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What is professional adaptation. This is professional adaptation. Essence and structure of professional adaptation

There are four aspects of the process of adaptation of an employee: professional, psychophysiological, socio-psychological, organizational.

Professional adaptation consists in mastering professional skills, understanding the specifics of work. Each newcomer goes through an apprenticeship stage, the form of which depends on the nature of the organization and previous work experience. Mentoring is practiced at manufacturing enterprises, when an experienced employee transfers knowledge and skills to a young specialist in the process of business communication in the workplace. Briefing is very common - a clear demonstration of the techniques and skills of work. Often, assistant managers learn from a senior friend the technique of sales, the manner of communicating with a client; assistant accountants study the mechanisms of financial transactions, constantly consulting with a colleague. Of course, if the newcomer already has experience in the job, then mentoring and coaching takes the form of an exchange of professional knowledge in order to develop the skills most suitable for achieving the goals of the organization. In modern large corporations, such a form of on-the-job training as rotation is used. It consists in the short-term work of a new employee in different positions in different departments. This allows you to relatively quickly study the work of the team as a whole and acquire a multilateral qualification.

Psychophysiological adaptation - adaptation of an employee to working and rest conditions. This form of adaptation is most important for industrial enterprises and organizations where complex technology is used and there is a risk of industrial injuries. Working conditions in offices and trading companies are usually standard, but a beginner needs some time to adjust to the rhythm of work, the intensity of psychophysical stress. Everyone is trying to arrange workplace in my own way. Necessary tools, papers are laid out so that it is convenient to work with them, posters and calendars are attached to the walls, toilet items and dishes are put into lockers. Psychophysiological adaptation takes place quickly and painlessly and is determined mainly by the state of health and the proper organization of the work and rest regime in accordance with accepted sanitary and hygienic standards.

Goals of adaptation and justification of its necessity

Recruitment and hiring is a rather lengthy and expensive process - by the first day of a new employee's work, the company is already spending significant funds on him. Therefore, the company is interested in the fact that the hired employee does not quit after a few months. However, as statistics show, the highest percentage of those hired leaves the organization during the first three months. The main reasons for leaving are the discrepancy between reality and expectations and the difficulty of integrating into a new organization. Helping an employee to successfully integrate into a new organization is the most important task of his manager and HR specialists.

Often a "newcomer" comes to the enterprise, and his workplace is not prepared, and no one is particularly concerned about this, beginners are given the right to swim out on their own. But since the first impression usually leaves a deep mark, such a procedure can have a long-term negative impact on the employee's motivation and attitude to work.

An "experience" of this kind can often explain the high turnover of first weeks or months of work and the reasons why a new employee may feel alienated and take a negative attitude towards the organization right from the first day of work. If new employees are left to themselves, then the organization cannot influence what they accidentally learn and will lose the opportunity to create a positive attitude towards work and loyalty to the traditions of the company.

Adaptation procedures are designed to facilitate the entry of new employees into the organization.

In its most general form, adaptation is “the process of adapting an employee to the conditions of external and internal environment". The term "adaptation" is extremely broad and is used in various fields of science. In sociology and psychology, social and production adaptation are distinguished. To a certain extent, these two types of adaptation intersect with each other, but each of them also has independent areas of application: social activity is not limited to production, and production includes technical, biological, and social aspects.

From the standpoint of personnel management, production adaptation is of the greatest interest. It is she who is a tool in solving such a problem as the formation of the required level of productivity and quality of work for a new worker in a shorter time.

You can give the definition of adaptation by Edgar Stein: "the process of learning the threads of power, the process of achieving the doctrines adopted in the organization, the process of learning, realizing what is important in this organization or its divisions"

The principal goals of adaptation, according to A.Ya. Kibanov are:

Reducing start-up costs, since while a new employee does not know his job well, he works less efficiently and requires additional costs;

Reduced anxiety and uncertainty among new hires;

Reducing workforce turnover, as if newcomers feel uncomfortable in a new job and unnecessary, then they may respond to this by dismissal;

Saving time for the manager and employees, as the work carried out under the program helps to save time for each of them;

Development of a positive attitude towards work, job satisfaction.

In addition, ways to include new employees in the life of the organization can significantly enhance the creativity of existing employees and increase their inclusion in the corporate culture of the organization.

For a manager, information about how the process of adaptation of new employees is organized in his unit can say a lot about the degree of development of the team, the level of its cohesion and internal integration.

CHAPTER 2. Career guidance and adaptation experience

Foreign experience

The experience of Japan is interesting in terms of adaptation. The personnel training system here is very specific. Prior to the transition to the second stage of secondary education (grades 10-12), students in a Japanese school practically cannot receive any vocational training, i.e. most of the Japanese youth, having a secondary education, enter the labor market, if not completely professionally trained, in any case without any certificate of qualification.

This, however, does little to confuse the leadership of Japanese companies. Professional training in firms is an integral part of the Japanese personnel management system. The management of companies seeks to attract young people directly from school, because the absence of any skills in work indicates integrity, the absence of outside influence, readiness to accept the rules of conduct, acceptance in this corporation. The young people who have entered undergo a mandatory course of initial training - adaptation. This happens over a relatively short period of two months.

Particular sensitivity in social and professional adaptation in Japanese firms is given to the programs of educating the corporate culture of the organization, its image, raising pride in one's company, corporation. This is the so-called "corporate spirit" of the firm or company. It is brought up through the system of introducing the employee to the affairs of the company, to its atmosphere, tasks and mission. Each company has its own work uniform, motto, often a hymn. Purposeful rituals, all kinds of meetings, conferences are constantly being introduced. A significant role in this is played by veterans of companies, craftsmen, and educators. In Japan, during the adaptation period, most new workers and employees undergo several months of training according to a program specially developed by the company. The training is structured in such a way as to develop a strong corporate spirit already at the stage of special training and to participate in the discussion of the problems and tasks of the unit. Moreover, many young workers and employees live in the company's dormitories for several years after they start work.

Deep adaptation programs for workers are used in medium and large firms in the United States (s) of America. Both HR managers and line managers are involved in the process of their implementation. In small businesses, the onboarding program is led by a practitioner manager, sometimes with the inclusion of a trade union worker, using a variety of programs - from programs that provide mostly oral information to formalized procedures that link oral presentations with written and graphic settings. In formal adaptation programs, equipment, slides, and photographs are often used.

In Germany, there is a "Law on the legal regime of the enterprise", which requires the employer to familiarize the new employee with the working conditions and with the future field of his activity, as well as introduce him to future work colleagues. The employee must be aware of the regime and working conditions and his duties. For this, interviews are used. Beginner to get acquainted with the rules, procedures. He receives guidance from senior officials, etc.

Russian experience

Vocational guidance and adaptation should facilitate rapid structural shifts in employment while keeping unemployment low. However, the practical solution of this problem is hampered by the underdevelopment of the labor market.

The State Employment Service is not yet able to effectively manage career guidance and adaptation. The mechanical filling of vacancies, inherited from the organized labor service, works poorly, since few people will accept any job. The reason for this is not only the old load of stereotypes, but also the lack of knowledge about the content of career guidance and adaptation, their forms and possibilities in the market.

In the context of extensive development, the availability of free hands and relatively low requirements for the qualifications of workers, there was no urgent need for a unified system of information and employment of personnel. The result of this practice was a chronic and widespread shortage of workers with part-time and irrational employment, underestimation of the requirements for the level of their training. Career guidance services that operated in individual schools large enterprises and in administrative regions, often acted as recruiting and campaigning centers.

As a result, only 15-20% of school graduates chose a profession related to the skills acquired at school. Self-supporting centers for employment, retraining, vocational guidance and adaptation have now been set up in the republics, territories, regions and large cities.

As the experience of domestic organizations has shown, insufficient attention is paid to the problem of career guidance and adaptation of personnel in the country. Unfortunately, managerial workers do not fully understand the importance of career guidance and adaptation as methods of regulating the supply of labor in the organization. In addition, at the moment, the managerial link of the national economic and sectoral levels is weakened in organizational and methodological terms, which led to the formation of many management bodies in the region (career guidance and employment centers, career guidance offices in schools, special educational institutions, organizations) without sufficient regulation of their powers.

Narrow departmentality counteracts the development of direct links between career guidance and adaptation management bodies. And this does not allow eliminating organizational shortcomings in the practice of career guidance and adaptation, deepening them at each subsequent level of management.

Materials and results of the study "Personnel adaptation" of the program "Practice personnel services Petersburg"

This study was conducted in 1996-97. and covered the case of 100 personnel services of the city. They touched upon such basic issues as the search and attraction of personnel, selection of personnel, adaptation of personnel, motivation and stimulation of personnel, wages, training of personnel, assessment of personnel, the need for companies to innovate.

The trends identified during the analysis of the current state of management practice are supported in this study by completely real figures and facts.

The problems identified in the study allow managers and HR specialists to save energy and resources, direct their work towards solving problems that are actually important for business, and come to grips with the formation of personnel policy.

It should be noted that conducting this study simultaneously in several large scientific and industrial regions would provide a fairly representative picture of the development of management practice in Russia. In addition, a comparative analysis of regional trends, problems and positive developments in matching supply and demand in the labor market, in recruitment and work with personnel could be carried out.

According to the study, only 46 out of 100 companies participating in the survey are engaged in purposeful adaptation of newly hired personnel. Of these, only 9 have formalized adaptation programs specially designed for specific employees and must be carried out. This may indicate that companies underestimate the importance of the adaptation period for the success of a new employee, both in the initial period of his activity and in the future.

The proportion of respondents who found it difficult to evaluate the effectiveness of the use of adaptation programs is approximately the same regardless of the degree of their formalization (33% and 36%%, respectively). However, we note that respondents who have formalized adaptation programs assess their use only as effective. Non-formalized programs are ineffective for almost a fifth (19%) of respondents.

1.6 Types of adaptation

1. By subject-object relations:

active - when an individual seeks to influence the environment in order to change it (including those norms, values, forms of interaction and activities that he must master);

passive - when he does not strive for such an impact and change.

2. According to the impact on the employee:

progressive - favorably influencing the worker;

regressive - passive adaptation to an environment with a negative content (for example, with low labor discipline).

3. By level:

primary - when a person is first included in a permanent labor activity at a particular enterprise;

secondary - at the subsequent change of work.

4. By directions:

production;

non-production.

The last classification criterion is decisive for a broader subclassification.

Production adaptation must be considered in two aspects: professional and socio-psychological. At the same time, the adaptation process has several important stages. Professional adaptation always associated with the transition to new modes, changing roles, i.e. with some personality change. The success of this restructuring largely depends on the correspondence between the attitudes of the individual and the new environment, as well as the availability of reserve attitudes in a person that arise in the course of vocational training and previous personal experience.

In terms of content and form, the process of professional adaptation is a process of adapting activities. Therefore, it depends, first of all, on professional identification (mastering a profession, a kind of merging with it). Professional identification requires technological and psychological prerequisites: special knowledge, as well as correspondence between abilities young specialist and nature of professional activity. Professional identification is associated with the fulfillment of functional duties by a young specialist, as well as his participation in the activities of scientific and technical societies, scientific and technical conferences, and the implementation of research topics.

It should be borne in mind that the problems of professional identification intersect with the problems of adaptation of a young specialist in a particular work team. However, these processes are not identical, and contradictions may arise between them. For example, the desire for professional identification can contribute to the process of adaptation in a certain team and, conversely, can slow it down. It depends on many factors: the organization of work, the degree of compliance of the content of labor with qualifications, identification with non-professional roles arising from the position of a young specialist.

It is known from practice that every enterprise seeks to adapt its employees. However, the interests of the enterprise do not always correspond to the interests of the individual. Satisfaction with work is the most important condition for adaptation. Employers and employees of personnel services should keep in mind that the totality of young professionals, with all its common features, is at the same time heterogeneous in demographic, psychological, and intellectual terms. This heterogeneity is manifested in the requirements for the nature of work. The requirements for young professionals are also different at various enterprises. Where the content and working conditions hinder scientific, technical and professional growth, contradictions arise in the process of professional identification and adaptation to this enterprise between the interests of the individual and the enterprise. We believe that there is no reason to believe that the emergence and aggravation of such contradictions is inevitable. However, it is quite possible.

Social and psychological adaptation is understood as the successful entry of a young specialist into the team of an enterprise, workshop, department, site, i.e. achievement of such a state when he becomes a full member of the team and reaches the zone of emotional comfort. Basically, his relations with the team, work colleagues are assessed positively by him. A deeper and at the same time the most widespread form of socio-psychological adaptation is the so-called accommodation. Its essence lies in the fact that, at the core, the individual recognizes the system of value orientations and views of the environment, but at the same time, the collective recognizes and evaluates certain principles, the views of the individual. An even more complete form of adaptation is also known - assimilation, which is expressed in the complete or almost complete internal acceptance by the individual of new value orientations, a complete restructuring of psychology and behavior. In practice, there are various forms of socio-psychological adaptation, the development of which depends on many factors: the level of education, age, and a number of other features of both the individual and the team. According to the generally accepted point of view, which we share, for a young specialist, the optimal type of adaptation is accommodation, in which the young specialist is not only included in the existing production cycle and life labor collective, but also retains the ability, on the basis of scientific erudition, in the presence of a certain independence, to actively influence the existing relations on the basis of the latest scientific and technical views that were formed in his university. In this regard, the advantages of a young specialist during adaptation are determined not only by the pace of mastering professional roles, adapting to the technical and socio-professional environment, but also by maintaining independence, which makes it possible to critically evaluate the elements of the working situation and actively influence their transformation.

1.7 Stages of the tailoring process

The adaptation process begins immediately after the conclusion of an employment contract with a young specialist and may initially consist of the following stages.

First stage. Employees of the personnel service inform the young specialist about the team as a whole, as well as about future work. He receives more detailed information on issues of interest to him from the direct head of the structural unit.

Second phase. The circle of acquaintances, chosen by common interests, with whom normal relations are established, is expanding.

Third stage. A young specialist shows himself to be suitable for the team, and in conflict situations he quickly catches the general mood, he himself tunes in benevolently towards the team.

Fourth stage. The young specialist takes part in the social life of the team, inventive and rationalization activities. He has a certain creative success in his work, which contributes to further advancement.

CONCLUSION

Based on the foregoing, we can conclude that the professional adaptation of young professionals depends entirely on the team that surrounds them. Having a mentor for a young specialist will speed up the process of adaptation in the workplace. Theoretical knowledge without practice will not give the desired results. Therefore, it is necessary to pay as much attention as possible to the practical guidance of young specialists. Get them to take the initiative.

The leading condition for the effectiveness of the adaptation process is the purposeful pedagogical management of this process, and the more difficult the university environment that a freshman will face, the more assistance should be provided to him by teachers and curators.

LITERATURE

1. Management of the organization. Ed. A.G. Porshneva, Z.P. Rumyantseva,

ON THE. Salomatina, Kibanova. M., 1999. Pp. 428-445.

2. Personnel management. Ed. T.Yu. Bazarova, B.L. Eremina, M.,

1998, pp. 237-242.

3. Maslov E.V. Enterprise personnel management. M., 1999. Pp.169-177.

4. Vesnin V.R. Practical personnel management, M., 1998. Pp. 206-224.

5. Kokhanov E. F. Personnel selection and introduction to the post. M., 1996.

6. S.I. Symygin, L.D. Stolyarenko. Personnel management. R-n-D., 1997. Pp. 122-125.

7. I.Yu. Pleshin. Personnel Management. SPb, 1995. Pp. 74-77

8. V. Volina. Personnel adaptation methods // Personnel Management, 1998, No. 13.

Page 9 of 24

Features of professional adaptation

Professional adaptation- this is adaptation to the workplace, tools and means of labor, the technological process, time parameters of work, objects of labor, the subject of labor, the nature of the interaction between workers in the labor process. In other words, professional adaptation is adaptation to the labor activity with all the substantive and temporal components that provide it.

Professional adaptation is inevitable under any circumstances characteristic of a person's first acquaintance with the conditions of his new job. At first glance, this type of adaptation is characteristic only of a young, novice worker or an employee who has radically changed the content of his activity, changed his profession, for example, when switching from one type of machine tool to a fundamentally different one. But it's not. Professional adaptation is inevitable with all the changes taking place in the enterprise or workplace.

The complexity of professional adaptation depends on how many new objects will be included in the scope of a person's labor activity. This determines the duration and depth of adaptation processes, as well as the complexity of their management. When moving from one workplace to the same, located nearby, it is necessary to adapt only to some elements of the environment. Such an adaptation will not require a deep restructuring of the mechanisms for regulating activity and behavior. If the changes affect the content of labor, then adaptation will become much more complicated and may even become unfeasible.

Generally the process of professional adaptation is influenced by:

a) factors of the environment to which adaptation is carried out (this is the workplace, technological process etc.);

b) factors that can be called individual-personal, i.e. related to the characteristics of the adaptant itself;

c) adaptation process management factors.

The first factors have already been discussed. Recall that the complexity of adaptation processes in this case is determined by the number of adaptation objects and the radical changes in each of the objects. The deeper these changes, the more difficult the adaptation processes.

Individual-personal factors are diverse.

1. Initial, i.e. pre-adaptive, the level of knowledge, skills and abilities. There is reason to believe that these are individual-personal characteristics of experience. On the whole this is so, but when considering them (in connection with adaptation) there is no sufficient reason to refer them exclusively to the sphere of experience.

The speed of professional adaptation is more closely related to the breadth of knowledge, skills and abilities. The fact is that the adaptation is considered completed after the employee reaches a qualification that meets the existing standards for this activity. However, this Professional Development worker does not end. He continues to improve his skills, accumulate professional experience. However, this is already a post-adaptation period.

It follows from this that the speed of adaptation is related to professional experience, but in some cases this relationship can have a positive effect on the adaptation itself, i.e. speed it up, and in others, on the contrary, slow it down. The acceleration is the greater, the higher the initial level of knowledge, skills and abilities.

2. Motivation that determines the attitude to activity, is a personal motivation for activity, i.e. motivation based on the needs of the individual, its value orientations, interests. The motives that influence the process of adaptation are very diverse. Among them, first of all, one should name interest in activities, a sense of duty, a desire for professional growth.

Interest-based motivation is associated with the satisfaction of the desire for knowledge and development. In conditions of adaptation, this motivation is, as it were, actualized by the external circumstances themselves. It is advisable to keep in mind two aspects of this motivation: interest in activity and interest in oneself as a subject mastering this activity. The productivity of motivation based on interest in activities is associated with content, i.e. the side of the activity that is of most interest.

Motivation based on interest in oneself as a subject of activity is most productive as the basis of the adaptation process if it is associated with an interest in the formation of new qualities in a person.

Motivation based on a sense of duty is associated with the need to meet the requirements of the organization, its needs. This motivation is most typical for professional adaptation. Moreover, it, as it were, determines the initial stage of adaptation. The stronger the sense of duty at this initial stage, the faster the adaptation occurs. A special branch of duty motives are motives based on the principle of mutual responsibility and exactingness, characteristic of collectivist relations.

Motivation based on the desire for professional growth manifests itself later than motivation based on interest and duty. It declares itself at a time when a person already quite firmly feels himself as a subject of activity, i.e. acquired the necessary knowledge, skills, attitudes. Then the desire to quickly achieve certain standards of activity or surpass them becomes aggravated. If this motivation becomes the leading one at the stage of adaptation, then it can orient a person to that level of professional behavior for which he is objectively not ready. It is known from observations that a person makes the most serious mistakes in work when he has generally mastered the basics of activity. For example, car drivers quite often get into accidents not when they are just starting to master the car, but after driving three to four thousand kilometers. During the adaptation period, situations should not be created that would actualize exclusively the achievement motivation to the detriment of the motivation of interest and duty.

3. Individual psychological properties of the personality. It is clear that properties such as rigidity will inhibit adaptation; lability, on the contrary, will reduce the difficulties of professional adaptation.

Adaptation is determined by external control actions that regulate activity and behavior. This is the content of production tasks; the rate of inclusion of the adaptant in the performance of the entire set of technological operations; the pace of mastering the means of labor; control over the regime of work and rest; ergonomic arrangement of the workplace; stimulating the successful completion of production tasks; systematic analysis of errors made by the adaptor; learning by example.

The content of production tasks should be linked to the level of pre-adaptation professional training of the employee. Studies show that even with small changes in the area of the workplace or in the tools and objects of labor, it is difficult to achieve previously available results. With significant modifications of the workplace, content and means of labor, the adaptant may not fulfill the established planned target for some time. The measure of failure, as well as the duration, are related to individual features and the level of development of general labor skills; on average, the period of underfulfillment of tasks can last from three to four days to two to three weeks.

The content, the measure of production tasks should be increased gradually, guided by the results achieved. The content of the task can be changed already during the first working day. This is especially necessary if the adaptor is not up to the task. It is important to fix the moment of a sustainable result in time. With a positive stable result, the task should also be complicated. This is necessary to update interest-based motivation and accelerate the preparation of a sufficiently qualified worker.

The object of regulation should also be the rate of inclusion of the adaptor in the performance of the entire set of technological operations or job assignments. At the first stages, he should be entrusted, first of all, with safe technological operations (if we are talking about the adaptation of the worker). At the time of their implementation, it is necessary to study the attention of the adaptant, his ability to observe, his psychomotor characteristics. With narrow and unstable attention, special measures should be provided to increase it. These are special tasks for the accuracy of the operation, clarity and aesthetics, consistency with other workers, etc. Psychomotor is reflected in labor movements. Often in the initial stage they are hasty, harsh, non-rhythmic. In these cases, exercises to develop rhythm, amplitude and strength of movement should be provided. Such exercises can be external rhythm sensors, work in pairs, etc. Regulation of the rate of inclusion in the performance of technological operations is especially important in the context of an integrated team, whose work is diverse in technology.

Regulation of the pace of mastering the tools and means of labor makes it possible to ensure the development of stable skills and habits in the use of technology. Gradual complication and systematic work are also important here.

Control over the mode of work and rest is aimed at maintaining optimal performance for a long time. It is known that working capacity fluctuates during the working day: its first and last periods are characterized by instability, significant losses in the quantity and quality of labor. Working capacity is especially unstable during the period of adaptation; in fact, this is one of its signs. As a result, fatigue develops faster, and on its basis there is a general dissatisfaction with one's own results and the content of labor.

Adaptants do not know how to rhythmically combine the time of work and pauses of rest. Observations show that if the work is of interest, the adaptant may not resort to rest breaks for two or more hours. Subjectively, he does not feel tired during this period, but in the subsequent work time it sharply, disproportionately to the cost of energy, reduces efficiency. It also happens that if the task is unsuccessful, the tension of the adaptant increases, on its basis fatigue develops, the adaptant under these conditions will rest more often than necessary, which, in turn, will not so much help to relieve fatigue as to throw off the rhythm.

Failure of the regime of work and rest in the process of adaptation is observed not only among young, but also among experienced workers. This is explained by two reasons: the narrowing of the number of controlled parameters, more precisely, the parameters that are under self-control, the lack general scheme activity, its peculiar strategy, which is formed on the basis of the content-instrumental features of the activity and the individual properties of the employee.

Compliance ergonomic requirements for the workplace- the most important factor in ensuring highly efficient operation. When adapting, this requirement is one of the decisive ones. The fact is that non-compliance with anthropometric, psychophysiological, psychological requirements for the workplace, which underlie ergonomic recommendations, contributes to a sharp increase in labor intensity, and hence a more intensive process of fatigue development, which negatively affects the effectiveness of cognitive phenomena and skill formation. Attention should be paid to this. Under the conditions of adaptation, the load on the cognitive sphere, on the mechanisms underlying the formation of skills and abilities, increases sharply. Adaptation is an active knowledge of the new environment, it is the testing of strategies and tactics of behavior and actions, it is the development of means to achieve goals and objectives, so the adaptor should not experience discomfort in the workplace. Discomfort is precisely the reason for the increase in tension. Everyone is probably familiar with this situation. In a dimly lit room, we perform familiar, familiar work. Under these conditions, you may not notice the weakness of lighting. But it's worth going to new job how this shortcoming attracts attention due to the fact that it makes it difficult to obtain the information we need. This disadvantage is associated with a violation of ergonomic requirements for working conditions, in this case, for the illumination of the workplace.

Stimulation of the performance of production tasks in adaptation period performs two main tasks: it helps the adaptee to obtain information about the results of his activities and to form the adaptant's sense of self-confidence, relieve stress.

Under the conditions of adaptation, the employee's need for obtaining information about the results of activities increases. This is due to the fact that new methods and methods of work are being developed for the adaptant. He analyzes and controls his own activity, tries to consolidate, develop rational methods and avoid irrational methods. These operations often take a long time. Self-control, of course, is necessary, but it is better to use more active control from the leader or a more experienced colleague in the process of adaptation. It is important that this control become stimulating. One control, even timely, properly organized, does not create such an effect. Control in combination with stimulation, mainly moral and psychological, on the contrary, forms in the adaptant a sense of confidence, a sthenic mood, which serves as a stable emotional background for the implementation of professional activities in difficult conditions of adaptation.

Incentive control should be carried out in conjunction with a systematic analysis of the causes of errors made by the adaptant. It is best to devote special analyzes of the adaptor's working day or analyzes of the performance of individual operations within a certain period of time to this. The best way elimination of identified errors - personal example manager or appeal to the experience of other employees who have mastered this activity well.

Professional adaptation is, first of all, adaptation, a person's getting used to the requirements of the profession, his assimilation of the production, technical and social norms of behavior necessary to fulfill labor functions and new working conditions. A kind of professional adaptation is production adaptation - adaptation to the conditions of a particular work in a given production group.
Professional adaptation involves the mastery of value orientations by a person within the framework of a given profession, awareness of motives and goals in it, convergence of a person’s orientations and professional group, entry into the role structure of a professional group. Professional adaptation also implies the adoption for oneself of all components of professional activity: its tasks, subject, methods, means, results, conditions within the framework of this profession. Over time, professional adaptation acquires an active character, since a person not only adapts to the profession, but also adapts the profession to himself. Therefore, it is advisable to study the multilevel mutual adaptation of a person and a profession. Adaptation is not limited to the professional development of a person; adaptation can be followed by stages of enrichment by a person of a profession, a creative transformation of its experience.
The social component of socio-professional adaptation is associated with the adaptation of the employee to the conditions of labor organization, management system, management methods, the whole complex complex social relationships in a business or organization. The socio-psychological component of socio-professional adaptation consists in the process of including the individual in the work collective, mastering the relations and norms of behavior in the team. As we can see, the processes of professional and socio-psychological adaptation, having relative independence, proceed in conditions of constant interaction and mutual influence.
Social and professional adaptation (adaptation as a result of the process of successful social and professional adaptation) is characterized by:

a high level of motivation of the subject to master professional competencies;
formed stable positive attitude to the tasks, positive traditions and prospects of the enterprise; productive implementation of their leading professional activities;
active involvement in the system of interpersonal communications in the team;
interest in self-development and advanced training, active consumption of information, striving for spiritual growth;
a state of stable psychological comfort, good health.

The socio-psychological aspect of the production adaptation of T.N. Vershinina assigns a subordinate role, and a leading role to professional and psychophysiological aspects. I.K. does not agree with this opinion. Kryazhev, rightly emphasizing the leading role of the socio-psychological aspect. This idea is confirmed by V.A. Samoilova, who studied the socio-psychological adaptation of the individual in the production team. Based on the study, she found that the less time a young specialist needs to adapt to a team, the shorter the period required for professional adaptation, as a rule.
Professional adaptation is usually associated with the initial stage of a person's professional and labor activity. However, in fact, it begins even during vocational training, when not only knowledge is acquired, skills and habits, rules, norms of behavior are formed, but a way of life characteristic of workers in this profession is formed. The total duration of the period of professional adaptation depends both on the characteristics of a particular profession (specialty), and on the individual abilities of a person, his inclinations and interests.
T.N. Vershinina considers the process of production adaptation as one of the types of social adaptation. end result successful production adaptation is identification, i.e. full mastery of the profession, identification of the interests of the employee with the interests of the enterprise, assimilation of the employee with the enterprise, workplace.
A. K. Markova notes that professional adaptation acts as one of the stages of professionalization (the process of becoming a professional), which includes: a person's choice of a profession, taking into account his own capabilities and abilities; mastering the rules and norms of the profession; formation and awareness of oneself as a professional, enrichment of the experience of the profession through personal contribution, development of one's personality by means of the profession, etc. At the same time, she points out that professionalization is one of the sides of socialization, with the formation of a professional being one of the aspects of personality development.
Professionalism has two sides: the state of the motivational sphere of a person’s professional activity (what motives induce a person, what is the meaning of professional activity in his life, what goals does he personally strive to achieve, how satisfied is he with work, etc.) and the state of the operational sphere of a person’s professional activity (what technologies it uses, what means - knowledge, mental operations, abilities - it uses). In this regard, adaptation is one of the characteristics of the motivational sphere of professional activity.
E.V. Taranov defines adaptation as "... the process of forming a person's stable positive attitude to the tasks, traditions and prospects of the organization, during which the person is actively involved in a new activity for her, a system of interpersonal relations, the socio-political and cultural life of the organization, finds conditions there for self-realization and turns the new environment into the basis of its life activity.
Vocational adaptation is defined as a socio-economic process of introducing the younger generation to work, in a narrower sense - as one of the key problems of using labor resources. During the period of entry into professional life, the accumulated experience is transferred to a new generation industrial relations. The process of professional adaptation can be divided into four periods: a) preparation for work in a general education school (senior specialized school); b) choice of profession; c) professional training and education; d) the beginning of labor activity.
Transformations in society have shown that understanding of labor behavior is essentially behavior in the labor market, which consists not only in professional knowledge, skills and abilities, but also in the presence of adaptive abilities. Ya.G. Galperin and O.I. Zhdanov.
Consider the relationship between the concepts of "socialization" and "professional adaptation". Socialization in the broadest sense is the process of becoming a person's personality, which occurs throughout a person's life, and professionalization is the process of becoming a professional. Professionalization is defined as a holistic continuous process formation of the personality of a specialist and a professional, which begins from the moment of choosing a profession, lasts throughout the entire professional life of a person and ends when a person stops his professional activity. Professional adaptation is one of the stages of professionalism, without which the following are impossible: self-actualization of a person in the profession, fluency in the profession in the form of mastery, harmony with the profession.
Professional and social adaptation are considered by us from the standpoint of assisting a specialist in his professional development, the formation of the social and professional qualities, the desire to improve skills in order to achieve a high level of professionalism.
When carrying out work on professional adaptation, a flexible and differentiated approach to young people entering work is necessary. Consider gender, age, social status, marital status, individual qualities (physical and mental state), abilities, inclinations, knowledge, skills and experience of young people. RS. Nemov identifies several types of adaptation in the workforce.
Directly at the enterprise, work on the professional adaptation of young workers begins from the day they are hired. During this time, the young worker gets to know his new social and professional role. He gradually enters the life of the labor collective of the unit, begins to master its value orientations, norms and traditions, and his new professional duties. Along with the continuation of further social adaptation, an active period of professional adaptation begins. A young worker masters a profession, studies the technological process, establishes production contacts with members of the team, adapts to the requirements of production discipline, joins in public life team. During the entire period of adaptation, it is important to provide support for beginners, create an atmosphere of attention, goodwill, necessary support and control around them.

Based on the definition of labor psychology as a science about the patterns of formation and preservation of dynamic balance in the system "subject of labor - professional environment", there is reason to consider professional adaptation as a process of formation (and restoration) of this balance. Such an understanding does not contradict the general concept of mental adaptation as a process that maintains a dynamic balance in the "man-environment" system.

From the point of view of the employer, professional adaptation is a system of measures that contribute to professional development the employee, the formation of appropriate social and professional qualities, attitudes and needs for active creative work, the achievement of the highest level of professionalism.

Adaptation of a young worker is the process of forming a stable positive attitude towards the tasks, traditions and prospects of the enterprise in the personality, during which the personality is actively included in the new production activities, the system of interpersonal relations, the social and cultural life of the enterprise, finds there the conditions for self-realization and turns the new environment into the basis of its life.

According to the results of Finnish researchers of professional adaptation, young professionals can be divided into four groups:

1. Quick transition to a job that matches education.

2. Working life is characterized by dispersion, i.e. Jobs do not match education.

3. During the period of study, education was received in several areas, but work activity quickly comes into line with education.

4. Received education in several areas, labor activity is characterized by a spread in the choice of work.

IN scientific literature ecological, biological, physiological, operational, informational, communicative, personal and socio-psychological aspects of professional adaptation are noted. To streamline this diversity, let us turn to the work of B. G. Ananyev, in which a person - the subject of labor is considered as an alloy of the properties of an individual and personality. In this case, professional adaptation is the unity of an individual's adaptation to the physical conditions of the professional environment (the first aspect, psychophysiological), adaptation to professional tasks, operations performed, professional information, etc. (the second aspect, actually professional) and adaptation of the personality to social components professional environment (third, socio-psychological aspect).

In the process of psychophysiological adaptation, the totality of all conditions that have a different psychophysiological effect on the worker during work is mastered. The study of the professional and socio-psychological aspects of adaptation does not exclude the analysis of the physiological mechanisms of mental phenomena that accompany this process. A person adapts to any professional situation as an integral structure: both as an organism and as a person.

Professional adaptation is characterized by additional development of professional capabilities (knowledge and skills), as well as the formation of professional necessary qualities personality, positive attitude to their work. An important aspect of professional adaptation is the adoption of a professional role by a person. At the same time, the effectiveness of professional adaptation largely depends on how adequately a person perceives his professional role, as well as his professional connections and relationships.

In the process of socio-psychological adaptation, the employee is included in the system of relationships of the team with its traditions, norms of life, and value orientations. In the course of such adaptation, the employee receives information about the system of business and personal relationships in the team and individual formal and informal groups, about the social positions of individual members of the group.

Many researchers also highlight organizational adaptation. In the process of organizational and administrative adaptation, the employee gets acquainted with the features of the organizational management mechanism, the place of his unit and position in common system goals and organizational structure. With this adaptation, the employee should form an understanding of his own role in the overall production process.

Despite the difference between the types of adaptation, they are all in constant interaction, so the management process requires unified system tools of influence that ensure the speed and success of adaptation.

A person's adaptation to professional activity is divided into a number of stages: primary adaptation, stabilization period, possible maladaptation, secondary adaptation, age-related decrease in adaptive capabilities. One cannot but agree with those researchers (Ovdei, 1978; Kaznacheev, 1980) who define the process of adaptation as continuous, but activated in those cases when a mismatch occurs in the system "subject of labor - professional environment". The reason for maladaptation can be both changes in the subject of labor and an increase in the requirements of activity to it. These changes can be stable, defining a long and deep restructuring, and then they should be attributed to general professional adaptation, but short-term "perturbations" may occur, suggesting situational adaptation.

Describing the stages of psychological adaptation in an organization, a group of authors led by A. A. Derkach focuses on the procedural aspect of adaptation. There are five stages of adaptation.

The preparatory stage of adaptation, which consists mainly in the accumulation of relevant information about the subject and social conditions of the upcoming activity.

The stage of starting mental stress is associated with the state of neuropsychic experience of preparatory actions and the initial entry into new conditions of professional activity. Here, the internal mobilization of the mental and psychophysiological resources of a person takes place, providing the necessary prerequisites for functioning in the new conditions.

The next stage of adaptation is the stage of acute mental reactions of entry, at which the adaptant begins to feel the impact of the changed factors of the subject and social environment. Characteristic for this stage of the adaptation process is the experience of a state of frustration, which causes constructive or destructive reactions.

In the case of a favorable development of the adaptation process, the stage of the final mental stress begins, characterized by a kind of preparation of the human psyche for the actualization of the previous modes of functioning, habitual ways of behavior in connection with the upcoming return to habitual life.

The final stage of the adaptation process, called the stage of acute mental exit reactions, consists of a complex of emotional and behavioral reactions associated with entering an already familiar environment and professional activity.

In almost all works on the problem of adaptation of the individual in the labor sphere, certain criteria are put forward, with the help of which the degree of adaptation of the individual is assessed.

Adaptability is manifested primarily in the effectiveness of activities. An activity characterized by high productivity and product quality, optimal energy and neuropsychic costs, and professional satisfaction can be called effective. F. B. Berezin formulates three criteria, according to which it is expedient to assess mental adaptation in the conditions of a certain professional activity: 1) the success of the activity (performance of work assignments, growth in qualifications, necessary interaction with members of the working group and other persons); 2) the ability to avoid situations that pose a threat to labor process and effectively eliminate the threat that has arisen (prevention of injuries, accidents, emergencies); 3) carrying out activities without significant impairment of physical health.

In general, for the control and evaluation of professional adaptation, the following are used:

1. Psychophysiological criteria that take into account the state and functional reserves of a person.

2. Economic criteria, including performance indicators and labor quality.

3. Psychological criteria: satisfaction with the work performed, establishing business relations with management, joining a team, social and psychological compatibility, acceptance of goals, norms and internal regulations of the organization.

4. Social Criteria, including staff turnover, industrial injuries and accident rate, morbidity, etc. .

Criteria for socio-psychological adaptation have been developed in sufficient detail: in the field of social activity - participation in community service and satisfaction with this participation; in the field interpersonal communication-- sociometric status and satisfaction with relationships with comrades (Georgieva, 1986), attitude towards association (large group), attitude towards the team (small group), self-satisfaction at work, attitude towards the leader (Ismagilov, 1981), adequacy of interaction with other participants activities (Berezin, 1988). The criteria for psychophysiological adaptation are the state of health, mood, level of anxiety, degree of fatigue, activity of behavior (Blazhne, 1986; Berezin, 1988; Selin, 1990).

A common indicator of adaptability is the absence of signs of maladaptation. Disadaptation is manifested in various violations of activity: in a decrease in labor productivity and its quality, in violations of labor discipline, in an increase in accidents and injuries. Physiological and psychological signs of maladjustment correspond to the well-studied and described signs of stress.

The set of specific values of the adaptation criteria is classified further depending on these values and their combination, i.e., the levels of adaptability of the individual are distinguished.

The question of levels is solved in different studies in different ways, the authors offer their own classifications based on the characteristics of the adaptation criteria used. V. G. Podmarkov identifies high, medium (normal) and low levels of adaptability. G. A. Slesarev proposes to consider four levels of production adaptation: dysfunctional, stereotyped, stereotyped-initiative, initiative. R. A. Kuzmina and A. A. Rusalinova - groups of complete, incomplete and zero adaptedness.

the formation of the personality of a specialist has two aspects:

1. professional-role socialization of the individual;

2. professionalization as a certain degree of a person's mastery of professional activity, specialty.

The formation of the personality of a professional done through it:

1. professional socialization,

2. professionalization.

One of the mechanisms of such formation of personality is its professional adaptation.

Professional adaptation- this is the process of a person entering the profession and harmonizing his interactions with the professional environment (V.A. Slastenin, V.P. Kashirin, 2001).

It is important to prepare a specialist for activities of a complex, extreme and extraordinary nature in a special way. Successful entry into professional activity should be accompanied by adaptation processes. The process of professional adaptation of a specialist includes a number of main components:

1. interaction of the individual with the environment ("L-S"):

social interaction(with individuals and with social groups),
socio-psychological interaction,
interaction with the material and technical environment, with the artificial environment of their habitat,
interaction with the ecological, natural environment;

2. the emergence of a contradiction, conflict situation(COP) between the individual and the environment;

3. Appearance need state (PS) personality, state of maladaptation;

4. the appearance of reactive states of a protective nature, defensive reactions (ZR) in a person;

5. exercise protective adaptive behavior (AI) to reduce or remove the maladaptive state;

6. reduction or removal of the contradiction between the individual and the environment, the transformation of the CS (Figure 6.5.).

Figure 6.5. Consistent components of the process of professional adaptation.

These elements of the process of professional adaptation can be presented sequentially in the following form:

Interaction "L-S" - KS-PS - ZR - AP-Permission KS.

The adaptation process may take a different course and be unsuccessful. In this case, the contradiction in the interaction "L-S", CS is preserved or grows. As a result of this, a new adaptation process is "launched" with certain adjustments.

The professional adaptation of a specialist is determined by external and internal circumstances.

External circumstances and factors factors affecting the process of professional adaptation of a specialist include:

features of goals, organization, content, technologies, means of professional activity;
the peculiarity of social and other conditions in which professional activity is carried out.

Internal circumstances and factors professional adaptation of a specialist is the level of his adaptive potential, the degree of development and adaptability as qualities of a person and an organism, the adequacy of the motivation for professional adaptation to its requirements.

In the professional adaptation of a specialist, external circumstances, subject areas and areas of professional adaptation of a person play a basic, determining role. It is they who act as a kind of professional field in which a specialist falls.

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

1. in the professional activity area - adaptation to professional activity(to its goals, content, technologies, means of implementation, mode and intensity of activity);

2. in the organizational and regulatory area - adaptation to the requirements of production and labor discipline, to organizational norms and rules, etc.;

3. in the socio-professional area - adaptation to professional role-playing social functions and socio-professional status(doctor, teacher, lawyer, engineer, etc.);

4. in the socio-psychological field - adaptation to socio-psychological role functions, informal norms, rules, values, relations in the labor collective, organization;

5. in social area in a broad sense - adaptation to the social circumstances in which the professional activity of a specialist takes place(in the socio-political, ethnic, legal, religious and other environment (Figure 6.6.).

Each of these subject areas of professional adaptation of a specialist assumes the presence of a certain level of his preparedness, adaptive potential. When adapting a personality in certain subject areas, respectively, dominant tendencies appear. Adaptation to professional-activity and organizational-normative circumstances is 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 therefore adaptation to them occurs as an adaptation and mastery of them.

The success or failure of a young specialist's adaptation in these areas is relatively autonomous. However, these processes are interrelated, especially in professional activity, socio-psychological and other areas. The socio-psychological adaptation of a specialist significantly affects the success of professional and activity adaptation and, in general, the professional adaptation of a specialist.

Figure 6.6. Types of professional adaptation depending on the areas of activity of a specialist.

In the professional adaptation of young specialists, the success of their professional and activity adaptation plays a leading role. Therefore, the difficulties and contradictions that arise for a specialist in this field are the source of his activity in the process of professional adaptation.

Therefore, in the training of a modern specialist, the emphasis should be on the formation of professional and psychological readiness for professional activities. At the same time, the importance of his training in the organizational-normative, socio-professional and social (in the broad sense) does not decrease (V.A. Slastenin, V.P. Kashirin, 2001).

The professional adaptation of a young specialist is a permanently ongoing process and has its own dynamics, content and other features..

The success of professional adaptation of a specialist depends on a number of leading factors:

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 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, the patterns of both this process itself and the development of the social environment;

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

These conditions from the standpoint systems approach are interconnected and manifested in the main subject areas of professional adaptation of a young specialist:

in the organizational and regulatory sphere,
in the professional field,
in the spheres of social and psychological role relations.

The success of the professional adaptation of a young specialist

primarily depends on his personality and other psychological characteristics. One of the features is the correspondence of the specialist's ideas about the conditions of life and activity in the implementation of professional activities.

Adequacy of the image of future 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 future life activity makes him psychologically unprepared to meet unexpected difficulties, to implement the process of psychological adaptation. However, it is usually not possible for a specialist to form a complete adequacy of expectations and reality. For the vast majority of young professionals, their ideas and expectations do not coincide with what they encountered in real life after graduating from secondary vocational school. In this regard, in their professional adaptation, they face great obstacles. Therefore, one of the fundamental problems of training specialists is the formation of students' correct ideas about their profession, adequate to their capabilities and conditions of activity and expectations. Creating an adequate image is the task of Suzov training. However, the connection of representation with reality, even in the ideal case, is of a crisis nature.

No matter how one prepares for future profession, up to a certain moment he is still a student, and the next moment he is already a specialist (doctor, teacher, engineer, etc.). Everything changes for him: the ways of being, and the methods of activity, and the nature of communication. Incomplete conformity of the image of future activity with reality leads to additional emotional stress. It is necessary not only to form an adequate image of the specialty and professional activity among students, but also to prepare them in accordance with this image (to instill a taste and love for their profession, develop the desire to improve in the specialty, increase their professionalism, etc.).

The level and nature of self-esteem as a complex systemic mental education of a person are an important individual-personal parameter that influences the process of adaptation. Personal self-assessment according to the level of development can be high, medium and low, which characterizes the level of personality development. By nature, self-esteem may be overestimated. It depends on the ability of the individual to reflect. The level of self-esteem of the individual mainly affects the direction of its activity, and the nature of self-esteem - on the stability and dynamics of the behavior and actions of the individual, on the style of its interaction with environment, on the degree of self-confidence of the individual.

Personal self-regulation plays an extremely important role in the success of professional adaptation.. The professional adaptation of a young specialist is a permanent process of overcoming internal and external difficulties and obstacles. This creates stressful conditions, the overcoming and avoidance of which requires special preparedness. Successful adaptation is impossible without constant self-education and self-education of a specialist. This suggests that he has the skills of self-regulation and strong-willed preparedness. P.A. Prosetsky believed that one of the difficulties of adapting a personality is "unformed self-regulation of behavior and activities, which is caused by insufficient preparedness, weakness of will, inability to organize oneself, manage oneself, one's behavior, inability to compose and fulfill the correct daily routine, organized personal life and leisure."

Individual psychological and psychotypical features of young specialists influence the success of professional adaptation. The leading role in this is played by the system of values of the personality of a specialist, which determines his orientation and attitude towards himself, employees and managers, his chosen profession, his official duties. Obviously, these relationships can be either positive or negative (V.A. Slastenin, V.P. Kashirin, 2001).

In this regard, it is of some interest typology of personality sociogenes, developed by M.E. Litvak. He identifies 4 areas of relationships, personality orientations:

1. "I" - attitude towards oneself, which can be both positive and negative (+, -).

2. "You" - attitude to the immediate social environment: other members of your team, your leaders, friends, relatives (+, -).

3. "They" - attitude towards people in general, towards new contacts, connections, relationships with new people (+, -).

4. "Labor" - the attitude to subject professional activity, to mastering a specialty and improving it (+, -).

The totality and originality of these relations constitute the sociogen of the personality, its basic psychological mosaic or psychological type, which determines the behavior and activities of a young specialist.(M.E. Litvak). The main personal characteristics of specialists, the features of their psychological adaptation to professional activities, depending on the types of relationships, are presented in Table 6.2.

Table 6.2.

The main features of the personality of specialists

and their psychological adaptation to professional activities

Relationship types	Specialist personality traits	Features of psychological adaptation

Attitude "I +"	Perception of oneself as a prosperous person, self-confidence, a sense of one's worth	Maintaining mental health, self-confidence, stability of behavior and activities.
Attitude "I -"	Uncertainty, timidity, instability in interpersonal relationships. The desire for conflict-free communication due to concessions of one's interests. Conformity with insufficiently expressed self-esteem and with a weak orientation towards competition. The manifestation of pessimism and depression. Diligence and increased focus on social norms.	A fairly successful course of psychological adaptation while maintaining a state of dissatisfaction with oneself.
Attitude "You +"	Orientation to the positive qualities of others (good, worthy). Friendliness, benevolence, desire to establish and maintain ties with others.	The position of a specialist contributes to his psychological adaptation.
Attitude "You -"	Critical mood towards their loved ones, employees who have shortcomings in their development. In relations with colleagues, the manifestation of irony, sarcasm, arrogance, inflated self-esteem, readiness to compete and break emotional ties even for a minor reason.	The emergence of great difficulties in psychological adaptation, in the socio-psychological sphere of their life.
Relationship "They +"	Extroverted attitude, disposition to new connections and business relationships, friendliness and positive attitude towards those with whom it comes into contact.	More successful implementation of psychological adaptation in business and official communications and relationships, incl. and in educational and cognitive activities.
Labor + ratio	Positive orientation to professional activity, manifestation of interest in it and a creative approach, striving for self-improvement in activity.	Favorable course of psychological adaptation.
Relationship "Labor -"	Unwillingness to successfully master their specialty. Focusing mainly on specific results of labor, its external indicators, status parameters. Personality develops slowly. The restructuring of basic personal structures and formations takes place with great difficulty and often not in full accordance with the needs of professional activity.	Professional adaptation is carried out externally, instrumentally, and the internal restructuring of the psyche occurs with great difficulty, partially superficially.

The combination of the above features in the sociogene of personality creates its originality. It determines the individual style of relationships and determines the behavior of the individual, and also affects the success of the adaptive process, which is presented in the diagram and table 6.3.

Great difficulties in professional adaptation are experienced by accentuated individuals and specialists with other maladaptive complexes.

Consequently, the professional adaptation of a specialist is a permanently ongoing process, and therefore it is necessary to provide him with special psychological support.

Table 6.3.

Types of Sociogen of a Specialist's Personality and Their Characteristics

Type of sociogen	Signs of a sociogen
Sociogen: "I +", "You +", "They +", "Labor +"	The most adaptive and mentally stable personality.
Sociogen: "I +" "You -" "They +", "Labor +"	"Arrogant creators" successfully adapt to the profession, master it and improve in it. They are capable and talented professionals. They successfully master professional duties, show activity, initiative, creativity in various spheres of life and activity. The main disadvantage is their behavior, which often leads to inability to get along with employees and to “disturbances” in the immediate social environment.
Sociogen: “I +”, “You +”, “They +”, “Labor -”	Specialists experience particular difficulties in professional adaptation. They are able to successfully master the profession and adapt to it, but they have a weak motivation for activity, they need great willpower to successfully solve professional problems in one category - disappointment in the profession, in the chosen specialty, and in the other - poor labor preparation before entering V educational institution, a negative attitude towards work in general, a pronounced desire for idleness.
Sociogen "I +", "You -" "They +", "Labor -"	"Arrogant idlers" create many problems, they have the greatest difficulties in professional adaptation, in the formation of a specialist's personality.
Sociogen: “I -”, “You +”, “They +”, “Labor +”	These are young specialists, diligent and successfully fulfilling their professional duties, having high results in work. Their psychological adaptation to the profession is successful, but their low self-esteem creates intrapersonal problems, leads to personality destabilization and self-doubt.