployment of personnel;

bringing the qualities of employees in line with the requirements of jobs;

further acquisition of skills;

increasing the level of stability and cohesion of the team;

improvement of organizational culture.

T. Yu. Bazarov conditionally divides the process of adaptation into four stages. At the first stage, there is an assessment of the level of preparedness of the beginner, his ability to effectively and efficiently perform the duties assigned to him. At the second stage - the orientation stage - the new employee is practically acquainted with his duties and the requirements that are imposed on him by the organization. The third stage consists in the actual adaptation of the newcomer to his status and is largely determined by his inclusion in interpersonal relationships with colleagues. The fourth stage completes the process of adaptation and is characterized by the gradual overcoming of production and interpersonal problems and the transition to stable work.

Let's dwell on each stage of adaptation in more detail.

Stage 1. An assessment of the level of preparedness of a beginner is necessary to develop the most effective adaptation program. Adaptation should involve both familiarity with the production characteristics of the organization, and inclusion in communication networks, familiarity with the staff, corporate communication features, rules of conduct, etc.

Stage 2. Orientation. At this stage, the new employee gets acquainted with the organization and the unit, with general rules, as well as the new employee gets acquainted with his duties and requirements that are imposed on him by the organization. As a rule, it takes 1 - 2 days.

Stage 3. Effective adaptation. At this stage, a new employee gradually begins to get used to his status, builds relationships with colleagues, a manager, and gets used to the organization.

At the 4th stage of functioning, which completes the process of adaptation, there is an overcoming of production and interpersonal problems and a transition to stable work. As a rule, with the spontaneous development of the adaptation process, this stage occurs after 1–1.5 years of work. If the adaptation process is regulated, then the stage of functioning can begin in a few months. .

Considering social adaptation within the framework of this work, it is worth giving the concept of social adaptation and exploring the problems of social adaptation that a young specialist faces when coming to work in a budgetary organization.

Social adaptation is the process of adaptation, development, by a person or a group of new social conditions or social environment for her. In modern sociology, social adaptation in most cases is understood as a social process in which an adapting person or group and the social environment actively interact, actively influence each other in the process of social adaptation.

From the point of view of personnel management, social adaptation is the inclusion of a specialist in a new labor collective. Social adaptation includes the acquisition and consolidation of interest in work, the accumulation of work experience, the establishment of business and personal contacts with colleagues, increasing interest in the achievements of the organization, mastering the company's values, understanding one's role in the organization.

Social adaptation takes place in several stages:

1) introduction into the environment;

2) acceptance and assimilation of the norms and values ​​of this environment;

3) active attitude of the subject to the environment for the most complete satisfaction of collective interests.

Social adaptation can be associated with considerable difficulties, which include:

establishing interpersonal relationships with colleagues;

establishing relationships with management;

establishment of business relations;

adoption of the norms of corporate relations.

In his works, A.F. Mukhalitova and A.A. Suvorova describe the following difficulties that arise during the adaptation of a young specialist:

“1) discrepancy between reality and expected success;

2) reassessment of one's own capabilities;

3) underestimation of one's own capabilities;

4) difficulties in understanding with colleagues and superiors;

5) lack of practical knowledge and skills in-depth in the field of activity.

E.F. Zeer speaks of adaptation as a multifaceted process, and each of the adaptation processes can cause certain difficulties, difficulties, and problems for a specialist who has come to the organization. Difficulties are usually caused by:

Lack or untimely receipt of the necessary and necessary information that would help to navigate the situation, help find the right solution;

The need to solve several important tasks at the same time: to study the situation, make decisions, fulfill their new duties, establish useful contacts, master new ones elements of activity, especially carefully build their behavior;

Lack of required professional experience and qualifications;

Insufficient understanding of the norms of professional behavior and inability to present oneself as a specialist;

The need to form a certain positive opinion of others about oneself, sometimes the need to change the unfavorable opinion of others about oneself.

Social adaptation can be associated with many other difficulties. These difficulties M.N. Krutsova describes in her writings, saying that new employees most often feel strong pressure from the outside and try to establish themselves in the organization as quickly as possible. That is why new employees do not ask many questions, because they consider it ignorant, do not waste time talking with employees, so as not to reduce the effectiveness of their work. Fearing to harm their reputation, new employees try not to seek help from their colleagues, while using various other sources of information. This situation often leads to negative consequences, since the lack of the necessary information leads to the fact that it takes a new employee much longer to complete a task if he asked his employees how such issues are usually resolved in the organization. In addition, new employees try to figure everything out on their own, thereby not receiving information, knowledge and skills from the employees they work with.

M.N. Krutsova highlights another rather important problem that a newcomer faces when coming to work in an organization, such as getting to know the team. Most often, a new employee on the first working day manages to get to know those whom he will find at work or at the next meeting. Thus, the effectiveness of this method of introducing a new employee to the team can be doubted. During such an acquaintance, the new employee does not have time to remember either the names, positions, or functions of each other, which would make it possible to determine how their work is interconnected, and at the general meeting, employees only receive information that a new member has joined the team commands.

As a result, there is no personal interaction that could reduce the awkwardness of further communication between the young specialist and employees.

Thus, we can conclude that the process of social adaptation is very complex, lengthy and very important for a young specialist, which is associated with changes in the inner world of a person. A young specialist may begin to think that he has chosen the wrong profession for himself, may become unsure of his abilities and knowledge, feel unwanted in a team, and eventually begin to think about finding a new job. Without support and timely appropriate assistance, the young professional will lose confidence and eventually leave the organization.

The young specialist is forced to mobilize the will, energy, restrain emotions. At the same time, old ideas, stereotypes of activity are broken, new skills and abilities are formed, behavior changes.

Professional adaptation is the process of a person entering the profession and harmonizing his interactions with the professional environment and activities.

The peculiarity of professional adaptation of a specialist is associated with external and internal circumstances.

External circumstances factors influencing the process of professional adaptation of a specialist include:

a) features of the content, goals, organization, means used, technologies of professional activity;

b) the peculiarity of social and other conditions in which professional activity is carried out;

c) the existing systems of informal, psychological connections and relations of employees in the organization.

All this creates the specifics of subject areas, areas of professional adaptation of a specialist.

Internal circumstances professional adaptation of a specialist is the level of his adaptive potential, the degree of development of adaptability as a quality of a person and an organism, the adequacy of the motivation of professional activity to the requirements of this activity.

The basic, determining role in the professional adaptation of a specialist is played by external circumstances, subject areas, areas of professional adaptation of a person. It is they who act as a kind of professional field, on which a young (and not only) specialist comes and gets.

Professional adaptation of a specialist is carried out in the following main subject areas of his professional interaction with the environment:

Professional activity: adaptation to professional activity (its content, goals, means, implementation technology, mode and intensity of activity);

Organizational and regulatory: adaptation to the requirements of production, labor discipline, organizational norms, rules, etc.;

Socio-professional: adaptation to professional-role social functions, socio-professional status (teacher, doctor, military man, lawyer, engineer), etc.;

Socio-psychological: adaptation to socio-psychological role functions, unwritten, unofficial norms, rules, values, relationships, etc. in the labor collective, organization;

Social in the broad sense of the word: adaptation to the social circumstances in which the professional activity of a specialist takes place - the socio-political, ethnic, legal, religious and other environment.

Each of these subject areas of professional adaptation of a specialist assumes the presence of a certain level of his preparedness, adaptive potential. When adapting a personality in certain subject areas, different tendencies dominate.

Thus, adaptation to organizational-normative and professional-activity circumstances is primarily carried out as a process of mastering their requirements. This is due to the fact that these subject areas of professional adaptation are not subject to correction and adaptation to them mainly occurs as an adaptation, mastering them.

The success or failure of a young specialist's adaptation in these areas is relatively autonomous. At the same time, these processes are interrelated, especially in such areas as professional activity and socio-psychological. Features of the socio-psychological adaptation of a specialist significantly affect the success of professional and activity and, in general, professional adaptation of a specialist. However, the leading role in the professional adaptation of young specialists is played by the success of their professional and activity adaptation. And therefore, the difficulties and contradictions that arise for a specialist in this field and in the field of informal relations of relations act as a source of his activity in the implementation of the process of professional adaptation. Therefore, in the training of a modern specialist, the emphasis should be on the formation of professional and psychological readiness to professional activity. This in no way detracts from the role and significance of his training in organizational-normative, socio-professional and social relations in the broad sense of the word.

The professional adaptation of a young specialist is a permanent process that has its own dynamics, content and other features. Its success depends on many factors, among which the leading role is played by:

1) the specialist has the necessary internal prerequisites: appropriate preparedness, a sufficient level of adaptability, motivation for professional activity, clear ideas about the content and conditions of this activity;

2) special attention of the specialist himself, managers and the workforce as a whole to the process of professional adaptation;

3) the implementation of the adaptation process, taking into account the characteristics of the specialist, the patterns of both this process itself and the development of the social environment;

4) special psychological support for this process, based on the prediction of its features and the provision of the necessary psychological assistance to the specialist.

It is quite obvious that from the standpoint of a systematic approach, these conditions are interrelated and manifest themselves in the main subject areas of the professional adaptation of a young specialist: organizational and normative, professional and activity, as well as in the areas of social and psychological role relations.

The success of the professional adaptation of a young specialist primarily depends on his personal and other psychological characteristics.

One of these features is the correspondence of the specialist's ideas about the conditions of life and activity in the implementation of professional activities.

In other words, the adequacy of the image of professional activity contributes to more successful adaptation, and vice versa, the discrepancy between a person’s ideas and expectations about the real conditions of his future life activity makes him psychologically unprepared to meet with unexpected difficulties, to implement the process of psychological adaptation. Although it is usually not possible to form a complete adequacy of expectations and reality with a specialist.

The study showed that for the vast majority of young professionals their ideas and expectations do not coincide with what they encountered in real life after graduation. And therefore, in their professional adaptation, they face great obstacles. In this regard, one of the fundamental problems of training specialists is the formation of students' correct ideas about their profession, adequate to their capabilities and conditions of activity and expectations.

An important individual-personal parameter that influences the process of adaptation is the level and nature of self-esteem as a complex systemic mental formation of a person. Self-assessment of the individual in terms of the level of development can be high, medium and low, which characterizes the level of development of the individual, both in general and in its individual areas, structures, qualities. At the same time, each of these self-assessments can be overestimated, adequate or underestimated by nature. This characterizes the ability of the individual to reflect in the system of certain circumstances. The level of self-esteem of the individual mainly affects the direction of its activity, and the nature of self-esteem - on the stability and dynamics of the behavior and actions of the individual, on the style of its interaction with the environment, on the degree of self-confidence of the individual.

An exceptionally large role in the success of professional adaptation is played by the personality's self-regulation of their mental states and behavior.

Professional adaptation of a young specialist is a permanent process of overcoming internal and external difficulties and obstacles. This creates certain stressful conditions, the overcoming and avoidance of which requires additional efforts and special preparedness. In addition, successful adaptation is impossible without constant self-education and self-education of a specialist. All this presupposes that the young specialist has the skills of self-regulation, sufficient volitional preparedness. P. A. Prosetsky rightly believed that one of the difficulties of personality adaptation is "... the lack of formation of self-regulation of behavior and activity, which is caused by insufficient preparedness, weakness of will, inability to organize oneself, manage oneself, one's behavior, inability to compose and fulfill the correct daily routine, organized personal life and leisure.

The success of the professional adaptation of young specialists is influenced by the uniqueness of their individual psychological and psychotypical features. The leading role in this is played by the system of values ​​of the personality of a specialist, which determines his orientation and attitude towards himself, to employees and managers, to his chosen profession, to his official duties. And it is quite obvious that these relations can be both positive and negative. The features of the adaptive behavior of a person are influenced by the presence of so-called maladaptive complexes.

St. Petersburg State University of Culture and Arts

Department of Socio-Cultural Technologies

Introduction

Chapter 1. Theoretical Foundations of Development creativity young specialists in the socio-cultural sphere in the system of professional adaptation.

1.1. Professional adaptation: concept, essence, mechanism

1.2. Specificity of professional adaptation of young specialists

1.3. Creativity as a component of the professional competence of future specialists in the socio-cultural sphere

Chapter 2. Technology for the development of creative abilities of young specialists in the socio-cultural sphere in professional adaptation.

2.1. Domestic and foreign experience of professional adaptation of future specialists in the socio-cultural sphere.

2.2. Analysis of the activities of the "Center for Student Initiatives of St. Petersburg State University of Culture and Arts"

2.3 The reform project of the Center for Student Initiatives

2.3.1 Explanatory note

2.3.2 Purpose of the project

2.3.3 Project objectives

2.3.4 Target audience

2.3.5 Principles of project development.

2.3.6 Stages of project implementation

2.3.7 Logistics

2.3.8 Financial support

2.3.9 Expected results.

Conclusion

The relevance of research. Adapting to future professional activity has always been a difficult task, both for higher education and for the practice of relations between enterprises and organizations and young professionals. Obtaining practical skills during the period of study without prejudice to the development of the course (the latter takes place today, when students are more busy earning money than studying) is an urgent task. In the field of culture, the solution of this problem makes it possible to identify the mechanism for developing the creative abilities of future specialists in the socio-cultural sphere in professional adaptation.

An analysis of the research topic shows that the mission of a specialist in the socio-cultural sphere has changed, as a producer of cultural values, a creator of new forms of social life. It acquires special social significance inner world, the diversity and multidimensionality of its manifestations, the formation and development of creative abilities. It is these changes that are based on the existing need for professional adaptation and improvement of the level of organization of the process for the development of creative abilities.

Creativity refers not only to innate abilities, but also to the daily mode of action, the need for a motivational environment of the individual, which is based on the priority of value orientations, the ability for self-development, constructiveness, an original creative approach to solving professional problems of future specialists in the socio-cultural sphere. Therefore, it is relevant to find out what are the creative abilities of future specialists in the socio-cultural sphere, what is their component.

In our opinion, the topic we have chosen is relevant, since in modern society it is especially important for a future specialist in the field of culture to find his place in the profession, to adapt, to acquire the skills to quickly enter the profession. Often, student projects, which are organized by special Centers at universities, help him in this. Therefore, it is considered important to consider the features of the activities of the Center for Student Initiatives at SPbGUKI, as an example of one of such centers.

Value orientations satisfy the needs of the personality of a future specialist in the socio-cultural sphere, in line with the humanistic position during the transition to a new state of society, changing the inner world, which actualizes the need for a deep theoretical and methodological study of this problem.

Today rises sharper than ever problem professional self-determination younger generation. Young people are more mobile in the labor market, but due to objective and subjective reasons, they continue to be a vulnerable category.

The problem of "entry" of young people who have received professional education into the labor market is largely due to socio-psychological factors related to the fact that the ideas of graduates about employment prospects and about future work activity in general do not coincide with the real situation at the workplace and the real the relationship between supply and demand in the labor market. Often this is a consequence of the wrong choice future profession, low awareness of its various aspects.

The social immaturity of young professionals, their psychological unpreparedness to enter the labor market lead to the formation of negative stereotypes of the perception of university graduates by employers.

The modern youth labor market is characterized by an increase in the gap between the labor aspirations of young people and the possibilities of satisfying them. Since young people do not have practical work experience (or it is insufficient), this category of citizens is in little demand on the labor market. And the high demands on their part to wages make it problematic to find a suitable job.

They also have a place contradictions between:

the need to create certain pedagogical conditions for adaptation to professional activities and the insufficient scientific validity of these conditions in the traditionally established system of vocational education, as insufficiently shaping students' orientation towards future professional activities;

the established traditional forms of organization of the educational process and the need to introduce new, non-traditional approaches aimed at creating professional mobility and ways of adapting to the constantly changing circumstances of society.

All of the above determined the scientific research problem, which consists in the contradiction between the need to develop creative abilities, as a condition for the professional adaptation of future specialists in the socio-cultural sphere, and the insufficient development of this problem at the methodological level of universities.

This contradiction is especially noticeable in the system of training specialists in the field of socio-cultural activities. The problem of analyzing the creative potential of students, developing this potential and using it in the course of adaptation to future activities is not sufficiently taken into account in the practice of working with students.

Purpose of the study: To reveal the mechanism of development of creative abilities of young specialists socio-cultural spheres.

To achieve this goal, it is necessary to solve a number of tasks ;

consider the specifics of professional adaptation of future specialists in the socio-cultural sphere;

characterize creativity as a component of professional adaptation;

consider domestic and foreign experience in developing the creative abilities of future specialists in the socio-cultural sphere;

explore the influence of the activity factor on the development of creativity in the socio-cultural sphere

analyze the activities of the "Center for Student Initiatives of St. Petersburg State University of Culture and Arts";

develop a program of professional adaptation of future specialists in the socio-cultural sphere;

An object research. Professional adaptation of future specialists in the socio-cultural sphere.

Subject research. Creativity as a component of professional adaptation of future specialists in the socio-cultural sphere.

Research hypothesis .

Professional adaptation in students in the field of socio-cultural activities can be successfully implemented under the following conditions:

Analysis of the creative interests of future specialists

Analysis of the creative possibilities of students

Providing opportunities for the development of creative abilities in the course of practical activities

Ensuring an integrated approach to creative activity in the socio-cultural sphere

Support for independence, initiative and responsibility of students in the course of their practical activities in their future specialty

Providing organizational and financial support to amateur student groups with a professional practical orientation

Methodological basis of the study. The theoretical and methodological basis of the study was the works of modern domestic and foreign philosophers, sociologists, psychologists, culturologists, teachers, devoted to the study of socio-cultural activities, social

professional adaptation of young specialists to activities in the field of culture.

The study of the process of social and professional adaptation of young specialists is based on general methodological and particular sociological and social

psychological theories: sociology of personality, sociology of culture, theory of social institutions, social psychology.

The methodological basis of the study was formed by the principles of sociological analysis, cultural and activity approaches. As the basic foundations, we accept such fundamental works as: “Psychology of Personality Adaptation” by A.A. Rean, where, in our opinion, the fundamental concepts of professional adaptation of a specialist and the possibility of assistance in adaptation are given, "Pedagogy" N.V. Bordovskaya, where the basics of pedagogical principles in the preparation of specialists for professional activities, as well as the works of A.S. Zapesotsky and M.A. Ariarsky, as important for understanding the role of SKD in the professional adaptation of a specialist in a creative direction. Research is based on the theory of culture (M.S. Kagana, A.F. Loseva, etc.). Philosophical and pedagogical works on the theory and essence of the adaptation process (A.B.Georgievsky, F.B.Berezin, M.A.Dmitrieva, V.T.Kudryavtsev, L.G. Dikaya, A.L. Mitina, A.Sh. Agabekov, B.G. Ananiev, D.A. Andreeva, E.A. Anufriev, Merlin, A.V. Petrovsky) and other theories communication development personalities (A.A. Bodalev, N.A. Berdyaev, B.D. Parygin, E.V. Sokolov, V.P. Tugarinov, V.B. Churbanov, etc.); formation of communicative qualities (N.A. Berezovin, L.K. Gritsyuk, M.S. Kobzev, etc.). Patterns, stages, phases and levels of professional development (E.F. Zeev, A.K. Markova, V.D. Shadrikov). The problems of creativity and self-realization of the individual are reflected in the works of Russian (V.N. Druzhinin, S.L. Rubinshtein, V.A. N.I. Shatalova, etc.). The methodological guidelines of the study are: cultural (E.V. Bondarevskaya, I.F. Isaev, etc.), systemic (I.V. Blauberg, V.P. Kuzmin, etc.), activity (P.Ya. Galperin , V. V. Davydov, A. N. Leontiev, N. F. Talyzina and others), personal ( E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya and others), technological (V.P. Bespalko, A.D. Goneev, M.V. Klarin, S.V. Melesheva, P.I. Obraztsov, A.I. Uman, A.P. Markov and etc.) approaches.

The degree of development of the problem. The problem of professional adaptation is quite widely developed, which makes it easier for us to form theoretical material (Rean, Zhuravlev, Dikaya, etc.). Much less studied is the question of the connection between professional adaptation and the development of creative abilities, and especially the question of professional adaptation not in the industrial, but in the socio-cultural sphere. At the same time, the topic of socio-cultural organizations that provide the possibility of adapting to a future profession and revealing creative potential has not been practically developed. In particular, the problem of the place and role of the Student Initiative Centers is extremely little developed and practically not mentioned in connection with the professional adaptation of future specialists, so we believe that this work is new.

Analysis of the state of social and professional adaptation of young specialists in the socio-cultural sphere, identification of factors and contradictions that affect its effectiveness in cultural institutions are necessary to develop programs and technologies to accompany young specialists in this process. The study of the specifics and contradictions of the social and professional adaptation of young professionals is important with theoretical point vision. The works of Russian scientists consider the process of social adaptation in general, the social and professional adaptation of representatives of various professions, but works devoted to the study of the social and professional adaptation of young professionals. those engaged in cultural and educational activities, organizing leisure activities by means of culture, managing cultural organizations, etc., are clearly not enough. Therefore, this problem requires further theoretical development and empirical research.

This study is carried out in accordance with the plan, which was based on the recommendations of such well-known experts as M.A. Ariarsky, A.P. Markov, A.P., G.M. Birzhenyuk, G.L. Tulchinsky and others.

Research methodology. The following methods were used in this work:

1) theoretical analysis of the problem of adaptation of specialists, the problem of identifying and developing creative potential and self-realization in the field of SKD. This analysis requires the study of fundamental and periodical literature, as well as publications on the Internet. This analysis is based on desk methods.

2) empirical research, the basis of which is observation, surveys, questionnaires and informal interviews. An empirical study was conducted on the basis of the Center for Student Initiatives of St. Petersburg State University of Culture and Arts. The basis of empirical analysis is field research, but the study of documentary materials of the Center should be classified as desk research.

3) processing of experimental results. Empirical research methods mainly involve obtaining qualitative data. Analysis of the results provides a basis for logical conclusions, the use of methods of comparison and comparison, including comparison with theoretical recommendations.

As for the use of statistical methods, correct mathematical statistics requires the use of correct tests that are checked for consistency and independence. In sociological and psychological research rather often, statistical methods are used that do not meet the strict requirements of mathematical statistics (for example, because the results of surveys themselves strongly depend on a variety of factors, for example, the weather, which can determine the mood of respondents or unpredictable family conflicts, etc.) However, the author carried out a statistical analysis to identify trends in the development of socio-cultural adaptation centers for specialists in the socio-cultural sphere. This analysis does not claim to be mathematically rigorous. For its implementation, the mechanisms of the statistical package, which is part of the popular Excel spreadsheet processor, were used.

Research stages:

1) analysis of the state of the problem;

2) selection of literary material on this issue (problems of adaptation, problems of adaptation in relation to the socio-cultural sphere, problems of identifying and developing creative abilities, problems of the activities of organizations that support students in the specialty SKD, including the Centers for Student Initiatives;

3) study of theoretical material and its generalization

4) identifying the problematic field of the Student Initiative Centers;

5) analysis of the documentary base of organizations that have the potential for adaptation of future SKD specialists;

6) collection of empirical data;

7) processing and analysis of experimental data;

8) development of proposals for improving the functioning of the Center for Student Initiatives of St. Petersburg State University of Culture and Arts, presented in the draft form.

Research novelty. The novelty of the study lies in the enrichment of the theory of didactic work with students of socio-cultural specialization through the use of amateur organizations that make it possible to realize the creative needs of future specialists. A specific form of organization is proposed - the Center for Student Initiatives, its structure is given, functions are defined, it is shown how classes at the center affect the diagnosis and development of students' creative abilities.

Practical significance The research consists in the formation of a set of proposals (project) for improving the organization and management of the Center for Student Initiatives of St. Petersburg State University of Culture and Arts. The implementation of these recommendations will allow:

Increase the efficiency of the Center

Increase interest in the Center, which will lead to an increase in the number of people involved in it

It will provide an opportunity to enrich the theory of teaching and educating students through the experience of the Center

Research Base. Center for Student Initiatives, St. Petersburg State University of Culture and Arts. This organization provides an opportunity for professional self-realization of future specialists in the socio-cultural sphere. allows you to identify their creative potential and develop it to the maximum in the activity process.

The work consists of this introduction, two chapters with paragraphs, a conclusion and a list of references.

Provisions for defense :

1) A specialist in the socio-cultural sphere has a special potential for opportunities associated with his creative abilities. Creativity helps him quickly adapt to the profession.

2) Creative abilities are manifested and developed in the activity process associated with the chosen profession

3) The presence of organizations that enable creative self-realization in the field of SKD is one of the main conditions for adaptation and development of creativity

4) Student initiative centers are an effective form of students' adaptation to their future profession, which makes it possible to show their creative abilities and realize their interest in social and cultural work

5) For the development of Student Initiative Centers, it is necessary:

Enthusiasm and personal interest of the organizers

Financial and organizational support from the university

Financial and organizational support from sponsors

Conducting an information campaign to attract attention and form students' interest in the Center

Maximum development of independence and initiative in the management of the Center

Accumulation and use of positive domestic and foreign experience of the Student Initiative Centers and organizations with similar functions

Designing the activities of the Centers and phased implementation of projects

6) Results of the study of the Center for Student Initiatives of St. Petersburg KUGI

7) The project for improving the activities of the Center for Student Initiatives of SPbKUGI, which provides for organizational, informational, activities, the development of forms of activity of the Center and activities to raise funds to ensure its activities

1.1 Professional adaptation: concept, essence, mechanism

The problem of professional adaptation is considered by managers, psychologists, teachers. In order for the employee to be able to use his knowledge as efficiently as possible. Skills and experience. he needs to be able to adapt to the specifics of the organization. imbued with its goals and objectives, find a common language with colleagues and management. All this is summarized in the term "professional adaptation".

In its most general form, adaptation (Latin adapto-I adapt) is the process of adapting an employee to the conditions of external and internal environment. The term "adaptation" is extremely broad and is used in various areas science. In sociology and psychology, social and production adaptation are distinguished. To a certain extent, these two types of adaptation intersect with each other, but each of them also has independent areas of application: social activity is not limited to production, and production includes technical, biological, and social aspects.

From the standpoint of personnel management, production adaptation is of the greatest interest. It is she who is a tool in solving such a problem as the formation of the required level of productivity and quality of work for a new worker in a shorter time.

Adaptation seems to be the most effective as a process of active adaptation of an individual to a changing environment with the help of an appropriate control action and the use of various means (organizational, technical, socio-psychological, etc.).

According to their impact on the worker, progressive results of adaptation and regressive ones are distinguished. The latter take place in the case of passive adaptation to an environment with a negative content (for example, with low labor discipline).

In addition, there is a distinction between primary production adaptation, when a person is first included in permanent labor activity at a particular enterprise, and secondary - with a subsequent job change.

A.B. Georgievsky, on the basis of a comparative analysis of a large number of definitions of adaptation, proposed his generalized concept of adaptation: “Adaptation is a special form of reflection by systems of the influence of the external and internal environment, which consists in the tendency to establish dynamic equilibrium with it.” Of all the variety of manifestations of the phenomenon of adaptation, we are interested in the manifestation of adaptation in labor and professional activities. F.B. Berezin defines mental adaptation as the process of establishing the optimal correspondence between the individual and the environment in the course of carrying out activities characteristic of a person, which allows the individual to satisfy current needs and realize the significant goals associated with them (while maintaining mental and physical health), while at the same time ensuring that a person’s mental activity and behavior comply with the requirements. M.A. Dmitrieva develops and concretizes the concept of mental adaptation, considering the manifestation of this psychological phenomenon in professional activity. Under psychological professional adaptation, the researcher understands the process of formation and maintenance of dynamic balance in the system "man - professional environment". The professional environment includes the object and subject of labor, means of labor, goals and professional tasks, working conditions and the social environment. Adaptability as a person's ability to adapt is associated with the coordination of goals and results of professional activity.

Traditionally, adaptation is seen as a process and as a result. When considering adaptation as a process, its temporal characteristics, stages of adaptation are distinguished, their length is considered. Within the framework of this direction, the main elements of the adaptation process are identified, connected in a single logical and temporal sequence. M.A. Dmitrieva identifies a number of stages in the process of human adaptation to professional activity: primary adaptation, stabilization period, possible maladaptation, secondary adaptation, age-related decrease in adaptive capabilities.

The effective aspect of adaptation is used as the main element in assessing the success of adaptation processes in general. F.B. Berezin formulates three criteria for assessing mental adaptation in the conditions of a certain professional activity:

3) implementation of activities without significant impairment of physical health.

A common indicator of adaptability is the absence of signs of maladaptation. Disadaptation can occur as a result of short-term and strong environmental influences on a person or under the influence of less intense, but prolonged influences. Disadaptation is manifested in various violations of activity: in a decrease in labor productivity and its quality, in violations of labor discipline, in an increase in accidents and injuries. Physiological and psychological signs of disadaptation correspond to signs of stress.

P. Medawar added one more to the two traditional aspects of considering adaptation (as a process and as a result): adaptation is something that an organism or population produces in itself, which they have the potential for successful existence in conditions that change in the future. This allowed A.A. Rean and co-authors to consider adaptation not only as a process and result, but also as a basis for the formation of new formations of mental qualities.

The aspect of consideration of adaptation associated with the formation of various neoplasms in the course of it, in a certain sense, integrates the two approaches identified earlier (procedural and resultative). Here, the object of consideration is a set of mental properties that were formed (developed) in the process of adaptation and led to a particular result. At the same time, the structure of neoplasms includes not only the totality of knowledge, skills and abilities acquired and formed by the subject of adaptation, but also a complex system interpersonal interaction with a professional and social environment. Isolation of human neoplasms formed during adaptation (as an individual, personality, subject of activity and individuality) allows us to more fully consider the adaptation process in its development. As V.T. Kudryavtsev rightly noted, development at any level is always the creation of something essentially new.

When considering professional adaptation, three interrelated aspects should be distinguished: a) adaptation as a process of adaptation of a specialist to changing conditions of the professional environment, characterized by its spatio-temporal mechanisms; b) as a result of this process, characterized by the degree of final adaptation of a person; c) as a source of neoplasms, characterized by a complex of formed qualities of a professional. The nature of the behavior of a specialist, the degree of effectiveness of his interaction in the system "man - professional environment", the psychological state of a person at work, etc., depend on the correspondence of these three components.

Usually, when considering professional (or socio-professional, emphasizing the role of social interaction) adaptation, researchers usually distinguish two types of adaptation process, characterized, respectively: 1) by the predominance of passive, conformal acceptance of value orientations; 2) with the predominance of the active influence of a person on the professional and social environment.

With adaptive behavior (I model), a person's self-consciousness is dominated by a tendency to subordinate professional activity to external circumstances in the form of prescribed requirements, rules, and norms. In his activity, the specialist, as a rule, is guided by the postulate of saving his own energy costs (physical, emotional, intellectual, etc.). At the same time, he mainly uses previously developed algorithms for solving professional problems, problems, situations, turned into clichés, patterns, stereotypes.

The process of adaptation itself includes two aspects - this is, in fact, professional adaptation and socio-psychological. Professional adaptation is expressed in a certain level of mastery of professional skills and abilities, in the formation of some professional necessary qualities personality, in the development of a stable positive attitude of the employee towards his profession. Socio-psychological adaptation consists in mastering the socio-psychological characteristics of the organization, entering the system of relations that has developed in it, and positive interaction with its members. This is the inclusion of an employee in the system of relations of the organization with its traditions, norms of life, value orientations. Professional adaptation plays a big role in the situation of entry into the organization of a future specialist, when there is basically a theoretical understanding of how the work process takes place. Socio-psychological adaptation in a situation with a young specialist is smoother, since mastering professional skills and working relationships is in the first place. And here interpersonal relationships are formed, in most cases, under the influence of guardianship and training of young professionals by more experienced ones.

The reverse situation is observed when a professional comes to a new place, behind whom, in addition to professional experience, experience of existence and development in other organizations, with other value systems and relationships. Here, socio-psychological adaptation is more important than professional, since the norms, values, system of business and personal relationships in the new team are superimposed on the previous experience of a person, and he often has to break the already existing stereotypes of relationships in the team.

The adaptation of a person to a specific working environment is manifested in his real behavior, in specific indicators of labor activity: labor efficiency; assimilation of social information, and its practical implementation; the growth of all types of activity; satisfaction with various aspects of work activity.

An important role in the process of successful professional and psychological adaptation is played by the personnel service of the company and psychologists involved in the development of problems of entering the team of new employees. As a result of their activities, a whole range of measures is being developed to reduce both time and psychological costs for the adaptation of new employees.

The complex consists of two parts:

catalog of professiograms developed by specialists of the employment service;

a set of professional test methods for the study of personal and professional qualities person.

A professiogram is a comprehensive description of professions, giving an idea of ​​what and how should be performed by a specialist, with the help of what resources, in what production conditions. It also includes the requirements that the performer must meet. The professiogram includes production and technical, social, psychological and psychophysiological characteristics.

Study of professional and personal qualities the applicant includes an aptitude test that examines the knowledge, skills, abilities and professional qualities of a candidate for a position; and a personality map that characterizes a person in the social (consciousness, motives of professional activity, professional interests, breadth of outlook, satisfaction with professional activity), psychological (character traits, features of attention and memory, speed and productivity of mental processes, emotional characteristics, manifestations of will) and physiological aspects (type of higher nervous activity, features of the organization of brain regulatory systems). To draw up a personality map, professional test developments are used.

When comparing the obtained map of personal and professional characteristics with existing professiograms, not only the psychological compatibility of an employee of this specialty is revealed, but also his professional suitability.

Further analysis of the results obtained allows us to develop a set of recommendations for the job seeker and the employer for the most harmonious entry of a person into the team, based on his psychological characteristics and the maximum use of his resources and capabilities, already literally in the first working days. This takes into account: the ways and possibilities of mastering new volumes of work by the candidate; reactions to the inevitable stress, which is the transition to a new job; ways to establish new contacts and connections; expectations of evaluation of labor results and much more, which consists of professional and psychological adaptation to a new workplace.

In the behavior of professional self-development (Model II), a person is characterized by the ability to go beyond the continuous flow of everyday life, to see his work as a whole and turn it into an object of practical transformation. This breakthrough gives him the opportunity to become the master of the situation, constructing his present and future, which allows him to internally accept, realize and evaluate the difficulties and contradictions of various aspects of professional activity, independently and constructively resolve them in accordance with his value orientations, consider difficulties as an incentive for further development, as overcoming one's own limits, the ability to "raise the ceilings". Thus, the second model of adaptation, according to L.M. Mitina, is focused on the active use and development of an individual resource available to a person.

A.A. Rean believes that the types of the adaptation process, in fact, do not differ according to the criterion “active - passive”, because any adaptation is a manifestation of the activity of the psyche. And the first of these types (I model) of adaptation also characterizes active adaptation. But here, we are talking about the active adaptation of a person, about active self-change, self-correction in accordance with the requirements of the professional environment. Thus, if we are talking about the process of professional adaptation, then there can be no passive acceptance of the value orientations of the primary labor collective (mono- or polyprofessional group) that makes up the organization's personnel without active self-change of a person. A.A. Rean proposes to consider the vector of activity, its orientation as a criterion for a different type of adaptation process:

The direction of the activity vector “outward” corresponds to the second model of adaptation (professional development model according to L.M. Mitina). The process of adaptation is characterized by the active influence of a person on the professional environment, its development and adaptation to oneself.

The orientation of the activity vector "inside" corresponds to the first model of adaptation (models of adaptive behavior - according to L.M. Mitina).

The process of adaptation is associated with an active change by a person himself, with the correction of his own attitudes and habitual behavioral stereotypes. This is a type of active self-change and active self-adaptation to the environment. And, as A.A. Rean notes, it is still unknown what is easier from an energetic and emotional point of view: changing the environment or changing oneself. For conformal, passive acceptance of the requirements, norms, attitudes and values ​​of the professional (and social) environment without the inclusion of an active process of self-change, self-correction and self-development is always not adaptation, but maladaptation. It is almost always (only in varying degrees of severity) that a person experiences psychological discomfort, dissatisfaction, a feeling of his own smallness and, possibly, inferiority. True adaptation is always active process: whether it is an active change in the professional environment or an active change in oneself. Moreover, this active change of oneself, remaining a process of professional adaptation (adaptation), can objectively proceed as a process of development of a professional person, the development of his professionalism. This can be clearly illustrated by the example of a young specialist entering a new professional environment with established professional traditions and a style of joint activity.

At the stage of a person's entry into a new labor collective for him, into an organization with established rules and traditions, the strategy of adaptive behavior should prevail. This strategy allows a person to constructively enter the technological process, characterized by its own standards, to master the necessary work algorithms, determined by internal rules and regulations, to fit into the existing information flows, into the system of business and interpersonal relations of team members. With adaptive behavior, a person goes through a process of professional socialization associated with the "appropriation" of the accumulated social and personal experience in the team.

If for some reason the two considered options are unacceptable for a person, the adaptation process proceeds as an active search in the social and professional space for a new professional environment for which the adaptive potential of this person is sufficient. We believe that the latter circumstance is fundamentally important, because each person has his own individual professional development resource (IRPR), which can ensure the adaptation and development of his professionalism in some conditions, but cannot ensure his adaptation in other conditions.

We believe that a person's professional development is not limited (and in principle cannot be limited) to development within one, initially chosen profession. For a number of reasons, a person may feel limited in his professional development within this profession. It follows that a conscious departure from the profession should be considered as the result of awareness of the crisis situation, the impossibility of self-realization in the profession, the need to change the personal and professional perspective. At the same time, the impossibility of self-realization affects the deep relationships of the individual.

Thus, a conscious departure from the profession is seen as a form of overcoming a professional crisis. In the process of professional adaptation, proceeding according to the third type, a person makes a conscious choice of a new professional activity for him. And then we can talk about his further professional development.

V.N. Druzhinin, based on the ideas of V.M. Teplov, considers the ratio of success to the “price” (difficulty) of an activity as the ability to perform one or another activity. Therefore, the effectiveness of professional adaptation can be considered as an assessment of a person's ability to professional adaptation. Thus, the higher the satisfaction of respondents with working conditions and their position in the team, the higher the effectiveness of professional psychological adaptation and manifestation adaptive abilities, and vice versa, respectively.

The idea of ​​a person only as an adapting being is limited and overcome in the framework of the analysis of the self-movement of activity. The same analysis leads to the idea of ​​non-adaptation as a possibly positive phenomenon. It means the existence of contradictory relationships between the goal and the results of the functioning of a purposeful system: intentions do not coincide with the act, plans - with the embodiment, incentives for action - with its results. This contradiction is inevitable and irremovable, but it is the source of the dynamics of activity, its implementation and development. Not achieving the goal encourages to continue activities in a given direction. If the result is richer than the initial aspirations, then with the participation of the mechanisms of reflection, this stimulates not the continuation, but the development of activity. Not adaptability is also a special motive that guides the development of the personality and is manifested in situational activity.

Non-adaptation can also act as maladaptation - in the case of constant failure to achieve the goal or in the presence of two or more equivalent goals. This may indicate the immaturity of the personality, neurotic deviations, disharmony in the sphere of decision-making; or it may be due to the extreme nature of the situation.

As the most important criterion (and indicator) of professional adaptation, we consider the effectiveness of professional activity. Professional adaptation is a continuous process, constantly activated in the changing conditions of the professional environment.

Thus, with all the differences in views on the essence and criteria of adaptation, researchers agree that for successful adaptation it is necessary for the employee to create enough comfortable conditions in the workplace, it is necessary to examine his psychological qualities, the level of training, the level of claims and the compliance of the level of claims with his potential. That is, it is necessary to create adaptation mechanisms and mechanisms for preparing employees to work in real teams with their problems and traditions.

Usually, during professional activity, a person is affected by a complex of adaptogenic factors, the specificity, intensity and duration of which are determined by the content of professional activity and the environmental conditions in which this activity is carried out. The stage of adaptation to the profession begins after the completion of vocational education, when young professionals begin independent work. The professional situation of development is radically changing: a new team of different ages, a different system of production relations, new socio-professional values, a different social role and fundamentally the new kind leading activity.

Production adaptation when a young specialist enters a job, it includes all aspects of the adaptation of specialists to work in new organization and during service and professional movements within the organization: technical, biological, social . Adaptation types can be divided according to their functional purpose:

Professional adaptation- adaptation of the employee to the work performed; mastering the profession, its specifics, acquiring professional skills sufficient for the high-quality performance of duties, developing a stable positive attitude towards one's profession;

Psychophysiological adaptation- the process of assimilation of the totality of all the conditions necessary for the employee in the process of labor activity, adaptation at the level of the organism to working conditions and the mode of work, establishing the usual level of ability to work;

Socio-psychological adaptation – the inclusion of a novice worker in the existing system of relationships of the team with its traditions, norms of life, value orientations;

Organizational and administrative adaptation- adaptation to the existing structure of the enterprise, the peculiarities of the organizational mechanism of management, the place of its unit and position in the overall system of goals. The employee is getting used to the new corporate culture, leadership style, learning the values ​​of the organization and its goals;

Economic adaptation- getting used to a certain level of earnings and social security, familiarization with the economic mechanism of managing the organization, with the system of incentives and motivation, with the conditions of remuneration;

Sanitary -hygienic adaptation – adaptation to the work schedule, working conditions, new requirements of labor, production and technological discipline.

The very process of entering into labor activity is new for a number of university graduates and does not coincide with their a priori assessment of both the nature of the labor process and the expectations associated with their place and role in this process.

The process of professional adaptation of young specialists develops normally if a correspondence is established between the subsystems of the following characteristics: a set of requirements imposed by modern production on the personality of a specialist and related to his readiness for professional activity ( high level professional knowledge, love for one's specialty, initiative, independence, organization and other professionally significant qualities), and a set of expectations and requirements on the part of specialists for the future place of work. These are expectations associated both with the activity itself (relevance, diversity, complexity of the tasks to be solved, opportunities for professional growth, updating of creative abilities), and wider work opportunities: communication with colleagues, career growth, material security, improvement of social and living conditions.

Thus, when studying the professional adaptation of young specialists, it is necessary to adhere to such a structure that would reflect its main, most general aspects of approximately the same level of significance, be clear and fairly simple. It includes: 1) adaptation to the content of a particular type of professional activity - professional adaptation; 2) adaptation to the system of relationships in the team - socio-psychological adaptation; 3) adaptation to a complex of various, specifically manifested factors - the actual production adaptation. It is important to understand that the selection of individual types of adaptation has an element of convention, but in reality they proceed in a close dynamic relationship.

An analysis of the opinions of young professionals and managers of a number of companies regarding the main problems of adaptation is voiced in the publication of T.V. Mikhailova. The author writes that both managers and young professionals note the lack of professional knowledge as the main factor in slowing down the adaptation process. One of the obstacles to the effective adaptation of a new employee in production, managers consider the inconsistency of work with their ideas, but young specialists put this factor only in third place. The opinions of the respondents agree that the lack of additional knowledge (in jurisprudence, management) is a reducing factor in the process of adaptation. And negative socio-psychological aspects also take place during the adaptation of young specialists to practical activities. At the same time, it should be noted that managers attach more importance to the influence of these factors on adaptation than young professionals themselves. For the successful adaptation of young specialists to new working conditions, it is necessary to reduce the adverse effects of the factors presented above, which requires the management of the organization to apply special adaptation programs to support new employees.

The adaptation of a future specialist to professional activity begins with a certain experience of social activity, which represents the potential for adaptation. Note that the term "adaptation" reflects a certain qualitative state of the individual as a result of the adaptation process, and the term "adaptation" is adequate to refer to the very process of interaction between the individual and the environment.

S.L. Arefieva believes: "What, due to the fact that there is professional adaptation The final stage mastering a profession, the criteria for adaptability are at the same time the criteria for the success of this entire process. "Thus, the criteria for assessing professional adaptability can be:

attitude to the work performed;

self-assessment of the degree of mastering the specifics of work;

setting to continue working in the specialty in the future;

assessment by the manager: the quality of work, compliance with the deadlines for the completion of work, the level of complexity of the work, the level of independence of the future specialist;

structure of business qualities;

assessment by the manager of the prospects of a young specialist;

availability of incentives.

The criteria for assessing the level of socio-psychological adaptation are: 1) satisfaction with the place in the system of relationships; 2) emotional attitude to the team; 3) setting to continue working in the same team; 4) assessment by the head of the success of adaptation in the team of a young specialist; 5) active participation in collective events, in community service; 6) authority in the team.

The adaptation process as a system of actions with adaptive motivation and gradually unfolding in time and space can lead to the elimination of temporary maladaptation and the creation of a state of an adapted personality. The main result of adaptation is "authorship", i.e. a special way of transforming the new social conditions that a person faces, developing ways to solve their life problems. In the context of the problem of professional development of a future specialist, adaptation means "not to adapt and consume," but "to find conditions and develop means for the formation and development of a personality."

The following adaptation problems are especially typical for young specialists:

the work of young specialists is more performing, less creative

starting their career from the lower levels of the hierarchy, young professionals receive lower wages. This affects the level of satisfaction of their needs.

relating to the older age group of young people, young specialists, on the one hand, are distinguished by a great rationality of actions and a lower degree of suggestibility, and on the other hand, they have, in comparison with their peers, less experience, (experience) of practical work

young professionals have greater mobility, advanced knowledge and training, as a result of which they are of particular value to the organization

The very presence of such specific problems requires special approaches both at the stage of entry of a young specialist into the team, and in the process of university training.

Solving the problems of professional adaptation of future specialists is carried out in several stages:

Stage 1 - the assimilation by the heads of departments and teachers of the goal and specificity, optimized for solving the problems of socio-professional adaptation of future specialists and their concretization based on a comprehensive study of the tasks, features and socio-professional and adaptive capabilities of academic disciplines.

Stage 2 - the choice of criteria and indicators of optimality for solving the general goals of professional training and particular goals for the social and professional adaptation of future specialists.

Stage 3 - a comprehensive diagnosis of learning, learning, psychophysiological capabilities, professional suitability and professional orientation, socialization of applicants.

Stage 4 - the choice of a set of forms, methods, means, most effectively problem solving socialization, adaptation and control (target program of socio-professional adaptation and development of the system of independent work of students).

Stage 5 - ensuring optimal organizational and pedagogical conditions for the implementation of the target program.

Stage 6 - analysis of the solution of the problem in accordance with the previously chosen optimality criteria: positive dynamics of the psychophysical state of future specialists, preservation and development of a favorable emotional atmosphere in student groups, friendly relations with teachers, the optimal level of professional self-determination, educational and social success of students, diagnostic and predictive value received information about the course and results of socio-professional adaptation.

For successful adaptation of young specialists, the following factors must be taken into account:

compliance with the specialty received at the university

the ability to diversify the work of a specialist, to make it more attractive; creating conditions for intra-organizational mobility and professional advancement

implementation scientific organization work in the workplace

microclimate in the team

social security

organization of free time.

Professional adaptation of future specialists in the socio-cultural sphere is a step-by-step process of formation, development and self-development of professional knowledge, skills, personal qualities of future specialists, professional self-determination in the constantly changing conditions of society; preparation for entering the labor market in the course of mastering professional activities.

Socially - pedagogical conditions development of professional adaptation of future specialists in the social and cultural sphere, presented in the model, include: additional education, participation in the activities of the center of student initiatives (promotions, festivals, social projects).

According to the author of this work, the most important component of professional adaptation in the cultural sphere is the organization of actions in the field of culture: concerts, exhibitions, competitions, festivals, reviews. The ability to organize an event and attract the interest of the target audience to it is not only a criterion of professionalism, but also indicates the high communication potential of the employee. Skills and abilities to communicate with people is a special feature that many workers in the socio-cultural sphere need.

The concept of "creative activity of the future specialist" is voluminous and multifaceted. It is not enough to say only that it is determined by the creative ability of the personality of the future specialist, his creative activity, creative skills, i.e. parameters of his creative potential. It is also determined by his temperament, character, will and other features of his personality. Yes, the ability to communicate. the ability to build relationships with people fits well into the idea of ​​creative activity, especially in the context of the socio-cultural sphere.

Creativity as a socially significant quality of a person is one of the most important characteristics of a person's personality as a member of a particular society of people, a creative person.

The development of the creative potential of future specialists in social and cultural activities is the process of mastering the values ​​of culture and acquiring, on this basis, a stable motivation to become a “man of culture”, i.e. a free, creatively thinking, spiritually rich person.

For the development of such a quality in a person's personality, a flexible methodology of the educational process is needed, based on the laws of the psychology of education and creativity, a historical approach to the development of science, technology and technology. This requires changes and corrections in the concept of higher education, in its content components, a transition to the principles of fundamentalization and humanitarization of education.

Creative self-realization of the individual can significantly reduce the period of adaptation in a new professional environment.

In order for the professional adaptation to be most successful, the team and the future specialist himself must understand that his creative abilities need further development after the institute development, that the specialist who graduated from the university has more creative potential than real professional competence, since his experience is still small enough, however, the creative abilities of such a specialist allow him to assess the current situation with a fresher look. In our opinion, the formation of a fairly sober view of a future specialist on their own potential and knowledge of their own creative merits, which help in the process of professional adaptation, should be laid at the university, in particular, in special centers for student initiatives, where young people are helped to organize projects and accept them active participation.

At present, one of the main tasks of training specialists in universities is the development of creative thinking among students. A specialist of this orientation must possess the skills of creative inventive problem solving (TRIZ), be able to pose a problem, find a way to solve it, which is new and advanced (non-standard), be able to state and defend his solution. The formation of students' creative qualities in the process of studying at a university is one of the important aspects of the professional training of future specialists.

The skills of such thinking are given by classes in logic, for example, mathematics (primarily geometry). Unfortunately, non-standard tasks, requiring not memorizing formulas, but reflections, vision of the problem as a whole, analysis of the situation, understanding what is given and what is required, are practically excluded from Russian system education. The replacement of reasoning, substantiation, and argumentation with answers to tests, which is typical for the Western didactic paradigm, is poorly consistent with the requirements for the formation of creative abilities and creative interests. Creativity always implies its own critical approach and its own critical understanding of the observed phenomena, as well as any information, including educational information.

Creative self-realization as a process of realization of creativity by an individual, which allows to create something new in the shortest possible time at the stage of adaptation and thereby ensure the fastest possible career growth, becomes the subject of philosophical, psychological, pedagogical, acmeological research, and adults in their self-promotion to the heights of professionalism. It should be noted that consideration of the process of adaptation of a person to professional activity through the prism of creative self-realization has not been sufficiently studied.

At the same time, the future specialist at the stage of entering the professional environment faces a number of contradictions:

Between the need of a functioning production for a creative professional self-fulfilling personality and dominance in the standardization of the professional training process;

Between the individuality of the future specialist and the professional system, in which insufficient attention is paid to his personality.

Between a person's desire for creative activity and the lack of operational opportunities for the future specialist to carry out this process;

Between the complex of real qualities of a person (his abilities, talent, achievement motivation, etc.) and the requirements of a specific professional activity.

The main problem is that the study of creativity, and even more so the formation of creative qualities, is a subjective and rather in-depth process. The traditional education system is not always able to develop creative thinking, since it is based on memorizing information and accumulating facts. Therefore, it is considered necessary to introduce special courses into the learning process, as well as tasks that allow developing creative thinking and using creative abilities in the future not only in educational and professional activities, but also in life.

The creative process is a special form of qualitative transition from the known to the unknown, which is carried out through various forms of search activity.

As conditions conducive to the development of creative thinking and creativity of the individual,

E.P. Torrens singled out the following: the presence of creative abilities, creative skills and creative motivation. At the same time, a high level of manifestation of creative abilities can be observed only if all three factors coincide.

So, for example, in the absence of creative motivation, a high level of creative abilities cannot guarantee creative achievements either in science, or in art, or in other types of activity, even with complete mastery of the latest technologies. Conversely, the presence of appropriate motivation with the necessary knowledge and skills in the absence of creative possibilities cannot lead to a creative result, providing only performing skills.

S.L. Rubinshtein believed that, first of all, the work of the mind is necessary for discoveries, and intuition is not a source, but simply a striking critical point separating a solved problem from an unsolved one. The creative activity of a scientist is creative work.

B.A. Teplov pointed out that the abilities that are created in activity, including creative abilities, are not innate (unlike anatomical and physiological), the driving force behind their development is the struggle of opposites. The success of the performance of an activity is determined by a certain combination of abilities.

I.V. Sumbaev for the first time in Soviet psychology singled out consciousness and subconsciousness in the human psyche and determined the role of the subconsciousness in the creative process. His point of view regarding the stages of the creative process echoes the opinion of P.K. Engelmeyr and M.A. Bloch:

1) inspiration (activity of the imagination, the emergence of an idea),

2) logical processing of the idea, 3) fulfillment of the creative plan.

scientific creativity: focus on a particular topic, accumulation and systematization of material, generalization and conclusions.

Ya.A. Ponomarev in his works pointed out the fundamental difference between human thinking and “machine” thinking and emphasized that in order to solve creative problems, first of all, “the ability to act in the mind” is required.

D.B. Bogoyavlenskaya singles out intellectual activity as a unit of creativity research; introduces the concept of "creative activity of the individual" as a certain psychological structure inherent in the creative type of personality. This type of personality, in her opinion, is inherent in all innovators, regardless of the type of activity.

There is a widespread opinion that the creative potential of a person cannot be developed, only his release is possible. However, the experience of teaching some aspects and methods of creative behavior and self-expression, modeling creative actions and abilities in various fields of activity demonstrates a significant increase in creative thinking indicators, as well as the emergence and strengthening of such personality traits as independence, openness to new experience, sensitivity to problems, high need in creativity.

Psychologists have also identified a number of conditions that stimulate and contribute to the development of creative thinking:

- situations of incompleteness or openness, as opposed to rigidly defined and strictly controlled ones;

- creation, development of techniques and strategies, subjects and tools for follow-up;

− encouraging responsibility and independence;

- emphasis on independent developments, observations, feelings, generalizations.

In the formation of the creative potential of the individual, the most successful are those teachers who focus on the use of various types of thinking (convergent, divergent, critical) and less on memorization.

To develop creative thinking means to form and improve mental operations: analysis, synthesis, comparison and generalization, classification, planning, abstraction, and to possess such characteristics of thinking as criticality, depth, flexibility, breadth, speed, variability, as well as develop imagination and possess knowledge of different content.

The professional training of a future specialist in the socio-cultural sphere is formed through participation in various types of activities, which involves the education of his professional, the formation of a person with knowledge, skills and abilities. Specialists of such profiles of professional activity are faced with tasks that cannot always be solved in traditional ways, but a creative approach is required. Unleashing creative potential is facilitated by extracurricular activities, which are implemented by attracting students to participate in sports competitions, festivals, concerts, exhibitions, various kinds of circles and helps the student to adapt to certain conditions, to reveal his hidden resources.

Conclusions to the first chapter

Three criteria for assessing mental adaptation in the conditions of a certain professional activity are proposed:

1) the success of the activity (fulfillment of labor tasks, the growth of qualifications, the necessary interaction with group members and other persons that affect professional efficiency);

2) the ability to avoid situations that pose a threat to the labor process and effectively eliminate the threat that has arisen (prevention of injuries, accidents, emergencies);

The process of professional adaptation of young specialists develops normally if a correspondence is established between the subsystems of the following characteristics: a set of requirements imposed by modern production on the personality of a specialist and related to his readiness for professional activity (high level of professional knowledge, love for his specialty, initiative, independence, organization and other professionally significant qualities), and a set of expectations and requirements on the part of specialists for the future place of work. These are expectations related both to the activity itself (relevance, diversity, complexity of the tasks to be solved, opportunities for professional growth, updating of creative abilities), and wider work opportunities: communication with colleagues, career growth, material security, improvement of social and living conditions.

In order for the professional adaptation to be most successful, the team and the young specialist himself must understand that his creative abilities need further, post-institute development, that a specialist who has graduated from a university has more creative potential than real professional competence, since his experience is still small enough, however, the creative abilities of such a specialist allow him to assess the current situation with a fresher look.

2.1 Domestic and foreign experience of professional adaptation of future specialists in the socio-cultural sphere

Professional adaptation in the socio-cultural sphere is one of the most significant components of social adaptation. At the same time, it is a process of entry of a person into a profession, a process of getting used to professional conditions and requirements, to the structure and content of professional activity, to a certain professional group. Professional adaptation can be considered successful only if a person has learned not only certain professional standards, but also received opportunities for self-realization, creativity and self-development. Professional adaptation is an important component in the system of training personnel in the socio-cultural sphere, it is the regulator of the connection between the education system and practical activities. Professional adaptation is a rather lengthy process, which is the result of the purposeful activity of a secondary school, university and production teams, in which young specialists work after graduation. Therefore, three interrelated and interdependent stages of professional adaptation can be distinguished:

Dovuzovsky. Associated with professional orientation. At this stage, there is an acquaintance with the world of professions, determination of the scope of future professional activity, identification of motivation, inclinations, personal qualities, prerequisites for the chosen profession

Vuzovsky. This is the training stage. The formation and adjustment of professional orientation, the development of professional skills and abilities, personality traits demanded by the profession, the formation and development of professional self-awareness, etc. are being carried out.

Postgraduate. This is the stage of work. On the this stage a young specialist adapts to the conditions of activity, the team, the new social status, i.e. there is a professional and personal entry into labor activity, the realization of the personal and professional potential of a specialist.

The annual survey of first-year students gave the following results. Of the 200 students who participated in the survey in different years, 52% answered that they chose the specialty because they consider it fashionable and promising, 31% of the respondents are attracted by the opportunity to communicate with new people, 3% noted that they like working in the office, 7% answered that their parents chose the specialty and the university, 6% indicated that they do not care what university and what specialty, as long as they have a diploma, 1% found it difficult to formulate an answer to this question. Polls have shown that most of the first-year students have a vague idea of ​​their future profession. Many universities in Russia and CIS countries are familiar with this problem. The annual surveys of first-year students conducted there show that only a third of the respondents note the fact that the motive for their choice was the understanding of their future activity as very interesting and creative work. In this regard, a qualitatively different approach to the course "Introduction to the specialty", which is practiced in many universities, is especially relevant. The available number of lecture hours is clearly not enough for the normal professional adaptation of first-year students.

An equally important stage of professional adaptation is the practice of students directly at the enterprise. At this stage, one has to face a number of difficulties, such as:

Insufficient time to gain real work experience (2 to 8 weeks)

An unfortunate time to organize practices when supervising teachers are on legal leave and manage the process only formally

Lack of interest among employees in organizing student internships on their base

The lack of skills and abilities among student interns for a painless start to work at the enterprise, the predominance of theoretical knowledge

Lack of close connection between theoretical courses and practice programs

Solved only partially, these problems deepen at the postgraduate stage of professional adaptation, leading to a low level of professional motivation and an outflow of graduates to other areas of activity. In this situation, there is a need to strengthen the practice-oriented training of specialists. A good platform for this could be special training and production complexes, in which the basic skills and abilities would be worked out under the guidance of representatives of enterprises and teachers. For example, the Krasnodar State University of Culture and Arts has an excellent site that can become a training and production complex for students of social and cultural specialties. - student health camp "Enthusiast". Currently, "Enthusiast" is used only as a summer recreation center for teachers and students. This site is located in a picturesque place near the village of Kukchuevka. The number of placements for today is 175 people per shift (only 3 shifts of 14 days each). On the territory of the camp there is a beach, volleyball, basketball and dance grounds, a canteen, as well as other necessary social facilities. On the basis of the camp it is quite possible to organize the practice of students. This is especially important for the organization of their first practice, since they have not yet accumulated sufficient knowledge and skills.

Employers want to see competent, executive energetic graduates of educational institutions with work experience that needs to be gained over the years of study at a university without harming the learning process. Heads of enterprises are often dissatisfied with the level of personnel training, blaming educational institutions for everything and in every possible way evading joint work on personnel training. However, mutual understanding can be achieved only in the joint activities of the university and employers. Moreover, the participation of employers in the training of personnel is possible at all its levels, starting with the level of career guidance and continuing at the level of assimilation of theoretical knowledge, at the level of consolidating this knowledge in practice, solving employment problems, as well as post-professional education of graduates. In this regard, it appears interesting experience Lithuania. They created a network of practical training firms, which included companies engaged in developing the skills and abilities of interns in good faith. However, finding such enterprises is quite difficult, and therefore universities need to work out a system of incentives for such enterprises. Sometimes universities offer an internship in another city, but field practice involves additional financial costs, as well as more thorough control. The problem of practice control is quite acute. Formally, each trainee has 2 heads of practice - from the university and from the enterprise, but in reality, most often there is not a single head. This is due to the fact that the head of the enterprise is most often very busy people, and the heads of the university are generally on vacation. Accordingly, there is no control, and therefore, the quality of practice can only be judged conditionally, based on formal paper reports. It is very important to generalize the results of practices not only in reports, but also to use them in whole or in part in course and diploma projects and works. If students manage to collect good statistical material and present a project that can be implemented, then such a project becomes of interest to future employers. And, finally, another form of interaction between the employer and the university is Career Day. It is here that the last meeting of the employer with the students takes place before they come to the enterprise in a different capacity.

The adaptation of graduates in enterprises is an important component of the quality of a specialist. Professional adaptation depends on the general cultural level, on the level and quality of the education received, on the ability to apply knowledge in practice. Currently, when hiring, such mandatory characteristics as gender, age, work experience, computer skills, knowledge of foreign languages, etc. are taken as a basis. These characteristics are very important, but they are not a 100% guarantee that the specialist will stay at the enterprise for a long time. The work of a specialist in the socio-cultural sphere implies the mandatory presence of such qualities as self-confidence, sociability, and developed social intelligence. However, a survey of students enrolled in socio-cultural specialties revealed that they have such qualities as emotional instability, conflict, shyness, and inadequate self-esteem. This, according to psychologists, will have a negative impact on the activities of young professionals. The activity of a person who gives such qualities is possible, but it will be either unsatisfactory or stressful. It is supposed to solve the problems of such a discrepancy by the method of socio-psychological training, which is an effective way to form the qualities that make up the competitiveness of a young specialist. Many graduates do not withstand the period of adaptation and leave for other areas of activity. Moreover, most often not the worst, but the best students leave. This is primarily due to the low wages of young professionals. This leads to disappointment, the search for a higher paying job, the outflow of personnel to other regions or areas of activity. The second problem is that universities train mainly managerial personnel, but graduates are rarely hired immediately as managers. Often they have to start from the lowest rung of the career ladder, which leads to a feeling of inferiority, the uselessness of the knowledge gained, and dissatisfaction with work. The third problem is that in most companies career opportunities for specialists are sharply limited. In fact, there are only three steps on the career ladder - courier, manager and director. Often the first step is stepped over very quickly, and the last one becomes inaccessible, since in most cases the director is the owner of the company or a relative (good acquaintance) of the owner. To make the adaptation period less painful, young professionals need support, which can best be provided by former classmates and teachers. It is no coincidence that many universities are now creating alumni associations on their basis. It is very important to properly organize the system of additional education on the basis of this organization so that graduates can improve their qualifications, and their own graduates should have more favorable conditions when paying for additional education. This will be an additional attractive factor for applicants to an educational institution. Thus, first of all, the university should help its students and graduates to adapt painlessly to production, involving enterprises in this activity at all stages of personnel training.

The experience of the Kazan State University of Culture and Arts is interesting, which uses a three-level model of interaction between a business (employer) and a professional school, namely:

the first level is an educational order, in which the employer takes part in the development of training programs, and sometimes in the preparation of the applicant and assessment of his knowledge, skills and abilities in accordance with the requirements of the state standard

the second level - training and employment of graduates; the employer forms special requirements for the competence and personal qualities of trainees (which are beyond the state standard) and finances additional professional training

the third level is the production activity of a graduate during the period of his professional adaptation (2–3 years), when there is a real assessment of the effectiveness of the education received and the formed personal qualities of the employee. Taking into account the results of professional activity, “feedback” is provided with the educational institution, the content of the relationship between the parties is corrected, if necessary.

The stated principle model of interaction has been tested in 19 educational institutions and 37 enterprises of the Sverdlovsk region. The following circumstances may be favorable for the implementation of the considered model:

The employer does not have its own training base, is experiencing an urgent need for personnel of a certain profile and, due to its stable financial situation, has no particular problems with resource support for vocational education institutions

Due to the high competition in the labor market, the vocational education institution has difficulties in finding employment for its graduates and is ready (due to the market situation) for close contacts with customer enterprises.

Of particular interest is Moscow's experience in the field of integration transformations. The creation in the city of a number of enlarged colleges of a new type stimulated integration trends in vocational education, both in cooperation with external organizations and in the formation of joint activities of internal divisions. The problem of managing integration in an enlarged institution of vocational education, as well as between educational institutions and employers, is topical. It is possible to identify a number of fundamental methodological provisions that must be taken into account when managing integrated colleges.

A formal solution to the issue of integrating vocational education institutions is only a prerequisite for increasing their competitiveness. Required based on strategic plans development of joint activities of institutions to achieve their full compatibility both in the educational and pedagogical, and organizational and economic aspects

It is methodically important to learn how to manage interaction using quantitative assessments of the actually achieved and prospective level of integration. The planned measures to reform the activities of individual structures within the framework of the association should be oriented to the appropriate target (quantitative and qualitative) parameters of the integration process.

The basis for planning the joint activities of integrated colleges should be based on the results of a marketing analysis of the prospective needs of the labor market. As a rule, the executive authorities of the regions have generalized information about the current shortage of personnel, not owning prospective data. The task of the educational institution is to deeply analyze this issue, together with the interested business

At the level of management of integrated educational institutions, it is important to get a clear idea of ​​the possible components of the synergistic effect of the integration interaction of incoming organizations. In some cases (as shown by the unsuccessful experience of associations), it is necessary to carry out reengineering measures that radically change the profile of the main activity in order to obtain a synergistic effect.

Foreign experience of professional adaptation of future specialists in the socio-cultural sphere testifies to active reformation and integration transformations, which are promoted by both the state and business. For example, support for the integration of business and vocational education in the Netherlands is provided by the operation of 22 national vocational education organizations sponsored by the government, which are independent structures. The latter are formed from representatives of industry, business, trade unions, the vocational education system and are responsible for solving such problems as:

monitoring changes in the labor market

formation of requirements for the content of vocational education

assisting companies in identifying future training needs

development long term plans and programs vocational training

updating the system of national standards for vocational education

development of measures to improve vocational education

The role of national vocational education organizations in the development of training standards is great, which implies:

monitoring the development of the socio-cultural sector of the economy

identification of promising profiles of leading professions within the industry (work is carried out first by business representatives, then with the involvement of educational structures)

development on the basis of profession profiles by employers and vocational education institutions of a vocational training profile (qualification), which may cover several related professions

In addition, these organizations are looking for partner companies that can provide “student places” and suitable conditions for work experience. Contracts are concluded between employers and students, according to which young people become employees of the company for the period of study and receive a fixed minimum remuneration. In addition to these costs, employers pay for the work of industrial training instructors and the purchase of teaching materials. They contribute (within the framework of the socio-cultural sector) to the provision of "student places", the organization of industrial training centers.

An active role in establishing partnerships in the field of vocational education belongs to the Confederation of Trade Unions of the country, which unites both the employed population and the unemployed. Collective agreements, which provide for:

involvement of the required number of employees in the system of professional

education

ensuring the proper legal status of trainees

improving the financial situation of vocational education instructors

assistance to people with disabilities in vocational training and employment

Models of professional adaptation used in the United States include the interaction of the individual and the environment and the mental processes that take place in the individual. The professional adaptation of students is considered within the framework of the ecological model (W. Bronfenbrenner), the culture of peers (A. Astin, T. Pascarella and others), the theory of the campus as a "frog pond" (D. Davis), the relativistic approach (W. Perry), with positions of the conflict of generations (S. King), etc. The modern American college is distinguished by a variety of student associations: clubs, associations, political, religious, scientific, volunteer and other organizations. Student associations such as fraternities and fraternities carry out the functions of transmitting the traditions and customs of the college, satisfying the needs of students for reference and identity. Socio-cultural activities in the college are synthetic in nature, for example, the merging of volunteer activities with student educational practice. Its characteristic feature is independence, initiative, independence from the administration.

Thus, the analysis of the traditions and trends in the development of socio-cultural activities of students in Russia and abroad made it possible to reveal that the training of specialists in the field of socio-cultural activities is one of the urgent tasks. Therefore, a necessary and priority condition for the adaptation of specialists who subsequently work in the socio-cultural sphere is a social order. It is at the present time that a situation is emerging when the institutions of culture and arts, in the presence of government programs could take responsibility for the intellectual and spiritual future of man and society as a whole. The process of adaptation of future specialists in the socio-cultural sphere cannot be carried out without a high level of scientific potential, educational, methodological and logistical support at the university. This implies:

Construction of the pedagogical process as an integrative phenomenon

Giving a professional and pedagogical orientation

the learning process at the faculties

Providing diagnostics of the educational process

Forecasting the result of the pedagogical process and its adjustment, if necessary

The professional and pedagogical readiness of students for future activities largely depends on their inclusion in practical social and cultural activities, in which their professionally creative and pedagogical competence is updated and formed. When organizing practice, the following provisions should be taken into account:

The practice of students is the most important component of the system of higher professional education, since in practice not only the received theoretical knowledge is consolidated and deepened, but also professional skills and abilities are developed.

In the process of practice, the future specialist acquires organizational skills, expressed in the ability to effectively organize events, involve children in the work of various creative teams.

practice is an important point in the student's adaptation to a new independent species activities in new conditions

practice allows the student to make sure that the choice of his future profession is correct

Summarizing all of the above, we note that the identified conditions contribute to:

socialization and adaptation of future specialists in socio-cultural activities to the prevailing modern conditions of life

ensuring the training of competitive specialists in demand by the practice of social and cultural activities

implementation of broad interaction and dialogue with various socio-cultural groups of the population.

2.2 Analysis of the activities of the "Center for Student Initiatives of SPbGUKI"

get acquainted with other student projects and take part in them.

The Center is a structural subdivision of the department of educational work of the university, functioning on a voluntary basis.

The Center carries out its activities in accordance with the legislative, regulatory and information documents related to the system of higher professional education of the Russian Federation, the VSPU Charter and the Regulations.

The center operates under the student council, so we would like to outline the goals of the student council as one of the bodies to help young professionals adapt to SPbGUKI.

The objectives of the Student Council of the University are:

1) The formation of an active social position among students and graduate students, the desire to participate in the life of society, the state;

2) Creation of conditions for maximum disclosure by each student of their capabilities, internal potential;

3) Development of civic culture, active citizenship of students and graduate students, assistance in the development of their social maturity, independence;

4) Ensuring the implementation of the rights to the participation of students and graduate students in the management of the university, assessing the quality of the educational process.

5) Formation of personal and social responsibility of members of student government for the results of decisions made;

6) Implementation of effective communication between students and employees of the university.

The tasks of the Student Council of the University are:

Representation of interests and protection of the rights of students at all levels;

Involvement of students and graduate students as direct participants in the educational process at the university in solving educational, social, domestic and other issues affecting their interests;

Organization of various events that contribute to the formation of self-management skills and abilities in students and graduate students, the ability for self-organization and self-development;

Assistance to the structural divisions of the university in their activities within the framework of the educational process;

Formation among students and graduate students of a sense of corporatism, respect for the traditions of the university and its history;

Raising a sense of patriotism and civic responsibility;

Assistance in the implementation of socially significant youth initiatives.

The Regulation on the Student Council defines the main directions of its activity as a system of student self-government. Each direction is supervised by one of the members of the Presidium of the Student Council, which determines the composition of the sector (working group, commission, committee), the approximate content of activities in its direction and is responsible for the work of the sector. The sector (working group, commission, committee) may include students and graduate students of the university who are not members of official bodies of student self-government.

The following sectors of the Student Council operate:

educational and organizational sector;

research sector;

cultural and mass sector;

labor and career sector;

sector of civil-patriotic work;

sector of sports and health-improving work;

public relations sector;

sector of methodical work;

sector of social work.

General provisions

1. The Center for Student Initiatives is created in order to successfully socialize and develop the creative potential of young people, organize close interaction between university staff and socially active and creative students of the university, unite university students, develop inter-faculty relations, and support student projects within the framework of cultural and socially useful initiatives.

2. The Center is designed to provide methodological and organizational support to students seeking to implement their ideas and projects to improve the social sphere of the university. Participation in the work of the Center will help students:

– more competently formulate and clearly formulate their project proposals.

– get acquainted with other student projects and take part in them.

- be interested in your work public organizations and institutions.

3. The center is a structural subdivision of the department of educational work of the university, functioning on a voluntary basis.

4. The Center carries out its activities in accordance with the legislative, regulatory and information documents related to the system of higher professional education of the Russian Federation, the Charter and these Regulations.

Main tasks of the Center

The priority task is to educate students in humanistic values, civic culture, creative thinking skills, and an active life position.

– promoting the development of student self-government of the university;

– promotion and support of student movements and associations of the university.

– to support federal social programs, as well as programs of St. Petersburg and the region related to student youth.

– establishment of external contacts and implementation of joint projects with public organizations and institutions

The center performs the following functions:

Information and normative:

- Drawing up the necessary normative documentation about the activities of the students of the Center

– Preparation and publication of the necessary literature.

– Information and methodological support for the implementation of student projects.

– Systematization of materials about student projects.

Tutorial:

– Advising initiative students in the preparation and implementation of their own project.

– Organization of special classes for official representatives of the student self-government of the university.

– Conducting the School of student activists, the business game “Professional Career”, participation in the preparation of the School for Young Researchers, etc.

Organizational:

– Organization of student projects, as well as planned reviews and competitions of the Center.

– Interaction with the structural divisions of the university (administrative and economic part, social part, educational honor, etc.)

Management of the Center

1. The coordination of the activities of the Center is carried out by the head of the department of educational work, who organizes the systematic work of the Center.

2. Direct supervision is carried out by a committee of leaders of initiative student groups and organizing committees, headed by a chairman, who approves the work plan of the Center adopted by the committee.

3. The candidature of the chairman of the committee of the Center is approved by the head of the department of educational work.

Structure and organization of the Center

1. Any university student who is interested in implementing both his own initiative (idea, project) and the initiative of other students based on his own needs can take part in the activities of the Center.

2. The active unit of the Center is a student initiative group, which may consist of two or more people.

Structure of the CRC

3. The subject of the Center's activity is a student initiative (idea) designed as a student project, the authorship of which belongs to the initiative group.

4. The student project of the Center is aimed primarily at meeting the needs of the university community, and may also go beyond it.

5. The organization of a student project involves the involvement of a wide range of university students for its implementation.

6. To implement a student project, an organizing committee can be created, organizational and other resources of the department of educational work, as well as other structural divisions of the university, can be involved.

7. The implementation of the student project is accompanied by the necessary paperwork (drawing up, design, publication of orders, programs, booklets, manuals, etc.).

8. The results of the Center's activities are summed up after the completion of the student project or one of its stages.

9. As part of the activities of the Center, several student projects can be implemented simultaneously.

10. The result of the Center's work is the number of students acting as part of initiative groups and positioning themselves as authors and organizers of university student projects.

Economic bases of the Center

1. The source of funding for the activities of the Center is the voluntary donations of students for the implementation of their own initiatives.

2. Sometimes projects can be funded from the budget of the university.

3. Students who make voluntary donations to implement their own initiatives within the framework of the Center's activities, as a rule, enjoy priority when assigning material social assistance.

Responsibility and reorganization of the activities of the students of the Center

1. Responsibility for the implementation of the student project rests with the student initiative group or organizing committee.

2. The implementation of a student project may be suspended or terminated at any stage, incl. denied with reasons. This circumstance does not mean the remission of the project.

3. The implementation of the project can be entrusted to any other structural unit of the university.

In educational activities, the university is guided by the concept of professional education of students in the system of continuous pedagogical education, which provides for three aspects: social (identification with the socio-cultural and professional environment: acceptance of its values, in the first place), individual (distinguishing oneself from the environment: self-determination, self-formation, self-realization ... and other "self", which determine the inherent value of a person in life and activity) and communicative (interaction with the environment: the exchange of influences, not only the acceptance of the values ​​of the environment, but also the assertion of one's views, one's meaning in it).

The purpose of education is to organize conditions for the preparation of a future specialist with higher education capable of self-realization in the main areas of life: cognitive, professional, family, spiritual and cultural, socio-political.

Educational work is carried out according to the following programs: creative (folklore ensemble, Student Marathon Movement, KVN, STEM association, theatrical fashion exhibition studio, opera group, intellectual and creative games club, etc.); sports (sports sections different types sports: basketball, handball, football, mini football, athletic gymnastics, badminton, table tennis, darts, chess, checkers, volleyball, fitness, powerlifting, weightlifting, armwrestling, weightlifting, athletics, tennis); labor (movement of student labor groups: agricultural, construction and repair teams); leisure (cultural events associated with calendar holidays and traditional: "Competition for the most beautiful girl of the university", "Competition for the strongest young man", the best academic group, etc.); organization of life of students in hostels; patriotic education; spiritual and moral education; socio-psychological support for students (adaptation of first-year students to the conditions of university education; problems of a young family; prevention of delinquency, drug addiction, professional orientation); educational (the institute of curators, a seminar of deputy deans on educational work, a school of student self-government, education of students as a humanitarian educational practice); information (student radio newspaper and TV magazine); professional education (in the educational process, out-of-class educational work in academic disciplines).

The subjects of educational work include: the university council for educational work; student government council; department of educational work; student club; sport Club; history museum; scientific Library; training and production center (UPC); center for socio-psychological assistance to students; media recording studio; newspaper editoring; deans, departments; temporary and seasonal employment center; headquarters of student groups; center for student initiatives.

For the study of education at the university, creative teams have been created: a research laboratory for managing the quality of training of specialists; center pedagogical innovations; Research Center for Modern Problems of Education; center for monitoring the quality of training of specialists; institute of personality-oriented education. More than 50 dissertations on educational topics have been defended in the Dissertation Council at St. Petersburg State University of Culture and Arts.

In our opinion, a rather comfortable situation for students has developed in the center - a wide range of topics, opportunities for promoting various projects, involving public organizations and associations, as well as research laboratories in projects. However, in our opinion, the students themselves are not very satisfied with the results of the center's work. According to the results of the survey (see Appendix) among students who are involved in the creation and implementation of projects at the Center and at the same time try to work in their specialty, we can draw the following conclusions:

there are not enough projects that would be directly related to professional training, directly to getting used to a new team;

there are not enough opportunities to find a job in the specialty with the help of the center;

project funding is not enough, so many ideas just hang in the air;

selective projects are carried out - often a less expensive project is chosen simply because funding was not given. At the same time, the value and importance of projects for the university is not taken into account.

Weakly developed international direction Center, projects for the merger and understanding of cultures are practically not represented, which creates a difficult interethnic situation in the University.

Competitions are not held based on the results of projects, which deprives the Center of an atmosphere of competition and interest in competition.

Some students do not know about the existence of the Center at all, and cannot participate in projects, although they are interested in such a prospect.

2.3.1 Explanatory note

The activities of the Center for Student Initiatives should contribute to the adaptation of students to their future activities. revealing their creative abilities and creative activity and creating conditions for the maximum development of creative abilities in active self-expression. The main principles of the work of the Center are

Independence and initiative of participants

Ensuring the implementation of various areas of activity in the socio-cultural sphere

Attracting as many students and young professionals as possible to the work of the Center

Creation and expansion of the material and technical base of the Center

Formation general methodology the work of the Centers for Student Initiatives as an environment for additional education and creative activity of young students

This project takes into account the positive experience of the Center for Student Initiatives of St. Petersburg State University of Culture and Arts, the presence of a formed structure of this organization, a positive image. The project is focused on improving the work of the Center with the maximum use of the existing potential, own funds, own human resources.

The development of the Center presupposes its expansion and development both quantitatively and qualitatively. This means that it is planned to expand the staff of the center, develop its material base, expand areas of work and involve students of both St. Petersburg State University of Culture and Arts and other universities primarily engaged in the field of culture in the activities of the Center.

Improving the work of the Center for Student Initiatives is associated with a combination of organizational activities, in which I get the opportunity to prove myself as future managers in the field of culture with the work of representatives of workers in the field of art: music, literature, fine arts, dance and choreography, directing, acting, etc. .

The implementation of the project requires the possession of modern technical means (computers, the Internet, mobile communications and digital technologies), modern technologies communications, including communications with the media and with sponsors.

2.3.2 Purpose of the project

The aim of the project is to improve the organization of work of the Center for Student Initiatives of St. Petersburg State University of Culture and Arts. This improvement consists in attracting the widest possible range of students, providing them with the opportunity to unleash their creative potential and get used to the requirements of their future profession and the peculiarities of working in real conditions. That is, in the context of the theme of the thesis, the goal is to determine what kind of creative qualities are required for successful adaptation in socio-cultural activities and how this activity allows you to develop the necessary creative potential.

2.3.3 Project objectives

Improving the organizational structure of the Center for Student Initiatives in order to clearly achieve the goal. Today, the main requirement of the theory of organization management is readiness for organizational change. This predetermines proposals for the modernization of the organizational structure.

Creation of mechanisms for the implementation of cultural projects. Cultural projects are exhibitions, concerts, publication of literary works, creation of Internet resources in the field of culture, competitions and festivals, etc. The solution of the problem is connected with organizational moments(room, equipment, attraction of participants, etc.)

Attracting students to work in the Center. Here it is important to define and clearly formulate proposals that would take into account the motivation of students.

Creation of mechanisms for the study of creative abilities. Such mechanisms are competitions, festivals and other events listed in task 2, but it is necessary to adapt the events to the analysis and development of creativity

Development of the material base of the center. The material base is made up of acoustic, light, computer, etc. technical means. It is required to decide what equipment to buy, how often to replace it, how and to whom to use it.

Development of the financial base of the Center. It is required to decide how the Center can earn a living and how to attract additional funds

2.3.4 Target audience

Consider the following target audiences:

1. Heads of the Center. These leaders are professors and graduate students of St. Petersburg State University of Culture and Arts. Their mission is to make the center an effective educational tool that promotes popular innovative pedagogical methods in the practice of the university.

2. Students of St. Petersburg State University of Culture and Arts and students of other universities of socio-cultural profile. In St. Petersburg, examples of such universities are:

State Academic Institute of Painting, Sculpture and Architecture. I. E. Repina

V. I. Mukhina State Academy of Art and Industry

St. Petersburg State Conservatory. ON THE. Rimsky-Korsakov

St. Petersburg State Academy of Theater Arts

St. Petersburg Humanitarian University of Trade Unions

The list could go on. In addition, participation in the Center for Student Initiatives should not be closed to students of technical, economic and other universities. It is possible to involve students of specialized secondary schools in creative activities educational institutions, such as the art school named after N. Roerich or the school named after. Serov.

3. Visitors to events organized by the center (exhibitions, concerts, performances, etc.). First of all, these are potential students of the universities mentioned above, other youth audiences, just residents and guests of St. Petersburg who are interested in art and culture.

4. Cultural figures with fame and authority. They are involved in events as critics, jury members, etc.

2.3.5 Design principles

The project development is based on the following principles:

1. Expediency in terms of the goals set and the formulated tasks. The project is developed for a specific organization, taking into account its specific interests, mission, and its vision of activities. In our case, we are talking about the Center for Student Initiatives aimed at attracting students to creative activities in the field of arts.

2. Reliance on the resources and capabilities of an amateur organization. It is assumed that the maximum use of own resources and only to a small extent the involvement of the resources of the university, budgetary funds. As for attracting sponsorship funds, the formation of the interests of sponsors is one of the goals of the work of managers in the field of culture, and therefore is part of the active work of the Center. It is not expected to attract loans and third-party investors for the project.

3. Using the experience of other organizations in the field of culture. It should be noted that such experience is extremely small. Centers for student initiatives are few and far between. Their activities are practically not described in the literature. The few materials on the Internet are clearly tied to the specifics of the universities at which they are organized and are not of a general nature. However, an attempt should be made to summarize these materials.

4. The principle of planning. All activities to organize the work of the Center for Student Initiatives should be planned both in terms of time and resources.

5. Gradual implementation. The project should be implemented in stages.

2.3.6 Stages of project implementation

Stage 1 - preparatory. At this stage, an analysis of the external and internal conditions necessary to ensure the functioning of the Center for Student Initiatives and the development of this Center is carried out.

External conditions are determined based on:

Analysis of the need for the Center by target audiences

Analysis of the capabilities of the university (universities) and the educational system as a whole;

Analysis of the experience of the previous activities of the Center

On the basis of the conducted research, the following areas of the Center's work were identified, and these areas were weighted by expert assessments on a 10-point scale in relation to their significance.

Table 2.3.1

Expert evaluation of the activities of the Center for Student Initiatives

Center event		Grade
Organization of concert activities		7
Theatrical performances		6
Organization of festivals		10
Competitive activity		9
Organization of literary evenings		6
Organization of an art exhibition		10
Recording a movie and then editing		8
Conducting etiquette courses		7
Preparation of a festive corporate event		8
Organization of a political debate		6
Development and maintenance of the website of the Center and website building in general		9
Publishing activities (including the search for young authors, illustrators, editing, proofreading and layout, as well as relations with the printing house and distribution of circulation)		10
Public relations work:	Organization of press conferences	5
	Holding special events to attract sponsors	6
	Using the work of the Center as an information occasion for media coverage	7
Tourist and excursion direction	Development of original excursion projects	8
	Organization and conduct of excursions	6
	Organization of the reception of groups with the provision of communications with organizations engaged in the hospitality industry	6
Work on summarizing the experience of the Centers for Student Initiatives and establishing contacts with such centers		5

The above expert assessments are illustrated in a pie chart in which the work of public relations and the tourist and excursion direction are averaged.

The given plan can be expanded, and its separate directions are detailed. The above assessments seem to be subjective, since both those studying at the Center and students who only heard about its work, or occasionally attended the Center's events, were involved as experts. The ratings given by the respondents were averaged. However, the analysis of the table gives grounds for the following conclusions:

1. The activities of the Center should cover almost the entire spectrum of socio-cultural activities

2. The work of the Center can be not only organizational in nature, but also have a didactic focus

3. great place The work of the Center should be occupied by communication, primarily communication with cultural institutions, the media and potential sponsors.

Internal conditions:

Determination of resource opportunities of the Center for Student Initiatives;

Identification of problems in the work of the Center;

Determining the strengths of the Center's work, which should be relied upon when developing proposals for improving the organization;

Assessment of the management structure of the Center, the composition of functions in management activities, their distribution, the level of managerial culture, etc.)

At this stage, a factual base is created for making design decisions.

Conducting this assessment by interviewing experts gave the following result:

Table 2.3.2

Assessment of the internal resources of the Center for Student Initiatives

Organization potential	Score on a 10 point scale
Fame and popularity of the Center for Student Initiatives at St. Petersburg State University of Culture and Arts	6
The state of the material base	7
Organizational structure of the Center	7
Breadth (range) of the Center's programs of work	6
The level of quality of the Center's events	6
The level of information promotion of events held by the Center among youth	5
Nature of relationships with sponsors	6
The nature of relations with the administration of SPbGUKI	9
Relationships within the team (trust in leaders, level of psychological comfort)	10
The financial condition of the organization	7

The table data is illustrated by the diagram below.

As we can see, the activity of the Center for Student Initiatives to ensure its informational advancement is the most critical. At the same time, the psychological climate in the team and the level of trust in the leaders (characterizing, among other things, the competence of the Center's leaders) received the highest rating.

Stage 2 - the main one, the development of a strategy for ensuring the quality of the functioning of the concert organization.

This stage includes:

Development of a general policy for the Center for Student Initiatives

Creation of a program to expand the functions and areas of work of the Center;

Improving the organizational structure and ensuring the flexibility of this structure;

Development of individual activities, which, in the opinion of the author of this project, are of particular interest.

Let's consider each component of the second stage in more detail.

The quality policy of the concert hall.

This policy is focused on the adaptation of students to their future activities by identifying and developing their creative abilities. In view of the broad focus of socio-cultural work, which includes, as a matter of fact, activities in the field of art (including using modern instruments and technology), as well as the organizational and pedagogical component of the SKD, as well as activities to promote cultural values ​​and financial support for the cultural sector, the policy of the Center should be focused on the widest possible range of activities, on attracting students from various departments and faculties. Moreover, the activities of the Center should not be limited only to the students of St. Petersburg State University of Culture and Arts, but to involve in its orbit the young students of St. Petersburg, who specialize primarily in the field of culture and arts.

The activities of the Center for Student Initiatives are considered as a modern innovative component of pedagogy, as a pedagogy of co-creation, in which the communication component is considered as one of the directions for realizing the creative potential of students.

The policy is based on ensuring the opportunity and maximum encouragement of the energy, independence and inner freedom of students in the formulation and promotion of their ideas, abilities and interests in the field of culture.

It is known that today the majority of students earn money in some organizations, often not associated with them. future profession. The general policy of the Center is aimed at providing an opportunity to earn money through work at the Center. At the same time, the Center for Student Initiatives is a non-profit organization: all profits are spent on the development of the Center.

Table 2.3.3

The program for improving the organization of the work of the Center for Student Initiatives, the development and implementation of the projects of the Center

Activities and procedures	Targets and goals	Forms, methods and means	Responsible	Timing
Improving the organizational structure of the center	Providing optimal functional solutions	Seems to be the best use design technologies and the creation of temporary teams for the period of work on individual events. The activities of the project teams should be supported by the permanent structures of the Center	Leaders of the Center for Student Initiatives. Curators - representatives of the administration of St. Petersburg State University of Culture and Arts	September – November 2010
	Ensuring Mobility and Readiness for Structural Change
	Support for design decisions by organizational structures
Expanding the scope of the Center's activities. The following directions are proposed, which the author considers as promising	Literary and publishing activities	Organization of own publishing center	The management of the Center together with the faculties and departments of St. Petersburg State University of Culture and Arts	Beginning - September 2010. Gradual development in the future
	Tourist and excursion activities	Creation of your own tour desk
	Internet communications as a means of communication with other Student Initiative Centers	Search online for information about Student Initiative Centers, organization of joint in-person and extramural events (seminars, conferences)
	Cultural and educational activities	Creation under the auspices of the Center of Schools
Development of the financial base	Expansion of areas of activity that bring profit to the organization	Provision of paid services to individuals and corporations at the expense of the main activity. Reducing the importance of membership fees. Orientation to the opportunity for students to earn money through the work of the Center.	Heads of departments of the Center. Students working at the Center on a permanent or temporary basis	September 2010 onwards
	Providing services to corporations in holding their events
	Attracting sponsors by increasing the Center's visibility and media attention
Improving material support	Regular updating of the technical park: computers, printing and duplicating devices, acoustic and lighting devices, a park of musical instruments, licensed software	Acquisition of tangible assets, their receipt on a sponsorship basis, obtaining tangible assets through grants	Head of the Center, Accounting	Work is carried out on an ongoing basis, not tied to specific deadlines

The experience of implementing any projects shows that the development stage is iterative, i.e. in the course of development and implementation, unaccounted moments are revealed, which lead to the completion and adjustment of the project. Most often, this adjustment is associated with clarification and detailing of positions. Since such detailing is carried out during the implementation of the stage in this work, it cannot be considered in principle.

At the same time, such areas of the Center's activities as publishing and excursions should be discussed in more detail.

Publishing activities involve the involvement of authors - students writing in different genres. Here, contact is also possible with students of the philological faculties of the State University and the Pedagogical University, the Faculty of Journalism. It seems interesting to organize thematic student literary competitions, the best works of which are published. Such an organization attracts the interest and attention of sponsors, can also be considered as an informational occasion for attracting media attention to the Center for Student Initiatives and information promotion of the Center.

Publishing activity is also connected with the work of artists. It can also involve students from other universities in the activities of the Center and be implemented on a competitive basis.

During the implementation of the excursion direction of the Center's work, the author proposes to use the festival form. For example, the holding of the festival "estates of the St. Petersburg province" provides an opportunity to explore a very little mastered area of ​​educational tourism activities. The tourist orientation makes it possible to solve the issue of communications with other regions and foreign students. In the course of such communications, the guests of the Center are provided with an excursion program at the expense of the organization in question.

Stage 3 is the final one. At this stage, a generalization is carried out, the conditions for implementation, methodological recommendations for implementation are considered.

Generalization: The proposed project is quite general, and therefore can be applied to various Student Initiative Centers. At the same time, the Center's experience, organizational structure, and financial condition are essential in the course of concretizing design decisions.

The implementation conditions are as follows:

Desire and awareness of the need to improve the organization and work of the Center

Availability of the resource base of the Center (material, financial, personnel). The support of the Center by reputable universities, such as St. Petersburg State University of Culture and Arts, seems necessary

Use of own experience and experience of similar organizations, as well as creative proposals and imagination of students working at the Center.

2.3.7 Logistics

The work of any organization today is impossible without the use of a technical park. Today, technical means are implemented using digital technologies. Modernization of equipment is carried out constantly, so we can say that the obsolescence of computers, lighting and acoustic equipment does not exceed three years. In the context of ensuring the quality of the work of the Center for Student Initiatives, this means that it is necessary to plan the replacement of technical means and funding for this replacement at least once every three years. Estimated cost replacement equipment at prices posted on the site www.price.ru is 600,000 rubles.

2.3.8 Financial support

Financial support is formed from the organization's own funds received through various social and cultural activities, organizing holidays, festivals, exhibitions, etc., through obtaining grants offered by the regional administration, other political forces interested in the cultural development of St. Petersburg and improving the training of specialists in the field of access control, through sponsorship (as noted by many researchers, for example, G.L. Tulchinsky, socio-cultural activities and sports are the most promising for sponsors who want to promote their name, their products, shape their image) . It is assumed that the support of the university will remain at the same level. This support is important not only from the material, but also from the psychological side. It is assumed that the ratio of financial sources for the Center for Student Initiatives will be as follows:

Own funds - 52%

Support for SPbGUKI funding - 15%

Sponsorship - 18%

Grants and support from the regional administration 15%

2.3.9 Expected results.

Increasing the popularity of the Center and its role in the didactic process

Expansion of the target student audience

Development of new areas of activity of the Center for Student Initiatives, enabling creative self-realization in all areas of SKD

Development of own technical means and their continuous improvement at the level of the best world standards

Development of the team, the growth of professionalism of specialists, the growth of corporate culture, including readiness for organizational changes (one of the main requirements of modern management). Improving the training of cultural managers

Development of interuniversity relations, development and publication of theoretical views on improving the adaptation of students to future social and cultural work

The Center for Student Initiatives exists in order to successfully socialize and develop the creative potential of young people, organize close interaction between university staff and socially active and creative students of the university, unite university students, develop inter-faculty ties, and support student projects within the framework of mass cultural and socially useful initiatives.

The Center is designed to provide methodological and organizational support to students seeking to implement their ideas and projects to improve the social sphere of the university. Participation in the work of the Center will help students:

better formulate and clearly formulate their project proposals.

Get acquainted with other student projects and take part in them.

to interest public organizations and institutions in their work.

The development of creative abilities is the most important social task, which is solved primarily by means of education. An essential place in the development of creativity is the opportunity to show their creative abilities in practice. It is the solution of such a problem that the action projected in this paper is devoted to. It is especially important today, when, as a result of the crisis, interest in a number of socio-cultural projects and works in the field of culture has significantly decreased.

It seems particularly important to consider the possibility of students participating in various competitions, exhibitions, to organize the competitiveness of the educational process so that the authors of the best works can demonstrate their achievements to the widest possible audience. The work of a number of sections is devoted to this practical approach. Performances are accompanied by a demonstration of their own work.

The proposed measures to improve the activities of SPbGUKI provide an opportunity not only to realize the goals and objectives of the Center, but also provide an opportunity for additional earnings for students, provide funding sources for the further development of the Center for Student Initiatives and regular updating of its material base.

The importance of developing the creative abilities of young people, the importance of attracting young people to cultural creativity cannot but excite the city administration. The activities of the Center provide an opportunity to test and implement new pedagogical ideas, significantly improve the efficiency of training specialists in the field of culture.

This work is devoted to the study of the possibilities of adaptation of students of socio-cultural specialization to their future work by analyzing and developing their creative abilities. Theoretical problems of adaptation, the essence of adaptation, as well as the potential for preparing students through their participation in the activities of the Student Initiative Centers are considered.

Adaptation is a special form of reflection by systems of the influence of the external and internal environment, which consists in the tendency to establish dynamic equilibrium with it.

Under psychological professional adaptation, the researcher understands the process of formation and maintenance of dynamic balance in the system "man - professional environment".

Three criteria for assessing mental adaptation in the conditions of a certain professional activity are proposed:

1) the success of the activity (fulfillment of labor tasks, the growth of qualifications, the necessary interaction with group members and other persons that affect professional efficiency);

2) the ability to avoid situations that pose a threat to the labor process and effectively eliminate the threat that has arisen (prevention of injuries, accidents, emergencies);

3) carrying out activities without significant impairment of physical health.

The process of professional adaptation of young professionals develops if a correspondence is established between the subsystems of the following characteristics: a set of requirements imposed by modern production on the personality of a specialist and related to his readiness for professional activity (high level of professional knowledge, love for his specialty, initiative, independence, organization, etc. professionally significant qualities), and a set of expectations and requirements on the part of specialists for the future place of work. These are expectations related both to the activity itself (relevance, diversity, complexity of the tasks to be solved, opportunities for professional growth, updating of creative abilities), and wider work opportunities: communication with colleagues, career growth, material security, improvement of social and living conditions.

The adaptation of a young specialist to professional activity begins with a certain experience of social activity, which represents the potential for adaptation.

In order for the professional adaptation to be most successful, the team and the young specialist himself must understand that his creative abilities need further, post-institute development, that a specialist who has graduated from the university has more creative potential than real professional competence, since his experience is still small enough, however, the creative abilities of such a specialist allow him to assess the current situation with a fresher look.

In our opinion, the formation of a fairly sober view of a young specialist on their own potential and knowledge of their own creative merits, which help in the process of professional adaptation, should be laid at the university, in particular, in special centers for student initiatives, where young people are helped to organize projects and accept them active participation.

The Center for Student Initiatives exists in order to successfully socialize and develop the creative potential of young people, organize close interaction between university staff and socially active and creative students of the university, unite university students, develop inter-faculty ties, and support student projects within the framework of mass cultural and socially useful initiatives.

Today Student Initiative Centers operate in different regions, at different universities. However, their activities are tied specifically to this higher educational institution. It is not sufficiently generalized, does not fully serve such an important goal as interuniversity integration. It seems that integration at the level of joint socio-cultural projects can be implemented precisely on the basis of the activities of the Centers for Student Initiatives

Project activities in the socio-cultural sphere are diverse. This diversity is due, in particular, to the fact that socio-cultural activities are multifaceted and include classes in the field of art, in the field of pedagogy, in the field of information exchange, etc.

The development of creative abilities in this area is impossible without ensuring the free access of the creators of socio-cultural values ​​to consumers. Such provision is organized by means of management in social and cultural activities. At the same time, the same imagination and creativity are required from the manager as from the artist or artist, i.е. the creator of socio-cultural values, but supplemented by knowledge in the field of management.

It seems that the basis of effective management in the socio-cultural sphere should be based on the project method, which is used primarily by software developers. The essence of this method is the formation of a team of performers, a project team, each member of which is an independent creative person, realizing his potential in the common interest in accordance with the general idea of ​​the project.

This paper proposes specific activities related to the expansion and development of the activities of the Center for Student Initiatives of St. Petersburg State University of Culture and Arts. These events provide an opportunity not only to improve the efficiency of the Center as a tool for students to adapt to their future activities, but also to consider and generalize the work of the Center as a platform for introducing and testing innovative pedagogical technologies.

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