The impact of higher education on employee income. Experts assessed the dependence of income on the level of education. Reasons for changing jobs may vary
In a market economy, the level of wages, its functions and principles of organization are influenced by the following groups of factors: production, social, market, institutional (Fig. 1.3). All these factors are interrelated and together determine the amount of wages, production costs and the well-being of the entire society and representatives of various social groups.
Production factors
The main production factor determining the amount of wages is level of development of production and technical progress. Thus, in economically developed countries, high wages are due to high labor productivity and the use of modern production technologies. Technical progress leads to the use of labor-substituting and labor-saving technologies, increasing labor productivity, increasing production output and, accordingly, increasing wages.
Technological progress, the production need to improve product quality and expand the functions of the performer lead to greater complexity of labor and higher requirements for the qualifications of workers. The operation of modern technology involves greater labor intensity and places increased demands on the employee’s cognitive and emotional-volitional processes - distribution, switching, concentration and stability of attention, speed and accuracy of work, speed of decision-making, which leads to fatigue, temporary decrease in performance and requires significant funds to restore the expenditure of nervous energy.
Rice. 1.3.
Changes in the complexity of labor involve the use of more qualified workers with a corresponding increase in their pay. The essence of organizing remuneration in these conditions comes down to adequately assessing the complexity of labor and the qualifications of workers and, depending on this, choosing a form and system of remuneration that takes into account to the maximum extent the features of the technological process and the individual contribution of the performer.
Working conditions represent a set of factors in the production environment and the labor process that affect human health and performance during the labor process, costs and results of labor. According to the content, production and environmental (temperature, humidity, noise, lighting, etc.), organizational and technical (pace, content of technological operations, ergonomic and aesthetic conditions) and socio-economic (relationships in the team, the presence of production and interpersonal conflicts) conditions are distinguished. labor. According to the degree of impact on the worker’s body - comfortable, acceptable, harmful (unfavorable) and extreme (hazardous) working conditions.
Working conditions and the production environment depend on the equipment and technologies used, the organization of labor processes, and the psychophysiological and socio-psychological compatibility of workers. Improving working conditions contributes to high efficiency, reduction of lost working time due to illness and injury, reduction of additional payments for harmful working conditions and production risks.
The change in wages is associated with results (manufacturer n awn) of labor. It is necessary to analyze due to what factors the increase in labor productivity occurs, its connection with the intensity of labor, the amount of time worked, the complexity of labor and the qualifications of workers.
Quality of work- this is the quality of products and the execution of the labor process.
Social factors also affect the level of wages, so it is necessary to take into account the mentality of the population, ideas about social justice when introducing social guarantees and social protection of the population.
Living wage- this is the cost of the minimum necessary set of means of life for a person, goods that allow him to maintain life.
Consumer basket represents the minimum set of products, goods and services that are required for human life. The consumer basket is established for Russia as a whole and for the constituent entities of the Russian Federation, and is used to calculate the cost of living.
The structure of the consumer basket consists of three parts: food, non-food products and services. The volume of consumption is calculated on average per person for each of the main socio-demographic groups of the population, such as the working population, children and pensioners.
In market conditions, an increase in the cost of living and an expansion in the structure of the consumer basket lead to an increase in the purchasing power of the population and wage rates.
Minimum wage acts as a state guarantee in the field of wages.
Increasing the share of “social wages”(regular payments for a child, guarantees provided by the state, region, employer) in the total income of the employee acts as a factor constraining the amount of wages.
Conditions of labor mobility provide an opportunity for individuals and social groups to move and move to other regions, which increases their competitiveness in the labor market and their wages. At the state level, labor movements are caused by a discrepancy between the distribution of labor resources across areas of labor application and the requirements of production or the employee. At the level of an enterprise or organization, the cause of labor movements is the discrepancy between the needs, motives, interests of the employee and the requirements placed on him.
Market factors influence the size and regulation of wages and depend on the level of development of the labor market.
Reaching high employment level is one of the main goals of the state's macroeconomic policy. An economic system that creates an additional number of jobs aims to increase the amount of social product and thereby satisfy to a greater extent the material needs of the population. With incomplete use of available labor resources, the economic system operates without reaching the frontier of its production possibilities.
The labor market is one of the most important conditions of the market mechanism. It makes it possible to effectively use the labor potential of employees, creates competition for jobs, promotes the growth of personnel qualifications and reduces their turnover. The labor market also increases the mobility of personnel and promotes the spread of various forms of employment.
In Art. 1 of the Law of the Russian Federation of April 19, 1991 No. 1032-1 “On Employment of the Population in the Russian Federation”, employment is defined as “the activities of citizens related to the satisfaction of personal and public needs, not contradicting the legislation of the Russian Federation and, as a rule, bringing them earnings, labor income ". The main signs of employment are:
availability of labor and socially useful activities;
- - the legality of this activity;
- - availability, as a rule, of income (although there may not be income, for example, for full-time university students).
Employment management implies a targeted impact on the labor market, expanding demand for labor, ensuring a balance between demand and supply of labor in various areas and sectors of the economy, which involves identifying the main types of employment.
Employment levels and fluctuations in labor supply and demand, i.e. market conditions are closely interconnected due to the inflexibility of wages caused by the influence of institutional factors (for example, contractual regulation of wage conditions, the activities of trade unions, etc.). The demand for labor in the labor market is derived from the demand for goods and services. Thus, a decrease in demand for certain professions and types of work leads to a decrease in the non-guaranteed flexible part of wages for the corresponding workers and has a downward impact on job security.
The longevity of the working conditions established in the employment contract and the company's focus on wage rates offered by competitors help limit the impact of a decrease in labor demand on wage rates. Excess demand in the labor market for certain categories of workers, accordingly, leads to an increase in wage rates.
Production labor costs also act as one of the market factors that determine the amount of wages. On the one hand, the employer is interested in cheap labor, and on the other, the level of technological development, modern equipment, and the complexity of labor place high demands on the performer, his qualifications, and work skills, which increases production costs
for the workforce. In addition, the influence of social and institutional factors also impedes the reduction of these costs. But at the same time, the high share of labor costs in total production costs restrains the growth of real wages, if it is not accompanied by a decrease in its unit costs per unit (ruble) of production.
Dynamics of prices for consumer goods and services, as well as inflation expectations of employees(expectations of the expected level of inflation in the future period due to the influence of factors of the current period) is also a market factor influencing the level of nominal and real wages, since the real and expected increase in the cost of living increases the “price” of the reproduction minimum in the wage rate, which is reflected in all level, purchasing power, on its mass and share in costs, on its unit costs per ruble of production.
Institutional factors(from lat. institutio - directions, instructions) are associated with the management and regulation of various spheres of economic and social relations. They determine the volume, directions and methods of state and regional economic regulation in the organization of wages. These include: the activities of trade unions, associations of employers on contractual regulation of wage conditions, the development and formalization of a system of social partnership.
The considered groups of factors influence the level of nominal and real wages, the ratio of growth rates of labor productivity and production costs, and the validity of wage differentiation in various fields and industries.
- Life safety / ed. V. M. Maslova. M., 2014. P. 77.
- URL: center-yf.ru/data/economy/Potrebitelskaya-kor2ina.php.
Study, study and study
There is an old joke that V.I. Lenin initially did not plan to repeat the verb “study” three times in the famous call - he was simply writing on a pen that had gone wrong. However, even if this were so, Ilyich’s words, written in the work “Reverse Direction in Russian Social Democracy” (1899, published in 1924), are very relevant in precisely this modality for ... modern Germany. Study at school, study at university and study, receiving postgraduate education and improving qualifications - this should be the slogan of any resident of the country who would like to receive a decent salary.
Postgraduate education and advanced training are completely worth it. This conclusion was made by German analysts based on a current comparative study of 87,214 salaries of employees with and without additional education. During the study, experts analyzed the salaries of qualified specialists, specialists in economics and organization of industrial production from areas such as tax consulting, handicraft production and banking. Among the participants in this study were graduates of higher education institutions with bachelor's, master's and MBA degrees. Below we will introduce readers to the results of this study. They are so eloquent that they require no comment.
The relationship between profession and income level
Having received a higher education, you can expect on average 36,200 euros per year. Having received additional qualifications, for example, in the field of economics of industrial production organization - a master's degree - already for 43,260 euros. In this case, the difference will be about 7060 euros.
Tax specialists earn an average of €31,650. After completing advanced training courses in tax specialization in the field of economics and production organization, their salaries increase by an average of 7,740 euros, reaching 39,400 euros.
A mechanical specialist in the industrial sector earns around 28,900 euros. Having received a master's degree, he can already count on 38,000 euros on average, which is 9,100 euros more.
Bank clerks earn an average of €41,630. The income level of a bank employee who has completed an advanced training course is on average 57,480 euros. The difference is 15,860 euros.
MBAfor graduates of higher educational institutions
The most popular additional qualifications include a master of business administration - a qualifying master's degree in management (MBA).
A bachelor with an MBA degree earns an average of 57,520 euros per year, a master with an additional qualification in business administration - 73,270 euros.
Bachelors without an MBA degree receive an average of 45,875 euros, masters - about 54,130 euros. The difference is about 19,140 euros.
Investing in the future
“Postgraduate education and advanced training do not pay off right away. As a rule, salary increases occur gradually,” says Philip Bierbach, director of the leading Internet portal for career and salary research at Gehalt.de. Anyone who expects a salary increase immediately after receiving additional education may be very disappointed. Thus, qualifying master's degrees in management and the field of economics of industrial production organization justify themselves only after a certain period of time. “Additional education and an academic degree in any case increase the employee’s value on the labor market and are the key to opening the way to positions with higher salaries,” emphasizes Philipp Bierbach.
1Remuneration for educational workers in Russia has been a serious problem for many years. Carrying out reforms and changing the remuneration system does not lead to an increase in its average level, and Russian teachers remain a socially unprotected layer of society, while in leading European countries the teaching profession is considered one of the most prestigious and profitable. Due to low wages, teachers are forced to look for an additional source of income “on the side,” which often leads to a decrease in the amount they contribute to their main job. An analysis of wages over recent years provides a rough assessment of the state of the educational sector in Russia, in the regions and at the local level. The identified reasons for the discrepancy between teachers’ salaries and their real contribution to work will make it possible to propose measures to improve the system of remuneration for educational workers.
wages
educational institutions
teachers
1. Official website of the Ministry of Education and Science of the Russian Federation [Electronic resource] – Access mode: http://minobrnauki.rf (access date: 05/01/2017).
2. EUROMAG. All about Europe [Electronic resource] – Access mode: http://www.euromag.ru/ (access date: 05/01/2017).
3. Official website of the Federal State Statistics Service [Electronic resource] – Access mode: http://www.gks.ru/ (access date: 05/01/2017).
4. Inflation level in the Russian Federation [Electronic resource] – Access mode: http://level-inflation.rf (date of access: 05/01/2017).
5. Krasova E.V. Labor potential of the Far East in the system of economic development and strengthening of national security of Russia // National Security / Nota Bene. – 2016. – No. 6. – P. 720–729.
6. Gusyatnikova A.G., Medushevskaya I.E. Analysis of the modern wage system in a municipal educational institution // Scientific and methodological electronic journal “Concept”. – 2015. – No. 13. – P. 946–950.
7. Pengfei L., Krasova E.V. Modern trends in the development of the Chinese education system // Territory of new opportunities. Bulletin of Vladivostok State University of Economics and Service. – 2012. – No. 1. – P. 22–33.
Currently, the wages of employees of educational institutions and the public sector in general play a large role in the formation and development of the state’s economy, and also determine the level of well-being of the population. Remuneration has a greater impact on labor productivity as a whole, which, in turn, affects the final result of the economic activity of the institution.
The chosen topic is relevant now, as it reflects the financial situation of employees of educational institutions after a series of reforms to increase wages.
The object and basis of the study was the wage system of educational institutions of the Russian Federation.
The purpose of the study is to analyze the wage fund of educational institutions and identify the reasons for deviations in the amounts of wages for educational workers at the international, federal, regional and local levels, as well as to propose measures to improve the wage system for teachers.
The study used statistical data on the wage fund in the constituent entities of the Russian Federation and European countries. The analysis allows us to objectively assess the current situation in the field of education and propose measures to improve the remuneration system for employees of educational institutions.
During the study, measures will be proposed to improve the remuneration system for educational workers, which can find practical application both in a specific educational institution and can be used at different levels of management.
In the socio-economic life of society, wages play an important role, since they serve as personal income as the main material source of livelihood for workers and their families, as well as as an aggregate payment demand - one of the factors in maintaining and developing production.
The amount of remuneration is influenced by numerous factors, which can be divided into external and internal.
External factors include:
Labor legislation;
State regulation of the labor market;
Minimum wage;
Tax system for regulating wages;
Economic and political situation in the country;
Labor mobility.
The internal factors include the following items:
The employee’s education, qualifications, experience, category;
Financial situation of the organization (institution);
Discrimination;
Differentiation;
Provision of additional paid services of the institution, income from which may be included in the wage fund.
According to the formation method, the wage fund system consists of the following parts:
Basic wage fund for employees;
Compensation Fund;
Incentive Payment Fund.
Currently, the issue of the level of wages for employees of educational institutions is in the center of attention not only in Russia, but also in many European countries. The Organization for Economic Co-operation and Development annually provides data on the annual salaries of teachers with at least 15 years of experience. Data on wage levels in European countries, including Russia, for 2016 are presented in table. 1.
Based on the data in table. 1, we can conclude that the level of wages for educators is significantly lower than in leading European countries.
The table shows that Luxembourg and Germany are leaders in terms of teacher remuneration. True, it is important to take into account not only the size of the salary, but also the number of working hours. For example, in the UK teachers spend an average of 684 hours per year in the classroom, while in France it is 936 hours per year.
In most European countries, the minimum salary for teachers in public schools is stipulated by the authorities. Thus, in Germany, teachers’ salaries are set by regional authorities, and in Spain - partly by the state and municipalities. In Sweden and Finland, the minimum salary for teachers is negotiated between representatives of the education system and trade unions.
Table 1
Wage level in European countries as of 01/01/2017
The size of a teacher’s salary abroad usually depends on length of service. Thus, in Ireland, Cyprus, Hungary and Austria, the salary of a teacher with extensive work experience (from 15 to 35 years) can be twice as high as the starting salary. In turn, the lowest difference in the salaries of experienced teachers and newcomers - only 4% - is noted in Latvia.
A teacher can receive individual salary increases for good work performance, for improving professional qualifications, participating in extracurricular activities, or for teaching children with special needs within a standard school class.
As for non-European countries, for example, China, which is building an education system of an international level, the main reason for the rapid development of education is a significant increase in investment. Since 2010, about half a trillion yuan has been allocated for education, and the salaries of teachers at leading Chinese universities are quite competitive with universities in the United States and European countries.
In Russia, as of September 1 of each year, an educational institution draws up a tariff list in which the monthly salary of each teaching employee is calculated. Any changes related to remuneration (changes in workload, incentive payments, increase in base salary, etc.) are formalized by order of the school and are indicated in additional agreements that are made for each employee.
A teacher's salary is made up of several components. The official salary of teachers is calculated based on the base salary (depending on the position), to which increasing coefficients are applied (for the qualification category, for the specifics of work in institutions, for length of service). To the official salary is added the amount of compensation payments and additional payments that are established for: combining professions, hazardous working conditions, checking notebooks, class management, etc., as well as the amount of incentive payments (students’ academic achievements, prizes in Olympiads, Unified State Examination results and OGE, participation in extracurricular activities, etc.). These payments are established by the institution independently on the basis of the provisions developed by the institution.
Thus, the remuneration system for workers in the educational sector in Russia largely coincides with European standards, aimed at increasing the level of wages as their length of service increases. However, the initial salary established in the institution most often does not exceed the minimum wage, which in turn in developed European countries largely exceeds the Russian minimum. All this leads to a significant difference in the levels of remuneration of teachers.
For a comparative analysis of wages for education workers in the Russian Federation, it is necessary to use open statistical data presented in table. 2. To compare with the all-Russian level, the indicators of the Primorsky Territory were taken as an example.
Table 2
Comparative analysis of the average salary of workers in the field of general education for 2014-2016, rub.
As can be seen from table. 2, the average salary of teaching staff in the Russian Federation has remained virtually unchanged over the past three years. Over three years, the upward change amounted to 1,066 rubles, or 3.77% with inflation of 29.65%. In the Far Eastern Federal District, wages increased by 1,866 rubles, or 4.26%. In the Primorsky Territory, wage growth did not even amount to 1,000 rubles.
In the Far Eastern Federal District, the salary level for teachers is significantly higher than the federal level. This excess can be attributed to locality and workers' compensation benefits. A similar situation is developing in the Primorsky Territory.
Low wages entail consequences such as the reluctance of teachers to provide students with decent knowledge, preferring to earn money on the side.
The main problems with the implementation of the remuneration system today lie in the lack of a clear understanding among education workers of the performance criteria. It is necessary to implement the principles set out in the Unified Recommendations for the establishment at the federal, regional and local levels of remuneration systems for employees of state and municipal institutions: objectivity, predictability, adequacy, timeliness, transparency.
The incentive system reflected in local regulations should reflect criteria that are not included in the main responsibilities of teachers. First of all, teachers need to be focused on the quality of the services provided, and only then on the quantity.
Currently, teachers are not interested in the result of their main activity, aimed at providing a high level of knowledge to students, since they prefer additional income, where there is often less workload and a more attractive reward. Therefore, it is worth paying attention to increasing the level of the initial salary, then to the size of the increasing coefficients, which will allow teachers to provide decent knowledge to students while receiving decent pay. Certification of teaching staff must be carried out in accordance with the regulations, since today it is rather formal in nature, leading mainly to corruption.
But we should not forget that the leading role in increasing the wages of education workers is given to the Government of the Russian Federation. It is the Government that must eliminate the disparity in teachers’ salaries across the country as a whole. It is necessary to establish a maximum wage level at the federal, regional and local levels.
We should not forget that Russia largely lags behind the leading European countries in terms of wages for education workers, which makes Russian teachers a socially vulnerable layer of society, and the wages of education workers are below the national average wage. The most effective approach to shaping the labor potential of the future is the optimal combination of the indicated options to the extent that this is dictated by the peculiarities of the development of the situation and the effectiveness of government policy.
In order for the level of wages of education workers in Russia to approach the level of leading European countries, it is necessary to carry out the following measures:
Increase teachers’ salaries to the level of the national average salary;
Introduce a minimum hourly wage for teachers;
Make incentive payments based on the results of certification;
Develop fair incentive payment systems for all employees, which will be focused on improving performance results, and will also be developed collectively, taking into account the specifics of each teacher’s work.
And the educational institution itself must take care of decent incentives for the remuneration of its employees. For these purposes, it is necessary to introduce additional paid services, through which incentive and incentive payments will be made for employees who were directly involved in the provision of various types of paid services. An opportunity to raise additional funds can be used to search for sponsors and patrons of the arts, through which it will be possible to increase wages.
The proposed measures should increase the efficiency of the remuneration system in educational institutions.
Bibliographic link
Bezzhovcheva D.O. COMPARATIVE ANALYSIS OF WAGES OF EMPLOYEES OF EDUCATIONAL INSTITUTIONS IN RUSSIA AND OTHER COUNTRIES // International Journal of Applied and Fundamental Research. – 2017. – No. 6-2. – pp. 297-300;URL: https://applied-research.ru/ru/article/view?id=11673 (access date: 10/30/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Any manager strives to interest employees in the work process and motivate them to do quality work. At the same time, he is faced with the difficulty of making decisions about wages, which only under certain conditions can contribute to job satisfaction and have a positive impact on staff motivation.
The specificity of the problem lies in the fact that, on the one hand, most workers are focused in their activities on wages, on the other hand, employers do not know or do not use the principles when building a payment system that make it the main mechanism for stimulating more efficient and productive work.
The article reveals the main functions, principles, factors and conditions that contribute to the influence of wages on the motivation of personnel in an educational institution.
Kibanov A.Ya. gives the following definition of wages - this is the price of labor power, corresponding to the cost of consumer goods and services that ensure the reproduction of labor power, satisfying the material and spiritual needs of the worker and his family members.
So, we can say that wages are a kind of cost of labor (effort), aimed at satisfying the basic needs of the employee and restoring strength. Thus, its reproducing function is determined. In addition, wages perform a stimulating function, the essence of which is to create employee interest in performing quality work.
In order to better understand the organization of this function, let us dwell in more detail on the specifics of the remuneration system of an educational institution. It is characterized by the calculation of wages and other payments according to a unified model methodology, in which one or another part of the wage fund is calculated according to appropriate criteria and formulas.
The wage fund of an educational institution is divided into basic and incentive parts. The basic part provides guaranteed wages for employees of an educational institution and also consists of two parts: the general part, which is determined by the number of teaching and extracurricular hours of employment of the teacher, the number of students; special, which includes compensation payments and additional payments for the teacher’s increased coefficient (qualification, experience, complexity and priority of the subject, title, awards, etc.).
The incentive part of the wage fund consists of incentive payments based on labor results. It is approved by a commission of the self-government body of the educational institution, taking into account indicators of the quality of work of employees (experience, level of education, quality of training, positive performance results).
It follows that the management of an educational institution is interested in stimulating employees to work more productively, however, not all teachers can receive a decent reward for their efforts, which can subsequently lead to inequality, increased dissatisfaction among the teaching staff and a decrease in motivation.
From an analysis of the results of modern research, we can conclude that the majority of teachers in educational institutions receive incentive bonuses and are satisfied with the existing remuneration system, however, in fact, every third teacher notes that there is a certain degree of injustice in it, leading to a decrease in their level of motivation. In this regard, there is a need to consider the criteria on which this system is built to ensure maximum objectivity in assessing the quality of work.
The Decree of the Government of the Russian Federation of August 5, 2008 No. 583 “On the introduction of new remuneration systems...” (as amended on January 14, 2014) highlights the following principles for assessing the quality of labor:
ü objectivity – the amount of remuneration is based on an objective assessment of the teacher’s performance results by a specially organized commission, which increases the chances of making a fair decision that maintains his motivation at the proper level;
ü adequacy - remuneration must correspond to the labor contribution of each employee of an educational institution to create a sense of satisfaction with their work and the existing remuneration system;
ü predictability - an open remuneration system allows an employee to know what reward he can receive for certain achievements, which in turn will have a positive impact on his desire to effectively perform his work;
ü transparency - the rules for determining remuneration should be clear to every teacher in order to prevent disagreements between them on this issue, which will negatively affect their job satisfaction and motivation;
ü timeliness - in order to have a positive impact on staff motivation and to receive feedback on performance results, remuneration should immediately follow the achievement of results.
Compliance with these principles by the head of an educational institution is a guide to the formation of a remuneration system to fulfill its stimulating function.
In addition to the listed features of the remuneration system, there are many factors that have a direct or indirect impact on the level of teachers’ salaries and, accordingly, on their job satisfaction (according to A.Ya. Kibanov):
1) Organizational and production - an example of the influence of factors of this group is that the level of wages and allowances for a teacher is determined by the presence of an increasing coefficient (complexity of work, level of qualifications and education, length of service, etc.). In addition, teachers' satisfaction with their financial situation depends on their experience, level of qualifications and education;
2) Social (living wage, minimum wage, structure of the consumer basket, development of social benefits) - in this group, the determining factor is the growth of the living wage, since the minimum wage for teachers depends on it. In addition, teachers belong to the category of citizens for whom certain social benefits are provided (for example, as a young specialist or based on length of service);
3) Market (supply and demand, production costs) - among the identified factors, the increase in wages, the prestige of the profession and the social status of teachers is facilitated by an increase in demand for this type of service in the labor market, which, in turn, has a positive effect on their motivation;
4) Institutional (measures of state and regional economic regulation in the organization of wages, the activities of trade unions) - as an example, it should be noted that as part of the modernization of regional education systems, the level of teachers’ salaries has been brought to the average level in the regional economy. At the same time, a clear remuneration system and regulation of its conditions on a contractual basis have a beneficial effect on employee motivation.
Thus, it is important for the head of an educational institution to keep in mind all of the listed factors, since they influence the salaries of employees, their motivation and the functioning of the organization as a whole.
The effectiveness of the personnel incentive system also depends on the working conditions, which are an important aspect of personnel motivation. Management psychology has developed conditions that must be taken into account and implemented by the head of an educational institution when building a remuneration system to increase employee motivation. Firstly, to build an effective personnel incentive system, it is necessary to comply with all of the above principles for constructing a remuneration system (objectivity, adequacy, predictability, transparency and timeliness). Secondly, for any person it is important that wages actually, and not symbolically, increase his income. Therefore, to increase staff motivation, the head of an educational institution needs to create conditions to satisfy this need. Thirdly, employees positively perceive the accompaniment of material rewards with moral encouragement, for example, for some teachers, recognition of merit by management and colleagues is an important motivator for productive work. Fourthly, in order to perform quality work, subordinates need to feel their significance and importance for the manager and the institution, to receive feedback on the quality of work, since most teachers are interested in the process of activity itself and are dedicated to their work. Fifthly, increasing motivation is significantly influenced by the possibility of employees participating in the development of job evaluation criteria and taking into account their opinions, since no one else can most fully and accurately represent all the nuances of their activities. At the same time, this is valuable for the teacher and has a beneficial effect on his motivation.
Another condition for building an effective system for stimulating and motivating staff of an educational institution to work is the use of a differentiated approach, since their motivation is influenced by the type of educational institution, level of education, length of service and professional qualifications. For example, according to the results of a study by V.S. Sobkin and his colleagues found that:
§ Teachers with higher education are more focused on self-improvement and growth; teachers with secondary education - for recognition.
§ Secondary school teachers take into account the social context of their activities, while gymnasium teachers are more focused on career growth.
§ Experience also influences the choice of motive for activity: up to 3 years, the leading motive for activity is its content; 3-8 years – recognition, approval; 9-13 – desire to diversify the content of activities; 14-18 – student development and financial incentives; 19-23 – focus on student development; more than 24 years – student development, self-improvement and professional development.
To summarize, the manager should pay attention to the fact that when building a remuneration system, it is important to remember: the principles that ensure the objectivity of assessing the quality of employee work; about factors influencing the level of wages and the functioning of the entire institution; about the conditions that make this system a mechanism for motivating and stimulating personnel to work.
In conclusion, I would like to note that the head of an educational institution needs to build a system for managing staff motivation taking into account a variety of motivational factors, using their combination based on the individual interests and needs of employees, and a material incentive system based on the above principles and conditions, taking into account the real situation and opportunities educational institution.
References
1. Kibanov, A.Ya. Motivation and stimulation of work activity: textbook [Text]/ A.Ya. Kibanov. – M.: INFRA - M, 2010. – 524 p.
2. Nedoseka, O.N. Study of motivational factors in labor organization [Text]/O.N. Nedoseka//Scientific Notes of Moscow State Pedagogical University. Psychological sciences: Collection of scientific articles / ed. I.A. Sinkevich, A.A. Sergeeva. – Murmansk: MSPU, 2009. – Issue. 9. - 288 p.
3. On the direction of the model methodology [Text]/ Ministry of Education and Science of the Russian Federation. Letter dated November 26, 2007 No. IK-244/03. – Access mode: http://docs.cntd.ru/document/902112320, free. – (Date of access: 02/11/2016).
4. Sobkin, V.S. Modern teacher: satisfaction with material status [Text]/ V.S. Sobkin, D.V. Adamchuk, L.N. Dukhanina // Pedagogical education in the CIS member states: modern problems, concepts, theories and practice: collection. scientific Art. / under general ed. I.I. Sokolova. - St. Petersburg: FGBNU "IPOOV RAO", 2014. - P. 48-58.
5. Shapiro, S.A. Motivation [Text]/ S.A. Shapiro. – M.: GrossMedia, 2008. – 150 p.
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Professional component of wages and the influence of external factors
Professional affiliation enters into a complex interaction with other characteristics of workers - gender, age, education. Within individual occupational groups, the ratio between men and women, young and old, experienced and inexperienced workers, and those with high and low education varies greatly. This cannot but leave an imprint on the amount of economic return that the possession of a particular profession brings. As a result, simple comparisons of group means are insufficient because they provide only a rough idea of the nature and extent of interoccupational wage differences.
First, labor market assessments of professional qualifications do not simply vary depending on the characteristics discussed above, but are shaped by their simultaneous influence. Different factors can influence wages in different directions within the same professional group. For example, the predominance of women among highly qualified specialists will “pull” wages down, while a higher level of education will “push” them up.
Secondly, so far we have taken into account only differences in the individual characteristics of workers, leaving out differences in the jobs they occupy. It is obvious, however, that regional and sectoral factors can also have a very strong influence on wages.
Below we present the results of a regression analysis, which made it possible to obtain estimates of the “net” contribution of professions to wages, freed from the influence of various additional factors.
This analysis shows, in particular, that women earn on average 20% less than men. As for work experience, the peak of earnings is reached at 26 years of experience. However, even at the maximum point, the earnings of workers with 26 years of experience exceed the earnings of “newbies” by less than a quarter, and compared to workers with ten years of experience, they receive only 10% more. Such a modest return on experience confirms our earlier conclusion about the “flattened” shape of earnings profiles by age.
When taking into account individual factors influencing the amount of wages (education, length of service, gender differences), there is a significant decrease in the size of professional “bonuses” compared to what was mentioned above. This occurs primarily due to the fact that low-paid occupational groups concentrate workers with small reserves of human capital. Sectoral and gender differences in the structure of employment are also important.
It can, however, be argued that in the Russian labor market there is significant differentiation in wages depending on skill levels and job positions. Thus, the earnings of service sector workers are about a quarter (27%) higher than those of unskilled workers. The remaining blue collar workers - workers with high and medium qualifications - earn approximately 65% more than representatives of the lowest professional group. Earnings of the lowest paid white-collar group - office workers - are lower than those of skilled workers, but even for them the professional “premium” turns out to be quite high - 45%. However, even mid-level specialists can claim higher earnings than skilled workers. Their professional “bonus” reaches 78%. For specialists of the highest level of qualification it is even higher - 92%. Finally, managers, all other things being equal, earn approximately 2.3 times more than unskilled workers.
To better understand the process of wage formation, our estimates were made not only for all wages, but also for its individual components - tariff earnings and other payments. Since tariff earnings account for more than half of the total wages, the results are quite close. In tariff payments, the gender gap is slightly smaller than in overall wages: 18% instead of 20%. The peak of tariff earnings is also observed in the 26th year of work experience. The “ladder” of the dependence of pay on the achieved levels of education becomes clearer, but at the same time, for “blue collar” workers, a slightly lower return on the profession is recorded.
Other payments (the main part of which are regularly paid bonuses) are formed clearly differently - in this case, the formal characteristics of the positions held are apparently of less importance, and the employee’s abilities play a larger role. The gender gap for this component of pay is much wider - 28% smaller for women than for men (this reflects men's longer hours worked, as well as perhaps women's lower risk appetite). In addition, the maximum point for incentive payments is reached at a slightly earlier age - in the 20th year of work. Their importance is especially great for tertiary levels of education. All other things being equal, workers with incomplete higher education receive 30% more “bonuses” than workers with complete secondary education, while in terms of tariff earnings the difference does not exceed 10%. The opposite situation can be observed for the impact on professional status: for most professional groups, the relative gain in the above-tariff part of payment is less than in the tariff part. This effect is most pronounced among blue-collar workers.
The move to hourly wage rates leads to a narrowing of the gender gap, as well as some increase in returns to education and occupational status. The wage gap between men and women decreases by 2 percentage points, reflecting women's shorter average working hours. The greatest increase in returns to an occupation also falls on the group with the shortest working week - specialists at the highest level of qualification. This group contains a significant portion of public sector workers with legally reduced working hours. Thus, some additional compensation mechanisms are “built-in” into the process of wage formation in the Russian labor market: professional groups with a shorter working week have relatively higher hourly earnings.
A more detailed examination of the process of wage formation for individual groups of workers depending on gender, level of education, professional affiliation and length of service shows that the same factors have different effects on their pay. Women reach their peak earnings later (by about 3 years) and have significantly higher returns to all types of tertiary education. Thus, women with higher education earn (taking into account their professional background) 40% more than those who only completed secondary school. For men, this difference is significantly less - 27%. At the same time, however, their return to the profession turns out to be higher. Thus, if among men the gap in earnings between managers and unskilled workers is almost 2.5 times, then among women it is only 2.2 times.
The calculation results for various educational groups indicate that acquiring higher education allows women to reduce the wage gap with men. The maximum gender gap is observed among those with primary vocational education - in this group, women earn on average 25% less than men. In fact, the same gap (24%) is typical for those with a complete secondary education. At the same time, among workers with higher and incomplete higher education, the difference in earnings is reduced to 15-16%.
The results of a similar calculation for various professional groups are presented in Fig. 1 for clarity. 17. An important finding is that workers with higher education have higher occupational “premiums” in all groups without exception. In other words, having a college degree has a positive payoff regardless of what type of job the worker does. However, its value turns out to be higher in cases where the position corresponds to the education received, i.e. in the most qualified groups. Thus, for holders of university diplomas, the salaries of managers are 2.9 times higher, and for specialists of the highest level of qualifications, they are 2.2 times higher than those who work as unskilled workers. For other professional groups, the benefits of higher education are becoming less noticeable. Even among mid-level specialists, having a university diploma gives almost the same return as having a college diploma. In the following professional groups, the advantages of higher education become barely noticeable, but the proportion of its holders here is also small.
Figure 17. Professional bonuses depending on education received
Considering estimates related to groups of workers with different lengths of total work experience, we identified 4 groups: workers with little (less than 3 years of experience), medium (3-10 years of experience), long (10-20 years of experience) and very long ( over 20 years) work experience. The gender earnings gap is minimal in the two extreme groups, where it is 18%. In the two central groups, the gender gap is larger, and women here earn on average 21-22% less than men.
The most inexperienced workers receive returns to education comparable to those of more experienced workers. For the former, the “premium” for higher education is 33%, for the latter - 36-37%. The difference is small and may well be attributed to differences in the quality of “grinding in” between workers and the jobs they occupy - more experienced workers had more time to find a job that would meet their individual capabilities and preferences. Surprisingly, the “premiums” for secondary and primary vocational education are highest in the group of inexperienced workers (however, these differences are in most cases statistically insignificant).
At the same time, inexperienced workers lose significantly in terms of professional “bonuses.” Thus, in comparison with them, for workers with more than 20 years of experience, the return on their profession is approximately twice as high. So work experience still matters! It is also clear that the accumulation of professional experience occurs most intensively in the first 5-10 years of work - during the transition from the first to the second group of experience, the most significant jump in returns to the profession occurs. However, the growth of professional “bonuses” does not stop, “fuelled” by career growth and rewards for long service.
9 - For more details, see: L. Belokonnaya, V. Gimpelson, T. Gorbacheva, O. Zhikhareva, R. Kapelyushnikov, A. Lukyanova. Formation of wages: a look through the “prism” of professions. - WP3/2007/05. - M.: State University Higher School of Economics, 2007.
