Vocational training of employees is necessary in every company, regardless of its field of activity and form of ownership. Moreover, effective professional development of employees cannot be formally ensured by introducing standard, mandatory measures by order "from above". Determination of training needs, constant targeted training of employees, organization of interaction with HRs and internal trainers are the duties of each line manager.

Professional education- this is the process of purposeful formation of special knowledge among employees, the development of the required skills and abilities that allow increasing labor productivity, performing functional duties with the highest quality, and mastering new activities. The chosen areas of personnel training should first of all correspond to the strategic and operational goals of the company. Training programs should be drawn up on the basis of studying the quality of personnel and taking into account the tasks of both the long-term development of the company as a whole and its individual structural divisions.

Professional training of personnel is necessary in various situations:

• when hiring new employees (“young fighter course”);
• when transferring employees to other positions;
• when enrolling employees in the personnel reserve;
• when introducing new equipment, new technologies in the company;
• in order to increase the competitiveness of the company;
• to increase the productivity of employees;
• for development by employees of new directions of activity.

When organizing an effective vocational training personnel need to consistently implement a number of tasks:

• identify training needs;
• select appropriate methods;
• to train;
• evaluate its effectiveness.

Identification of training needs

It is very important to understand what kind of training your employees need at the moment. To identify training needs and plan it competently, technologies such as task analysis (task analysis) And performance analysis (performance analysis).

It is necessary to analyze the tasks facing the employee in order to determine the required level of development of professional competencies and quality of performance, that is, to understand how it “should be”. When analyzing tasks, the profile of the position is studied, job descriptions and documents on planning work in the unit.

Performance analysis helps to determine the real state of affairs, including identifying shortcomings, that is, to understand how “it really happens”. When analyzing activities, the following methods can be used: observation, conversation with an employee, professional and psychological testing, questioning (Annex 1); conducting focus groups*; grade professional activity or attestation(see Personnel performance appraisal).

When conducting a performance analysis, it is necessary to obtain answers to the following questions:

• Does the employee encounter problems doing their job?
• What indicates the existence of problems?
• What causes problems, how does the employee treat them?
• What should an employee (group of employees) do to solve problems?
• What problem solving alternatives exist?
• How effective are the existing methods of solving problems, can they be optimized?
• Can the worker do it?
• Will employee training help solve the problem?

The analysis of the tasks and the analysis of performance made it possible to see the difference between the required and the existing levels of development of professional competencies. This makes it possible to “target” the need for training. The line manager of this unit can most accurately identify the need for training of employees of a structural unit. At the same time, he must work closely with the HR manager, who directly organizes the training of employees of the entire company, provides consulting and methodological assistance to line managers.

Choice of teaching methods

Once the training needs have been identified, it is necessary to clearly articulate vocational training goals What exactly do we want to train our employees. Next, choose the most effective methods vocational training. Consider the most common of them.

training- group form of education (12-16 people). It is mainly aimed at developing skills and mastering new work technologies. The duration of the training is on average two to three days. The main methods used in its implementation: exercises, role-playing games, mini-lectures, work in small groups, brainstorming, case studies (situational analysis), exchange of experience, etc.

Seminar - group training(up to 100 people participate). Mainly aimed at the transfer of new knowledge. Duration on average - from half a day to three. The main methods used during the seminars: lectures and answers to questions.

Mentoring (coaching)- individual training at the workplace (directly in the process of performing functional duties). The duration of such training most often coincides with the duration of the probationary period. The mentor is appointed from among experienced and professionally successful employees, and the immediate supervisor can also act as a mentor. An important nuance: to ensure the effectiveness of this form of training, the mentor must be well prepared and motivated.

mentoring- individual form of development and training. It can be carried out both at the workplace and outside it. The mentor, as it were, “patronizes” the ward, gives advice to his “protégé” and provides practical assistance. The meaning of the concept of "mentoring" is wider than the concept of "coaching". When coaching focuses on the development of skills or competencies, while mentoring is associated with the transfer of not only objective knowledge, but also individual methods of activity, subjective views, personal attitude to life (business). The line manager cannot act as a mentor, but can only be a senior management representative or an external consultant.

rotation- movement of employees from one workplace to another within one structural unit or within the entire company. Rotation allows you to solve several important tasks at the same time:

• to stimulate the activity of workers, providing them with the possibility of horizontal movement, contributing to the growth of professionalism;
• ensure the interchangeability of employees in the department;
• improve the skills of employees.

When choosing a training method for your employees, you need to take into account the goals and objectives, as well as the resources available.

Conducting training

After the training needs have been identified, its goals and objectives have been formulated, methods have been determined, you can proceed to the next stage - the actual organization and conduct of employee training. Depending on the size of the company, the availability of resources and time constraints, training can be carried out both internally by the company (direct supervisor, experienced employee, HR manager, internal trainer, etc.), and with the involvement of external contractors - training and consulting companies or freelancers (independent trainers and consultants).

When organizing and conducting vocational training, it is very important to be guided by the following basic principles:

• The topic of training should be directly related to the professional activities of the participants, be important and relevant to them.
• Employees need to take an active part in the learning process, and for this they must be motivated to acquire new skills and knowledge.
• Absolutely new information for the participants should be “fixed” through repetition, practicing in exercises, preparing and conducting presentations, etc.
• Participants need to constantly provide feedback, for example, include professional competitions in the learning process, sum up, make a summary at each individual stage of training, etc.

Studies have shown that the effectiveness of training by 60% depends on well-conducted training (identifying needs, setting a clear goal, choosing an actual training program, attracting the right trainer or consultant); by 20% - from the professionalism of the trainer and by 20% - from the "inclusion", motivation and desire of the students themselves. Training cannot be effective if employees consider it only as an opportunity to escape from work, to have fun (especially if the training takes place on the road); demonstrate their knowledge of the stated topic; sit in a corner or, on the contrary, attract attention. With such an attitude to learning, a person will not only not be able to take advantage of new information, learn material and develop skills, but will also distract colleagues. The presence of such "vacationers" in the group can cause a "chain reaction" of disconnection. In this case, there is no need to talk about the effectiveness of the training and, moreover, about improving knowledge and skills (and, consequently, about the justification of investments). Therefore very important task line manager and personnel manager is the formation positive attitude employees to the planned training, set them up for productive activities.

Evaluation of the effectiveness of the training

The final stage of work is the assessment of the effectiveness of the professional training and analysis of changes in the activities of employees. For evaluation, you can use the four-level model of D. Kirkpatrick, which has proven itself in practice ( Donld Kirkptrick).

1st level- reaction of participants to training. It is assessed, as a rule, immediately after training or the next day. The HR manager distributes questionnaires to the participants ( Annex 2) and asks for your opinion about the program, the coach and the organization educational process generally. The received information is summarized and analyzed.

2nd level- assimilation of information. Incomplete assimilation of the received information is a physiological phenomenon. If information completely new to a person is not included in his everyday life, then by the end of the first week up to 40% of the information is lost. Accordingly, in a week it makes sense to “measure” the level of how much new knowledge has been assimilated, fixed in the memory of the participants in the training. To do this, you can use either interviews with them, or tests / questionnaires prepared in advance.

3rd level- behavior change. At this level, it is important to determine how much new knowledge, as well as acquired skills and abilities, have been fixed in the participants' real professional activities. Since the period of bringing the skill to automaticity is 21 days, it is better to evaluate at this level a month after the training. The most commonly used tool is observation.

4th level- impact on business results. It is advisable to measure the specific results of the training conducted after three to six months. It is this period that a person needs in order to realize the changes and “digest” new knowledge, to finally consolidate new ways of behavior in professional activities. When evaluating and analyzing business results, quantitative and qualitative indicators of the work of an individual employee or structural unit are used. This analysis is carried out jointly by the line manager and the personnel manager.

Practical task

1. Highlight a problem that is relevant for your department today, which can be solved with the help of employee training.
2. Determine which teaching method is most effective for solving the tasks?
3. Prepare a plan for vocational training, specifying the goals, objectives, number of participants, criteria for evaluating performance, as well as the expected impact of training on changing the situation.
4. Assess what resources - financial, time, human - will be required to implement your employee training plan.

Annex 1

Questionnaire to identify training needs

(to be completed by employee)

Annex 2

QUESTIONNAIRE

To evaluate the completed training

_____________________

* Focus group- this is a method of collecting and analyzing information that allows you to study the needs, characteristics of the company's employees, their level of preparedness; establish the scope, timing and trends of the organization's learning; clearly define the participation of management, specialists and employees of the company in the learning process.

• Education, Development, Trainings

As a result of studying this chapter, the student should:

know

• classification of vocational training programs;
• features of the implementation of vocational training programs;
• requirements for the implementation of vocational training programs;
• the concept and requirements for conducting a qualification exam in vocational training;

be able to

• refer programs vocational education to one form or another;
• distinguish between vocational training programs and training programs for skilled workers and employees;

own

Skills in applying the norms of legislation on vocational training in law enforcement practice.

Types of vocational training programs and features of their formation

The most significant feature of vocational training as a type of education is that the legislation does not establish requirements for the educational level of persons who can be admitted to the development of this type of program. In other words, in order to master the programs under consideration, it is not necessary to have any kind of education at all, including general education. This rule is expressly provided for. 6 of the Procedure for the organization and implementation of educational activities for the main programs of vocational training, approved by order of the Ministry of Education and Science of Russia dated April 18, 2013 No. 292, according to which persons of various ages are allowed to master the main programs of vocational training in vocational training programs for the professions of workers, positions of employees, including not having a basic general or secondary general education, including persons with disabilities (with various forms of mental retardation).

Expert opinion

Despite this circumstance, there are other opinions in the literature. So, V. I. Shkatulla argues that “the right to vocational training arises for a student who has at least a basic general education” . Unfortunately, this statement is not accompanied by the author either with references to the current legislation or with any arguments, so it is difficult to judge what it is based on.

Vocational training programs play an important social role, as they allow almost anyone to get professional competencies necessary for professional activity. The development of these programs is also an affordable option for continuing education, including for people with disabilities (with various forms of mental retardation) who, after graduating from a general education organization, have received a certificate of education that does not confirm the receipt of basic general education.

Another feature of vocational training is that the development of these programs is not accompanied by a change in the level of education of the graduate (Part 1, Article 73 of the Law on Education). In other words, if a person who has a basic general education has started mastering a program, then after the end of this program, the level of education of such a person will remain the same - basic general education. It is no coincidence that vocational training is the only type of education that does not contain the word “education” in its name. In part, vocational training programs can be conditionally compared with training programs for skilled workers (employees), if courses, modules, disciplines aimed at the formation of general cultural competencies are excluded from them.

Parts 2-4 Art. 73 of the Law on Education, the following types of vocational training programs are distinguished:

• professional training programs for the professions of workers and positions of employees (implemented for persons who previously did not have the profession of a worker or position of an employee);
• retraining programs for workers and employees (implemented for persons who already have the profession of a worker, the profession of workers or the position of an employee, positions of employees, in order to obtain a new profession of a worker or a new position of an employee, taking into account the needs of production, the type of professional activity);
• advanced training programs for workers and employees (implemented for persons who already have the profession of a worker, the profession of workers or the position of an employee, positions of employees, in order to consistently improve professional knowledge, skills and abilities in the existing profession of a worker or an existing position of an employee without improving the educational level).

Programs for advanced training and professional retraining of workers and employees should be distinguished from programs of additional professional education with similar names(advanced training and professional retraining). Recall that the development of the latter in accordance with Part 3 of Art. 76 of the Law on Education, only persons with or receiving secondary vocational and (or) higher education are allowed. Despite the similarity in name, these are different programs.

Order No. 513 of the Russian Ministry of Education and Science dated July 2, 2013 approved the List of occupations for workers and positions of employees for which vocational training is provided. Also, qualification categories, classes, categories can be established for these professions and positions. At the same time, the range of possible categories, classes, categories is different for each profession or position. So, for example, the profession "janitor" provides only one qualification level, and, for example, the profession "diver" provides for qualification levels from 4 to 8.

Vocational training programs can be mastered in various forms of education and training provided for by law. For organizations implementing these educational programs, Part 6 of Art. 73 of the Law on Education provides for a separate type of organization that carries out educational activities, - training center for professional qualifications. This center can be created either as an independent legal entity, in fact, in almost any organizational and legal form, including a commercial organization, or as a structural unit of a legal entity. The legal status of such a center established as an independent legal entity in the form non-profit organization, until recent changes to the Law on Education was not entirely clear, since Art. 23 of the Law did not provide for this type of educational organization. In the current version of the Law educational organizations , implementing vocational training programs as the main goal of their activities, belong to professional educational organizations.

In addition, vocational training programs can be implemented directly at the workplace. This is actually a direct reference to the norms of Ch. 32 of the Labor Code of the Russian Federation on the student agreement. Article 202 of the Labor Code of the Russian Federation, speaking of the organizational forms of apprenticeship, stipulates that it is organized in the form of individual, brigade, course and other forms.

Also, according to part 6 of Art. 73 of the Law on Education, vocational training can be obtained in the form of self-education. Part 5 Art. 73 of the Law establishes a number of guarantees for the provision of vocational training. It is provided free of charge:

• within the framework of mastering the educational program of secondary general education;
• within the limits of mastering the educational program of secondary vocational education;
• in other cases stipulated by federal laws.

Such cases include, for example, free provision of vocational training:

• persons with disabilities (with various forms of mental retardation) who do not have basic general or secondary general education (part 9 of article 79 of the Law on Education);
• persons with disabilities (Article 19 of the Federal Law of November 24, 1995 No. 181-FZ “On the Social Protection of Persons with Disabilities in Russian Federation»);
• citizens who did military service under a contract and were dismissed from military service but they reached the age limit for staying on military service, for health reasons or in connection with organizational staff measures (clause 5, article 19 of the Federal Law of May 27, 1998 No. 76-ФЗ “On the Status of Military Personnel”);
• Heroes of Socialist Labor, Heroes of Labor of the Russian Federation and full cavaliers of the Order of Labor Glory (Part 1, Article 6 of the Federal Law of 09.01.1997 No. 5-FZ “On the provision of social guarantees to Heroes of Socialist Labor, Heroes of Labor of the Russian Federation and full cavaliers of the Order of Labor Glory” ).

In general, the legislation does not establish requirements for the duration of vocational training programs. So, in part 8 of Art. 73 of the Law on Education stipulates that duration of vocational training is determined by a specific program of vocational training developed and approved on the basis of established qualification requirements (professional standards) by an organization carrying out educational activities, unless otherwise provided by the legislation of the Russian Federation.

Professional standard - a characteristic of the qualifications necessary for an employee to carry out a certain type of professional activity (part 2 of article 195.1 of the Labor Code of the Russian Federation).

For example, by order of the Ministry of Labor of Russia dated July 14, 2015 No. 457n, professional standard"Tooth cutter". To carry out such a labor function as “preliminary cutting of external straight teeth of cylindrical gears, gears on well-established gear-cutting machines of the same type”, the gear cutter must be able to follow the technological regulations for preliminary cutting of external straight teeth of cylindrical gears and gears on well-established gear-cutting machines of the same type; read kinematic diagrams of machines and mechanisms, etc. Accordingly, when developing and approving a vocational training program for a given profession, it is necessary to provide for the formation of these skills.

Part 9 of Art. 73 of the Law on Education establishes that standard vocational training programs in the field of international road transport are approved by the Ministry of Transport of Russia.

There are other exceptions. For example, the order of the Ministry of Transport of Russia dated July 17, 2014 No. 188 approved standard basic vocational training programs in the field of training ship crew members in accordance with international requirements, which, among other things, establish requirements for the duration of the implementation of these vocational training programs.

Furthermore, in accordance with Art. 26 of the Federal Law of 10.12.1995 No. 196-FZ "On Security traffic» special requirements are established for passing professional training in the profession of "car driver" in order to obtain the right to drive vehicles.

• Shkatulla V. I. Educational law in Russia: a textbook for universities. M. : Yustitsii-form, 2015. S. 189.

To train or not to train their staff - each employer has the right to decide for himself. It depends on the needs of a particular production, financial and technical capabilities of the company. However, one should not forget that there are such categories of workers whose advanced training is a necessity provided for by law. You say you don't have such employees? Well, life does not stand still, and even if you have selected highly qualified personnel, their knowledge and skills simply need to be constantly developed, which means that the issues of professional training of employees will always be relevant.

The right to vocational training, retraining and advanced training Labor Code The Russian Federation (Article 21) refers to the number of basic labor rights of an employee. The procedure for the implementation of this right is defined in Art. 196 and 197 of the Labor Code of the Russian Federation. However, recognizing it as an employee does not mean that the employer is obliged to satisfy any wishes of his employees regarding retraining and advanced training. As a general rule, the need for professional training of personnel and their retraining is determined by the employer independently.

FORMS OF VOCATIONAL TRAINING

Article 196 of the Labor Code of the Russian Federation provides for four different forms of vocational training. These include:

Form 1. Professional training.

Form 2. Retraining.

Form 3. Training.

Form 4. Training for second professions.

Note! As a general rule, the need for professional training and retraining of personnel is determined by the employer independently.

In addition, the employee may be sent for training at the expense of the employer to the appropriate educational institution for one of the professional educational programs:

Program 1. Primary vocational education.

Program 2. Secondary vocational education.

Program 3. Higher professional education (bachelor's degree, specialist training, master's degree programs).

Program 4. Postgraduate professional education.

Professional training

Note!
Vocational training is not accompanied by an increase in the educational level of the student

Vocational training aims to accelerate the acquisition of the skills necessary for the student to perform a specific job, a group of jobs. However, it is not accompanied by an increase in the educational level of the student.

Professional training can be obtained in educational institutions, in educational departments of organizations that have the appropriate licenses, as well as in the order of individual training - from specialists with the appropriate qualifications (Article 21 of the Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education") .

Professional retraining and advanced training

Professional retraining is one of the types of additional professional education. It is carried out taking into account the profile of a specialist's education and involves expanding his qualifications in order to adapt to new economic and social conditions, conduct new professional activities, including taking into account international requirements and standards. The purpose of professional retraining is to provide specialists with additional knowledge, skills and abilities in educational programs that provide for the study of individual disciplines, sections of science, engineering and technology necessary for a new type of professional activity (clause 7 of the Model Regulation on educational institution additional professional education (advanced training) of specialists, approved. Decree of the Government of the Russian Federation of June 26, 1995 No. 610; hereinafter - the Regulations on the educational institution).

The procedure and conditions for professional retraining of specialists are regulated by the Regulations of the same name, approved. by order of the Ministry of Education of Russia dated September 6, 2000 No. 2571.

In accordance with the specified Regulations, professional retraining of specialists is carried out according to additional professional educational programs of two types.

Type 1. Provides improvement of knowledge of specialists to perform a new type of professional activity. Such professional retraining is carried out on the basis of established qualification requirements for specific professions or positions.

The normative duration of such professional retraining should be more than 500 hours of classroom training.

Note! Professional retraining is carried out on the basis of higher and secondary vocational education

Type 2. Provides improvement of knowledge of specialists to obtain additional qualification.

Professional retraining for obtaining additional qualifications is carried out according to additional professional educational programs, formed in accordance with state requirements for a minimum content and level of requirements for specialists for conferring additional qualifications, established by the Ministry of Education of Russia together with other federal executive bodies within their competence. Such training is implemented for specialists who have mastered one of the main educational programs of higher or secondary vocational education for which this additional qualification is intended.

Training is also one of the types of additional professional education, which is carried out in order to update the theoretical and practical knowledge of specialists in connection with the increase in requirements for the level of qualifications and the need to master modern methods solving professional problems.

In accordance with paragraph 7 of the Regulations on the educational institution, advanced training includes three types of training ( tab. 1).

Table 1

Types of training for advanced training

Professional retraining and advanced training of specialists are carried out in educational institutions for advanced training:

• academies (with the exception of academies that are educational institutions of higher professional education);
• institutes for advanced training (improvement) - sectoral, intersectoral, regional;
• at courses (schools, centers) for advanced training, at training centers of the employment service.

Educational programs for advanced training and professional retraining of specialists can also be implemented structural units advanced training of educational institutions of higher professional education (faculties for advanced training of teachers and specialists, intersectoral regional centers, faculties for retraining specialists with higher education etc.) and educational institutions of secondary vocational education (departments for retraining specialists, advanced training courses for specialists of enterprises (associations), organizations and institutions).

Advanced training and professional retraining of specialists in an educational institution for advanced training are carried out in various forms.

Form 1. With a break from work.

Form 2. No break from work.

Form 3. Partially off work.

Form 4. According to individual forms of education.

The terms and forms of advanced training are established by the educational institution for advanced training - in accordance with the needs of the customer - on the basis of an agreement concluded with him.

Note! The development of educational programs for professional retraining and advanced training ends with a mandatory final certification

The development of educational programs for professional retraining and advanced training ends with a mandatory final certification. Final certification students are conducted by specially created commissions, the composition of which is approved by the head of the educational institution.

Students who have successfully completed a course of study in state educational institutions for advanced training, as well as those who have been accredited in non-state educational institutions for advanced training, are issued the following state documents:

• certificate of professional development - for persons who have completed short-term training or participated in thematic and problematic seminars on the program in the amount of 72 to 100 hours;
• certificate of advanced training - for persons who have completed training under the program in the amount of more than 100 hours;
• diploma of professional retraining- for persons who have completed more than 500 hours of training under the program;
• diploma of qualification - for persons who have completed training under the program in the amount of more than 1000 hours.

Information about the results of advanced training and professional retraining of specialists is sent to the personnel services at the place of their main work.

HR Dictionary

Training for second professions

The training of workers in a second profession is the vocational training of persons who already have a profession, with the aim of giving them a new one with an initial or more high level qualifications. Training of employees in second professions is organized to expand their professional profile, as well as for combined professions. The list of second professions for which employees are trained is determined by the employer, based on the specific conditions of production (clause 14 of the Model Regulations on Continuous Professional and Economic Training of National Economy Personnel, approved by the Decree of the USSR State Labor Committee, the USSR State Committee for Education and the Secretariat of the All-Union Central Council of Trade Unions dated June 15, 1988 No. 369/92-14147/20/18-22, effective to the extent that it does not contradict the Labor Code of the Russian Federation).

PROFESSIONAL TRAINING – A LUXURY OR A NECESSITY?

The need for an adequate response to changes in the market conditions for goods, the development of new directions economic activity often entails restructuring of production. This, in turn, requires an update personnel. In such a situation, the employer can use the existing personnel potential by providing retraining, training in second professions for employees who cannot be used in the future, taking into account their knowledge and skills. In addition, the employer can meet his needs for personnel of a particular specialty through the training of persons who do not have a profession, followed by the conclusion of an employment contract with these persons.

Note! For some categories of workers, advanced training is a prerequisite for the performance of a labor function.

It is also up to the employer to resolve the issue of the need to improve the skills of employees. The presence of qualified personnel is the key to the success of any organization. In this regard, the main tasks of the employer are not only the selection of personnel with the necessary qualifications, but also the maintenance of compliance with their professional level dynamically rising qualification requirements. Continuous improvement educational standards, modernization of technological processes, complication of professional tasks facing employees and other factors determine the need for continuous professional development.

At the same time, it should be taken into account that, in accordance with clause 7 of the Regulations on the educational institution, advanced training is carried out at least once every five years during the entire working life of the employee. The frequency of professional development by specialists is established by the employer.

For certain categories of workers, by virtue of special regulations, advanced training is a prerequisite for the performance of a labor function ( tab. 2). In such cases, the employer is obliged to provide employees with advanced training in the manner and under the conditions provided for by the relevant federal law or other regulatory legal act of the Russian Federation.

table 2

Specialists for whom mandatory advanced training is provided

Still, let's say that your employer decides to provide professional training and retraining for employees. What's next? Decor required documents, providing students with guarantees and creating necessary conditions. This is what will be discussed in the next issue.

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

Today there are many ways to get professional education. Training can take place both within the walls of an institution for which vocational training is the main activity, and on the basis of an organization that does not deal with education itself, but trains for a specific professional activity. Educational establishments in their work they solve a number of tasks:

The first is vocational training in a particular specialty.

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

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

There are the following levels of vocational training:

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

Higher professional education (university, academy, institute)

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

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

Historically, in previous centuries, children were mainly taught. On the basis of this activity, the science of pedagogy has developed. Students were simply treated as older children, which was consistent with their legal status: in most European countries, the age of majority came at 21 years old.

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

To solve this problem, at first, the means of pedagogy were used without any changes, but the need to develop a new approach was quickly discovered. This was reflected in the emergence of andragogy - the science of adult learning. At the same time, it was not at all planned to completely cross out all the scientific and practical achievements of pedagogy, trying to "reinvent the wheel". In addition, most andragogs came from teachers. The issue was the need to adapt the professional capital of teachers to the requirements of the new situation and try to develop special teaching methods that maximally reflect the specifics of working with students of mature age. As a result, the specialization of teachers began to manifest itself more and more, they focused on working with an audience of one age or another. Every year the number of teachers working exclusively with adults is growing. despite their predominantly pedagogical education, it is more correct to call them andragogs. Those who work with all categories of students are forced, when changing students, to form in themselves the ability to switch from one professional approach to another. Therefore, it makes sense to specifically consider the main differences between teaching children and adults.

Request for training. Little child walking in kindergarten or school, no one seriously thinks to ask if he wants this, and if he wants, then what he would like to study mainly. Teaching children is a frank coercion, which can be softened by a humane educator by means of persuasion, stimulating interest in the process, familiarizing with the world of adults through the development of social roles. But most often, teachers in this regard do not particularly bother with children, resorting to tried and tested means of physical punishment, restriction of freedom, deprivation of pleasure, and the like.

For an adult student, the question of coercion makes no sense, since he himself is the initiator of learning. There are, of course, cases when one of the employees expresses indifference or even protest about the vocational training program implemented by the management of his organization. However, it should be recognized that such a situation is still uncharacteristic for the field of vocational training. Usually here the student himself, on the basis of well-defined professional plans and career aspirations, is active and understands what exactly he needs from new knowledge and skills.

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

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

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

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

Training at the same time as work. If for a child study is always the main activity, then an adult usually combines study with work. This gives rise to some difficulties. Due to the fact that various activities compete for the brain resources of an adult, his already not the best learning ability is further reduced. Difficulties with the organization of classes, long breaks between them force andragogues to find additional ways and forms of building the educational process, adjusting to far from optimal conditions for it. Teachers, however, usually do not face such problems, being dictators in their activities. They choose the most optimal mode of operation and force all other participants in the process to adapt to their requirements.

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

Fill in the table, requirements for goals general characteristics

educational requirements.

1. Purposefulness of the lesson.

The goal has the following requirements:

the goal must be specific;

clearly focuses on the assimilation of facts, concepts, etc.;

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

2. Rationalization and differentiation of the content of the lesson:

scientific content;

differentiation of content (according to the degree of complexity, depth, volume of assimilation and types of assistance);

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

3. A reasonable choice of means, methods and techniques focused on learning that develops a personality:

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

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

the optimal combination of methods of work under the guidance of a teacher and independent work students;

dialogic methods, creating conditions for each student to express his own point of view, to correlate it with the position of others;

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

4. A variety of forms of organization of educational activities of students:

the optimal ratio of the forms of organization of educational activities of students with the goals and content of the lesson;

predominant use of such forms of organization learning activities students who provide cooperation, joint activities of students.

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

usage modern technologies learning;

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

creative basis for constructing the structure of the lesson.

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

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

Currently, the following didactic principles of education are distinguished: educative and developmental education; scientific character; connection of theory with practice, learning with life; visibility; availability; systematic and consistent; independence and activity of students in the learning process; consciousness and strength of assimilation of knowledge and skills; purposefulness and motivation of training; individual and differentiated approach to teaching students.

From the didactic principles follow the rules of teaching, which obey the principle, concretize it, determine the nature of the individual methodological techniques used by the teacher, and lead to the implementation of this principle. The principles reflect the essence of the learning process, and the rules - its separate sides.

developmental requirements.

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

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

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

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

5. Conducting training sessions at a "leading" level, stimulating the onset of new qualitative changes in development.

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

educational requirements.

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

relationships in the classroom.

2. A clear setting of educational goals and the implementation of these goals through a system of educational tasks.

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

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