The problem of adaptation of young employees at the enterprise. How is the onboarding process for new employees going?

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

The uniqueness of a specialist’s professional adaptation is associated with external and internal circumstances.

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

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

b) the uniqueness of the social and other conditions in which professional activities are carried out;

c) established systems of informal, psychological connections and relationships of employees in the organization.

All this creates the specificity of subject areas and areas of professional adaptation of a specialist.

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

The basic, determining role in the professional adaptation of a specialist is played by external circumstances, subject areas, and areas of professional adaptation of a person. They act as a kind of professional field into which a young (and not only) specialist comes and finds himself.

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

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

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

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

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

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

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

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

Success or failure of adaptation young specialist in these areas is relatively autonomous. At the same time, these processes are interconnected, especially in such areas as professional activity and socio-psychological. Features of social psychological adaptation specialist significantly influence the success of professional activity and, in general, professional adaptation of the specialist. However, the leading role in the professional adaptation of young specialists is played by the success of their professional and activity adaptation. And therefore, the difficulties and contradictions that arise for a specialist in this field and in the sphere of informal relationships are the source of his activity in implementing the process of professional adaptation. Consequently, in the training of a modern specialist, the emphasis should be on the formation of professional and psychological readiness for professional activity. This does not in any way detract from the role or significance of his training in organizational-normative, socio-professional and social relations in the broad sense of the word.

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

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

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

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

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

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

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

One of these features is the correspondence of a specialist’s ideas about living conditions and activities when carrying out professional activities.

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

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

An important individual-personal parameter that influences the adaptation process is the level and nature of self-esteem as a complex systemic mental formation of the individual. Self-esteem of an individual by level of development can be high, average and low, which characterizes the level of development of the individual, both as a whole and its individual spheres, structures, qualities. Moreover, by nature, each of these self-esteem may turn out to be overestimated, adequate or underestimated. This characterizes the individual’s ability to reflect in the system of certain circumstances. The level of self-esteem of an individual mainly influences the direction of his activity, and the nature of self-esteem - on the stability and dynamics of the behavior and actions of the individual, on the style of his interaction with environment, on the degree of self-confidence of the individual.

Self-regulation of one’s personality plays an extremely important role in the success of professional adaptation. mental states and behavior.

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

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

“The worker is a source of ideas, and not just a pair of working hands”

(from the Internet)

Good day, dear reader. The first days of summer are coming, and the weather in the glorious city of Rostov never ceases to amaze with its instability. Very frequent changes from the sun to thunderstorms and downpours several times a day puts pressure on the brain and blood vessels even healthy person. This climate chaos makes us seriously nervous.

However, this is not what our article is about today. Today, in continuation of the recently launched section on adaptation, we will take a closer look at adaptation management for young employees, the stages of how a young employee will join new team and what to consider when hiring a new employee. I warn you right away that the article will not contain unnecessary lyrics. Everything is to the point. Let's get started.

Adaptation is a rather voluminous complex of techniques and methods, and at the same time has a purely individual character. It should be noted that a figure such as a mentor or mentor plays an important role in adaptation.

Let's start looking at adaptation with a group of young professionals.

What does this comprehensive approach to the adaptation of young, still green specialists look like?

The adaptation process in in this case will contain six stages. We will provide the ideal adaptation scenario.

Stage one - general excursion.

At this stage, the employee is given a general introduction to the company and his future profession.

Stage two - expanding your circle of acquaintances.

At this stage, there is a positive reaction from the employee, new acquaintances, and an expansion of the circle of interests. The employee, due to the absence of manifestations in conflict situations, is a positive person in every sense.

Stage three - establishing behavior. Gaining authority.

At this stage, the employee is caught up in the wave of his team and begins to prove himself, gaining authority and respect.

Stage four - creative intensity.

The employee actively expresses his ideas and innovations, his creative streak manifests itself, which will subsequently become the foundation of his advancement.

Stage five - taking over the whole.

At this stage, a transformation of the employee’s perception occurs. All incidents now concern not only the company itself, but also the employee personally.

Stage six - balanced professionalism.

At this stage, the employee works in a balanced manner, has his own attitudes and work methodology, recommends himself as a reliable professional employee. As a rule, if everything goes well at this stage, the employee moves to responsible positions, in other words, he moves up the career ladder.

What is important to know and what should be provided in readiness for the arrival of a new employee?

Very important factor positive adaptation and further successful work of an employee lies in how accurately the new workplace and the position meets his requirements and expectations. Failures in document flow, problems with accounting, unpreparedness of the workplace and equipment can significantly darken the employee’s work spirit, and therefore motivation. Also important is the structure and clear transparency of the work and adaptation of the employee himself. It is very important not only to prepare the necessary infrastructure for the employee, but also to provide him with systematic, high-quality information, and therefore to provide a mentor. We will talk about mentors later, since this topic is also interesting and has its own nuances. Therefore, do not be lazy and appoint a mentor, keeping in mind that this position should be convenient not only for the employee, but also for the mentor. We will also talk about this later.

It is important to remember that the strong and weak sides Coworkers also require their own adjustments, so when hiring employees, make a note for the future that you will need to invest in advanced training for employees. This, by the way, is also very important, and neglecting it will only cost the company itself more.

Of course, adaptation for young employees is very different from adaptation for managers. But that's a completely different story.

Employers introduced the concept of a probationary period and thereby transferred to the newcomer all responsibility for his introduction into the company. But getting to know each other is a mutual process. Ekaterina Krainova will talk about planning the adaptation process.

Remember how each of us, starting our working career, associated a lot of expectations and hopes with this event: a new team, new functionality, new rules. And what prospects loomed ahead... Perhaps someone had before short experience casual and one-time jobs, but Full time job in the specialty, you will agree, this is completely different. And a young specialist, as a rule, has no negative experience - he is open to solving almost any problem. He still has everything to come! At this stage, it is important to form in him the correct understanding and idea of labor activity and not discourage interest in the profession and work.

Many managers would prefer to hire an experienced employee, but there are also advantages to hiring a young specialist. There is just an example from my own experience that confirms the benefits of hiring young specialists. During the crisis of 2008-2010, I worked as a sales manager in an insurance company. I was subordinate to about thirty separate divisions (agencies) located in the Moscow region. The sales leaders have always been two agencies with equal incomes. They differed only in the composition of the sales department (insurance agents): in the first there were 10 agents working - young specialists with no work experience, and in the second - the same volume of sales was carried out by three experienced employees. During the crisis period, the second agency, unfortunately, was unable to stay in the market due to the departure of the entire sales department of three people to a competing company, which at that time was the most stable. The first agency also lost some of its employees, but was able to maintain sales volume due to the remaining staff, who turned out to be more loyal to the company. How to create this loyalty? Correctly introduce an employee into the company, step by step teach him to love it. Let's consider which ones components this process must consist of.

Just as a theater begins with a hanger, so entering a company begins with planning the adaptation process. From how much the expectations young employee will be justified, depends on his motivation and, as a consequence, his effectiveness in further work. Therefore, it is very important not only to correctly understand and meet his expectations at the selection stage, but also to justify them throughout the entire adaptation period. The main thing is that the specialist in the personnel selection department not only checks the candidate with the profile of the required vacancy, but also understands the specifics of selecting such specialists and the future prospects of working with them.

Where to start planning the onboarding process?

1. Timing of the adaptation period For various positions and for different industries there should be different ones. The standard work structure includes a three-month so-called probation. Indeed, we somehow forget about the concept of adaptation (the humane introduction of an employee into the company and our mission in this process) and replace it with the concept of “probationary period,” that is, we shift all responsibility for whether the employee stays in the company to him. Agree, the expression “probationary period” sounds like serving a sentence! Sometimes, even after a year of working in a company, a young person feels like a newbie. Therefore, the choice of adaptation periods should depend on various factors: the list of assigned tasks, the timing of their implementation, personal characteristics, specifics of the work, etc.

2. Every young specialist needs an experienced mentor, who will give you a “tour” of the company. This person is like a “prism” through which a specialist looks at the company, understands his place and specifics of work, accepts different rules... It often happens that the approach to the mentoring system in companies is very formal. They chose an experienced employee and entrusted him with training and mentoring a newcomer, but he “doesn’t even lead the way,” considering it unprofitable to raise a competitor.

The mentoring process will be effective when all parties (company, mentor, young specialist) are interested in it, pursuing one common goal - increasing the efficiency of the entire company, understand and accept this, and see the value of teamwork in the mentoring process.

A mentor should have a number of tools:

- adaptation sheet for a young specialist - this is the so-called “diary” in which it is necessary to plan events, set tasks, and monitor their implementation;
- beginner's book- this is a “brief introduction” to the company, collecting basic information and rules.

I remember my first day at work, when they “rolled out” two boxes of current instructions that were impossible to read even in a week. And when by the end of the day I was “blue” from reading, the manager took pity, took four of them out and handed them to me. “And the rest, in general, don’t belong to us...” he said.

Nowadays many companies call similar books“a collection of golden rules”, “corporate etiquette”. It is important to remember that information must be given in doses and in a certain priority for the correct perception of everything that needs to be learned. The company's internal website, of course, can and should be used as a resource for such information. Here I would also add the sub-item “Understandability and accessibility of procedures and regulations” - the router, where and what instructions I can get.

3. At the stage of “joint” acquaintance of a young specialist with the company, and vice versa, it is important promptly obtaining the necessary information for work. And this is always not an easy task for a beginner. During the survey, the question “What was the greatest difficulty for you in your work during the first year?” Almost 80% of young specialists answered: “Difficulties in obtaining the necessary information.” There are no connections, no authority, basic ignorance of who to contact and on what issue, fear of appearing incompetent, negative experience of previous refusals. All these difficulties of the first year of work are connected precisely with the issues of obtaining information and experience in solving a particular issue.

4. Understanding your place in the company, your career growth : where did I come; what should I do to move to another level; such as there is career ladder. An excellent example for motivating a young specialist to develop in a company are managers who have already made a career. Include such examples in a beginner's book or in a “success story” on a website. Real examples are always more effective than a virtual career ladder along which it is unclear how to move.

I will share the story of my friend. On her first day of work as an intern at a consulting company in the sales department, she learned that it was customary to go to lunch with a mentor for the first month. Walking past the parking lot, the mentor pointed to a cool sports car and said that this Jaguar was driven by a leading salesman who successfully worked for the company. She, of course, was inspired by this example - real story success of a real employee, which she can (if she wants) repeat!

5. Comparison of what was hoped for and what came true! This can be understood through mentoring tools - an adaptation sheet, which shows the entire sequence of the process, and through regular conversations with a young specialist about the process of his adaptation and his mastery of new horizons in his profession.

From employee satisfaction studies in various companies It is known that the motivation of young specialists is always significantly higher than the motivation of employees who came to the company already with a wealth of experience. Use the resource of young specialists. Believe me, these investments always pay off!

Stages of adaptation of a young teacher.

There are two stages of adaptation. They are clearly and logically described in Public Education (No. 6) “Professional adaptation of a beginning teacher in the workplace.” Namely.

1) The first stage is professional development and development (1-3 years of work). During this period, the young teacher is included in the competitive movement: a competition of pedagogical excellence (“Pedagogical Hopes”), a competition methodological developments, contest open lessons etc. Gaining such experience allows for wider realization in the profession. See the best of people like you. Get recommendations from experienced mentors. Define your competitive advantages and see the shortcomings. At this stage, it is useful to identify the motives that encourage teachers to engage in their professional growth, so that these motives can be stimulated. This may be motives of self-affirmation, public recognition, stability, security, the motive for the speedy achievement of independence and independence, the realization of oneself as creative personality in a team, the motive of self-development, satisfying interest in acquiring new information,increasing wages and so on.

During this period, the young specialist must also undergo the certification procedure for the first qualification category. Accordingly, in addition to participation in professional competitions, it is necessary to create conditions for the active participation of teachers in professional seminars and conferences. Conduct a series of interviews and classes focusing on speaking and writing skills. This is done by the teacher-mentor, attending events together with the young teacher.

Working with parents and students is a separate area, which is also supervised and supported by the administration and teacher-mentor. The teacher, together with the students, takes part in subject Olympiads and competitions.

2) This is the fourth year of work. The results of adaptation are summed up and an analysis of success is made. Several indicators indicate the success of professional adaptation:

1.to what extent does the work cause a novice teacher a feeling of tension, anxiety, and uncertainty;

2.to what extent has the teacher mastered the knowledge and skills necessary for work;

3.to what extent is the oriented stage completed, the stage of familiarization with new position;

4. what are the motives for choosing this profession;

5.to what extent has the teacher mastered the professional role (has he acquired his own style of activity);

6.to what extent does the teacher express a desire for promotion? professional competence;

7.to what extent is the teacher satisfied with the work performed and its results;

8.What is the assessment by the teaching staff of the achievements of the teacher’s work.

This is the period when it is possible, after analyzing the experience gained, to determine whether the teacher is able to move from the stage of craft to the stage of mastery. The duration of the listed periods may vary, depending on individual characteristics person and level of pedagogical support. Someone can remain a “craftsman” for life, someone is ready for improvement, gained self-confidence and reaches the level of mastery. Someone leaves the profession, realizing that there is no satisfaction from work and development is impossible.

Modern all-Russian statistics stubbornly state that the majority of teachers are women with higher education and the highest qualification category, with work experience of more than 20 years, aged from 40 to 50 years. The problem of “aging personnel” becomes obvious. A small percentage of teachers coming to school for the first time are unable to satisfy the request for “rejuvenation” of personnel, so the problem arises of finding and attracting young specialists

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Problems of adaptation of a young teacher.

E.S. Danilyuk

GBOU Lyceum No. 369 of Krasnoselsky District

Modern all-Russian statistics stubbornly state that the majority of teachers are women with higher education and the highest qualification category, with more than 20 years of work experience, aged 40 to 50 years. The problem of “aging personnel” becomes obvious. A small percentage of teachers coming to school for the first time are unable to satisfy the request for “rejuvenation” of personnel, so the problem of finding and attracting young specialists arises. Here the institution follows three main paths.

1. “Growing” personnel from among school graduates. Using the possibilities of targeted recruitment, a certain percentage of graduates from pedagogical universities return to work in their educational institution. As reasons that prompted them to take this step, they cite the example of their favorite teacher, the atmosphere at school, and interest in the profession. These are the most motivated specialists, since their choice was made at the stage schooling. They know the traditions of the school, are familiar with the teaching staff, its requirements, and relationships within. Having the opportunity to begin a professional activity while still a student, they gain experience and master methodological techniques.
2. “Growing” personnel from among students of higher educational institutions and pedagogical schools. In this case, students who come for practice or simply want to test themselves, understand their capabilities before making a final decision, are hired as teachers of after-school groups. Future teacher understands in practice what working with children is, whether he can devote himself to this profession. In addition, there is an opportunity to “enter the classroom” as a substitute teacher. This is enough effective method personnel selection. Practice gained during a period of work and study allows a person to gain full information about the educational institution, its staff, administration, traditions, requirements, etc. In addition, the administration also has time to make a decision on future fate young specialist.
3. Establishing connections with pedagogical higher educational institutions and colleges. This is the most ambiguous path. The motivation of the future teacher in this case can be very different: from “they just don’t hire you anywhere” to “I really love children, I feel that this is my calling.” The only conditional “guarantee” is the educational institution from which the teacher is a graduate. In this case, it is very important that the request educational institution for a young specialist coincided with the personal characteristics of the teacher candidate. Often the ideas of a graduate of a pedagogical university have little in common with the realities of school education.

Whatever path is used, as a result of hiring a young specialist, we are faced with problems associated with the motivation and adaptation of the teacher.

When getting a job, young teachers often find themselves in a situation of heavy workload. In this case, the novice teacher does not have time to recover and works under constant stress and fatigue. All this is accompanied by the constant need to master new types of activities. This scenario causes negative feelings and, as a result, leaving the education system. Therefore, the creation of socio-economic and organizational conditions is necessary and important condition to motivate novice teachers. However, this is not the main thing. The problem of attracting teachers will be solved if the whole team educational institution joint efforts will be made. Not all teaching teams are ready for cooperation and partnership.

The period of entry into professional activity is called professional adaptation. “This is the process of an individual entering a new social environment with the goal of joint activities towards progressive change in both the individual and the environment" .

There are several aspects of employee adaptation to a new environment:

At first, a young specialist should receive constant help and support from the administration of the educational institution, colleagues, and methodologists. A situation in which he is left alone with a class, lesson, school creates unbearable conditions for a young specialist.

One more aspect of working with young specialists should also be noted: the professional and social career of a teacher. A teacher, especially a young one, must see and understand the prospects for his professional growth. It is necessary to create conditions for the teacher to join the teaching community not only, and perhaps not so much, as his own team. Competitive movement, advanced training, work in creative groups Oh, innovation activity, development of new pedagogical technologies etc. The world of a teacher should be broader than one educational institution, where often his professional activity boils down to the fact that he masters some competencies, and then he actually falls into the “teacher’s routine.” Purposeful teachers with good methodological support - human resource potential modern school. “The school needs to attract ambitious, growth-oriented people. Neither large quantity men and women, neither young nor old, but simply more ambitious people, because ultimately this will shape the ambitions of those who study at school ».

Young professionals.

Working with young professionals, of course, depends on the personal characteristics of the teacher. But there are a number of activities required for a teacher’s adaptation to the profession and teaching staff. At the first stage, the young teacher is introduced to the school, its structure, local documents, teaching staff, internal regulations, and initial and introductory briefings are conducted at the workplace. The deputy director and the manager conduct a series of interviews. The teacher-mentor helps at the first stage to understand the basic requirements for the work of a teacher and class teacher, introduces the main actions of the teacher, the degree of responsibility of the teacher for the results of his work. This stage covers from one to two months (1 quarter).

Taking on a position requires the young teacher to become familiar with the activities of the school, methodological association, and psychological service. Support and communication with experienced colleagues play a particularly important role. The methodological association and the teacher-mentor provide assistance in matters of teaching methodology, the specifics of the educational process and the assessment of student learning outcomes. Most often, young teachers face methodological and organizational problems due to the lack of any theoretical basis. Difficulties begin from the first day of school. In this connection, at this stage it is important, together with an experienced teacher-mentor, to clearly plan your activities in the lesson in order to understand your goals, to see not only and not so much your activities as the activities of the students.

At the second stage, the young teacher is involved in the work of creative groups organizing school-wide events. It is imperative to develop a sense of independence and responsibility as a teacher in new profession and the team: fulfillment of public assignments, appointment as responsible in parallel. During this period, the teacher-mentor and deputy director regularly attend lessons and invite experienced teachers to lessons. A schedule of visits and mutual visits to lessons is drawn up.

Also at this stage, the young teacher undergoes a mandatory certification procedure for suitability for the position held. This adaptation period covers the first half of the year.

The results of these stages of professional adaptation of a young teacher are the creation of an atmosphere of dialogue (not so much control!), the teacher understands who and with what question he can turn, get help and advice. As a result of interviews and questionnaires, the administration receives primary information about the adaptation process: the success of professional activities, relationships with teachers, parents and students, psychological comfort, remuneration, solving everyday issues, the need for advanced training. Based on the conclusions made, the following tasks are formulated.

Psychologists identify two main behavioral strategies for a novice teacher: passive and active. “A passive strategy is characterized by the subordination of the individual to the interests and demands of the environment. People are not confident in their professional competence and are not ready to change their existing lifestyle. People are not confident in their professional competence and are not ready to change their existing lifestyle. It is not uncommon for a crisis situation to cause them to feel worse, thereby forcing them to avoid solving problems. They do not take any active actions, relying on help from others or focus their activity (to some extent constructively) on other areas - family, hobbies " In this case, the teacher experiences discomfort and dissatisfaction with the process; he needs special support and stimulation pedagogical activity, since the choice of this strategy may be determined by various factors. Analysis of these factors is the task of management. This may be a consequence of the unkindness of the teaching staff, the difficulties of the person himself (complexity of individual characteristics), high price effort is not comparable with return, etc.

The second strategy is active. There are active-constructive and active-destructive strategies. The first is characteristic of people with an optimistic outlook, stable positive self-esteem, a realistic approach to life and a desire to achieve a higher position. This is confident Professional Development. This strategy is the most progressive for the development of a young specialist .

An active-destructive strategy is characteristic of ambitious and aggressive individuals. A low level of professional self-awareness constantly forces one to oppose oneself to others. An aggressive reaction to comments and criticism leads to a deterioration in communication with colleagues, students and parents. This difficult path adaptation, which, as a rule, ends with leaving the profession or permanent transition from one institution to another.

The next stage is professional formation and development (2-3 years of work). During this period, the young teacher is included in the competitive movement: a competition of pedagogical skills (“Pedagogical Hopes”), a competition of methodological developments, a competition of open lessons, etc. Gaining such experience allows for wider realization in the profession. See the best of people like you. Get recommendations from experienced mentors. Identify your competitive advantages and see your shortcomings. At this stage, it is useful to identify the motives that encourage teachers to engage in their professional growth, so that these motives can be stimulated. This may be motives of self-affirmation, social recognition, stability, security, the motive of quickly achieving independence and independence, realizing oneself as a creative individual in a team, the motive of self-development, satisfying interest in acquiring new information, increasing wages, etc.

During this period, the young specialist must also undergo the certification procedure for the first qualification category. Accordingly, in addition to participation in professional competitions, it is necessary to create conditions for the active participation of teachers in professional seminars and conferences. Conduct a series of interviews and classes focusing on speaking and writing skills. This is done by the teacher-mentor, attending events together with the young teacher.

Working with parents and students is a separate area, which is also supervised and supported by the administration and teacher-mentor. The teacher, together with the students, takes part in subject Olympiads and competitions.

The final stage of adaptation is the fourth year of work. The results of adaptation are summed up and an analysis of success is made. Several indicators indicate the success of professional adaptation:

This is the period when it is possible, after analyzing the experience gained, to determine whether the teacher is able to move from the stage of craft to the stage of mastery. The duration of these periods may vary, depending on the individual characteristics of the person and the level of pedagogical support. Someone can remain a “craftsman” for life, someone is ready for improvement, gained self-confidence and reaches the level of mastery. Someone leaves the profession, realizing that there is no satisfaction from work and development is impossible.

IN general view The adaptation process of a young teacher can be presented in the form of the following table.

Table 6. Expert sheet for adaptation of a young specialist at an educational institution.

Bibliography:

1. Agranovich M.L., Frumin I.D. “Education personnel – more cheap or less expensive” // Theoretical and applied research. - pp. 68-80.
2. Barber M., Murshed M. “How to achieve sustainable High Quality teaching in schools" // Issues of education. – 2008. – No. 3. – P.7-61.
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4. Shcherbakov A. “Professional adaptation of a novice teacher in the workplace”// Public education. No. 6, 2009. P. 133
5. School 2020. How do we see it? Report working group Council under the President of the Russian Federation on Science, Technology and Education // Official documents in education No. 32, 2008.

Shcherbakov A. “Professional adaptation of a beginning teacher in the workplace” // Public education. No. 6, 2009. pp. 127-133.

Verbatim report on the meeting on school education // http://president.rf/news/15073#sel=50:1,51:82;103:1,103:111;115:7,115:24.

Kotova S.A. “Adaptation to the position and mastering the teaching profession”//Public education. No. 8, 2010, p. 124.

Shcherbakov A. “Professional adaptation of a beginning teacher in the workplace” // Public education. No. 6, 2009. P. 133.