Personnel adaptation- this is the process of new employees joining the team, familiarizing them with the specifics of the work.

Goals and objectives of personnel adaptation in the organization

1. Accelerating the introduction of newbies.
2. Reduced staff turnover.
3. Motivating employees for efficient, high-quality work, maximum output and increased productivity.
4. Team cohesion.

The HR service, the head of the structural unit where the new employee works, is responsible for organizing the personnel adaptation system and its implementation.

Stages of personnel adaptation

Each company has its own personnel adaptation program. The personnel adaptation process usually includes the following stages:

1. Preparatory.
   At this stage, the newcomer is introduced to the company’s employees, his workplace is organized, a curator is appointed, and documentation is completed. This may also include familiarity with the history of the company, its structure, mission, goals and objectives, products, norms, procedures, rules corporate culture.
2. Education.
   This stage includes theoretical preparation for the main job, familiarization directly with your functional responsibilities and requirements.
3. Practical tasks.
   The beginner is asked to get involved in the real work process, first as an observer, then independently.
4. Making a decision to pass probationary period.
   At this stage, the results of the new employee’s work are summed up, his strengths and weaknesses, successes and failures are analyzed, and a decision is made regarding his future fate - he has successfully passed the probationary period and remains to work, or he has failed it and leaves the company.

Personnel adaptation methods

• mentoring (helping a newcomer get up to speed, join the team, consulting at the initial stages of his work with a more experienced employee).
• trainings and seminars (aimed at developing certain employee skills: communication, mastery of public speaking, training in preparing presentations, rules of conduct in stressful situations and developing resistance to them, etc.)
• conversation (a personal conversation between a new employee and the HR manager, immediate supervisor, or HR specialist, during which newcomers receive answers to their questions).
• special program (role-playing games, specially designed programs to strengthen team spirit and team building).
• excursion (introductory tour of the structural divisions of the organization, its territory, acquaintance with the history of the company, its employees, corporate culture).
• questionnaire (a new employee is asked to fill out a feedback questionnaire after completing the adaptation period and passing the probationary period).
• other methods (certification, testing, training, newcomer day, corporate events, etc.)

Types of personnel adaptation

The following varieties are distinguished labor adaptation personnel:

• professional adaptation.
  It involves the new employee mastering his specialty, acquiring and finalizing the necessary professional skills and skills. Professional adaptation of personnel depends on the training ability of the newcomer, the level of preparation of his workplace and the provision of the necessary work materials.
• socio-psychological adaptation.
  This type of career guidance and adaptation of personnel involves joining a new team, adapting to management, colleagues, and established norms and rules of behavior in the organization.
• organizational adaptation.
  It is based on familiarizing the employee with the job description and understanding the place of his position in the organizational structure of the company and his role in the production process.

The combined use of professional and psychological adaptation leads to the successful completion of the probationary period of a new employee and saves the organization’s costs on searching, training and evaluating personnel.

UDC 159:331
BBK 88.8

Target. Studying issues of interaction and mutual influence of procedural motivation to labor activity and socio-psychological adaptation of personnel.

Methods. A theoretical analysis of methods for studying motivation was carried out based on the use of quantitative and qualitative methods for processing empirical research data. The relationship between procedural motivation and socio-psychological adaptation has been revealed.

Results. The results of empirical studies conducted among workers in socionomic professions are summarized. The following patterns have been identified:

• · satisfaction with work as an indicator of motivation reflects such components in the system of work activity as awareness of the meaning of work and the ability to bear personal responsibility for its results, internal desire for activity and interest in the content of work;
• · orientation towards success in work activity is also characterized by a high level of motivational potential of work;
• · motivation to work is largely determined by the employee’s value orientations;
• · socio-psychological adaptation is closely related to the motivational potential of job satisfaction - satisfaction of the need for professional growth and one’s achievements.

Scientific novelty. The scientific novelty lies in an integrated approach to the study of procedural motivation and its influence on the adaptation of the individual to the characteristics of work activity and the organization’s personnel.

Key words: autonomy, adaptation, motivation, feedback, personnel, job satisfaction, success at work, value orientation.

The development of modern technologies poses new challenges for psychological science in the field of increasing management efficiency, searching for additional reserves in the implementation and self-realization of human capital .

Increasing understanding of the role and importance of the individual in labor process encourages scientists to study external factors and internal determinants that determine human activity and the motives of his work. Of particular interest is the study of the dynamics work motivation from the moment you start your career until you reach professional status. An employee who achieves high results in his professional activities is self-confident, accepts himself and others, enjoys not only work, but also other areas of life, shows persistence in achieving his goals and is success-oriented, i.e. has a high level of socio-psychological adaptation, especially if the main goals of professional activity are related to communication.

Motivation is structural education, which includes motives (understood quite broadly) and situational factors (specifics of the activity, complexity of the task, features of the style of personnel management, influence of other people). The intensity of motivation can be characterized as a component of the strength of the motive and the intensity of situational determinants.

As an analysis of scientific literature shows, indicators of motivation to work are: job satisfaction, orientation towards success or avoidance of failure, value orientations in a career. Work motivation is closely related to socio-psychological adaptation.

Adaptation, as a rule, is considered at the organismal, psychological and socio-psychological levels, which determine the specifics of adaptation. The distinctive features of the socio-psychological aspect of adaptation analysis include the following:

1. high dependence on specific socio-economic conditions;
2. its determination by the socio-cultural and historical characteristics of various communities;
3. the special importance of communication and the nature of interpersonal relationships.

On the basis of production, gaming and other forms of activity, gaming, educational, legal, everyday adaptation and its other types are formed.

Personnel motivation, work motivation, professional motivation are quite similar concepts, directly related to professional activities, but also have their own distinctive features.

Staff motivation is understood as the coincidence of the goals of the organization and the motives of the individual to satisfy the needs of each of the subjects; as well as as a set of various methods of influencing personnel to achieve the planned tasks of the organization and the individual.

The authors of an extensive study on management M. Meskon, M. Albert and F. Khedouri understand staff motivation as an incentive to a certain type of behavior to achieve personal goals and organizational goals. Thus, personnel motivation reflects both the need-motivational structure of the employee’s personality and the mutual influence of the goals, needs and motives of the employee and the organization.

The term “staff motivation” is often used as a synonym for work motivation. The concepts are indeed related, however, work motivation places greater emphasis on the goals of the individual, leaving the goals of the organization without close attention. High level of interest in work, personality focus on solving assigned tasks, desire for professional development and other manifestations of employee motivation directly affect the achievement of the goals of the entire organization. Those. when we consider the personality of an employee, his motivation, we talk specifically about work motivation, and then we transfer it to the context of the organization.

The term professional motivation concerns the needs and motives realized specifically in the profession, and does not affect a wider range of motivators of work activity.

Thus, work motivation- this is a set of motivating factors that determine the behavior of an individual and his direction in the labor process. Despite some differences in the content of the concepts of work motivation, labor motivation, motivation of work activity, in our work these concepts will be used as synonyms. We believe that such an assumption is possible due to the characteristics of the aspect of work motivation we are studying.

A.I. Zelichenko and A.G. Shmelev, the motivational factors indicated in the definition of work motivation mean everything that determines (stimulates, activates) work activity or somehow influences it.

In general, all definitions can be divided into two directions . The first direction analyzes motivation as a certain sum of motives and determinants (content approach). The second approach unfolds the process of motivation, focusing on its dynamics and mechanisms of change (process approach).

In the first case motivation- this is a set of motivating factors that determine the behavior of an individual and its direction; these include needs, interests, motives, value orientations, as well as external factors that determine human activity.

In the second case, from the perspective of the process approach, motivation is considered as a process of mental regulation of activity, originating from motivation, turning into goal setting and embodied in the final result.

It is the analysis of motivation from the perspective of the process approach that forms the basis of this article.

The desire to combine the key provisions of the motivational-hygienic theory of F. Herzberg and the process approach to the consideration of motivation underlies the theory of process motivation of R. Hackman and G. Oldham.

In the 70s of the 20th century, the authors published a review on the influence of labor content on maintaining work motivation. Developing the teachings of F. Herzberg, in their work they identified five “core” factors that influence motivation to a significant extent.

The “Diversity of working (professional) skills” factor allows you to assess whether an employee has the opportunity to use all his abilities, professional knowledge, skills and abilities to perform this job; whether the job challenges the employee's professional competence.

The indicator on the “Work Task Completeness” scale allows you to assess the extent to which it is necessary to complete the task in full, and how important the part of the work done is for the overall final result.

Job significance describes the employee's perception of the degree to which his work impacts the lives and work of others.

“Autonomy” - shows the degree of freedom and responsibility of an employee when performing specific tasks.

“Feedback from work” makes it possible for an employee to understand the effectiveness of his efforts.

The factors, in turn, contribute to maintaining intense work motivation at a high level. By intense work motivation, the authors understand the motivation of involvement in work. Involvement manifests itself in the process of work and depends on the emotions that a person experiences.

High intense work motivation in itself is an incentive and encourages productive work.

Due to the degree of expression of “nuclear” factors in work activity, they lead to various “critical psychological states" The factors of "skill variety", "completion" and "task significance" determine the feeling of meaningfulness of work. “Autonomy” creates a sense of responsibility for performance results, and “feedback” helps evaluate the quality of performance.

The study by R. Hackman and G. Oldham emphasizes the need to experience the meaning of work and responsibility for its results.

In our opinion, it is this concept that today most accurately describes the process and elements of work motivation. In this regard, we used it when organizing and conducting empirical research.

We conducted an empirical study of work motivation as a factor in the socio-psychological adaptation of personnel in 2014.

The study took place in stages. At the first stage, hypotheses and tasks were formulated, methods and techniques were selected. At the second stage, information was collected, after which the obtained data was processed using the statistical package SPSS-17.0. At the third stage, the results were interpreted and the main conclusions of the study were formulated.

Object of study: representatives of socionomic professions under the age of 35 years.

Subject of research: the influence of the characteristics of procedural motivation on the process of socio-psychological adaptation of personnel.

Characteristics of the sample.

To determine the work motivation of young employees and its impact on the success of socio-psychological adaptation, 74 people were interviewed. The answers of seven subjects raised doubts about their reliability and were therefore excluded from data processing. In total, the sample consisted of 67 people.

The sampling was formed according to several criteria:

• Having a permanent job at the time of the study.
• Age - from 22 to 35 years. The “age” criterion was formed on the basis of studies of work motivation by V. Yadov, A. Zdravomyslov, and regulatory documents.
• Type of professional activity “Man-Man”, according to the classification of E.A. Klimov. This category includes all socionomic professions. Consultants, sales specialists, HR specialists, pharmacists, restaurant managers and teachers took part in our study.

Socionomic professions are associated with permanent job with people, they are characterized by certain features of work motivation and socio-psychological adaptation.

• Completed higher education.
• The number of men 33% and women 67% in the sample reflects the general population of employees from 22 to 35 years old with completed higher education, working in the field of "Human-Human".

A number of techniques were used during the study. The following psychodiagnostic procedures were used:

• “Career Anchors” - a methodology for studying value orientations (E. Shein, translation and adaptation by V.A. Chiker, V.E. Vinokurova).
• “Diagnostics of socio-psychological adaptation” (K. Rogers, R. Diamond, adaptation by T. V. Snegireva).
• “Diagnostics of work motivation” (R. Hackman and G. Oldham, adaptation by I.N. Bondarenko).
• “Diagnostics of motivation for success and fear of failure” (A.A. Rean).
• “Integral job satisfaction” (A.V. Batarshev).

Using this diagnostic tool allows you to determine:

1. Features of the employee’s motivational sphere, taking into account the motivational potential of job satisfaction and value orientation in a career.
2. Level of socio-psychological adaptation of a young employee.
3. The nature of the relationship between work motivation and socio-psychological adaptation.

Procedural motivation and social-psychological adaptation of the person in personnel management system

Purpose. To study the issues of interaction and mutual influence of procedural motivation for employment and socio-psychological adaptation of personnel.

Methods. The authors carried out a theoretical analysis of methods of motivation study, based on the use of quantitative and qualitative methods of data empirical research, identified a link between motivation and social and psychological procedural adaptation.

Results. The paper summarizes the results of empirical research conducted among socionomic professions. The result revealed the following patterns:

• · job satisfaction as a measure of motivation reflects such components in the work system as an awareness of the meaning of work and the ability to take personal responsibility for the results, the inner desire for activity and interest in the labor content;
• · success orientation in the labor market is also characterized by a high motivational level of labor potential;
• · motivation to work is largely determined by the value orientations of employees;
• · socio-psychological adaptation is closely linked to the motivational potential of job satisfaction - satisfaction with staff development needs and their achievements.

scientific novelty. Scientific novelty lies in an integrated approach to the study of procedural motivation and its impact on the individual adaptation to the peculiarities of work and staff of organization.

Key words:

Student motivation and adaptation success

An assessment of the influence of the mechanisms of socio-psychological adaptation on the effectiveness of the educational process cannot be sufficiently complete without taking into account the role in this process of the tendency to master the situation through activities aimed at expediently changing the situation and effectively transforming interaction with the environment. Such active mastery of the situation requires fairly pronounced motivation.

Driving force educational process - motivation ensures attention to the content of education and methods of acquiring it. It is necessary to take into account that the dynamics of a person’s motivation in the process of adaptation to activity is ambiguous, and the nature of achievement motivation and affiliation motivation and the degree of their expression can serve as a psychological parameter of each stage of adaptation. Knowledge of the above characteristics will make it possible to model the cognitive-informational aspects of the process in its most favorable and productive version.

The priority of education is the preservation and development of human intellectual potential. However, today this is not enough. Education should be imbued with universal human values. To do this, first of all, it is necessary to ensure that it develops harmonious thinking, based on a combination of the internal freedom of the individual and his social responsibility, as well as tolerance of dissent. It is these personality characteristics that are today included among the basic values ​​of earthly civilization, declared in UN documents.

That is why adaptation to the conditions of a university is not a goal, but a means to achieve the main task - the formation of professional and personal traits of a future specialist. Since a university is not only a specific, but also a temporary environment that carries out the professional formation of an individual, a student’s mastery of the educational system of a university can and should be considered, in turn, as an adaptation in a broad sense - to the future activity of a specialist.

This point of view, on the one hand, allows us to identify how quality characteristics education, and the degree of adaptation of the individual, since it is obvious that for various reasons it may not be the same. Thus, it is possible that, having overcome the difficulties associated with the difference in the educational systems of secondary and higher schools, and having acquired skills and knowledge sufficient to function within the latter, a student studying at a university can successfully take on the role of a student. It is for this reason that accelerating and facilitating the adaptation of students is an important point in optimizing the entire educational process in higher education.

It is possible to consider the relationship of various types of activity stimulants with the process of adaptation to educational activities, but it seems most appropriate to study achievement motivation, i.e. the desire to achieve success in an activity or avoid failure in its implementation and affiliation motivation - a person’s need for communication and emotional contacts .

Achievement motivation is by far the most well studied. Back in 1938, G. A. Murray included it in his list of needs under the name “achievement needs.” He described this need as follows: “Coping with something difficult. Deal with, manipulate, or organize physical objects, people, or ideas. Do it as quickly and independently as possible. Overcome obstacles and reach a high level. Outdo yourself. Compete with and surpass others. Increase your self-esteem through the successful use of your abilities” (Murray, 1993).

Thus, achievement motivation can be defined as “the attempt to increase or maintain as high as possible a person's ability in all activities to which criteria for success can be applied and where the performance of such activities can, therefore, lead to success or failure” (Heckhausen H ., 1986).

F.B. Berezin, in his famous work “Mental and Psychophysiological Adaptation of Humans,” mentions that there are a number of studies of achievement motivation, which show the relationship between the nature of achievement motivation and the choice of behavioral strategies, solving problems of varying complexity of effective behavior in situations with an uncertain outcome, ability focus on long-term goals. In addition, it allows for the possibility of applying the concept of achievement motivation to studies of various types of activities of the adaptation process in a changed environment (Berezin F.B., 1988). It should also be noted that the connection between the effectiveness of mastering a situation and achievement motivation can be made dependent on an increase, with sufficient expression of this motivation, in the ability to solve problems of increased complexity and an increase in orientation towards long-term goals.

When assessing the value of achievement motivation, we consider in addition to the general expression (total achievement motivation) and its main aspects (motivation to achieve success and avoid failure), since various behavioral strategies are associated with them.

There are several schools of thought regarding the relationship between striving for success and avoiding failure. According to one of them, these are mutually exclusive poles on the “motive for achievement” scale, and if a person is focused on success, then he does not experience fear of failure (and vice versa, if he is focused on avoiding failure, then his desire for success is weakly expressed). Another concept pays attention to the fact that a clearly expressed desire for success may well be combined with no less strong fear failure, especially if it is associated with any serious consequences for the subject. And indeed, according to E.P. Ilyin, there may be a positive correlation between the intensity of the desire for success and the avoidance of failure (Ilyin E.P., 2000). Therefore, most likely we're talking about about the predominance of a particular subject’s desire for success or avoidance of failure in the presence of both. Moreover, this predominance can be both at a high and at a low level of expression of both aspirations.

As a rule, subjects motivated to succeed prefer tasks of average or slightly above average difficulty. They are confident in the successful outcome of their plans, they are characterized by a search for information to judge their successes, decisiveness in uncertain situations, a tendency to take reasonable risks, a willingness to take responsibility, great persistence in striving for a goal, adequate intermediate level aspirations that increase after success and decrease after failure. Very easy tasks do not bring them a sense of satisfaction and real success, and if they choose too difficult ones, there is a high probability of failure; so they choose neither one nor the other. When choosing tasks of average difficulty, success and failure become equally probable, and the outcome becomes maximally dependent on a person’s own efforts. In a situation of competition and testing of abilities, they are not lost. Subjects with a tendency to avoid failure seek information about the possibility of failure when achieving a result. They take on very easy tasks (where they are guaranteed success) and very difficult ones (where failure is not perceived as a personal failure).

Thus, with the predominance of motivation to achieve success, behavior is characterized by the absence of expressed anxiety about possible failures and the desire to carry out activities in situations the outcome of which cannot be determined in advance and depends on individual abilities, as well as competitive activity. The predominance of the tendency to avoid failure is characterized by the choice of activities, the result of which is less dependent on individual abilities, a preference for those with a predetermined outcome, expressed anxiety in connection with possible failures and the need to avoid a situation the outcome of which seems extremely uncertain.

Although achievement motivation always includes both of these aspects, the choice of behavioral strategy is determined by the predominant type of achievement motivation, as well as the difference in their intensity.

The study of achievement motivation in the study of socio-psychological adaptation involves assessing the severity of achievement motivation in situations of adaptation tension and its impact on the effectiveness of adaptation. At the same time, it can be assumed that situations of adaptive tension that require more active activity will be accompanied by an increase in the level of achievement motivation, which was further tested experimentally.

Well-known comparisons of populations under chronic adaptive stress, in stable conditions and in a situation of a sharp change in the balance of the person-environment system, carried out by F.B. Berezin in the 90s showed that these contingents differ both in intensity and in the structure of achievement motivation. At the same time, the total motivation for achievement in situations of adaptive tension increases mainly due to the motivation to achieve success. At the same time, with effective mental adaptation, lower motivation to avoid failure and significantly higher motivation to achieve success are observed. (Berezin F.B. 1988). However, these results in themselves do not fully make it possible to assess the relationship between achievement motivation and the effectiveness of mental adaptation, since they were obtained from groups with different success in mental adaptation under conditions of prolonged adaptation stress, regardless of the total achievement motivation.

The data obtained by Berezin allowed us to say that there is no direct relationship between this motivation and the quality of adaptation. Apparently, the relationship between the effectiveness of adaptation and the severity of achievement motivation should be assessed in a broader context. According to the definition of adaptation that we arrived at in the first chapter, adaptation is a process of internal changes, self-change and active external adaptation of a subject to new conditions of existence, relevant to the potential of the subject, the strength and quality of environmental influences, and leading to subjectively and objectively positively assessed results in a wide class of similar situations.

Consequently, adaptation to educational activity requires taking into account the circumstances essential for building adaptive behavior in cases where a change in the nature or course of educational activity necessitates the formation of new behavioral strategies, a new mode of satisfying needs, and the compliance of the individual’s resources with increased requirements has not yet been determined.

In this case, the search for the most relevant forms of behavior begins and the affiliation motive arises, since adaptation is associated with changes in which the optimal result can be obtained through interaction with others.

Murray described the need affiliation motive as follows:

“Make friendships and feel affection. Enjoy other people and live with them. Collaborate and communicate with them. Love. Join groups” (Murray, 1993).

Establishing and maintaining relationships with other people can pursue very different goals, such as “to make an impression,” “to dominate others,” and “to receive or give help.” In the context of educational activities, affiliation (contact, communication) means “a certain class of social interactions that are of an everyday and at the same time fundamental nature. Their content lies in communication with other people (including teachers and other students) and maintaining it in such a way that brings satisfaction, attracts and enriches both parties” (Heckhausen H., 1986).

The degree to which these goals are achieved depends not only on the subject seeking affiliation, but also on his study group or teacher. A student seeking affiliation must make it clear that he is seeking a contact by communicating to that contact that he is attractive in the eyes of prospective partners, that he views them as equals, and that he offers fully mutual relations, that is, he not only “strives for affiliation”, but also simultaneously acts as an affiliation partner for the corresponding need of the person or group with whom he comes into contact. Asymmetry in the distribution of roles or far-reaching desires to turn a partner into a means of satisfying one's needs (for example, the needs for independence or dependence, for superiority or humiliation, for strength or weakness, for giving or receiving help in studies) are detrimental to affiliation as such or even completely. destroy it. Finally, a person seeking affiliation in a learning environment must achieve a certain consonance between his experiences and the experiences of others, which would encourage both parties to interact and would be felt by them as something pleasant, satisfying and supporting a sense of self-worth.

Thus, we can define the goal of affiliation motivation in conditions of adaptation to educational activities as a mutual and trusting relationship, expressed in mutual support and sympathy of students (students) and teachers. To achieve and maintain this kind of relationship, there are many both verbal and non-verbal behaviors; which are especially easy to observe in any phases of adaptation: the number and positive content of speech utterances, friendly facial expressions, duration of eye contact, frequency of head nodding, posture and gestures, etc.

Naturally, it is advisable to consider such behavior within microsocial interaction. Research results by F.B. Berezina confirmed close connection the effectiveness of adaptation and the individual’s ability to build adequate interpersonal relationships in the microsocial environment. In case of conflicting interpersonal relationships in family or production sector, difficulties in building informal communication, mental adaptation disorders are noted much more often than with effective microsocial interaction (Berezin F.B., 1988).

Another factor through which affiliation is motivated is the phenomenon social support. The role of the desire for social support from the family environment continues even when direct contacts are limited. Research by F.B. Berezin showed that among students living in a dormitory, the most effective adaptation is observed if the subjects maintain frequent contact with loved ones and spend holidays with them. The greatest number of adaptation disorders, expressed by neurotic and psychopathic reactions, is noted in the group of subjects who, for one reason or another, do not maintain regular contact with their relatives. In addition, social support can also be realized in non-family environments. In groups of students, an increase in social support, revealed by sociometric studies, is accompanied by a decrease in the proportion of people with adaptation disorders in the form of a sharpening of accentuated personality traits and neurotic phenomena. In conditions of adaptation tension, a pronounced improvement in adaptation during repeated research is noted among popular individuals with a high sociometric status, while among unpopular individuals there is a tendency towards the appearance or deepening of adaptation disorders (Berezin F.B. 1988, p. 137).

It is clear that achievement motivation and affiliation are not the only motives that determine the success of adaptation to educational activities. According to many social psychologists and sociologists, for example, V.A. Petrovsky, N.A. Yadova et al., optimal adaptation to activity occurs when a socially significant motive becomes individually significant. Otherwise, if there is a discrepancy between these motives, an intrapersonal conflict arises, which prevents the formation of a stable system of implementation and regulation of activity (Medvedev V.I., 2003, p. 482).

When considering adaptation to studying at a university, it is customary to highlight several areas of such adaptation. One of them is due to the fact that the student adapts to the general content of the activity, understanding by this the social significance of learning and the social status of the person carrying out the activity associated with this activity. This implies the presence of a socially significant motive for the student. Previously, it was believed that it does not relate to the specific content of the activity and, if successful, remains the same throughout the entire study at the university. It can be described as adaptation to the principles of this activity. Thus, in addition to the educational process, such types of it as adaptation to military service, teaching activities etc.

The second direction is adaptation to the specific performing content of the learning process, which depends on the type of activity. It includes mastering the means of activity and the conditions for their use, adapting to the activity regime, changing the educational schedule, and the educational environment. During this adaptation, a system of psychophysiological mechanisms is formed that regulate learning activities.

The third direction of adaptation is adaptation to the study group: to the psychological climate, structure, role expectations, group values, etc. It is under these conditions that changes in the mechanisms of achievement motivation and affiliation motivation arise.

The dispersion of adaptation tasks leads to the fact that in some cases the factors of the adaptation mechanism that ensure these areas of adaptation enter into internal conflict. This can affect both the learning outcomes and the psycho-emotional state of the individual, provoking tension even to depression and neurotic states. The conflicts that arise when there is a divergence between the first and second directions, when the conceptual model of activity formed by the student during the adaptation process, is not provided with adequate means of activity, instrumental or methodological, have been studied in most detail. With such a conflict, a student studying at a university experiences a feeling of helplessness, the motivation to achieve success is replaced by the motivation to avoid failure, and sometimes a negative attitude towards the chosen specialty and a desire to change it. With a high level of student motivation and confidence in their capabilities, the emergence of such a conflict can lead to a search for other means of activity, a change in the educational conceptual model, allowing one to achieve a given goal in ways other than those previously envisaged.

The domestic literature describes some universal patterns that reflect the features of adaptation. These include the importance for studying at a university of three sets of characteristics that are essential for the effectiveness of mental adaptation: determining the level of emotional stress and resistance to stress; features of microsocial interaction and the degree of adequacy of interpersonal relationships; energy potential and the ability to logically structure a situation. (Berezin F.B., 1988).

We must not forget that effective educational activity can be carried out for a certain period due to additional tension stimulated by self-control, as well as the desire for a positive assessment from the group. However, since an increase in emotional stress and anxiety, an increase in frustration tension in relation to the level of integration of behavior and the threshold of frustration increase the risk of disturbances in mental socio-psychological adaptation, adaptation to the conditions of educational activity due to high tension cannot be considered successful.

Thus, the role of adaptation in learning increases as the importance of this activity increases (as one of the most important areas of implementation of the adaptation process) and the range of situations that place increased demands on adaptation mechanisms expands, and these requirements turn primarily to adaptation mechanisms. At the same time, the requirements for adaptation in accordance with general laws can be made dependent on the tendency to change the motivation process.

Moreover, the organization of microsocial interaction in the context of the adaptation process caused by admission to a higher educational institution largely depends on the motivation of affiliation, on the desire for an expedient change in interpersonal transactions in accordance with the characteristics of the person-environment system. At the same time, achievement motivation influences the adaptation process: when adaptation is disrupted, the presence of achievement motivation helps smooth out these violations.

Therefore, in our opinion, it is very important to have a psychologically based solution to the problems of the relationship between adaptation and achievement motivation and affiliation motivation of students in the conditions of higher education.

The solution to this problem is in line systematic approach also applies to diagnostic tools, since an analysis of the literature reveals some incompleteness and one-sidedness of existing diagnostic methods. It is likely that two points underlie the diagnostic uncertainty mentioned above.

Firstly, this is the complexity of psychodiagnostics of socio-psychological adaptation of the individual due to many variables and the existence of a number of problems within the framework of the very theory of socio-psychological adaptation of the individual. To date, no special technique, which would reliably solve the problem of a comprehensive study of the socio-psychological adaptation of the individual. Existing methods are aimed at diagnosing only one component of socio-psychological adaptation, although this important circumstance is not always specified in the description of methods. The complexity of the problem lies in the fact that complex psychodiagnostics of socio-psychological adaptation should be simultaneously aimed at diagnosing the general level of socio-psychological adaptation, diagnosing specific parameters (criteria) of adaptation, and diagnosing the adaptive potential of the subject.

Secondly, the matter is complicated by the ambiguity of terms denoting the subject’s motivations for change and adaptation.

In this case, to study student adaptation, the methods chosen for diagnosing socio-psychological adaptation by K. Rogers and R. Diamond, the “Affiliation Motivation” method by A. Mehrabian (modified by M.Sh. Magomed-Eminov), M. Luscher’s color test and the motivation test H. Heckhausen (modified by L.N. Sobchik).

As can be seen from the diagnostic complex, both standardized and projective techniques were used. The latter is especially important because the way in which a particular person perceives and interprets test material or “structures” a situation appears to reflect fundamental aspects of the functioning of his psyche. In typical cases, projective instruments are masked testing techniques because the subject is rarely aware of the type of psychological interpretation that will be given to his responses. Projective techniques are also characterized by a holistic approach to personality assessment. Attention is focused on the overall picture of the personality rather than on measuring individual traits. Finally, as A. Anastasi and S. Urbina note, “projective techniques are especially effective in identifying hidden, latent or unconscious aspects of personality.” Moreover, it is argued that “the less structured the test, the more sensitive it is to such hidden material” (A. Anastasi, S. Urbina, 2003). This follows from the assumption that the less structured and unambiguous the stimuli, the less likely they are to evoke defensive reactions in the respondent.

In particular, projective methods for diagnosing motivation for the process of educational activity make it possible to determine what the individual’s activity is aimed at. Motives are considered as reasons for choosing the direction of behavior. The diagnosis is based on the principle of psychological projection and analysis of the products of imagination and fantasy, which gives an idea of ​​the deep need-motivational formations that initiate educational activities.

As is known, in the process of developing the motivation test, X. Heckhausen relied on the concept of J. Atkinson and D. McClelland, according to which the entire complex diversity of the motivational sphere can be reduced to two main structural components: motivation aimed at achieving success and motivation associated with avoidance failures.

Of course, the stories compiled by subjects on the instructions of the Heckausen test almost always contain much more information than the proposed key allows us to highlight. For more full characteristics motivational-need sphere of the subject, it is advisable to use additional research methods. It is for this purpose that the experiment used the “Affiliation Motivation” technique with quantitative data processing, which in turn is due to the fact that one of the central components of the socio-psychological element of personality adaptation is its relationships with people who make up its immediate social environment. Therefore, it is quite natural that among the methods of socio-psychological research of personality, an important place belongs to methods of studying its relationships with significant others. However, the methods used in psychodiagnostics for studying relationships - for example, sociometric questionnaires, attitude scales, semantic differentials, social distance scales, etc. - as a rule, reflect only the conscious layer of relationships accessible to verbalization. At the same time, a considerable part of the essential material concerns the content of precisely this area, which is inadequately understood and therefore often turns out to be unreliable.

Here we can recall the concept of relationships by V. N. Myasishchev, the ideas of B. G. Ananyev about figurative nature mental structures any level and complexity and A. N. Leontiev’s ideas about the sensory fabric of semantic formations of the individual. In accordance with these theoretical principles personal relationships regulating very complex processes her communications and activities have a sensual, visual-figurative mental nature. The relationship between the sensory fabric of relationships and their verbal components determines the degree and quality of their awareness by the individual himself. In particular, the discrepancy between the sensory and verbal components of relationships determines the inadequate awareness of these relationships, characteristic of various types of conflicts and disorders of the emotional-affective sphere.

Thus, we pay attention to how achievement motivation and affiliation motivation are quantified and related. Further, revealing the features of the connection between achievement motivation and affiliation motivation with socio-psychological adaptation, we used M. Luscher’s color test.

The perception of color is very closely related to the emotional life of the individual. This connection, confirmed in many experimental psychological studies, has long been used in a number of psychodiagnostic methods (Rorschach, Freeling tests, Schwartz-Dorofeeva technique, etc.). All of these methods, however, used a person's response to color stimuli as an indicator of their overall affective state. The Luscher test differs from these methods in a unique way of extracting reactions to color stimuli and in a different formulation of the test material problem.

It is based on the fact that the choice of color often reflects the subject’s focus on a certain activity, on satisfying needs, and reflects his functional state. In this case, obtaining such indicators will complement the study of the relationship between motivation and adaptation. It is necessary to take into account that the dynamics of a person’s motivation in the process of adaptation to activity is ambiguous, however, the nature of achievement motivation and affiliation motivation and the degree of their expression can serve as a psychological parameter of each stage of adaptation. Knowledge of the above characteristics will make it possible to model the cognitive-informational aspects of the process in its most favorable and productive version.

Dispersive factor analysis for related samples showed that the success of adaptation is influenced not so much by the achievement motive itself, but by its connection with affiliation (sample consisted of 270 students different faculties). The effect of the achievement motive on adaptation and its dynamics is significantly weaker impact affiliation, although the latter in itself does not give the desired effect.

Leaders have always recognized the need to encourage people to work for the organization. However, they believed that simple material rewards were sufficient for this. In this chapter we will learn why this is usually successful even though it is essentially wrong.

But at the same time, we hope to dispel the persistent misconception that money always motivates a person to work harder, and also to lay the foundations for modern views on the motivation of human activity. Much of the chapter is devoted to reviewing theories of motivation that have been developed over the past 30 years. We will find out that true motives that force you to give your best effort to your work are difficult to define and extremely complex. But, having mastered modern models of motivation, a manager will be able to significantly expand his capabilities in attracting an educated, wealthy employee of today to perform tasks aimed at achieving the goals of the organization.

The meaning and evolution of the concept of motivation

When planning and organizing work, the manager determines what exactly must be accomplished. this organization when, how and who, in his opinion, should do it. If the choice of these decisions is made effectively, the manager has the opportunity to coordinate the efforts of many people and jointly realize the potential capabilities of a group of workers. Unfortunately, managers often mistakenly believe that if a certain organizational structure or a certain type of activity “works” well on paper, then it will also “work” well in life. But this is far from true. Head to effectively move towards the goal, must coordinate the work and force people to carry it out. Managers are often called executive leaders because their main purpose is to ensure that the organization's work gets done.

Leaders translate their decisions into action by putting into practice the basic principles of motivation. In this context, i.e. In terms of management, the following definition can be given:

MOTIVATION is the process of motivating oneself and others to act to achieve personal or organizational goals.

Initial concepts

Although it is now generally accepted that the basic assumptions inherent in the original concepts of motivation are incorrect, it is still important to understand them. And although leaders in ancient times largely misunderstood human behavior, the techniques they used in those conditions were often very effective. Because these techniques "worked" and were used for many hundreds of years, unlike the couple of decades of modern theories, the original concepts of motivation are deeply ingrained in our culture. Many managers, especially those without specialized training, are still deeply influenced by these concepts. And it is likely that you will encounter such examples in your work.

Moreover, you may be tempted to try these simple and pragmatic approaches yourself. But this will most likely be a mistake. People who are subordinates in modern organizations are usually much more educated and wealthy than in the past. Therefore, their motives for work will turn out to be more complex and difficult to influence if you do not understand at least something about the nature of motivation. Finally, although this is not the least important consideration, we hope that a brief historical overview will help you better understand that the effectiveness of motivation, like everything in management, is related to a specific situation.

THE POLITICS OF CARROT AND STICK. Thousands of years before the word "motivation" entered the lexicon of managers, it was well known that people could be intentionally influenced to successfully accomplish organizational goals. The very first technique used was the CARBON AND WHIP METHOD. In the Bible, ancient legends and even ancient myths, you can find many stories in which kings hold a reward in front of the eyes of the supposed hero or raise a sword above his head. However, royal daughters and treasures were offered only to a select few. The “carrots” offered as a reward for most deeds were hardly edible. It was simply taken for granted that people would be grateful for anything that would allow them and their families to survive.

This was common in Western countries at the end of the 19th century. During much of the Industrial Revolution, economic and social conditions in rural England were so dire that farmers flooded into the cities and literally begged for the opportunity to work 14 hours a day in dirty, dangerous factories for barely enough pay. to survive. When Adam Smith wrote his Inquiry into the Nature and Causes of the Wealth of Nations, life was very difficult for the common man. His concept of "economic man", discussed above, was undoubtedly very much influenced by the observation of these harsh realities. In conditions when most people were struggling to survive, it was quite understandable that Smith came to the conclusion that a person would always try to improve his economic situation when given the opportunity.

When the "school of scientific management" emerged around 1910, the lives of workers did not improve significantly, despite advances in technology. However, Taylor and his contemporaries had already realized the stupidity of earning money on the verge of starvation. And they made carrot-and-stick incentives more effective when they objectively defined the concept of “sufficient daily output” and offered to pay those who produced more output in proportion to their contribution. The increase in productivity that resulted from this method of motivation, coupled with the more effective use of specialization and standardization, was impressive. The success of carrot-and-stick motivation was so great that managers still enjoy the pleasant feeling of it.

Gradually, however, due largely to the efficiency with which organizations applied advances in technology and specialization, the lives of ordinary average people eventually began to improve. And the more it improved, the more managers began to understand that a simple “carrot” does not always make a person work harder. This fact has forced management specialists to look for new solutions to the problem of motivation in the psychological aspect.

ATTEMPTES TO USE PSYCHOLOGICAL METHODS IN MANAGEMENT. As Taylor and Gilbreath wrote, “news of Sigmund Freud’s theory of the subconscious spread throughout Europe and finally reached America.” However, the thesis that people do not always act rationally was too radical, and managers did not immediately “pounce” on it. Although there had been attempts to use psychological motivation in management before, it was only with the advent of the work of Elton Mayo that it became clear what potential benefits this promised, and also that carrot-and-stick motivation was not sufficient.

Elton Mayo was one of the few academically educated men of his time who possessed both a sound understanding of scientific management and training in psychology. He created his fame and reputation through an experiment conducted in a textile mill in Philadelphia in 1923 -1924. Fluidity labor force in the spinning section of this mill reached 250%, while in other sections it was only 5 - 6%. The material ways to stimulate production, proposed by efficiency experts, could not affect the turnover and low productivity of the site, so the president of the company turned to Mayo and his comrades for help.

After careful consideration of the situation, Mayo determined that the working conditions of the spinners provided little opportunity for communication with each other and that there was little respect for their work. Mayo felt that the solution to reducing labor turnover lay in changing working conditions rather than increasing remuneration. With the permission of the administration, as an experiment, he established two 10-minute rest breaks for the spinners. The results were immediate and impressive. Labor turnover dropped sharply, worker morale improved, and output increased dramatically. When the inspector subsequently decided to cancel these breaks, the situation returned to its previous state, thus proving that it was Mayo's innovation that improved the state of affairs on the site.

The spinner experiment reinforced Mayo's belief that it was important for managers to take into account psychology employee, especially some of its “illogicality”. He came to the following conclusion: “Until now in social research and industrial research it remains insufficiently realized that such small illogicalities in the mind of the “average normal” person accumulate in his actions. Perhaps they will not lead to a “breakdown” in himself, but they will cause a “breakdown” in his work activity.” However, Mayo himself did not fully understand the importance of his discoveries in this area, since psychology was then still in its infancy.

The first major studies of employee behavior in the workplace were the bulk of the Hawthorne experiments, which were conducted by Mayo and his associates in the late 1920s and will be described in detail later in this book. The work at Hawthorne began as an experiment in scientific management. It ended almost eight years later with the realization that human factors, especially social interaction and group behavior, significantly influence individual productivity. The conclusions reached by the Hawthorne group led to the founding of a new direction in management - the concept of "human relations", which dominated management theory until the mid-1950s.

However, the Hawthorne experiments did not provide a model of motivation that would adequately explain the incentives to work. Psychological theories of work motivation appeared much later. They originated in the 1940s and are currently evolving.

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on the topic: “Motivation and adaptation of personnel”

Saratov 2017

Introduction

1. The concept of motivation to work

Conclusion

Introduction

Nowadays, no one doubts that the most important resource of any company is its employees. However, not all managers understand how difficult it is to manage this resource. The success of any company depends on how effective the work of our employees is. The task of managers is to use the capabilities of their staff as efficiently as possible. No matter how strong the decisions of managers are, the effect from them can only be obtained when they are successfully implemented by the company’s employees. And this can only happen if employees are interested in the results of their work. Here we come across the most important aspect of management - motivation. The company is most interested in an employee who can and wants to complete the tasks assigned to him. As practice shows, an employee’s skills will not bring results if he is not interested in this result.

Personnel adaptation procedures are aimed at facilitating the entry of new employees into the life of the organization. Research shows that about 90% of employees who voluntarily leave their job within the first year made this decision on their first day with their new organization. A common situation is when a newcomer faces a large number of difficulties, most of which are generated by the lack of information about the work procedure and location of individual divisions of the organization.

Adaptation of leadership positions is very important, because the functions of managers are more complex and multifaceted. It is believed that a manager (especially senior management) a priori has all the necessary skills and information, and therefore, unlike specialists, it is not at all necessary to bring him up to date. Therefore, the problem of adapting managers is especially relevant.

1. The concept of motivation to work

Motivation is the process of inducing a person to certain activities with the help of intrapersonal and external factors.

There are many theories of motivation. From the point of view of H. Scholz’s classification, it seems appropriate to divide them - depending on the subject of analysis - into three main areas:

1. Theories based on a specific picture of a human worker.

2. Intrapersonal theories.

3. Process theories.

The theories of the first direction are based on a certain image of the employee, his needs and motives; second - analyze the structure of the needs and motives of the individual and their manifestation; third, they go beyond the individual and study the influence of various environmental factors on motivation.

Among the most simple and widespread (classical) theories of work motivation, which are based on a specific picture of a person, is D. McGregor’s concept called “XY-theory”, which includes two opposing theories: theory “X” and theory “Y”.

Theory “X,” largely reflecting the basic views of W. Taylor, proceeds from the fact that:

1. The average person is lazy and tends to avoid work;

2. Employees are not very ambitious, are afraid of responsibility and want to be led;

3. To achieve the goals of the enterprise, it is necessary to force employees to work under the threat of sanctions, without forgetting about remuneration;

4. Strict guidance and control are the main management methods;

5. The desire for safety dominates the behavior of workers.

According to this theory, it follows that the leader’s activities should be dominated by negative motivation of subordinates, based on the fear of punishment.

Theory “Y”, which is a complement to theory “X”, is built on opposite principles and includes the following postulates:

1. Reluctance to work is not an innate quality of the worker, but a consequence of poor working conditions that suppress the innate love of work;

2. With favorable successful past experience, employees tend to take responsibility;

3. The best means implementation of the organization's goals - remuneration and personal development;

4. Given appropriate conditions, employees assimilate the goals of the organization, develop such qualities as self-discipline and self-control;

5. The labor potential of workers is higher than is commonly believed. In modern production they creative possibilities are only partially used.

The main practical conclusion of Theory “Y” is this: it is necessary to provide employees with more freedom to exercise independent creative initiative and create favorable conditions for this.

The theory “Y” is quite close in its orientation to the theory human relations E. Mayo Roethlisberger and others. The theory is based on the following fundamental ideas:

1. Work motivation is determined primarily by those existing in the organization social norms, and not physiological needs and material incentives;

2. The most important motive for high performance is job satisfaction, which presupposes good pay, the possibility of career growth (career), the orientation of managers towards employees, interesting content and change of work, progressive methods of organizing work;

3. Important to motivate productive work have social Security and caring for each person, informing employees about the life of the organization, developing communication between the hierarchical levels of the organization, i.e. managers at all levels and subordinates.

The theory of human relations has become widespread, and many ideas in the theory are widely used today.

In general, theories of motivation that give a general picture of a person - an employee, when used creatively, serve as important guidelines for practical activity in the field of labor motivation. More detailed, in-depth hypotheses and conclusions about the structure and correlation of individual motives, their dependence on the situation are contained in intrapersonal and procedural theories of motivation.

Among the fundamental, classic intrapersonal theories of motivation is the theory of the hierarchy of needs, developed by A. Maslow. The author of the theory proceeds from the fact that all people constantly feel some kind of needs that prompt them to action. A person is influenced by a whole complex of clearly expressed needs, which can be combined into several groups, arranging them according to the principle of hierarchy.

Maslow identifies five main groups of human needs:

1. Physiological needs. These include the needs for food, clothing, shelter, sleep, rest, sex, etc.

2. Security needs. They mean both physical (health protection, safety at work) and economic security (monetary income, job security, social insurance for old age and in case of illness).

motivation adaptation staff

3. Social needs. They focus on communication and emotional connections with others: friendship, love, belonging to and acceptance by a group.

4. Esteem needs (personal needs). These include the needs for both self-esteem and respect from others, including the needs for prestige, authority, power, and career advancement.

5. Needs for self-realization (self-expression). They include the needs for creativity, the implementation of one’s own plans, the realization of individual abilities, personal development, including cognitive, aesthetic, etc. needs.

According to Maslow's model, there is a hierarchy between all groups of needs. In motivating human behavior, unsatisfied lower needs (physiological, safety, etc.) take priority. Higher needs are actualized, become the main ones and determine the employee’s behavior only after the lower needs are satisfied. Employee satisfaction is achieved when the degree of saturation of needs meets his expectations. Otherwise, a feeling of dissatisfaction sets in, which blocks the actualization of higher needs.

K. Alderfer made an attempt to clarify and creatively develop the theory of Maslow’s hierarchy of needs; he identified not five, but three classes (groups) of needs:

1. Existence needs, to which he included fundamental physiological needs, as well as safety needs.

2. Social needs, including the needs for communication, group affiliation and respect from others (according to Maslow's classification, these are social and esteem needs).

3. Personal growth needs, i.e. needs for self-realization, including participation in management.

Unlike Maslow, who allowed the motivating influence of needs only when moving from bottom to top, i.e. in the transition from a lower to a higher need, Alderfer argues that such influence can go in both directions.

A significant contribution to the development of the problem of motivation of work behavior is made by the theory of motivational needs of D. McClelland. Without denying the significance of previous theories and their conclusions about the importance of biological and other “basic” needs in motivating the behavior of workers, McClelland tried to identify the most important among the “secondary needs” that are actualized under the condition of sufficient material security. He argues that any organization provides opportunities for employees to fulfill three higher-level needs: power, success and belonging. On their basis, a fourth need arises, namely the need to avoid troubles, i.e. obstacles or opposition in the implementation of the three named needs. However, different people these needs are expressed differently or exist in certain combinations. How they combine depends, in addition to natural qualities, on the individual's personal experience, situation and culture.

The need for power is expressed in the desire to influence other people, control their behavior, as well as the willingness to be responsible for others. This need is expressed in the desire for a leadership position. It has a positive impact on leadership effectiveness. That is why it is advisable to select people with a pronounced need for power for leadership positions. Such people have high self-control. They are more dedicated to their organization, passionate about their work, and work without regard for time.

The need to belong has a great influence on the behavior of people in an organization. It manifests itself in the desire to communicate and have friendly relations with other people. Employees with a strong need to belong achieve high levels of performance primarily in tasks that require high levels of social interaction and good interpersonal relationships.

McClelland tried to prove the value of his theory empirically, and primarily using tests specially designed for this. However, his theory did not receive full empirical confirmation.

The study of staff motivation in a broad social context that goes beyond individual needs is carried out by scientists who develop procedural theories of motivation. One of the early theories of this group is the theory of work motivation by D. Atkinson. It analyzes some new aspects of motivating workers to work effectively, and first of all, the situation is included in this process.

Atkinson's theory is based on the fact that employee behavior is the result of the interaction of individual qualities of a person and the situation, its perception. Every person strives for success, avoids failure, and has two corresponding motives: the motive for success - Mu and the motive for avoiding failure - Mn. These motives are quite stable and are formed in the process of learning and work. They manifest a person’s desire for a certain level of need satisfaction.

Yu.D. Krasovsky, without formalizing his research into a separate theory, proposes to consider various types internal motivations of a person in an organization:

1. The desire for creative self-realization (the employee values ​​in work the opportunity to realize their potential, reveal themselves, and gain satisfaction from professional growth). For such people, social recognition is important. professional success. In the absence of recognition comes disappointment.

2. A sense of duty towards work. An employee gives his all, but if the manager does not appreciate his dedication, then bitter disappointment may arise.

3. Ensuring prosperity. Works for money. Pragmatic approach. If they were underestimated and underpaid, they can “speak out” in defense of their rights. For “good” money, he is sometimes even willing to endure humiliation.

4. Career. Works for a career. The company as a condition and opportunity to build a career. If it doesn’t work out, then he will “squeeze” out of the work everything that is required for himself. Not very sensitive to ratings, because... It is important for him to stay in the organization for some time to accumulate professional experience.

According to modern psychologists, in post-industrial society there is the formation of a new motivational system, new guidelines that determine human behavior. In high-tech organizations, traditional incentives to work have begun to sharply lose their former importance. An increasing number of people prefer to cooperate with a company rather than work for it as employees. And an increase in cash income no longer has the same impact on workers as before.

So, we have come to the conclusion that motivation is the key to human behavior. Not only external environment and the situation determines the state of the individual, but to a greater extent it internal reasons.

2. Psychological characteristics the period of adaptation of the employee to the new workplace

Adaptation is the process of a person’s active adaptation to a changed environment with the help of various social funds. The main way of adaptation is the acceptance of the norms and values ​​of the new social environment (group, collective, organization, region, which the individual belongs to), the forms of social interaction that have developed here (formal and informal connections, leadership style, family and neighborhood relations), as well as forms and methods of objective activity (for example, methods of professional performance of work, or family responsibilities).

V.V. Muzychenko identifies types of adaptation depending on various characteristics:

According to the “subject-object” relationship:

Active - when the candidate seeks to influence the environment in order to change it (including those norms, values, rules, forms of interaction and activity that he must master);

Passive - when he strives for such influence and change.

By impact on the employee:

Progressive - has a beneficial effect on the employee;

Regressive - adversely affecting the employee.

By level:

Primary - when a candidate first goes to work for a specific company;

Secondary - with a subsequent change of job within the company, and it is divided into the adaptation of the employee to new position and employee adaptation to demotion.

By directions:

Production;

Non-productive.

Professional adaptation according to A.Ya. Kibanov consists in actively mastering the profession, its intricacies, specifics, necessary skills, techniques, methods of decision-making, to begin with in standard situations. The complexity of professional adaptation depends on the breadth and diversity of activity, interest in it, the content of work, the influence of the professional environment, and the individual psychological properties of the individual.

Psychophysiological adaptation is adaptation to work activity at the level of the worker’s body as a whole, which results in smaller changes in it functional state(less fatigue, adaptation to high physical activity, etc.). Psychophysiological adaptation does not present any particular difficulties; it proceeds quite quickly and largely depends on a person’s health, his natural reactions, and the characteristics of these conditions themselves.

Socio-psychological adaptation of a person to production activities- adaptation to the immediate social environment in the team, to the traditions and unwritten norms of the team, to the work style of managers, to the peculiarities of interpersonal relationships that have developed in the team. It means the inclusion of the employee in the team as an equal, accepted by all its members. It may be associated with considerable difficulties, which include disappointed expectations quick success, caused by an underestimation of difficulties, the importance of live human communication, practical experience and an overestimation of the importance of theoretical knowledge and instructions.

Economic is adaptation to the level and methods of generating income.

Organizational and administrative adaptation is based on the new employee’s understanding and acceptance of his organizational status, the structure of the organization and existing management mechanisms.

The adaptation process can be divided into 4 stages:

Stage 1. Assessment - determining the candidate’s level of preparedness. If an employee has not only special training, but also experience in similar departments of other companies, the period of his adaptation will be minimal. However, it should be remembered that even in these cases, the organization may have unusual options for solving problems already known to it.

Stage 2. Orientation - practical acquaintance of the new employee with the responsibilities and requirements that are imposed on him by the organization. In this case, training programs such as “Realistic introduction to future work”, “History of the organization”, “Introduction to the profession” are usually introduced into practice.

Stage 3. Effective adaptation, consisting in the newcomer’s adaptation to his status and, to a large extent, determining his inclusion in interpersonal relationships with colleagues.

Stage 4. Operation. This stage completes the adaptation process; it is characterized by the gradual overcoming of production and interpersonal problems and the transition to stable work. As a rule, with the spontaneous development of the adaptation process, this stage occurs after 1-1.5 years of work. If the adaptation process is regulated, then the stage of effective functioning can occur within a few months. Such a reduction in the adaptation period can bring significant financial benefits, especially if the organization employs a large number of personnel.

Changing stages causes difficulties called “adaptation crises”, since the impact of the social environment usually increases sharply. As a result, the employee experiences a state of anxiety, resistance, stress, search for a way out, and a need for more active exploration of the hitherto unknown.

The speed of adaptation depends on many factors. But on average it's minimum term, during which the administration is convinced of the professional qualifications of the employee, compliance with his requirements, and he is convinced of the compliance of the content, conditions, and remuneration with his expectations. Normal adaptation period for different categories employees range from 1-6 months to 3 years.

The success of adaptation depends on a number of prerequisites and factors.

Factors of labor adaptation are conditions that influence the course, timing, pace, and results of this process. Since adaptation is a two-way process between the individual and the production environment in which he is included, all factors of labor adaptation can be divided into two groups - personal and production.

Production factors essentially include all elements of the production environment. For each category of workers production factors modified in accordance with the specifics of the work of this group. Thus, the condition of equipment and forms of labor organization are of particular importance for workers.

A specific adaptation factor is the forms of labor organization. In conditions of a team organization of work, the level of adaptation of workers is, as a rule, higher than in an individual organization.

Personal factors, in turn, can be classified into socio-demographic, socially conditioned, psychological, and sociological. Demographic characteristics such as gender, age, marital status, nationality, in themselves are not social, but having a significant impact on the course of social processes, they acquire social significance and are interconnected and interdependent with the adaptation process.

Age, the most important in terms of influence among socio-demographic factors, actively affects adaptation. It is associated with the qualitative characteristics of the employee - his work experience, education, marital status.

Marital status leaves a significant imprint on the employee and his perception of reality. The presence of a husband (wife) and children makes an employee a representative of a small socio-psychological group with its own interests and norms, forcing him to adjust his behavior in accordance with his membership in this group. Their absence affects the activity, the employee’s behavior is ambiguous. On the one hand, he can devote himself more to professional and social activities. On the other hand, he is deprived of the necessary components of life balance, which reduces overall satisfaction with life. All this, in turn, can negatively influence his professional and social activities.

Work experience as an adaptation factor is closely related to age. It is central among other factors influencing the strengthening or breaking of the relationship between the employee and the enterprise.

The effect of education as adaptation factors is such that young people with a higher level of education are the least adapted in the workplace.

The level of aspirations is derived from education and social origin. The higher the level of aspiration, the more difficult adaptation is.

Self-perception is the employee's view of himself. From an adaptation point of view, this is an idea of ​​which abilities are most valuable and important.

An important personal factor, especially significant for adaptation, is the employee’s readiness to perceive new things. This readiness is determined by the level of his education and qualifications. It is associated with the focus of the education system on developing in a person the ability to independently obtain knowledge and the need for its constant replenishment.

Thus, an employee’s adaptation to a new workplace is a process of adaptation to the conditions of work, including the development of corporate rules, norms, standards, familiarity with the conditions and content of work, and the establishment of new socio-psychological relationships. The adaptation process is multifaceted and here there is an interdependence of external factors affecting a person and his internal factors, one of which is the features of his motivation.

3. Features of employee motivation at the adaptation stage

According to the theory of activity of A.I. Leontiev’s motivational sphere of a person, like his other psychological characteristics, have their sources in practical activities. In the activity itself one can find those components that correspond to the elements of the motivational sphere and are functionally and genetically related to them. Behavior generally corresponds to human needs; the system of activities from which it is composed - a variety of motives; set of actions that form an activity - an ordered set of goals.

These conceptual provisions of Leontiev’s theory reflect the relationship between a person’s motivation in professional activity and the characteristics of the professional activity itself. This relationship is formed at the stage of a person’s adaptation to a new place of work, when the internal factors of a person’s personality are correlated with the characteristics of professional activity in a new organization.

External factors may include: organizational and corporate culture, personnel adaptation system, reward and punishment system, influence of informal leaders on newcomers;

Internal factors: employee motivation and orientation, values, personal problem load, family situation, previous work experience, life and leadership experience.

Thus, an employee, having come to the company with his own ideas about “how it should be,” is faced with reality and begins to understand how things really are in the company: how much the contribution of a new employee is noticed and appreciated, how initiatives and zeal are treated , how managers and old-time employees look at a newcomer. A new employee quickly grasps the difference between declared and real rules. And based on his values, stereotypes and internal climate in the company, he begins to adapt to the organization, forming his own motivation for behavior.

There are different points of view regarding the characteristics of employee motivation during the adaptation period. Most authors consider employee motivation from the point of view of external factors, their optimization, implementation of adaptation measures, etc. There are practically no studies of the features of internal motivation of employees at the adaptation stage in psychology. Some authors only briefly mention the internal motivation of a person during this difficult period.

For example, G. Selye considers adaptation, including to a new place of work, a stressful situation. At the same time, he noted that during adaptation, as a result of emotional stress, it is difficult to realize motivation, and sometimes, as a result of frustration, motivated behavior is completely blocked.

K. Yakovleva considers the motivation of new employees in the totality of various aspects of the adaptation period.

Psychophysiological adaptation, the adaptation of an employee to new physical and psychological stress, physiological working conditions, proceeds faster if the employee has the motivation to overcome difficulties associated with mastering the totality of all conditions that have different psychophysiological effects on the employee during work. Psychophysiological adaptation occurs most effectively in organizations where there are no strict requirements for the type of workplace. If an employee has the opportunity to arrange it in his own way (arrange the necessary items, papers so that it is convenient to work with them, attach calendars to the walls, put photographs on the table, etc.), then psychophysiological adaptation will pass quickly and painlessly.

Social and mental adaptation, such as the acceptance of new norms of behavior, relationships in a given organization, adaptation to a new society, acceptance and sharing of the organization’s values, its corporate culture, presupposes the presence of motivation for cooperation and interaction among new employees. To quickly adapt, they are motivated to establish interpersonal and business relationships with colleagues and accept corporate ones.

Social and mental adaptation can be very difficult, especially in the first month of work, which is the most stressful. The level of stress depends on the characteristics of the organization, and, of course, on the characteristics of the new employee himself, and to a greater extent on his motivation.

In overcoming the socio-psychological barrier at a new place of work, the employee must be helped by a representative of the personnel service, who will introduce him to the team, talk about the traditions that exist in the organization, and give a clear definition of the mission of the campaign and its “weight” in the market.

The new employee, in turn, must make every effort to ensure that socio-psychological adaptation is as successful as possible - he needs to be sociable, friendly, demonstrate a willingness to listen to advice, etc.

Organizational adaptation - the new employee's understanding and acceptance of his organizational status, the organization's structure and existing management mechanisms. In order to avoid such adaptation problems, it is necessary to familiarize new employees with the existing corporate culture of the organization, service relationships between employees, and the organization’s document flow system. You need to tell him about the history of development, the mission of the organization and the personal mission of the employee, about clients and partners, let him familiarize himself with the regulations on the organizational structure of the enterprise and the regulations on the department, job description. But the employee, for his part, must be motivated to learn as much as possible about the organization, about the new place of work, about his responsibilities, about the features of the work schedule, etc. With low motivation to perceive new information, an employee may have problems with adaptation.

A.F. Dzhumagulova specifies the features of internal motivation of employees at the adaptation stage. She believes that the development of professional and labor motivation comes from the advantage of personal motives at the beginning of work in a new workplace to the development of subjective motives in the process of professionalization in the organization. As professionalization progresses, the motivational structure and the degree of interaction of motives change. At the level of the individual, motives are more homogeneous and interconnected; at the level of the subject, motives are more individualized and independent.

According to A.F. Dzhumagulova among workers during the adaptation period in comparison with their more experienced colleagues observed: high motivation to achieve success, high overall satisfaction, high importance of the values ​​of achievement, security and independence, high level socio-psychological adaptation, high control over action, orientation towards management, stability and service to people, the key goal is self-realization in a new place.

Adaptation to a new workplace, according to A.F. Dzhamagulova, is associated with high self-acceptance, the experience of emotional comfort at work, the ability to take responsibility and acceptance of one’s colleagues. For employees who long time work in an organization, the following indicators are expressed: high motivation to avoid failures, high importance of the values ​​of safety, kindness and achievement, high satisfaction with motivational factors and low satisfaction with hygiene factors according to F. Herzberg, low control over action.

A.F. Dzhumagulova considers the formation of work motivation starting from the adaptation period and as professionalism is acquired. According to the author, motivation in work is determined by the need to be a professional, the need to master professional activities. As professionalization progresses, the main need becomes to give meaning to professional activities.

Thus, motivation at the adaptation stage is considered by avors from two sides. Most often, motivation during the adaptation period is considered from the influence of external factors. This takes into account the influence of adaptation measures, features of inclusion in work activities, corporate culture, etc. The features of a person’s internal motivation at the adaptation stage have been practically not studied. Works related to this problem note that the motivation of employees during the adaptation period is characterized by the desire for success, internal control, and the desire for communication and interaction.

The theoretical analysis of the literature allowed us to draw the following conclusions.

1. Motivation is the drive to action. There are many theories of motivation in the literature, including motivation for professional activity. Despite the difference in conceptual views in understanding motivation, the authors agree that not only the external environment and situation determine the state of the individual, but to a greater extent its internal causes, i.e. It is motivation that is the key to human behavior.

2. Adaptation of employees to a new workplace is the adaptation of employees to the content and conditions of work and the immediate social environment. The main way of adaptation is the acceptance of the norms and values ​​of the new social environment, the forms of social interaction that have developed here, as well as the forms and methods of objective activity. The authors identify periods of adaptation, its forms and influencing factors. At the same time, their opinions agree that during adaptation both external factors (organizational) and internal (individual, which the person himself possesses) interact.

3. Among the individual factors that have a huge impact on the course and overall outcome The adaptation period is characterized by the motivation of a new employee. Research into this problem is carried out in two directions, the main of which is the peculiarities of the formation of motivation among new employees. In the few studies concerning the problem of internal motivation of employees at the adaptation stage, among the characteristics of motivation, a high level of desire for communication and interaction, the presence of achievement motivation, the desire for responsibility, and interval control are noted.

Conclusion

The motivation system often turns out to be a decisive factor when an employee makes a decision about employment. The essence of motivation when adapting an employee is that the new person in the organization accepts the social requirements and working conditions that are already established in the company.

During initial adaptation, motivating factors for the employee will be:

The ability for employees to independently perform their labor responsibilities at the right level, a sense of self-control;

A certain level of corporate culture that an employee considers acceptable for himself.

During the probationary period, the employee will learn about the motivational system that exists in the company. Often, social package, the availability of stable bonuses and other incentives become the determining driving criteria for final employment.

List of used literature

1. Vesnin V.R. Personnel management. Theory and practice: textbook. - M.: TK Welby publishing house Prospekt 2008.

2. Vikhansky O.S. Naumov A.I. Management: people strategy organization process. - M.: Progress 1996.

3. Gibson J.L. Ivantsevich J. Donnelly D.H. Organizations. Behavior. Structure. Processes. - M.: Infra-M 2000.

4. Grachev M.V. Super personnel: Human resource management and international corporations. - M.: Infra - M 2007.

5. Dzhumagulova A.F. Features of professional motivation of young specialists (using the example of workers at metallurgical enterprises). Abstract for the thesis. Scientific degree of candidate of psychology. Sci. - St. Petersburg. 2012.

6. Zanyuk S.S. Psychology of motivation. - K.: Elga-N; Nika-Center 2014.

7. Ilyin E.P. Motivation and motives. - St. Petersburg: Peter 2012.

8. Kibanov A.Ya. Fundamentals of personnel management. Textbook. - M.: Infra-M 2014.

9. Kokorev V.P. Motivation in management. - Barnaul 1997.

10. Pugachev V.P. Organizational personnel management: Textbook. - M.: Aspect Press 2009. - 279 p. - (Series “Human Resources Management”).

11. Solomanidina T.O. Solomanidin V.G. Motivating the work activity of personnel // Personnel Management. - M.: LLC “Journal of Personnel Management 2005.

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