The effectiveness of professional activity is closely related to a person’s success in the profession, with his career. Career - successful advancement in a particular area (social, official, scientific, professional) activity.

Each person has his own system of values, interests, work and personal experience, so a career and its planning are an individual process. At the same time, the need to combine a person’s personal characteristics and intellectual capabilities with a specific place of work poses the task of managing career processes for personnel management services.

Professional career management is the purposeful activity of the personnel management service to develop a person’s professional abilities, accumulate professional experience and its rational use in the interests of both the employee and the organization.

The combination of the interests of the individual employee and the organization is ensured by personal career planning, as well as by designing and planning the job structure and job promotion.

Goals of professional career management on the part of the organization:

• · effective use of professional abilities of personnel in the interests of the business, achieving the goals and solving the problems of the organization;
• · timely provision of the organization with the necessary number of personnel with relevant professional experience;
• · creation of effective incentives for work motivation and professional development of personnel;
• · ensuring a relatively stable staff composition.

Goals of professional career management by personnel:

• · achieving a higher official status in the organization, the possibility of receiving higher wages;
• · obtaining work that is more meaningful and adequate to professional interests and inclinations;
• · development of professional abilities through the organization, etc.

Career management begins when you are hired. When hiring, the candidate is asked questions that outline the requirements of the employing organization. And he finds out the points that meet his goals and form his requirements. At the stage of professional selection, an assessment is made of the candidate’s personal and business qualities and an analysis of his motives for applying for a job. This assessment is established using various methods of professional selection: questionnaires, testing, interviews.

During the interview process, the candidate’s degree of understanding of his future role in the organization, wishes for the future, etc. are clarified.

Testing allows us to identify such personal business qualities of a candidate that characterize him as a potential leader or open up the possibility of changing directions of activity. The results of assessing candidates allow us to draw preliminary conclusions about their career aspirations already during the selection process.

Thus, the personnel management service begins to accumulate information about the potential capabilities of a particular employee.

In the future, the personnel management service must maintain a card index and replenish the data bank for various categories of personnel. Particularly important is the conduct of affairs to register and realize the available potential of management personnel. The card file must contain the following information about the employee:

• · Full Name;
• · year of birth;
• · position held;
• · qualification score (from 1 to 4);
• · salary code;
• · tasks to be solved (field of activity);
• · strong personal qualities;
• · special recent achievements;
• · the need for further education;
• What assignments can he take on in the near future?
• · what are the interests within the organization;
• · what is the highest position he could occupy in the organization;
• What position can he take in the near future?

At the same time, the usual data is also indicated: date of entry to work, education, practical experience and knowledge, etc. Such a data bank is maintained not only for personnel, but also for managers at all levels.

The immediate supervisor is obliged to check this information at least once a year and report new information about this person to the personnel management service and his boss. This guarantees a constant replenishment of the file cabinet, with the help of which, if necessary, you can immediately recommend the best candidate for a certain position.

Before working with a specific employee on career planning and development, HR specialists must determine general principles of career advancement based on the organization's personnel strategy.

Employees can navigate issues of career advancement by studying standard career charts that are developed for various types of career advancement - vertical and horizontal.

A career chart is a career model and includes the route of an employee’s professional and job movements, usually depicted in graphic form, the direction and stages of his professional career, the approximate timing of transfer to the appropriate levels, as well as specific qualification requirements necessary to work in a particular position .

The development of standard career plans is preceded by a detailed analysis of the organization’s job structure and a study of the content of work for each position. Based on this study, the personnel management service develops several blocks (packages) of documents necessary for effective career management. The same documents can be used to solve other personnel problems (hiring and dismissal, certification, planning employee training, etc.).

The first block of documents is job qualifications, job descriptions of employees. They should provide detailed information about the content of labor for each position and intra-position categories, indicating qualification requirements.

The second block is documents defining the requirements for the employee’s personality. These include professiograms of professions and positions (jobs).

A job profile can be defined as a ranking list of an employee’s abilities - his personal characteristics (in order of their importance) necessary for the successful performance of specific job responsibilities. This is a kind of portrait of an ideal employee. The development of professiograms requires special knowledge and, as a rule, is carried out with the involvement of experts.

The third block is education and self-education programs. They describe the forms of training, the content of educational programs, the timing of preparation, the procedure for mastering program material, which ensure the acquisition of the required knowledge and allow the development of certain qualities. These programs should provide methodological assistance in choosing ways and means to ensure successful professional growth and promote the employee’s belief that his professional growth depends primarily on the level of his labor and cognitive activity.

The fourth block is a system for assessing the personal and business qualities of employees, including managers: certifications, competitions, qualification tests, which should confirm that the employee has the necessary qualifications and professionally significant personal qualities. Assessment systems allow you to create professional personograms.

A personogram is a ranking list of a particular person’s abilities according to the degree of their development, developed, as a rule, on the basis of testing. Comparison of personograms and professionograms makes it possible to achieve an optimal correlation between employees and positions (jobs), i.e., to satisfy the interests of both the organization and the individual employee.

1.Professional career management. Advanced training and its impact on the professional career of workers.

2. Personnel training system.

3. Advanced training is a factor in personnel development. Forms of advanced training.

1.Professional career management. Advanced training and its impact on the professional career of workers.

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

The implementation of the principle of mandatory advanced training has traditionally met with resistance at all levels of management - employees at lower hierarchical levels refuse any forms of study and advanced training (“Why do I need this? I don’t understand anything anyway”), while senior managers have long “known” everything .

However, numerous studies show that after graduation, on average, about 20% of knowledge is lost annually; scientific and technological progress dooms most specialists to lag behind in the main areas of their professional knowledge. It is recommended that specialists in the field of mechanical engineering improve their knowledge every 5.2 years, in the chemical industry - every 4.8 years, in metallurgy - every 3.9 years, and in business - every 2 years. The Institute of Economics of the Russian Academy of Sciences considers it urgent to provide support for the system of advanced training of specialists at the expense of budgetary funds, as well as by attracting extra-budgetary financial sources.

The management principle urgently requires mandatory training for all employees involved in the production process, regardless of their position. The market economy of modern Russia places more serious demands on improving the qualifications of enterprise managers than under socialist planned economic management.

First of all, this applies to those who make strategic management decisions, who are responsible for the development of the enterprise, for the constant updating of products and the implementation of new technological and organizational solutions.

In general, the share of education costs as a percentage of national income in Russia is approximately 2%, in the USA - 12.2%, in Germany - 12.1%.

2. Personnel training system.

Some companies offer entire systems of personnel training and advanced training. For example, the Euromanagement company offers the following services:

Formation of a personnel training system based on identifying the Company’s needs and assessing the level of professional and personal development of employees. Development, organization and conduct of training events. Personal consulting and training for certain categories of employees.

In what cases is it advisable to use this service?

if you understand that for the growth and development of your company, rapid growth and professional development of your staff is necessary

if you like the company's employees, but the results of their work - not

if, having tried to organize and conduct separate training events for your employees, you then did not receive the planned and desired results from their work

if you have recruited new employees and want to train them in difficult work for your benefit

if you have proven, experienced employees whom you have already motivated financially and immaterially, and now you don’t know how else to please them, and at the same time develop them

Our consultants during meetings and working sessions with the Company’s managers and employees:

depending on the company’s development plans, they will determine the training needs of personnel;

determine the level of professional and personal development of employees;

will develop a system of training activities, including monitoring the acquisition of knowledge and the formation of skills;

organically integrate the training system into the system of incentives/motivation of personnel;

develop a system to support learning outcomes;

organize training events (lectures, seminars, trainings, working groups, etc.);

will give managers “feedback” on the results of training;

develop new programs taking into account the needs of your company;

will provide, if necessary, personal counseling and training for some employees;

What results will you get?

Trained and motivated personnel for professional achievements.

Improving the psychological climate in the team.

A clear and easily supported employee training system.

Improving the quality of work and related indicators of the well-being of the company and personnel.

3. Advanced training is a factor in personnel development. Forms of advanced training.

In order to keep up with the demands of the time, the educational process is being intensified based on the introduction of interactive learning technologies, creating a psychologically comfortable environment that ensures freedom for students to choose educational forms and methods.

The priority training methods in the system of advanced training for management personnel are interactive methods, where the main attention is paid to the practical development of the transferred knowledge, skills and abilities.

The ever-increasing flow of information currently requires the introduction of teaching methods that make it possible to transfer a fairly large amount of knowledge in a fairly short period of time, ensuring a high level of students’ mastery of the material being studied and consolidating it in practice.

In modern practice of advanced training of management personnel in Russia, the most common are the following active learning methods: training, programmed, computer training, educational group discussions, case-study (analysis of specific, practical situations), business and role-playing games.

Let us consider the main focus and content of each of the listed training methods used in the practice of promoting management personnel.

Trainings

Training is understood as training in which the main focus is on the practical development of the material being studied, when, in the process of simulating specially specified situations, students have the opportunity to develop and consolidate the necessary knowledge and skills, change their attitude towards their own experience and the approaches used in their work.

Programmed training

The essence of programmed training is a high degree of structure of the presented material and step-by-step assessment of the degree of its assimilation. With programmed learning, information is presented in small blocks in printed form or on a computer monitor. After working on each block, the student must complete tasks showing the degree of mastery of the material being studied.

Educational discussion

This teaching method consists of conducting educational group discussions on a specific problem in relatively small groups of students (from 6 to 15 people).

Traditionally, the concept of “discussion” refers to the exchange of opinions in all its forms. The experience of history shows that without an exchange of opinions and the accompanying debates and disputes, no development of society is possible. This is especially true for development in the sphere of spiritual life and professional development of a person.

Discussion as a collective discussion can be of a different nature depending on the process being studied, the level of its problematic nature and, as a consequence, the judgments made.

For a teacher organizing an educational discussion, the result, as a rule, is already known in advance. The goal here is a search process that should lead to objectively known, but subjectively, from the students’ point of view, new knowledge. Moreover, this search should naturally lead to the task planned by the teacher. This can be, in our opinion, only if the search for a solution to the problem (group discussion) is completely controlled by the teacher.

Management here is twofold. Firstly, to conduct a discussion, the teacher creates and maintains a certain level of relationships among students - relationships of goodwill and frankness, i.e., management of the discussion on the part of the teacher is communicative in nature. Secondly, the teacher manages the process of searching for truth. It is generally accepted that educational discussion is permissible “provided that the teacher is able to ensure the correctness of the conclusions.”

Summarizing the above, we can highlight the following specific features of an optimally organized and conducted educational discussion:

1) a high degree of competence in the problem under consideration of the teacher-organizer and, as a rule, sufficient practical experience in solving similar problems among students;

2) a high level of predicting solutions to typical problem situations due to the serious methodological training of the teacher-organizer, i.e., a relatively low level of improvisation on the part of the teacher. At the same time, there is a fairly high level of improvisation on the part of students. Hence the need for the teacher to control the discussion process;

3) the goal and result of educational discussion is a high level of students’ assimilation of true knowledge, overcoming misconceptions, and the development of dialectical thinking in them;

4) the source of true knowledge is variable. Depending on the specific problem situation, it is either the teacher-organizer, or the students, or the latter derive true knowledge with the help of the teacher.

In conclusion, it should be noted that this method allows you to make the most of the students’ experience, promoting a better assimilation of the material they are studying. This is due to the fact that in a group discussion it is not the teacher who tells the students what is correct, but the students themselves develop evidence, justification for the principles and approaches proposed by the teacher, using their personal experience as much as possible.

Educational group discussions give the greatest effect when studying and working through complex material and forming the necessary attitudes. This active learning method provides good opportunities for feedback, reinforcement, practice, motivation, and transfer of knowledge and skills from one area to another.

Case-study

This method involves a transition from the method of accumulating knowledge to an activity-based, practice-oriented approach relative to the real activities of a manager. This is one of the most proven methods in German leadership development practice for teaching decision-making and problem-solving skills.

The purpose of this method is to teach students to analyze information, identify key problems, select alternative solutions, evaluate them, find the best option and formulate action programs.

Word "career" translated from French means successful movement forward. The concept of “career” in the narrow sense reflects a person’s individual work path, the way of achieving goals and results in the main form of his personal self-expression. The main forms of personal self-expression in an organization are: professional and official career.

A professional career is characterized by the predominance in the work activity of a person of professional specialization, work primarily in one subject professional field, his achievement and recognition by the professional community of the results of his work, authority in a specific type of professional activity.

An official career reflects a change in the predominantly official status of an employee, his social role, the degree and scope of his official authority in the organization.

Personnel career management is a comprehensive technology for the influence of heads of state authorities and personnel services on the targeted development of employees’ abilities, their accumulation of professional experience and the rational use of their potential, both in the interests of employees and in the interests of the organization.

Conditions for career management: - awareness of the value of a person’s professional experience as the most important national asset, as the most valuable capital of any organization; - high status of personnel services in organizations; - creation of a system of public control over the use of professional experience of state and municipal employees, a mechanism for protecting society from unprofessionalism in public administration; - creation of an optimal career environment and career space. A career space is a relatively isolated set of positions in the job structure that sets the necessary conditions for the implementation of a specialist’s professional experience. The career environment should be considered as the unity of necessary and sufficient conditions created in the organization for managing the career of personnel.

Career management system personnel is a set of subjects of personnel management, their functions, powers and responsibilities, a set of principles, legal norms and management mechanisms that are necessary for a targeted impact on the management object (Fig. 3).

Rice. 3. Basic elements of a personnel career management system

Career management mechanism personnel is designed to put into action the career management system and thereby ensure the achievement of personnel career management goals. In essence, this is a coordinated set of tools and methods that ensure qualitative changes in the professional potential of an individual and adequate ways of its implementation, which ensure the management of the professional experience of personnel in the organization and the implementation of their career strategy.

The key elements of the management mechanism are such personnel technologies as selection, assessment, training of personnel, as well as work with the personnel reserve, internship, as well as technologies for constantly studying the content, nature and working conditions of employees in order to quickly solve problems of organizational development.

The career management mechanism as an element of the career management system is based on management principles, legal norms that strictly regulate the procedure for applying, organizing and using the results of personnel technologies and the means and methods of working with personnel used. The main elements of the career management mechanism are presented in Fig. 4

Rice. 4. Basic elements of the career management mechanism

Career management process – This is a carefully planned, thought-out, coordinated and carried out set of actions by specific people that allow, within the framework of the established system and accepted career management mechanism, to achieve the goal.

The career management process includes: - development and decision-making on the organization’s career strategy and the implementation of management technology in it; - implementation of decisions made and implementation of career plans for the organization’s personnel.

In the process of career management, two interrelated tasks are solved. Firstly, the task of ensuring that the professional experience of the personnel corresponds to the required, project-based, structural professional experience. Secondly, the development and rational use of professional abilities of personnel. The career management diagram for the organization's personnel is shown in Fig. 5.

When organizing professional development processes, organizations pursue a number of goals.

Fig.5. Organizational personnel career management scheme

The goals of organizations are characterized by two characteristics: they quite specifically indicate the desired states in the future and differ from individual goals in that they are mandatory for all employees of the company.

These goals define three functions: management, coordination and control. Goals are at the core of behavior, so they drive behavior. They make it possible to achieve and improve mutual coordination of behavior and, in this sense, perform a coordinating function.

If goals are formed and set before the process of professional development, then the abilities and skills that must be acquired by employees usually come to the fore. Generally formulated goals are called main goals. They are detailed in several stages and filled with specific content, and then transformed into so-called educational goals.

The formulation of learning objectives, focused on improving only narrow professional qualifications, is too limited, even if the acquisition of such qualifications is given a central place.

According to organizational theories, which are based on systems theory, three groups of conditions can be named, the fulfillment of which guarantees the existence of an organization. These are task efficiency, integration and flexibility. These three conditions for the functioning of the system form the basis for the structure of analyzing the effect expected from advanced training.

Task efficiency. Direct task performance is central to discussions on personnel training and development. It looks first at the impact on skills, then on motivation and finally on recruitment. The qualification indicator reflects the impact on the ability to work effectively, the motivational indicator reflects the impact on the desire to complete the job, and the impact on recruitment means the ability of the company to hire qualified workers who are ready to complete the task.

Integration and management. If training helps to ensure that employees of the company receive information about the goals and the most important intra-firm relationships, it thereby serves as a guarantee of joint purposeful actions: the effect of training in this case will be to stimulate integration and purposeful actions of the firm.

Flexibility. Improved skills may include innovation effects and increased mobility. Both of these factors are united by the concept of “flexibility effect”. Thanks to advanced training, the company is filled with new knowledge that helps to find fundamentally new solutions to problems or significantly facilitates them. The mobility effect works if, as a result of training activities, the horizon of workers as specialists in a certain professional field expands.

The mentioned effects are not achieved automatically; on the contrary, they are only possible if training activities are oriented towards achieving these effects from the very beginning.

A career chart is a career management tool that is a graphical description of what should happen or is happening to people at different stages of their career.

The career chart consists of two parts. The first part contains a list of positions, arranged in a sequential chain in an ascending line, that a manager can occupy throughout his entire career, indicating the duration of positions in years. The second contains a description of the types of training, advanced training, retraining of personnel, indicating the types of educational institutions, faculties, courses that a manager needs to take on his career path, including defending dissertations and obtaining academic degrees and titles, indicating the periods of training. Self-study is also included in the second part of the career plan. It should be noted that the terms of holding individual positions should be linked to the terms of permanent training.

The career chart should record the following key points: - the current level of development of professional, socio-psychological and business qualities, as well as a forecast of the employee’s competence threshold; - direction and highest point of career development in the organization; - stages and temporary guidelines for career growth: - program to promote professional and personal growth of the employee; - individual program for motivating employee achievements; - monitoring the implementation of the career plan on the part of the employee and the organization and its adjustment in accordance with current plans for the personnel reserve.

In order to properly plan an employee’s career, a personnel manager (corporate psychologist) must clearly understand the mechanism for developing a business career and the possibilities of its planning and implementation. This is especially important, since employees are not always able to independently choose the right professional niche, accurately assess their threshold of competence, and choose an effective strategy for self-improvement.

40. Managing the professional career of personnel in the organization

Career management- these are targeted actions to organize processes for developing the knowledge, skills and abilities of an employee, his experience and ambitions to improve the effectiveness and efficiency of the company. Career management involves achieving the following goals:

formation, development and rational use of the professional potential of each employee and the organization as a whole;

ensuring continuity of professional experience and culture of the organization;

achieving mutual understanding between the organization and the employee on issues of his development and promotion;

creating favorable conditions for the development and promotion of personnel within the organizational space, etc.

Career management in this case includes three processes.

Until recently, one of the main career management tools was career chart It consisted of documented obligations of the administration for the horizontal and vertical movement of workers, as well as the employee’s obligations to improve the level of education, qualifications, etc. to achieve career goals.

There is no universal form of career chart, however the most common points in it are the following.

Employee personal data.

Position held.

Work experience in the position held.

Personal career goals of the employee.

Opportunities for growth in your current position.

Employee's work history in the company.

Training information.

Certification results.

Skills, knowledge and abilities necessary to occupy a higher position.

The type and methods of training that must be mastered to take on a new position.

The level of the personnel reserve for which the employee is assigned.

U career chart method has its pros and cons. But it is worthy of attention if only because it is the first of its kind to combine a bureaucratic approach to employee career planning with the results of their activities. Basic forms of career movement. Basic forms of career movement: job promotion And rotation.Position growth- filling a position at a higher level than the one previously occupied. Rotation- this is the movement of an employee through positions located at the same level of hierarchies. Stages of career managementCareer management work employees consists from the following stages.

When hired, an employee is taught the basic rules of career planning.

He is given the basic career management tools: qualification requirements for positions, training programs, etc.

Building an individual career plan for an employee and coordinating it with the manager.

Implementation of the plan - performing work, achieving planned results, systematic development of knowledge and skills, transition from position to position.

As a result of studying Chapter 7, the student should

Know:

• - basic concepts of business career management technology
• - individual stages of forming a business career and their content
• - modern approaches to realizing a modern career

Be able to:

• - develop a philosophy and concept of business career technology in the organization in accordance with the goals of the organization
• - use the principles of corporate social responsibility in the development and implementation of programs for building a business career in the organization

Own:

• - conceptual apparatus for managing the business career of personnel
• - techniques and methods of career and professional advancement of personnel
• - skills in developing and organizing the use of modern methods and technologies for business career management

Business career as a technology for professional development

A factor in the success of life, according to most of our contemporaries, is a person’s achievement of a high position in society, which is associated not only with material opportunities and power, but is primarily the result of a fruitful and focused professional career (M. Yu. Konovalenko, S. D. Reznik).

However, in modern conditions, when the socialization of an individual, his acquisition of the desired social status, depend on his integration into professional and labor activity, the process of forming a professional career becomes contradictory and complex. Modern society is characterized by a high level of differentiation; differences in socio-economic status, education, and income lead people to implement different behavioral strategies in the professional and labor sphere. The difficulties of building a professional career also lie in the fact that the system of value orientations and norms that form professional work ethics is in the process of transformation. There is no generally accepted value in society for labor, work, or achievements in professional activities.

The semantic field of “career”, as defined by respondents, is usually revealed in such concepts as “professional growth”, “promotion in position, salary, status”, “self-development”, “self-affirmation”, “self-realization”, “success” (as respect and recognition of others), “status” and “money” (as visible confirmation of a successful career).

The concept of “career” simultaneously has everyday meaning and scientific significance in management and psychology. In French, “carriere” means: field; profession; quarry. In Spanish, saggega means: treadmill; movement of stars; route; race; field; profession, etc. The context of “career” in Russian is different - life path, achievement, goals, ladder, promotion, career growth.

Ozhegov S.I. gives the definition: “occupation, path to success, prominent position in society, achievement of a high position.”

Ivantsevich D. M., Lobanov A. A.: “an individually perceived sequence of changes in attitudes, attitudes and behavior associated with work experience and duration of work over the course of working life.”

Sotnikova S.I.: “an individually conscious attitude and behavior associated with the accumulation and use of increasing human capital throughout a person’s working life.”

Marshall G.: “roles through which an individual passes during his working life, acquiring prestige associated with social mobility”

Heneman X.: “the sequence of positions through which an employee passes for one employer”(Sotnikova S.I. Career management. M., 2001).

Generally One can understand a career as the result of a person’s professional or official position in life.

A person acts as a subject of activity for a long time, and one of the forms of activity is his professional activity. The concept of “career” was formed in the context of the study of organization and organizational behavior. A professional career is usually defined as a person's work experience as it develops over time (Arthur, Hall, and Lawrence 1989). The concept of “career” is used in different senses. Career in the narrow sense is ascent in the service hierarchy; in broad terms - ascension in the social hierarchy. A career in the broadest sense should be considered not only to get promoted, but also to get rich and gain fame. Success in any of these areas contributes to success in the others. In the concept of a career, one can distinguish objective (the sequence of positions and jobs) and subjective components (a person’s perception of his career, comparing it with the careers of other people and determining its meaning).

A career can also be understood as a life path in general, not necessarily leading to a higher position. Research in this area is quite diverse; careers are studied in the context of the activities of politicians, teachers, athletes, entrepreneurs, and government officials. The subject area of ​​study is quite wide - career motivation is studied (D. Me Clelland, 1975;

D. G. Winter, 1988), setting career goals (A. D. Kibanov, 1998; A. S. Guseva, 1998), mechanisms of the career process (S. Osipov, 1968; D. T. Hall, 1968; A. S. Guseva , 1998), opportunities for managing personnel careers in an organization (D. T. Hall, 1976; E. Shein, 1990; A. D. Kibanov, 1995; I. D. Ladanov, 1997, etc.), factors contributing to successful development individual career (R. Lambing, 1994; J. A. Clauzen, 1981; J. Hunt, 1997; A. A. Derkach, 1996; E. A. Mogilevkin, 1998; M. V. Safonova, 1999, etc.), formation and development of personality during career advancement (A.K. Markova, 1996; E.G. Moll, 2000; A.A. Derkach, 1996; D.E. Super, 1971).

Approaches to career exploration depend on your goals. There are several theoretical approaches to career issues - coordinating approaches, phenomenological approaches and approaches from the perspective of development and decision-making, subject-activity approach.

Coordinating approaches - these are theories and methods based on differential psychology and situational theories; the latter include the structural approach, the contextual approach and the socialization approach. Differential Approaches is a short-term counseling and personnel classification approach that emerged while working with veterans returning to civilian life and trying to find employment in a peacetime environment.

Situational theories - when the socioeconomic status of the parents is taken into account, sometimes serving as an important determinant of the child’s future adult professional status, although through their studies young people themselves lay the foundation for acquiring their own independent socioeconomic status and independent advancement up the career ladder.

Phenomenological approaches are based on self-concept theory, which focuses on the individual as the subject of decision-making, recognizing that self-concepts are not concepts of the self in a vacuum, but of the self in a situation. This approach corresponded to the spirit of the times of the 1950s and 60s.

Developmental approaches are determined by the fact that growth is a stage of childhood during which self-concepts are formed, but ideas about professions are dominated by identifications with key figures, fantasies and eidos of childhood.

Decision-Making Approaches arose in the era of the 1970s, are based on the concept of a decision style, each of which can be used at a certain point in time by a given person, even if he is more likely to have context- or content-oriented styles.

Domestic subject-activity approach allows us to consider in interconnection career orientations, which are an act of consciousness, career plans, and actions aimed at realizing career orientations.

To conduct career counseling, it is important to understand the importance of factors influencing career development. To effectively build a career, a conscious, adequate choice of the direction of professional development is necessary. To do this, the projected future demand for the profession is taken into account; personal abilities and inclinations, possible career paths (administrative, creative, political, etc.), conditions for obtaining education (cost, etc.). When choosing a profession, the following circumstances should be taken into account: the complexity or simplicity of the work functions performed, the prevalence of the profession, the demand for work and professional activities, the range of possible positions; possibility of choosing a place of residence. Of particular importance in choosing a modern career is the level of remuneration in various professional fields, which depend on various factors (importance to society, proximity to the budget, specific position of workers, shortage of specialists, etc.).

Career management is implemented through the company's career policy and career management regulations (instrumentally - career regulations).

A career in an organization is understood as the result of a person’s conscious position and behavior in the field of work, associated with official or professional growth. A person builds his career, his trajectory, himself, in accordance with the characteristics of intra- and extra-organizational reality, and most importantly, with his own goals, desires and attitudes.

Professional career - growth of knowledge, skills, abilities. A professional career can follow the line of specialization (deepening in one line of movement chosen at the beginning of the professional path) or transprofessionalization (mastery of other areas of human experience, associated rather with the expansion of tools and areas of activity).

The meaning of the term “business career” is based on the semantics of the word “business”, which means, first of all, a certain occupation (work activity that provides a specific person with a means of subsistence). Thus, a business career is a career in any field of human activity in the case of a person using his labor as a source of necessary income."

A business career is an individually conscious sequence of personal development goals, structured in official, professional, status or monetary terms, determined by changes in views, positions, behavior and experience throughout life, and the process of achieving these goals as a result of work activity used to generate income. The progressive advancement of an individual in his chosen professional activity is characterized by a change in skills (acquisition of new ones and improvement of previously acquired ones), development of abilities and qualifications. In addition, a business career means achieving new statuses in the professional environment, a certain fame in one’s professional community, increasing wages, expanding benefits, bonuses and benefits.

The typology of a business career should be carried out primarily according to those criteria that are basic for the analysis of the “employee - employer” system. Therefore, due to the different functions of management workers and other workers, as well as entrepreneurs, who combine both of these hypostases in one person, several classifications of business careers are distinguished.

The place of a working person in the system of managerial relations allows us to highlight several types of careers.

Professional career involves specialization in professional non-managerial activities, therefore, achieving a professional career is understood as becoming a high-level specialist, for example, a doctor who has made a career as the best cardiac surgeon in his region. This type of business career is characterized primarily by expanding the range of specialized knowledge

and skills, the growth of professionalism, professional excellence, achieving the heights of art in the chosen profession. Taking into account modern trends, the main problem of a professional career is the contradiction between the need for an employee, as his professionalism grows, to increasingly deepen and, accordingly, narrow the area of ​​his special knowledge and the likelihood of losing the demand for professional knowledge and professional skills due to changes in the situation on the labor market.

Administrative or managerial career- specialization in professional management activities, a career achievement is moving through management positions, from the head of a department to the head of a company. Career levels are formally distinguished, that is, more structured: they are determined primarily by the position, its place in the structure of the organization and the number of subordinates. Accordingly, stages of professional growth usually correspond to steps of job growth. In each managerial position, due to the specifics of managerial work and the complexity of human nature, there are practically unlimited opportunities for the development of management skills; the limitations lie within the needs and abilities of the person.

Entrepreneurial career- development of your business, it implies both a professional and managerial career. The theory and practice of management indicate that not all people can independently organize and run a successful business (their own business), that is, be entrepreneurs. Entrepreneurship involves working under risk conditions and requires a person to have certain psychophysiological and business qualities related to management. On the other hand, an entrepreneurial career is built on professional growth.

Transitions from one business career to another are possible, for example from a managerial to an entrepreneurial career.

Intra-organizational career that is, a career within one organization can itself be structured. It covers the sequential change of stages of employee development within one organization and is implemented in two main directions: vertical (ascent to a higher level of the organizational hierarchy) and horizontal (moving to another functional area of ​​activity or performing a certain official role at a level that does not have strict formal reinforcement). in the organizational structure). For example, fulfilling the role of a manager can also include expanding or complicating tasks at the previous job level. A centripetal career is a variant of an intra-organizational career, which means movement to the core of the organization’s management without changing position, for example, an employee gaining access to informal sources of information, trusting relationships, and certain important instructions from management. In many modern organizations there are restrictions in career movement due to limited positions.

The career of a working person has two directions: horizontal and vertical careers.

Horizontal career path - This is an increase in the professional level of an employee in his position and assignment to him as a result of a higher qualification category. In other words, this is capacity building through expanding competencies and deepening skills. A qualification category is assigned either based on the results of a scheduled certification, or upon achieving high performance indicators or effective mentoring.

Vertical career path consists of promoting an employee up the career ladder and gradually increasing his status. To do this, in addition to a high level of mastery of the specialty, it is necessary to have organizational skills, study and constantly engage in self-education. This path is for those who strive for career growth and intend to occupy higher positions.

The ongoing changes in positions entail increasing responsibilities and pay. A business career reaches its peak in different ways.

Career movement, from the point of view of A.P. Egorshin, can have several configurations, which are metaphorically divided into types: springboard, ladder, snake."

The “springboard” type career trajectory suggests that the highest position is attained fairly quickly and the person holds it for a long time, sometimes until retirement.

The type of career is determined by a person’s reaction to organizational conditions, and in the “ladder” type of career, promotion is characterized by progression, the occupation of the highest position occurs at the peak of work activity. At the top point of a career, a specialist reaches a maximum in terms of professional skills and knowledge, but over time, performance decreases, as does the ability to think mobile. A person has accumulated the necessary competencies that are valuable to the company, so a specialist is usually used in consulting positions.

The “snake” career is characterized by the successive occupation of various positions within the company at a horizontal level. As a result, the specialist is familiar with the company’s “kitchen” and with the transition

for managerial positions is able to effectively manage, knowing the specifics of the company's functioning.

The progression of activities within an organization can be expressed by indicators of speed, sequence of positions held, long-term orientation (to expand influence or maintain a position) and the personal meaning of job advancement.

E. Moll, based on these factors, identified typical career types:

• - super adventurous career (sharp change and rapid expansion of influence), adventurous (skipping job levels or changing areas of activity);
• - traditional (graduality in mastering skills and accumulating experience and contacts);
• - sequential crisis (constant adaptation to change);
• - pragmatic (preference for the simplest ways to solve career problems, changing areas of activity depending on socio-economic, technological and marketing changes);
• - outgoing (holding the current position);
• - evolutionary (as the organization grows, the individual and his influence grow) career.

The movement of a person in a profession and organization is associated with human development. Career development - increasing competitiveness to achieve organizational and personal goals.

A business career has phases associated with the search and realization of oneself in the profession, on the one hand, the development of a professional, and the search and realization of oneself in a specific organization. These two processes are interconnected.

An intra-organizational career means that a particular employee, in the course of his professional activity, goes through all stages of development: training, employment, professional growth, support and development of individual professional abilities, care.

E. And Klimov highlights the following phases of professional development, which can be used in managing a business career, based on knowledge of psychology: optant, adept, adaptant, internal, master, authority, mentor.

Option phase. At this stage, it is important for a person to choose the main type of professional activity. In some cases, this is not the first choice for a person, but rather a change in professional activity associated with a change in the situation on the labor market, adjustment of interests, and life circumstances. The duration of the period varies and depends on the complexity of the choice and the characteristics of the professional field. The duration of the stage is also influenced by the individual characteristics of a person.

For the first job, this is often the age period of 18-22 years, and it is associated with obtaining higher or secondary vocational education. The real career begins from the moment you join the organization; During this stage, the foundations of the future specialist are laid. But the period of training and internship itself is also important, since at the beginning of the career path, basic professional attitudes and habits regarding work routines are formed, the basic rules of vertical and horizontal communications are mastered, and primary general professional skills are formed.

Adept phase is present in a novice worker and is characterized by the processes of initial mastery of the profession. Depending on the profession, this can be a long-term process or a very short-term process (for example, simple instruction).

Adaptation phase getting a young specialist accustomed to work. It is during this period (23-30 years) that the employee makes the first mistakes, correction and accounting of which lead to the formation of skills, qualifications are formed, self-affirmation occurs and the need to establish independence appears.

Internal phase characterizes an experienced worker who is free to use skills and is able to form new ones on the basis of old ones. The employee is able to act independently, reliably and successfully cope with basic professional functions. This phase is characterized by acceptance and respect from colleagues at work and in the profession.

Mastery phase which is characterized by the ability to solve problems of varying levels of complexity. The employee recognizes simple, typical and modified conditions of professional tasks, some of which only he can do. If an employee's career includes several jobs, the employee is able to easily transfer previously developed skills to new conditions.

In terms of age stages, this is a stage of adulthood characterized by stability (30-40 years). This period of professional development is characterized by the division of employees into promising and unpromising. Some master general skills and stop developing their career; for others, this is a period of further movement in their professional and organizational career. The complex system of goals that exists for a specific person, in this case an employee, is manifested in the peculiarities of setting and implementing professional goals. Either fixing and maintaining what has been achieved, or further development, careful career planning, training, acquiring skills that complicate professional skills.

In a difficult situation, when the organization cannot offer further career development, the lack of prospects for promotion can put a person in a situation of tension. At the same time, the age of “middle of life” is complemented by the presence of psychological problems associated with an overestimation of the immediate environment, with the natural restructuring of the body, which leads to a crisis. In this situation, active learning and mastering related skills helps to solve the existential problems of a professional worker and allows one to move on to the next phase.

Authority phase (40-50 years old), like the mastery phase, it stems from the previous phase. The master is known in the professional environment and has formal qualifications. This phase is characterized by the ability to perform unique skills. To work effectively in an organization, it is important to find ways to adapt to the situation and decide how to live further.

Mentoring phase. Developed level of skill, ability and willingness to transfer accumulated experience. At the same time, there may be a direct demonstration of skills, there may also be a story about the peculiarities of performing functions. At the stage of maturity (50-60 years), a person has usually already created a niche for himself in the world and professional environment, and all his efforts are aimed at maintaining what he has achieved.

Final stage of career(after 60 years) - preparation for retirement, parting with active professional activity.

At different stages of a business career, a person satisfies different needs (A. Ya. Kibanov). At the initial stages of a career, job search is associated with orientation to one’s needs and capabilities. If a person finds this type of activity, the process of self-affirmation as an individual begins, he cares about the security of his existence. During the period of formation and mastering the profession, self-affirmation occurs and the need to establish independence appears. This age is associated with the creation and formation of a family, so often the need for a salary level does not correspond to the level of qualifications. Further career development leads to the need for self-affirmation, achieving a higher status and even greater independence, and self-expression as an individual begins. Peak improvement and qualification - it increases as a result of vigorous activity and special training. A person reaches the heights of independence and self-expression. A well-deserved respect for oneself and others who have achieved their position through honest work appears. Although many of the employee’s needs are satisfied during this period, he continues to be interested in the level of remuneration, and there is increasing interest in other sources of income (for example, participation in profits, capital of other organizations, shares, bonds). The end-of-career crisis is characterized by decreased job satisfaction and psychological and physiological discomfort. At the same time, self-expression and respect for oneself and other specialists reaches the highest point throughout the entire career period. They are interested in maintaining the level of wages, but seek to increase other sources of income that would replace the wages of this organization when they retire and would be a good addition to the pension benefit.

The theory of career development by D. Super and D. T. Hall assumes that The professional cycle of a person consists of six main stages: exploration, reality testing, experimentation, consolidation, maintenance and decline. Career identification is built on the basis of organizational characteristics and the self-concept of a particular person. D. Hall's model presents a so-called plateau in career development, when a person achieves mastery and stops in both professional and career development. The passage of each stage is supported and justified by the employee using a personal growth plan. In parallel with the development of the structure and stages of a career for a specific situation, the organization’s management creates a carefully thought-out and strictly differentiated system of motivation for the professional and job growth of the employee.

Issues of career management in an organization pose the task of understanding not only the stages of development of a specialist, but also such issues as the relationship between personal and professional.

In career theory, J. L. Holland described 6 dimensions of the relationship between personal orientations and professional environments: realistic, intellectual, social, conventional, entrepreneurial and artistic. Understanding a person's orientations helps manage a career by connecting the employee's interests and motivations with the organization's ability to match or accommodate those interests.

Internal assessment of a successful and unsuccessful career occurs by comparing the real state of affairs with a person’s personal goals and aspirations, and external assessment is based on the opinions of others, position held, status, influence. These assessments may not correspond to each other, and then the ground is created for the development of intrapersonal conflict, fraught with the most unfavorable consequences.

E. G. Shane identified 3 main career models in organizations:

• a) an engineering-type career with a need for promising opportunities that involve higher earnings and promotion;
• b) a career of a scientific type, focused rather on internal incentives associated with the problems being solved;
• c) purely professional career. Research shows that the value people place on promotions is influenced by both workers' prior orientations and their subsequent occupational socialization.

According to E. Schein, value orientations in a career are important: professional competence, management, autonomy (independence), stability, stability of place of residence, service, integration of lifestyles, entrepreneurship. Value orientations determine the direction and speed of a career in general and a career in an organization.

Egorshin A.P. Personnel management. N. Novgorod, 1997.