The efficiency of a person's labor activity largely depends on the subject and tools of labor, the working capacity of the body, the organization of the workplace, and the hygienic factors of the working environment.
Efficiency - the value of the functional capabilities of the human body, characterized by the quantity and quality of work performed in a certain time. During labor activity, the performance of the body changes over time. There are three main phases of successive states of a person in the process of labor activity:
- the phase of working in, or increasing working capacity; during this period, the level of performance gradually increases compared to the original; depending on the nature of the work and the individual characteristics of a person, this period lasts from several minutes to 1.5 hours, and with mental creative work - up to 2 ... 2.5 hours;
-phase of high stability of working capacity; it is characterized by a combination of high labor indicators with relative stability or even some decrease in the intensity of physiological functions; the duration of this phase can be 2 ... 2.5 hours or more, depending on the severity and intensity of labor;
- the phase of decreased performance, characterized by a decrease in the functionality of the main working organs of a person and accompanied by a feeling of fatigue.
One of the most important elements of increasing the efficiency of human labor activity is the improvement of skills and abilities as a result of labor training.
From the point of view of psychophysiological, industrial training is a process of adaptation and a corresponding change in the physiological functions of the human body for the most effective performance of a particular job. As a result of training (learning), muscle strength and endurance increase, the accuracy and speed of working movements increase, and physiological functions recover faster after work is completed.
The correct location and layout of the workplace, ensuring a comfortable posture and freedom of labor movements, the use of equipment that meets the requirements of ergonomics and engineering psychology ensure the most efficient work process, reduce fatigue and prevent the risk of occupational diseases.
The optimal posture of a person in the process of labor activity ensures high working capacity and labor productivity. Incorrect body position in the workplace leads to the rapid onset of static fatigue, a decrease in the quality and speed of the work performed, as well as a decrease in the reaction to hazards. A normal working posture should be considered one in which the worker does not need to lean forward more than 10 ... 15 °; tilting back and to the sides is undesirable; the main requirement for a working posture is a straight posture.
The choice of working posture depends on the muscular effort during work, the accuracy and speed of movements, as well as the nature of the work performed. With efforts of no more than 50 N, it is possible to perform work while sitting, 50 ... 100 N with the same physiological effect both standing and sitting, more than 100 N it is desirable to work standing.
Working while standing is more expedient if you need constant movement associated with setting up and adjusting equipment. It creates maximum opportunities for visibility and free movement. However, when working while standing, the load on the muscles of the lower extremities increases, muscle tension increases due to the high location of the center of gravity, and energy consumption increases by 6–10% compared to the sitting posture. Work in a sitting position is more rational and less tiring, since the height of the center of gravity above the support area decreases, body stability increases, muscle tension decreases, and the load on the cardiovascular system decreases. In the sitting position, it is possible to perform work that requires accuracy of movement. However, in this case, there may be congestion in the pelvic organs, difficulty in the work of the circulatory and respiratory organs.
A change in posture leads to a redistribution of the load on muscle groups, improves blood circulation conditions, and limits monotony. Therefore, where it is compatible with the technology and conditions of production, it is necessary to provide for work both standing and sitting, so that workers can change the position of the body at their discretion.
When organizing the production process, one should take into account the anthropometric and psychophysiological characteristics of a person, his capabilities in relation to the amount of effort, the pace and rhythm of the operations performed, as well as the anatomical and physiological differences between men and women.
Dimensional ratios at the workplace when working while standing are built taking into account the fact that the height of men and women differs by an average of 11.1 cm, the length of the arm extended to the side is 6.2 cm, the length of the arm extended forward is 5.7 cm, leg length by 6.6 cm, eye height above floor level by 10.1 cm. At the workplace in a sitting position, differences in size ratios between men and women are expressed in the fact that, on average, the body length of men is 9.8 cm and the height of the eyes above the seat is 4.4 cm more than in women.
The formation of a working posture in a sitting position is influenced by the height of the working surface, which is determined by the distance from the floor to the horizontal surface on which labor movements are performed. The height of the working surface is set depending on the nature, severity and accuracy of the work. The optimal working posture when working while sitting is also ensured by the design of the chair: dimensions, shape, area and inclination of the seat, height adjustment. The basic requirements for the size and design of the work chair, depending on the type of work performed, are given in GOST 12.2.032–78 and GOST 21998–76 *.
The correct choice of the type and placement of organs and control panels for machines and mechanisms has a significant impact on the operator's performance. When arranging posts and control panels, you need to know that in the horizontal plane the viewing area without turning the head is 120°, with turning - 225°; the optimal horizontal viewing angle without turning the head is 30–40° (permissible 60°), with a turn of –130°. The permissible viewing angle along the horizontal axis of vision is 130°, the optimal one is -30° up and 40° down.
Instrument panels should be located so that the planes of the front parts of the indicators are perpendicular to the lines of sight of the operator, and the necessary controls are within reach. The most important controls should be located in front and to the right of the operator. The maximum dimensions of the reach zone of the right hand are 70...110 cm. The depth of the operating panel should not exceed 80 cm. The height of the remote control, designed for sitting and standing, should be 75...85 cm. The panel of the remote control can be tilted to a horizontal plane by 10 ... 20 °, the inclination of the back of the chair when sitting is O ... 10 °.
To better distinguish the controls, they should be different in shape and size, painted in different colors or have markings or appropriate inscriptions. When grouping several levers in one place, it is necessary that their handles have a different shape. This allows the operator to distinguish between them by touch and switch levers without taking his eyes off the job.
The use of foot control makes it possible to reduce the load on the hands and thus reduce the overall fatigue of the operator. Pedals should be used to turn on, start and stop at a frequency of these operations no more than 20 per minute, when a large switching force is required and not too great accuracy in setting the control in a new position. When designing a foot control, the nature of the movement of the legs, the necessary effort, the frequency of movement, the general working position of the body, and the pedal stroke are taken into account. The outer surface of the pedal should be corrugated to a width of 60...100 mm, the recommended force is -50...100 N.
Periodic alternation of work and rest contributes to maintaining a high stability of working capacity. There are two forms of alternating periods of work and rest at work: the introduction of a lunch break in the middle of the working day and short-term regulated breaks. The optimal duration of the lunch break is set taking into account the distance from the workplace of sanitary facilities, canteens, and the organization of food distribution. The duration and number of short-term breaks are determined on the basis of observations of the dynamics of working capacity, taking into account the severity and intensity of labor.
When performing work that requires significant effort and the participation of large muscles, more rare, but longer 10-12-minute breaks are recommended. When performing particularly hard work (metallurgists, blacksmiths, etc.), you should combine work for 15..20 minutes with a rest of this duration. For work that requires a lot of nervous tension and attention, fast and accurate hand movements, more frequent, but short 5-10-minute breaks are advisable.
In addition to regulated breaks, there are micropauses - breaks in work that occur spontaneously between operations and actions. Micropauses ensure that the optimal pace of work and a high level of performance are maintained. Depending on the nature and severity of the work, micropauses make up 9...10% of the working time.
High working capacity and vital activity of the organism is supported by a rational alternation of periods of work, rest and sleep of a person. During the day, the body reacts differently to physical and neuropsychic stress. In accordance with the daily cycle of the body, the highest performance is noted in the morning (from 8 to 12 h) and daytime (from 14 to 17 h) hours. In the daytime, the lowest working capacity, as a rule, is observed between 12 and 14 hours, and at night, from 3 to 4 hours, reaching its minimum. Taking into account these patterns, the shift work of enterprises, the beginning and end of work in shifts, breaks for rest and sleep are determined.
The alternation of periods of work and rest during the week should be regulated taking into account the dynamics of working capacity. The highest efficiency falls on the 2nd, 3rd and 4th day of work, on the following days of the week it decreases, falling to a minimum on the last day of work. On Monday, working capacity is relatively lowered due to workability.
The elements of a rational regime of work and rest are industrial gymnastics and a set of measures for psychophysiological unloading, including functional music.
Industrial gymnastics is based on the phenomenon of active rest (I.M. Sechenov) - tired muscles quickly restore their working capacity not at complete rest, but during the work of other muscle groups. As a result of industrial gymnastics, the vital capacity of the lungs increases, the activity of the cardiovascular system improves, the functionality of the analyzer systems increases, muscle strength and endurance increase.
The basis of the favorable effect of music is the positive emotional mood it causes, which is necessary for any kind of work. Industrial music helps to reduce fatigue, improve the mood and health of workers, increase efficiency and productivity. However, functional music is not recommended for use when performing work that requires a significant concentration of attention (more than 70% of the working time), during mental work (more than 70% of the working time), with high intensity of the work performed, non-permanent workplaces and in unfavorable sanitary and hygienic conditions of the external environment. environment.
To relieve neuropsychological stress, fight fatigue, restore working capacity, relaxation rooms or rooms for psychological stress have been successfully used recently. They are specially equipped rooms in which, at the time allotted for this, during the shift, sessions are held to relieve fatigue and mental stress.
The effect of psycho-emotional unloading is achieved by aesthetic interior design, using comfortable furniture that allows you to be in a comfortable relaxed position, broadcasting specially selected musical works, saturating the air with beneficial negative ions, taking tonic drinks, simulating the natural environment in the room and reproducing the sounds of the forest, sea surf, etc. One of the elements of psychological relief is autogenic training, based on a complex of interrelated methods of mental self-regulation and simple physical exercises with verbal self-hypnosis. This method allows you to normalize mental activity, emotional sphere and vegetative functions. As experience shows, the stay of workers in the rooms of psychological unloading helps to reduce fatigue, the appearance of vivacity, good mood and improve well-being.
Professionalism certainly means the efficiency of labor, that is, the achievement of a sufficiently high socially significant result, the receipt of labor products (material, spiritual) that meet the requirements of society.
Labor productivity is the presence of results, the results of labor, which can be positive (planned) and negative (unexpected). For example, a teacher seeks to obtain positive results in the education and upbringing of schoolchildren, and sometimes, due to his professional mistakes, he encounters negative results in the form of a decrease in motivation, the level of students' aspirations. Productivity is the availability of a product of labor that meets the necessary standards in the profession, for example, details from a worker, patents and rationalization proposals from an engineer, publications, speeches, citations of works from a scientist, etc.
Efficiency - compliance of the result with the set goals and objectives; efficiency is a narrower concept than efficiency, because it usually covers positive results. Efficiency is determined either by the amount of costs required to obtain a certain result, or by the result obtained at certain costs.
Optimality is the achievement of the best result in given conditions with minimal time and effort of the participants. Other definitions of the word “optimal” are also possible: the best in terms of certain criteria, the best for specific conditions, the best of several results (Yu.K. Babansky et al. (31)). Optimality is narrower than efficiency, because it is not just the achievement of the set goal, but with the minimum expenditure of effort and time of the employee.
Subject performance indicators often characterize the result of labor, and psychological, personal usually relate to the labor process; at the same time, when evaluating the result, the psychological cost of human efforts is also taken into account.
When evaluating labor efficiency, it is advisable to distinguish between:
- objective, subject-technological performance indicators: productivity (the number of products produced per unit of time). Labor productivity itself is characterized by direct indicators - the number of products produced per unit of time and inverse indicators - labor intensity, that is, the time spent on the production of a unit of product; a general indicator of productivity - the number of products produced per unit of time. Other objective performance indicators are quality (compliance of products with State Standards and technology requirements), qualitative reliability (ability to perform the required operations in a given time interval), quantitative reliability (probability of performing the required functions within a given time and under given conditions):
- subjective, psychological, personal performance indicators: the investment of a person, the involvement of different sides and levels of the human psyche in the implementation of activities, the activation of not only the mental, cognitive abilities of a person, but also the sophistication of executive operations, actions, as well as the maturity of motivational-volitional components, human interest work and satisfaction with its process and result, success-failure in previous activities, as well as the psychological price of the result in terms of the amount of personal resources spent, the degree of tension of mental functions and processes necessary to achieve the desired result (see Table 10).
Taking into account objective and subjective indicators, efficiency, the quality of labor is understood as an integral characteristic that fixes "indicators of the quality and quantity of products, taken in relation to the raw materials and time costs for its production, the psychological and physiological "price" of labor efforts, as well as in relation to indicators of health and personal development of workers” (15, p. 25). It is emphasized that the quality of labor is not only technical and economic indicators, but also social and psychophysiological aspects of human activity. Other authors note that efficiency and quality mean not only getting the best result, but also facilitating work for a person - shorter duration of work, exclusion of unnecessary actions and movements, reducing fatigue by eliminating monotony, monotony, ensuring job satisfaction due to the awareness of achieving real success .
Labor efficiency is closely related to human performance. Efficiency is understood (5) as “one of the main socio-biological properties of a person, reflecting his ability to perform a specific job within a given time and with the required efficiency and quality” (p. 108). Employability is “a person's ability to participate in work activities” (ibid.). The authors (see 12 in 1.1.) define working capacity as a person's ability to maintain the required level of work for a more or less long time with high quality labor indicators. Previously, working capacity was defined (21) as the maximum work that a person is able to perform, as well as the level of quantitative and qualitative performance of work at maximum stress, the ability of a person to perform long-term maximum loads.
In the literature (2) two groups of definitions of working capacity are distinguished. In the first one, working capacity is defined through the concept of the functional capabilities of the body, in the second, through the concept of labor productivity, that is, the amount of production per unit of time, the time it takes to complete work at a given level, etc. It is noted that although the functional states of a person and the efficiency and quality of activity are reflected in the content of working capacity, each of these concepts in itself should not replace the concept of working capacity.
In the physiology of labor, several directions for studying working capacity were determined (17): analysis of labor productivity during a shift (production, time spent on an operation, etc.), elucidation of the subjective state of a worker during a shift (the presence of a feeling of fatigue, complaints); study of the functional state of the worker during the shift, before and after work. It has been noted that there is no rigid direct relationship between labor productivity and the functional state of the body. Increasing labor productivity, a person almost never works at the level of his maximum capabilities. According to research, any work is most effective at the optimal pace of work, this optimum always lies somewhat below the maximum capabilities of the body (p.8-9).
Accordingly, the levels of performance are manifested in a set of indicators: professional indicators - efficiency, productivity, productivity, quality of professional activity and functional indicators - reactions of the body, subjective states of a person, which is the psychological "price" of the result.
Performance indicators differ in a slightly different way: objective (these include changes in quantitative and qualitative indicators of labor, as well as changes in the functional state of the nervous system) and subjective (feelings of fatigue, lethargy, pain).
In connection with the above, performance is studied by a number of indicators (5): direct indicators - the efficiency and reliability of performing professional tasks or individual actions in real professional situations and in the course of solving special tests for individual elements of activity; indirect indicators of the current functional state (in the process of activity or rest and self-assessment in questionnaires), as well as indicators of a person's reserve capabilities during stress tests (tension levels, compensatory capabilities, etc.) (p. 110). It is important to distinguish between the current level of performance for a certain period of time (the result of activity and the psychological cost of activity), as well as potential performance (the dynamics of professional development, improvement of professional significant qualities and functions) (p. 109).
Psychologists (see 12 in 1.1., p. 108) distinguish periods of working capacity: a) “working in” until working capacity increases, the duration of this period depends on the nature of the work and on the qualifications of the performer; b) the second period of optimal performance, during which there may be slight fluctuations in productivity and performance, but there is a maximum mobilization of the body and will; it is desirable that this period be the longest; c) full compensation, here there are signs of fatigue, distractibility, changes in the nature of movements, but productivity remains at the same level due to the volitional effort of a person; d) decrease in maximum human performance; fatigue increases, compensation becomes unstable. There is a clear decrease in efficiency, but due to volitional effort, the so-called “final impulse” is possible; e) increasing productivity even on the basis of developing fatigue; f) a progressive decrease in the working capacity of the body and labor productivity due to the development of fatigue (p. 108).
In the physiology of labor (17), the "work curve" is described as follows: 1. The period of production. At the beginning of work, all the working systems of the body are aligned, as a result, the maximum capabilities of the body increase slightly, as a result of which, in most cases, productivity increases. 2. A period of high, stable level of maximum opportunity. Levels of maximum capabilities, productivity, volitional tension are stabilized to some extent. If there is exercise in the process of work, then the level of maximum capabilities and productivity may increase as a result. There is no fatigue in this period. 3. Period of full or sustained compensation. The resulting fatigue leads to a slight decrease in the maximum capabilities of the body, but they are still enough to keep labor productivity at the same level thanks to reserve capabilities by an effort of will. 4, Intermittent compensation period. Fatigue increases, as a result of which the level of maximum capabilities continues to decrease. Volitional tension experiences fluctuations in intensity. With a weakening of volitional tension, productivity decreases. However, despite the decrease in "reserve capabilities" before the end of work, a person in some cases can maintain a high level of labor productivity ("ultimate impulse") by volitional effort. 5. A period of steady decline in labor productivity. Increasing fatigue reduces maximum capabilities to such an extent that a person, by an effort of will, is no longer able to maintain a given level of performance even in short periods of time (pp. 11-12).
Researchers have found that the performance curve can have different options. Thus, the first, “classical” type of the curve is described (17, p. 50), when there is a distinct period of working in, then a period of stable high productivity and a decrease in labor productivity. Another type of productivity curve is described, which is characterized by a more or less long period of working in, and then a practically stable high level of labor productivity until the end of the shift (p. 51). The third type of curve is characterized by a continuous increase in labor productivity before the lunch break, a slight decrease immediately after lunch, and again a progressive increase until the end of the shift. The first type of curve is characteristic of those types of labor in which a slight increase in the time spent on the operation does not lead to a decrease in shift output, does not reduce the wages of the worker. The second and third types of the curve are most often observed in workers who are paid piecework. Thus, the dynamics of performance depends on the motivation, attitudes, and interest of employees (p. 53).
Psychologists in their studies (19, p. 136) also showed that fluctuations in working capacity during the working day, shifts depend on specific working conditions. Thus, the study of the dynamics of the performance of some groups of operators was carried out according to a number of indicators - behavioral (changes in labor productivity), physiological (the magnitude of physiological tension on the part of energy mobilization), psychological (indicators of the effectiveness of the processes of receiving and processing visual information and the presence of subjective feelings of fatigue). The obtained data show that already the beginning of the shift is sometimes characterized by a low level of labor productivity and increased physiological tension, which makes the effect of working in longer (up to 2-3 hours of working time) and leads to loss of time. The next pre-lunch stage of optimal performance is shortened and can be 1.5-2 hours. In the short afternoon period, performance does not increase (or increases due to a sharp increase in the energy costs of the body), non-optimal compensatory means are used (sub-compensation), which leads to a rapid depletion of reserves and the development of uncompensated fatigue (decompensation). In the conditions of piece work, some operators are again forced to increase the speed of work, which requires additional mobilization and leads to excessive workload and increased anxiety. If the initial level of performance is not fully restored by the next work and the loads are excessive, then conditions are created for the emergence of borderline and pathological conditions (ibid., pp. 147-149).
It is important for each person to be able to analyze the dynamics of their performance based on the results of work and subjective feelings of mental states.
Efficiency as a whole depends on a number of factors - on the state of motivation and orientation of the individual, on the abilities and ability of a person to mobilize their capabilities, on functional states and on the magnitude of reserve capabilities, health, endurance of a person, on professional experience, level of development, plasticity, stability of special knowledge, skills (5, p. 108); from trainability (30, p. 7), that is, from the ability to perform work in various functional states, as if in spite of them.
Hygienists have shown (1) that people's working capacity fluctuates during the day: rise is observed at 5-6 o'clock, 11-12, 16-17, 20-21, 24-1 o'clock, decline at 2-3 o'clock, 9-10, 14-15, 18-19, 22-23 hours. Efficiency also fluctuates during the week: on Monday, a person goes through the stage of working out, on Tuesday, Wednesday, Thursday - the most stable performance, on Friday and Saturday, performance decreases, fatigue may develop.
Of interest is the ratio of effective labor and defect-free, error-free labor. An error is a deviation from a certain standard of the result in terms of accuracy and time parameters (5).
The literature describes the psychological types and causes of errors in professional activities. Errors highlighted (see 17 in 2.3):
- errors related to the subject plan of activity: deviations of the result parameters from the parameter of the standards; the frequency of deviations for each parameter, typical deviations, these are more often errors in the results of labor;
- errors related to the personal plan of activity: (p. 140) failure to perform the required action, inaccurate performance of the required action, untimely performance of the required action, performance of an unrequired action, these errors are more often related to the labor process.
Other typologies of errors are also described in the literature (see 10 in 3.2.1.): errors where a person, performing relatively safe work, creates a dangerous situation by his own wrong actions, for example, he takes a part before the machine stops; here a person does not use the available individual resources; errors that arise due to the fact that a person could not solve a problem of this complexity, failed to respond in time, could not achieve the required accuracy - here there is a lack of human resources (p. 162). The same author describes errors in problems with limited choice, when an incorrect decision is made to choose one of a number of possible actions, errors in problems with open ends, where there are also a number of paths, but when choosing any of them, new problems arise (ibid., p. 293).
We have identified (see 3 in 2.1.) Possible shortcomings in professional and pedagogical activity based on the work of a teacher:
- difficulties - a person’s lack of possession of the necessary means (for example, a teacher does not know how to work with underachievers) or a person’s failure to use the means he has due to mental states of fatigue, stress;
- disadvantages - the use by a person of means inadequate to the situation (for example, the monotony of the forms of the lesson, the monotony of communication, etc.);
- errors - violation of the norms and rules of labor, professional ethics (for example, insulting the personality of a student, etc.).
Defect-free, error-free work is considered one of the indicators of labor efficiency, it is achieved by increasing the sense of professional responsibility, self-control. At the same time, it is noted (see 15 in 2.5.) then, with an anthropocentric orientation, there is a broader view of error as a characteristic of search activity. An error is allowed in a non-standard search, under extreme conditions, while productive deliberately made errors are recorded (in order to gain time, distance, etc.).
The effectiveness of professional activity is closely related to the success of a person in the profession, with his career.
Career (from the French. cariera) is defined in dictionaries as a successful advance in a particular area (public, official, scientific, professional) activity. Next, let's talk about professional careers.
It is useful to distinguish;
- a broad understanding of career as professional advancement, professional growth, as the stages of a person's ascent to professionalism, the transition from one level, stage, stage of professionalism to another, as a process of professionalization (from choosing a profession to mastering a profession, then strengthening professional positions, mastering skill, creativity and etc.). In this understanding, a career is close to the acmeogram of a specialist, that is, to the trajectory of the movement of a given person to the heights, to the acme of professionalism. The result of a career in a broad sense is the high professionalism of a person, the achievement of a recognized professional status. The criteria for excellence may change over the course of a person's life;
- a narrower understanding of career as promotion. Here, not only mastering the levels and stages of professionalism, but also achieving a certain social status in professional activity, occupying a certain position, comes to the fore. This type of career begins with the choice of a prestigious profession and includes the achievement in it of certain socially recognized standards in professional activity, a choice by a person on a scale of social prestige. A career here (see 20 in 1.1., p. 162) is a path of career advancement consciously chosen and implemented by an employee, the desire for the intended status (social, official, qualifying), which ensures professional and social self-affirmation of a person in accordance with his level of qualification . The basis of a career are socially recognized scales of professions, statuses, occupations, behind which are examples of professional and social achievements. These samples become significant values and goals of a person, stimulate his professional growth. The result of this type of career is a certain social status, position. The criteria for social status in a profession can also change during a person's life.
A person can consciously choose and build his career both professionally and in terms of job. For the same person, these aspects of a career may not coincide. Thus, a true professional may not make a professional career, and vice versa, a person in high positions may not achieve the same high level of professionalism. A career of the first kind requires proper professional competence, a career of the second kind requires social competence, although formal status may not mean real leadership in a professional environment. It seems that, although in different “dosages,” both types of careers should be represented in the professional activity of an active person, otherwise the disproportion may cause some deformations of the personality, for example, the motive of a personal career may develop to the detriment of the motive of a creative contribution to professional activity, etc. d.
There are types of career according to the nature of its dynamics (quoted from (39)):
- an ordinary career as a professional development with the passage of all the main stages of professional life (choosing a profession, stages of exploration and testing one's strengths in various fields, the stage of mastering a profession, strengthening in it, the stage of maintaining and improving qualifications, continuing professional studies, decline, etc. .);
- a stable career as a direct progression from vocational training to the only permanent type of work;
- an unstable career in which, after the stages of trials and consolidation, new trials follow. These new tests can be forced (in case of loss of work, working capacity), voluntary (change of interests) or be caused by the redefinition of professions without interest and effort (such people are called migratory birds, tumbleweeds); new samples may be multiple.
- a combined career, when short periods of stable professional life and employment are replaced by stages of involuntary unemployment or a change in profession, reorientation, and additional education.
Today they talk about the second, third career, when an active person starts a new job after changing his profession, after retirement.
Approaches to a career based on the employment or unemployment of a person have been described (38, 41):
- a stable working career, when a person is employed full time in the profession for which he was trained, or acquired the necessary knowledge, skills, working in the field of the profession (according to the author, 49%);
- an unstable working career includes those who worked, but changed their occupation or worked outside their specialty. The essence of this type of career is that its representatives move from one job to another (22%);
– terminated or ending career includes those who were often unemployed, whose periods of employment alternated with periods of unemployment (4%);
– academic career includes those who studied during the entire study period.
Among those, the author notes, whose position in the labor market is the most stable, a greater number of people have completed vocational training (up to 90%). Among the representatives of the abandoned career type, only one third received vocational training.
Thus, the type of career is the professional level achieved and the sequence, frequency and duration of trial and permanent jobs. Different types of career require from a person different psychological qualities, different types of competence.
A person's career is influenced, first of all, by internal factors - motives, the level of claims, self-esteem, human health. The more mature a person is as a professional and as a person, the greater is the role of internal factors in his career. Internal factors can be amplified - or formed by the person himself. It is very important to strengthen one's awareness of high standards of labor in a given professional field and the desire to enter into mental competition with them, to strengthen one's desire to obtain the social product necessary for society in the best professional way.
Labor productivity is a measure of labor efficiency, characterized by the achievement of the expected result of labor, the goal of labor activity or the degree of approximation to it.
Labor productivity is determined by the values of indicators that reflect the achieved end result of labor.
The result of labor is the result of the purposeful labor activity of an individual worker.
Evaluation of labor productivity is one of the types of personnel management activities aimed at determining the level of efficiency of work performed by the assessed employee.
Performance appraisal serves a number of important organizational purposes:
Evaluation helps to determine which workers require more training and the results of training programs. It helps to establish and strengthen business relationships between subordinates and managers through the discussion of the results of the evaluation and, in addition, it encourages managers to provide the necessary assistance;
Evaluation of the administration helps to decide who should get a raise, who should be promoted, and who should be fired;
Evaluation motivates employees to work more productively. The presence of an appropriate program and the publicity of the results of its implementation develop initiative, develop a sense of responsibility and stimulate the desire to work better;
Evaluation serves as the legal basis for transfers, promotions, awards and dismissals. It provides material for the development of employment questionnaires. Evaluation provides the necessary information to determine an employee's salary and benefits. It is a natural occasion for a lengthy conversation between a manager and a subordinate about work problems, during which both parties get to know each other better;
Evaluation can be used in the development of personnel selection tools, such as tests.
The performance indicators of an employee's work are the quantitative and qualitative characteristics of his work, which are used to plan and evaluate his activities for any period of time (year, quarter, month) or when performing a set amount of work or task. In a word, the results of an employee's work are expressed by indicators that characterize the quantity, quality, completeness and timeliness of fulfilling the duties assigned to him, and for managers - also taking into account the final results of the work of the labor collective.
The performance indicators of the employee must meet the following requirements:
Be easy to calculate
Be understandable and accessible to employees
Be differentiated, i.e. reflect the specifics of the work of various categories of workers and positions
Reflect the completeness and reliability of the duties, functions, tasks performed by employees
Reflect the results of the employee's work both in quantitative and qualitative characteristics
Reliably and accurately characterize the results of the employee's labor activity
To be evaluated by one of the known methods.
The variety of types of labor activity - with a predominantly physical or mental nature of labor, managerial, creative, entrepreneurial, etc. - is characterized by a wide variety of indicators of the results of certain types of labor, or, more specifically, the labor of employees of certain professional groups and positions.
Despite the variety of indicators of labor results, there are a number of factors that affect labor productivity. They can be reduced to several homogeneous groups.
Factors are the reasons (or conditions) for achieving a particular result of labor. Factors have an impact on the ability of an employee to carry out expedient activities through the use of their psycho-physiological, professional, moral, motivational qualities and attitudes.
There are three main groups of factors affecting the results of labor:
The first group - represents a single structure of traditional macrofactors that objectively exist in the conditions of a certain socio-economic policy of the state and the natural climatic environment
The second group - shows that the results of the work of employees are influenced by the production, internal environment that directly surrounds people in the organization
The third group - it includes those conditions of productive work that are inseparable from each employee, as they are given to him by nature from birth, or acquired by him in the process of upbringing, education, communications.
When choosing performance indicators, the following should be taken into account:
The nature of the employee's activity - that is, for which category and position of the employee indicators are set, since they must be differentiated depending on the complexity, responsibility and nature of the employee's activity
For the solution of what specific tasks are performance indicators used - for example, increasing wages, establishing the employee's contribution to achieving the results of the organization's work, etc.
In accordance with this, the establishment of indicators of labor results in relation to the category of workers can be carried out most successfully and quite simply.
This is especially true of piecework workers, since the determination of the quantitative and qualitative results of their labor (quantity, volume of products produced, product quality) for this category of workers is not difficult and is based on the production program for the manufacture of specific products, on a portfolio of orders, etc. At the same time, the assessment of the results of the work of workers is carried out by comparison with the planned or normalized task.
That is, the productivity of the labor of production workers is determined by their productivity.
Labor productivity is an indicator of the efficiency of the use of labor resources (labor factor). Labor productivity is measured: either by the quantity of products in physical or monetary terms, produced by one employee for a certain, fixed time (hour, day, month, year); or the amount of time spent on the production of a unit of marketable output.
It is much more difficult to establish the performance indicators of managers and specialists, since they must characterize their ability to have a direct impact on the activities of any production or management link. In the most general form, the result of the work of an employee of the management apparatus is characterized by the level or degree of achievement of the management goal.
Evaluation of the results of work of different categories of workers differs in their tasks, significance, indicators and characteristics, the complexity of identifying the results. In this regard, it is necessary to single out such a concept as “evaluation criterion”, these are the key parameters by which the effectiveness of an employee’s performance is evaluated.
Let's present in table 1.1 some criteria for evaluating the results of the work of employees.
Table 1.1 - Criteria used in evaluating the results of work of employees
|
Indicators |
Criteria |
|
Quantitative indicators |
Labor productivity Sales volume in pieces Sales volume in rubles Number of processed documents Number of concluded contracts |
|
Quality of work |
The number of errors (when printing papers, filling out forms, statements and other documents) Marriage rate Number of complaints or claims from customers The cost of poor-quality work performed or not accepted |
|
Loss of working time |
Number of absenteeism and absenteeism Number and frequency of being late for work Number and frequency of unauthorized interruptions |
The procedure for evaluating the results of labor will be effective if the following prerequisites are met:
Establishing clear "standards" of labor results for each position (workplace) and criteria for its evaluation;
Development of a procedure for evaluating the results of labor (when, how often and who evaluates, evaluation methods);
Providing complete and reliable information to the appraiser on the results of the work of the employee;
Discussing the results of the assessment with the employee;
Making a decision on the results of the assessment and documenting the assessment.
In order to provide information that is necessary for the objectives of the organization and does not conflict with the law, the performance appraisal system must provide accurate and reliable data. With a certain system, the ability to obtain reliable and accurate data increases. Here are six steps that provide the foundation for such a systemic process:
Establish performance standards for each workplace and criteria for its evaluation;
Establish a policy for conducting performance appraisals, i.e. Decide when, how often, and by whom to evaluate;
To oblige certain persons (or the employees themselves) to assess the effectiveness of labor;
Oblige assessors to collect data on employee performance;
Discuss the assessment with the employee;
Make a decision and document the assessment.
Problems can arise in the process of evaluating the performance of employees. We list the main ones:
Many employees are distrustful and cautious about performance appraisals, mainly due to concerns about their bias.
Many performance appraisals are not viable because they are poorly designed, in particular, based on incorrect evaluation criteria or cumbersome methods. Evaluation becomes a tribute to the form, content in the case when the criteria are focused on the activity or on personal qualities, and not on the output performance of the employee. Some scoring systems require a large investment of time or extensive written analysis.
Inadequate (insufficient or not according to the profile) training of persons making the assessment. This problem can lead to a number of issues related to valuation standards - the so-called "halo effect" - being too lenient or demanding; "averaging" estimates; excessive emphasis on "fresh" impressions and, finally, personal bias.
Many raters avoid giving high or low marks. They take the view that all employees are about average and, say, give their subordinates a rating of 4 on a rating scale of 1 to 7. Putting down such "average" ratings does not bring any results. Evaluators should be advised that it is necessary to differentiate employees according to their results and to do this, use the proposed rating scales in their entirety.
One of the problems of assessment systems is the temporal spread of the qualities being assessed. Evaluators forget about the qualities that were previously evaluated and are under a fresh impression of the qualities that are currently being evaluated. Thus, many assessed workers are assessed on performance in the last few weeks, rather than on average performance over the past six months or a year. This is called the freshness estimation error.
If performance evaluations are made by incompetent or biased evaluators, then employees will resist or ignore them.
Evaluation of labor productivity will be less effective if a person is not interested in his work and considers it only as a means to earn money. And if the assessment is not so negative that the employee is afraid of its consequences, then it can be considered simply as a paper transfer.
For quality appraisal performance assessments, there are brief appraisal retraining programs that usually drastically reduce the number of errors that are so detrimental to performance appraisal programs.
Evaluation of the effectiveness of the activities of winders was carried out on the basis of a study of the nature of the dynamics of their performance.
The study of the nature of the performance dynamics of winders was based on a number of theoretical provisions developed by Soviet and foreign researchers. According to these provisions, the working capacity of a person during the working day is not a value
stable, it is characterized by phase development. The main phases of working capacity are: a) the phase of developing or increasing working capacity, which can last from several minutes to 1.5 hours, depending on the specifics of labor and its organization, as well as on the individual characteristics of a person; b) the phase of high stable performance can be maintained for 2-2.5 hours or more, depending on the complexity and severity of labor; c) the phase of falling performance, due to the development of fatigue. The ratio of these phases in time determines the nature of the performance dynamics. Performance evaluation criteria are production and psycho-physiological indicators.
Evaluation of the effectiveness of the performance dynamics of winders was determined on the basis of four types of labor productivity dynamics identified by V. S. Raevsky.
Type I is characterized by a gradual increase in labor productivity over a period of several minutes to 1.5-2 hours, its stabilization at a high level for 1-2 hours and a subsequent decrease due to developing fatigue.
Type II - the highest labor productivity in the first hour of work and its decrease in the subsequent hours of the first half of the shift.
Type III - multiple fluctuations in labor productivity (increase and decrease) throughout the entire shift.
Type IV - a high pace and a steady rhythm of labor productivity from the first minutes and for 4 hours of the working day. .
I, II and III types of dynamics of labor productivity V. S. Raevsky refers to ineffective.
The study of the performance of winders was carried out on 10 workers selected from 15 who performed "high" winding. The studied workers were divided into two groups according to a number of the same type of indicators: age, general education, level of work in a given specialty, and performance indicators. The first group consisted of five young workers who had worked for 4-5 years; the second - out of five middle-aged workers who worked
20-25 years old. The performance dynamics of each winder was studied at least 6 times on different days of the week during a full work shift.
As production indicators, time costs for the manufacture of one unit of production and their distribution in the process of work, as well as the variability of the time spent on the implementation of one unit of production during the working day, were taken into account.
Changes in the nature of movements observed in the process of activity were taken as psychophysiological indicators of working capacity. These indicators were identified on the basis of the assumption that the coordination of movements reflects the changes that occur in the main mental and. psychophysiological processes under the influence of work. These include indicators that characterize the violation of the rhythm of movements during the manufacture of one product (fluctuations in the speed of the machine and the time spent on winding the layer), the nature and dynamics of errors made by the worker during the working day.
Quantitative indicators of the performance dynamics of the winders were processed by methods of graphical and statistical analysis: arithmetic means, mean errors and rank correlations were calculated, the reliability of which was established for a significance level of 0.05.
When processing the obtained data on the time spent on the manufacture of one winding and constructing the performance curve, only the time spent on eliminating "permanent" interference 3 was taken into account. “Permanent” interference included failures in operation due to the change of the reel, which, as a rule, occurs during the manufacture of each winding, provided for by the technology, and failures in operation due to errors made by the winder.
A graphical analysis of the performance curves revealed in their nature a discrepancy with the patterns of phase change. Frequent fluctuations, reflecting
3 Interferences, which were rare and had little effect on the performance dynamics of winders, did not take into account the increase in the time spent on manufacturing one winding, did not always make it possible to single out a period of stable performance, in the same cases when it was allocated, its duration was short, approximately 40-60 minutes .
These data, as well as the results of statistical processing of timing in terms of average time spent on manufacturing one winding (M), diversity indicators (standard deviation a and coefficient of variation - v), quantitative indicator of errors, the elimination of which took up to 10% of useful working time, as well as comparative graphic and correlation
analysis of the dependence of changes in the performance curve on errors, which revealed a fairly clear correlation between the increase in time spent
winding, and errors (for example, Fig. 10), made it possible to determine the nature of the performance dynamics. Such performance dynamics refers to the third inefficient type of labor productivity (according to the classification of V. S. Raevsky), the main characteristic of which is multiple fluctuations in labor productivity throughout the entire work shift. In winders, these fluctuations occur, as it was found, as a result of erroneous actions and arrhythmic regulation of the wire winding speed, which often and sharply changes (for example, from 1720 to 860 rpm), which leads to a violation of the rhythm of winding layers and to a lengthening of their time. execution, for example, from 6 to 12 s. The revealed changes in the rhythm of work, according to our assumption, are a kind of regulation of the consistency of actions performed by female workers, aimed at maintaining the continuity of the production process. In those cases when the regulation is disturbed, there are serious changes in the motor sphere (delayed or hasty or inadequate movements appear), which we observed in winders, leading to errors. Violations of the coordination of performed actions are due to violations in coordinated work, actualized in the activity of mental and psychophysiological functions, resulting from the deterioration of the functional state of female workers. Thus, changes in the processes of visual perception due to an increase in the duration of fixations and an increase in the number of corrective eye movements are one of the reasons for the violation of sensorimotor coordination and the weakening of attention functions: attention is distracted from the main object of labor, its stability is disturbed, and the ability to concentrate decreases. As a result of a disturbance in the distribution of attention, emotional tension increases and the possibility of timely implementation of a spatio-temporal assessment of actions before the end of the winding of the layer decreases. These phenomena reduce the ability of the worker to work effectively.
So, sanitary and hygienic working conditions, features of the organization of the workplace, high-speed
The regime of work and vocational training turned out to be the reasons that negatively affected the functional state of female workers and thereby influenced the efficiency of their work. So it was installed diagnosis the reasons for the low efficiency of the work of winders, which corresponded to the original objective of this study. But this diagnosis was not of a symptomatic nature (that is, it did not come down to highlighting the signs of any particular “disease”), but rather the nature of the identified syndrome, reflecting a whole range of adverse factors that adversely affect a person in the course of his professional activity. Therefore, the diagnosis that we made in this study was the material for building a program for further comprehensive solutions to the issue of increasing the efficiency of winders, since a whole group of specific psychological, engineering-psychological and sanitary-hygienic tasks was identified, each of which required a special purposeful solution. In general, all the identified tasks represented a single set of goals for optimizing the activities of winders of medium-sized transformers of the 2nd shop of the electrical plant named after. V. V. Kuibyshev. This caused the need to address them within the framework of ergonomics.
The corresponding set of works was carried out on the basis of the psychological characteristics of the professional activities of the winders by a whole group of various specialists: psychologists, hygienist, engineer, anthropologist, engineering and technical workers of the workshop and the NOT department, whose joint work resulted in ergonomic research. As a result, the plant was given specific recommendations on: organization of the learning process; workplace organization; organization of the work regime of winders producing “high” winding, some of which were tested in production conditions (in terms of training and work regime) and accepted by the plant for implementation.
§ 4 . EXPERIMENTAL STUDY
Introduction
motivation stimulation managerial
Organizational behavior cannot be based only on the study of the influence of the individual and group dynamics on the management process. Despite the importance of the problems that arise when considering phenomena such as leadership and power, the organization must determine how, in what way, it can achieve the reproduction of the necessary organizational behavior.
Personality in the psychological aspect is a rather dynamic and plastic formation. Being in constant motion, consciously and unconsciously masking, changing, enriching, compensating, mutually changing, rebuilding, supplementing its internal qualities, the personality makes the problems of fixing stable, stable socio-psychological manifestations rather illusory and ephemeral. As a result, stability and sustainability are combined in the psychological organization of the individual with amazing flexibility, continuous enrichment of the sphere of its potentialities, with huge compensatory reserves, with the possibilities of restructuring, interchangeability, and complementarity of its constituents. Such complexity is due to the fact that the main way of being a person is development, which expresses the basic need of a person as a universal generic being - to constantly go beyond his limits, to achieve the possible fullness of embodiment in the individual form of his generic essence.
In real life, the line between professional and non-professional activities of a person is quite difficult to draw.
The issues of determining professionalism in human activity, the formation of a person in a profession and tracking professional growth have long been the subject of research in psychology, pedagogy and physiology.
Professionalism should be understood as a set of psycho-physiological, mental and personal changes that occur in a person in the process of mastering and long-term performance of activities, providing a qualitatively new, more effective level of solving complex professional problems in special conditions.
Professional development is due to the fact that the accumulated professional experience, the achieved high results of work allow us to solve production problems in a new and creative way, to show our individual touch, to find extraordinary solutions in any field of activity.
The relevance and insufficient development of research on this problem determined the choice of the research topic: "Psychological factors for increasing the efficiency of the work of personnel."
The object of our study is labor activity
The subject of our study is the psychological factors of increasing the efficiency of the work of personnel
The purpose of the study is to characterize the psychological factors for increasing the efficiency of the work of personnel
Research objectives:
1.Analyze the literature on the research topic. 2.Describe the basic concepts of work .To characterize the psychological factors of increasing the efficiency of the labor activity of the personnel. 1. Theoretical foundations of labor activity
.1 Personality as a subject of professional activity
In the process of activity, a person does not act on an abstract scheme, but solves socially necessary tasks in various socially necessary forms, directs his activity towards finding optimal ways to solve these problems. Considering activity as socially necessary, that is, socially organized, socially regulated, normalized, etc., it is necessary to find out how a person (group, collective, etc.) becomes its subject. The requirements of activity, its characteristics, conditions - temporal, spatial, technical, etc. - do not separately correlate with one or another mental personality trait (as it has long been tried to do in engineering psychology), but indirectly, through a personality that gives them integrity . A person strives for optimal coordination of the external and internal conditions of his activity, different levels of his activity - from mental to socio-psychological. An indicator of optimality is the productivity of activity: with optimal coordination, there is an increase, multiplication of mental and personal activity. Labor productivity is created through the organization of human activities. At the same time, productivity contributes to the development and improvement of the personality itself, causes its transition to a qualitatively new level of activity. In the process of social life, the transfer of experience, the organization of activity, and the constant social regulation of the activity of the individual (in the form of norms, conditions, temporary regimes, etc.) are carried out. Public regulation of activity does not exclude its individual regulation by a person, self-regulation. The optimal combination of social and individual regulation depends on the extent to which a person becomes a true subject of activity. Society redistributes the forms of activity and its requirements for the activity of the individual, and the individual develops his own, that is, individual, forms of activity and links all this into activity. The dependence of a personality on social relations is mediated by its position in these relations and the nature of its activity, the peculiarity of which, in turn, is determined by its life path. Personal activity is manifested in the formation of a person as a subject of activity, when he has his own attitude to activity, creates his own "style" of its implementation. From objects, means, conditions, etc., a person as a subject of activity forms an integral outline of activity, that is, this integrity is created by it from production, social, economic elements, etc. At the same time, a person combines objective requirements and his own interests, goals. Experience, motives, abilities, own state of activity. The degree of compliance of tasks with the capabilities of the subject (difficulty, proportionality, timeliness, etc.) is a criterion for the quality of the implementation of activities. The value of activity for the individual is associated, first of all, with the possibility of self-expression, the use of one's abilities, with the possibility of creativity. In reality, not any personality expresses itself in activity, not any activity meets the claims of individuals. The value of an activity for a person is built and determined at the intersection of many components - both the social prestige of this activity, and the possibility of self-expression in it, etc. This is how personal motivation for activity is specifically formed. The value of activity for the individual changes throughout life, depending on whether, over time, a person believes that he has already realized himself in the profession, is satisfied with his position in it, and the results achieved. The subject of activity is characterized by such involvement in the activity, such responsibility, which, even with increasing difficulties, does not give him the opportunity to change his attitude to the matter. Difficulties arising in the process of activity appear before the personality as a prospect of the possibility of resolving them on their own. The formation of a personality as a subject of activity occurs not only in the process of mastering socio-historical forms of activity, not only in its implementation at a socially necessary normative level, but also in the organization of activity and one's own activity. The organization of one's own activity by a personality comes down to its mobilization, coordination with the requirements of activity, pairing with the activity of other people. These moments constitute the most important characteristic of the personality as a subject of activity. They reveal the personal way of regulating activity, the psychological qualities necessary for its implementation. A person as a subject of activity can adapt his individual characteristics, abilities to specific tasks of activity. The ability to consistently connect all levels of activity regulation is the ability of self-regulation. Depending on the method of connection between mental and personal levels of activity, it acquires an optimal or non-optimal character. In the latter case, secondary mental and personal formations arise - fatigue, boredom, overstrain, etc. The method of communication of individual mental characteristics is either optimal or non-optimal for a given personality, its activity can be both at a minimum and at a maximum level. In the process of carrying out activities, it can multiply, increase, or it can be depleted, suppressed. The very activity of a person in activity appears in various specific forms: a person’s working capacity, capacity for work, ability to work, and specific individual abilities of individuals. The level of activity, its duration, stability, etc. depend on the consistency and optimality of combinations of different components, and on the way in which a person as a subject is involved in solving the tasks of an activity, on the position that he occupies in this activity. Inclusion in an activity requires the subject to calculate the forces for the entire period of activity, especially for unforeseen difficulties, surprises, etc. The choice of the principle of action or the adoption of a particular decision is a kind of self-determination of the subject, which changes the ratio of the previous and subsequent stages of activity and determines their psychological character. the turning point of the transition from the period of adaptation of activity to the period of stabilization varies individually. Through self-regulation, a person maintains a stable level of activity, regardless of the variability of mental states at one stage or another. Depending on experience, the subject has a greater or lesser ability to predict the occurrence of events. In turn, such a forecast transforms its internal state. It is the systemic nature of self-regulation that makes it possible to understand the source of the subject's mobilization of his forces and reserves, and not just the source of compensation for shortcomings. It is obvious that motivated activity, i.e., of interest to the subject, generates positive emotions and causes a feeling of satisfaction. The activity of a person with abilities also generates additional motivation for creativity, motivation for self-expression. Personality as a subject of activity is also characterized by such individual abilities as the ability to organize time, the ability to program future activities, to establish optimal modes of activity and passivity for oneself, to determine the rhythms of activity. The subject predicts his activity by subordinating and establishing the sequence of labor operations. Programming allows a person, firstly, in a typical and convenient way from the point of view of his psychological capabilities to connect a sequence of tasks precisely according to the nature of the activity required at the beginning, at the climax and at the end of the activity. Secondly, it allows you to determine exactly the moment and form of the maximum stress of activity, condense, redistribute subjective time, which leads to its saving. The continuity of activity is supported by the constant renewal and diversity taking place in it. Personality and activity, as if “flowing” successively into each other in the process of activity, are mutually renewed and stimulated to further development. The formation of attitudes towards work takes place in the process of the professional development of the individual, the development of his professional skills and interest. The professional improvement of the individual, the growth of her skills lead to the development of her creative, proactive attitude to work. 1.2 Stages of formation and dynamics of development of professional growth
Talking about the problems of personal and professional development of a person is an unusually difficult task. It presupposes no less than the depiction of a picture of the whole spiritual life: from the appearance of thoughts about who I will become when I am an adult, to the moment when a person stops all labor activity, ceases to be a person. Indeed, it may seem that such a period is a very long time span. From a scientific point of view, this approach is unreasonably broad: in psychology, the period of adulthood or maturity is usually divided into two (according to B. G. Ananiev) or four stages (according to D. B. Bromley). An attempt to consider personal and professional development as a whole is caused, on the one hand, by the fact that age categories to a greater extent indicate not so much a person's age as his social position, social status. On the other hand, a considerable amount of material has been accumulated in psychology, which makes it possible to trace and evaluate the main stages in the formation of a professional personality, which are subject to many influencing factors during life, of which three are important. The first is a biological factor. It includes the laws of biological maturation and aging. The second is the factor of the social environment, which unites all types of social influences: both the influence of friends and relatives, and the entire state structure. The third factor is the factor of a person's intrapersonal activity, determined by the level of his claims, self-esteem, the image of the "I" of the person, etc. The relationships between factors are so subtle and elusive that there is as yet no satisfactory theory that would explain all the laws of human development. It can be said, following G. Tome, that the processes of development of an adult person show just as little "inevitability" and "irreversibility" as many changes in childhood and adolescence. Usually, when studying the dynamics of professional development, they rely on the factor of acquiring work experience by a person and distinguish five-year internship groups: the first (1-5 years); the second (6-10 years); third (11-15 years old); fourth (16-20 years old); fifth (21-25 years old) and so on. Consideration of ten-year age periods is no less popular. This is due to the convenience of considering the significant personal and professional changes that are taking place, which are not tied to a certain age, but are associated with certain stages of the life path. Certain stages of development end with crises of the professional development of the individual and are accompanied by a restructuring of the semantic structures of professional consciousness, a reorientation to new goals, and a change in relationships with others. The crisis leads to further professional and personal growth using new means or to a halt in development, and perhaps even to regression. For each age, researchers identify life crises that are different in terms of time and in essence. Representatives of another extreme point of view believe that the choice of a profession, however, as well as the characteristics of the human psyche, depends entirely on the quality of education and training. From all that has been said, it becomes clear that unfavorable conditions for the development of abilities can be different. In some cases, with a high spontaneous activity of the child, this may be a lack of appropriate impressions - a depleted external environment. In others, under adverse conditions of upbringing, for example, with frequent nit-picking, an unfavorable family atmosphere, the child's energy can be spent on experiences and, as it were, "pumped out" of developing abilities. Finally, thirdly, improper handling of aspirations and motivation, for example, excessive coercion, can extinguish the child's activity and "dry" the ability. Thus, the study of abilities and the conditions for their development should take place in a complex manner at three levels: psycho-physiological, psychological and socio-psychological. Limiting the study of psychological parameters to only one level without taking into account others, including the natural prerequisites for abilities, is fraught with serious consequences for both the individual and society as a whole, since the consequences of mistakes in choosing a life path are well known. However, life observations and research show that the natural prerequisites for abilities cannot be completely denied. Without recognizing the innate abilities, psychology does not deny the innate features, the structure of the brain, which may be the conditions for the successful development of a particular profession. The value of makings for different professions is not the same. Thus, it is clearly revealed in musical professions, an essential prerequisite for which is a keen ear. It is in the structure of the peripheral (auditory) and central nervous apparatus that the inclinations for the development of musical abilities, the prerequisites for their development, lie. The musical abilities themselves in the true sense of the word are the properties and data necessary for musical activity. The structure of the brain does not provide for what professions, specialties related to musical ear, will develop in human society, what area of activity a person will choose for himself and what opportunities will be presented to him for the development of his inclinations. To what extent the deposit is “formed”, how it is formed, depends on the conditions of individual development. According to its results, i.e. it is not possible to tell from the current available capacity what the "contribution" of the deposit was. So far, scientists have no way to determine the degree of participation of genes in the development of abilities. The inclinations are indefinite for a particular profession, they are ambiguous. On the basis of the same inclinations, a person can achieve success in different professions, since abilities develop depending on the requirements of the activity. Thus, the inclinations are to some extent selective, not the same in relation to different professions. The passage of individual stages of mastering the profession will depend on the level of a person’s abilities. Some enter the profession quickly, skipping individual stages, others can get stuck on them for a long time and hardly move on. Mastery, i.e. perfection in a particular type of activity requires a lot of hard work. Mastery is more associated with reproductive or executive, productive activities. Not without reason, in some cases, the concepts of "master" and "artisan" are not distinguished. It does not follow from this that mastery is revealed in the corresponding sum of ready-made skills and abilities. The level of skill is not a frozen, unchanging structure. In the process of activity, the structure of a person’s abilities changes, develops, his personality is formed, allowing him to move from one level of skills to another. As you know, even very gifted people began with imitation, and then, as they gained experience, they began to show creativity. Talent is a certain combination of abilities, their totality. A separate, isolated ability, even if it is highly developed, cannot be called a talent. Confirmation can serve as people with a phenomenal memory. The first phase of professional development begins at the age of 19 - 20, when young people enter their first labor collective after school, secondary vocational school, the army, or first get into practice at the institute. It is then that they have the opportunity to feel how their dreams really coincide when choosing a profession with real activity. And it is very important that a young person be able to recognize, understand a new, unusual way of life for him and be able to fit into it. As a rule, the difficulties of growing up and entering an independent professional life lead to the fact that youthful romanticism is gradually destroyed, low self-satisfaction is felt, and the search for the meaning of life continues. E.A. Klimov calls this period adaptation, or getting used to work by a young specialist, and people who are in a state of adaptation are adaptants. Indeed, no matter how well a professional is trained in an educational institution, whether it is a vocational school in production, a "training" in the army or a university in science, in reality everything turns out to be not quite so. It must be said that the beginning of professional life is accompanied by a desire to master the surrounding space and manifests itself in all spheres of life. Finding a partner for life, furnishing your own apartment, starting the first phase of your professional life are stages that are clearly projected outside the internal mental structure. The most important tasks are the foundation of a vital community and the beginning of a professional career. If these stages are slowed down by external circumstances, then internally they are felt as a disadvantage, which must be eliminated as far as possible. In reality, retreats lead to what psychologists consider the third decade of life as a conflict age. It should be noted that some features of a professional personality are already formed during the period of study. So, in the study of the features of the formation of the first impression about a person by students L.K. Korablina showed that students of physics in the description tend to reflect the inner world, greater objectivity and accuracy than students of journalism, who more often give a psychological interpretation of appearance, include emotional and aesthetic assessments in the description. V.A. Maraev and G.P. Kholopov found out that changes occur with the memory of students. Moving up the professional ladder depends on how much the young specialist has retained the ability to perceive the new, what is his information culture. Psychological studies show that there is no direct relationship between the length of professional activity and its effectiveness. It is especially noticeable in the teaching profession. So, V.N. Nikitenko, using the autobiographical method, revealed a contradiction in the dynamics of the development of theoretical and practical training of teachers at different stages of professional development. It turned out that the vast majority showed a conscious interest in the profession of a teacher in periods of 7, 11 - 12, 14 - 15 years, entered pedagogical universities at 17 - 18 years old and graduated from them at 21 - 23 years old, and interest in pedagogical and psychological knowledge most of them began to appear only at 25 - 32 years. . Professional activity is saturated with personal manifestations and outgrows the level of a formally carried out craft. The main guarantor of the prevention of callousness, narrowness of thinking, violation of social norms is the developing personality of a specialist, his professional culture. The activity itself begins to exert a certain influence on the professional development of the individual. Well-known Krasnodar psychologist O.G. Kukosyan believes that any activity, any specialty imposes certain requirements on the personality of a person, imposes a seal on the entire appearance of an employee. Features of professional activity put before the person performing it the same repetitive tasks. Their daily solution and implementation over a long period of time form a person not only professional knowledge, skills and abilities, but also professional habits, a certain way of thinking, forms professional personality traits. Mastering a profession leads to the formation of professional self-awareness, which implies the consciousness of one's belonging to a certain professional community; change in attitude towards oneself as a professional; change of internal, subjective standards of professionalism; changing the criteria for choosing a profession; knowledge of their strengths and weaknesses, ways of improvement, probable areas of success and failure. According to G.M. Metelnitsky and O.M. Chikov, the formation of professional self-consciousness proceeds in the following way: from partial, indefinite ideas about one's personality, limited knowledge of the shortcomings and exaggeration of the number of advantages of one's own professional activity, inability to foresee difficulties and achievements in one's work, to a critical and adequate assessment of the diversity of aspects of one's own personality and activity, interests , knowledge and skills - signs of reflection, typical for true masters of their craft. The systematic occupation of a certain type of labor ensures the specialization of certain mental functions. According to R. Gauld, D. Levinson and D. Veilant, from 29 to 32 years old, a “transitional” period begins. It is considered as such due to the fact that new internal contradictions arise during it: the first life successes and expectations are replaced by gray everyday life and, as a result, there is a decrease in the sense of meaningfulness and fullness of being. We often cannot understand what is happening, what we need, what we like. In the face of a further choice of life goals and paths, young people often experience confusion, insecurity and, at the same time, a thirst for great things. "Stagnation" in professional development causes the need to sum up interim results, reconsider values, and maybe even sign for the failure of one's plans, lead to thoughts about changing the field of activity. As a result, we are finally convinced of our unsuitability for the chosen specialty. Most professions do not make absolute demands on a person. Hence, according to K.M. Gurevich, the formation of professional suitability for such professions coincides with the development of an individual style of activity. At the same time, they cannot be identified. Individual style is a sign of personality, not limited to certain situations. A person can have the same style in different types of activity, and professional suitability is a set of personal properties and qualities that a person needs to have in order to successfully perform professional duties. Suitability can manifest itself in different styles. About 30 years old, the element of feelings subsides, a real vision of life comes. As Jones McFarley notes, young men who at the age of 14-16 refused to go to school, and some of them committed reprehensible acts, at the age of 30 turned out to be quite collected, competent and creatively directed young men. Thirty years is the time of the first look back. This is where a distinct feeling arises that a person has said goodbye to youth and is entering a phase of firm life positions, when completely different tasks appear and the first stage of life is summed up: “youth has passed, a serious life begins.” 2. Theoretical foundations for improving the efficiency of labor activity
.1 Motivation as a factor in improving the efficiency of labor activity
The concept of motivation is interpreted in the literature in different ways. There is no unity in the use of the very concepts of "motivation" and "stimulation". In our opinion, it is reasonable to proceed from the following definitions. Motivation is a set of factors, mechanisms and processes that ensure the emergence of an incentive to achieve the goals necessary for the individual. Motif (fr. motif - motivation) - an incentive to vigorous activity of an individual, a social group, associated with the desire to satisfy their specific needs. Needs - this is the need for something objectively necessary for the maintenance of life and the development of an individual, a social group, an internal stimulus of activity. Needs cause a special state of the personality's psyche, felt or perceived by him as "tension", "dissatisfaction", a reflection of the discrepancy between the internal state and external conditions of his activity, manifested in drives and motives. Needs stimulate behavior that is recognized by workers. In this case, they take a specific form of interest in certain activities, objects or subjects. Interest (lat. interest - matters) is a concrete expression of perceived needs. The motivational process begins with a physiological or psychological need that activates behavior or creates an impulse (motive) aimed at achieving a specific goal or reward (unsatisfied need). It all boils down to a more concise definition: a need is an internal motivator of activity. There is no general opinion on how to classify human motives, but there is the following classification: primary motives. Primary motives are innate and have a physiological origin, so they are called: "primary", "physiological", "biological", "congenital". The use of the term "primary" does not mean that this group of motives has some superiority over other (common and secondary) motives. However, although some theories of motivation recognize the priority of primary motives, there are many situations where general and secondary motives dominate over primary ones. The category of primary includes motives that meet two conditions: to be innate and to be determined by physiology. On this basis, the most common of the primary motives are hunger, thirst, sleep, the desire to avoid pain, sex and maternal instinct. Since all people are physiologically the same, they will naturally have the same basic needs. 2.General motives. When classifying, common motives are not always distinguished into a separate category. However, it is sometimes necessary, since there are motives that are between primary and secondary motives. These are innate, but not physiological motives. While primary motives tend to reduce stress, general motives drive a person to increase stimulation, which is why they are sometimes called stimulating. These include such motives as curiosity, the desire to manipulate, affection, etc. Understanding general motives is very important for explaining human behavior, especially its organizational behavior, therefore, in the field of work of an employee, general motives are more important than primary motives. 3.secondary motives. As human society develops economically and becomes more complex, primary and, to a lesser extent, general motives in motivating behavior give way to acquired secondary ones. Even with some obvious exceptions that still have to be fought, the motives of hunger and thirst are still not dominant among people living in economically developed countries. Secondary motives are closely related to the concepts of learning and reinforcement, when reinforcement is seen as an element that serves to increase motivation to repeat behavior. Needs are the "starter" of a certain behavior of the individual. Concretely, this is expressed in the fact that in the presence of certain needs (a “lack” of something), the individual becomes more receptive to the management’s attempts to motivate him. At the end of the motivational process is a reward, defined as something that satisfies a need. Thus, the achievement of reward will lead to the restoration of physiological and psychological balance and will reduce or completely eliminate the drive. The motivational process is purposeful. The goals that the employee wants to achieve are considered by managers as incentives that attract this individual. The achievement of the intended goals is expressed in the satisfaction of needs through actions, and thus purposeful behavior appears. After a certain period, management evaluates such behavior with a reward or punishment. The results of such an assessment are accepted by the worker, and the “lack” in needs is reassessed. This, in turn, contributes to a new resumption of the motivation process. One of the characteristics of a motive is its strength. It affects not only the level of human activity, but also the success of the manifestation of this activity, in particular, the efficiency of activity. The strength of the motive is related to its stability. If it manifests itself situationally, “here and now”, then they speak of perseverance, if stability characterizes a motivational attitude, then they speak of perseverance. M. Winterbottom (M. R. Winterbottom, 1958) showed that highly motivated children show more perseverance in completing a task than weakly motivated ones; in adults, this dependence is less pronounced (J. Atkinson and G. Litvin) or absent altogether (E. French and F. Thomas). X. Hekhauzen (1986) showed that highly motivated and motivated for success tend to plan their future for long periods of time. Historically, the study of this issue began in the first quarter of the 20th century in connection with the study of the influence of stimulation of various strengths on the level of activity, the strength of the emotional reaction, and the effectiveness of learning. At the same time, motivation was understood as any stimulating effect on the activity of humans and animals, up to the introduction of pharmacological preparations. It was revealed, and above all by the experiments of Yerkes and Dodson (1908) on distinguishing between two brightnesses, that excessive stimulation leads to a slowdown in the rate of learning. In the experiment, a task was given that assumed three levels of discrimination; three levels of stimulation (motivation) were also provided: strong, medium and weak electric shocks as a punishment for a mistake. The results of the experiment show that in each case there is an optimum current strength (motivation), at which learning occurs most quickly. It is also important that the optimal stimulation also depends on the difficulty of the task: the more difficult it is, the closer the optimum is to the threshold value of the stimulus. Therefore, with a difficult task, weak motivation is needed, and with an easy task, strong motivation is needed. The revealed patterns were called the Yerkes-Dodson law, which became widely known both abroad and among domestic psychologists. Meanwhile, speaking about this law, it is necessary to make some remarks. To begin with, in essence, this law is no different from the law of optimum-pessimum, which was formulated by the Russian physiologist N. E. Vvedensky (1905) and extended to human behavior. So, he wrote that one of the conditions for the fruitfulness of mental work is the observance of the law of optimum, by which he understood the "measurement" and rhythm of work. Impulsiveness in work, its sudden increase is unfavorable for productivity. But the same rule is true for the higher types of neuropsychic and mental activity. NOT. Vvedensky understood, and this should be especially emphasized, that the optimum is individual for each person: “Apparently, different people have a more or less different rhythm of work. This has to be reckoned with in the troops on a campaign: when the transition is long and difficult, the soldiers are allowed to walk at a free pace, so that one can walk more often, the other less often, since marching in step and strict submission to the general pace of movements tires individual individuals more quickly. Similarly, unaccustomed fast reading quickly tires the attention of listeners and, moreover, to varying degrees, so that for mental work it is necessary to allow some, more or less certain for each individual, rate of normal activity ”(1952, p. 866). As you can see, the patterns obtained on the neuromuscular apparatus, N.E. Vvedensky transferred to human activity, understanding the universal nature of the laws he discovered. Therefore, the statement of M. G. Yaroshevsky that the problem of motivation was of no interest to N.E. is not very fair. Vvedensky. So, how motivation was understood, and sometimes it is understood now (as stimulation, as activation), the works of N.E. Vvedensky had a direct relationship with her. Therefore, speaking of the Yerkes-Dodson law, one should not forget about its optimum-pessimum law, which undoubtedly reflects the connection between the strength of a motive and the effectiveness of activity. Further, the Yerkes-Dodson law (as well as the optimum-pessimum law), if we take into account the experimental data on the basis of which it is formulated, concerns the strength of determination (stimulation), the strength of external stimuli, but not motivation as an internal (mental) process and does not the strength of the motive as an internal stimulus. And yet it is obvious that this law and the law of optimum-pessimum are related both to self-stimulation and to the strength of emerging desires, and, consequently, to motivation and motive. As J. Nutten (1975) notes, the idea of an optimum motivation is as old as human thought, and moralists have always condemned excessive passions, because of which a person lost control of himself. Therefore, psychologists from different countries recognized that intense stimulation has a negative effect on our effectiveness, on adaptation to the tasks that the environment constantly sets before us. There is no doubt about the validity of these arguments, but the problem is that there is very little experimental confirmation of them. All experiments come down to creating conditions under which a person would want to do something faster, better, but what was his strength of motive (needs, aspirations, desires) cannot be said, since it is not directly measurable, it can be judge only indirectly. We only assume that with increased stimulation (as a rule, external, but it would be better - internal, emanating from the subject himself), the strength of the motive also increases. In this respect, the Yerkes-Dodson experiments are not proof that they are about motives. Most likely, the effectiveness of learning changed due to different levels of anxiety, fear of punishment. And yet, first of all, practice confirms that the optimum motivation and strength of the motive exists. 2.2 Stimulation as a factor in improving the efficiency of labor activity
Stimulation is a type of management activity aimed at managing the labor behavior of the organization's personnel in order to achieve its goals by influencing the employee's living conditions. In the broad sense of the word, incentives are a set of requirements and a corresponding system of rewards and punishments. At the heart of the stimulation process is a stimulus, i.e. motivation for action, the cause of which is interest as a form of needs realization. A stimulus is a motivating force that can act as a "stick" or "carrot". The basis of incentives is the relationship between an action and the reward for that action. Incentives can be material and moral. External stimuli can increase or decrease the strength of the motive, and the more routine the work, the more so. And depending on what role the person's motives play (socially positive or socially negative), the task of education is to use the motivational potential of incentives in the right direction (i.e., apply them or eliminate them). The strength of the motive depends on many factors, which was shown by N. Akh. He revealed the dependence of the strength of the motive on the degree of awareness and clarity of the object of motivation, calling it the law of special determination of the will. The strength of the motive is affected by the fixedness of the skill, the attractiveness of the object of influence. The expected result, the idealized object reinforce the motive. Under the influence of strong motivation, an event that is undesirable seems less likely than it really is. The strength of the motive can be influenced by praise or censure, competition with others, hurt pride, the problematic and mysterious nature of the task facing the person, the attractiveness of the object, etc. Let us consider the role of the main of these factors. The question of the influence of reward and punishment is studied by psychologists mainly in connection with the problem of learning, where they are considered as positive and negative reinforcement. E. Thorndike (1935) found out the influence of encouragement on the repetition of a desired reaction and disapproval on the inhibition of an undesirable reaction and came to the conclusion that the former is stronger than the latter. However, further studies of this issue abroad and in our country revealed the inconsistency of the results obtained: some authors argued that praise is a motivator of greater power than censure, while others argued the opposite, and others proved the effectiveness of both praise and censure. Strong censure and encouragement led to a weakening of volitional effort. Based on such data, G. Thomsoni S. Cunnicutt concluded that both praise and blame can be unreasonably used by an elementary school teacher if he does not take into account the psychological characteristics of students. Meanwhile, it has been established that censure often negatively affects people with a weak nervous system. Praise has a positive effect on them, but on people with a strong nervous system it has almost no stimulating effect. Public praise is very well appreciated by people, while public irony causes the most negative attitude. As for the reprimand in private, more than half of the people react positively to it. A negative assessment has a positive (stimulating) effect if it is fully justified and given tactfully, taking into account the situation and the state of the person, his individual characteristics. It is characteristic that the worst results of work, according to A. G. Kovalev, were found not among those who were criticized, but among those who were not evaluated in any way. "Unnoticed", that is, not evaluated in any way, people began to work worse and worse due to a decrease in the strength of the motive for the work performed, since they believed that no one needed it. A.G. Kovalev divides positive and negative assessments into global, when the whole personality is assessed, and partial, partial, associated with a specific activity (a specific task). He believes that global assessment, both positive and negative, is harmful. In the first case, it inspires a sense of infallibility, which reduces the self-criticism and mobilization potential of the individual (demanding to oneself), and in the second case, it undermines a person’s faith in himself, which leads to a decrease in the strength of the motive. With a partial positive assessment, a person realizes that not everything has been done yet, that success does not give grounds for complacency; with a negative partial assessment, he does not lose self-confidence, does not reduce his motivational potential, he understands that failure can be overcome, since he has enough opportunities for this. A.G. Kovalev notes that people prefer a direct assessment of their performance if it is positive. At the same time, the more significant the successes, the more a person feels the need for direct public evaluation. Conversely, in case of failure, a direct assessment is unpleasant, and therefore a person prefers an indirect one, when he is not specifically named; in this case, he seeks to conduct business with greater activity. Naturally, the assessment should, as a rule, be adequate to the actual achievements of the person. However, in a number of cases, in order to stimulate the activity of a diligent, but not very capable or insecure person, one should praise him for small and even imaginary successes. An essential point is the regularity and timeliness of performance evaluation. From this point of view, accounting for academic performance in universities only on the basis of passing exams in the winter and summer sessions cannot be considered successful, based on the stimulation of students' learning activity. The absence, as in school, of constant surveys with marks relaxes students, does not make regular independent studies on textbooks and lecture notes necessary. At the beginning of the 20th century, the role of monetary reward was recognized as leading in stimulating the worker, in connection with which the concept of "economic man" arose. Other motivators that enhance work activity were either not recognized at all, or their influence was considered insignificant. An "incentive" wage system was introduced: the amount of earnings increased in accordance with the growth of labor productivity. However, if the material reward remains at the same level, it reduces its motivational potential over time; for this incentive to remain effective, an increase in the amount of remuneration is necessary. It is more effective where the work performed can be quantified, and less effective where the results of the work are difficult to quantify. In addition, it matters how often a person receives a reward - at short or long intervals; in the second case, the motivational potential of the reward is reduced. Obviously, it is no coincidence that in tsarist Russia, workers were paid wages on a weekly basis. In general, people have different attitudes towards money, hence the stimulating effect of rewards is different. P. Wernimont and S. Fitzpatrick showed that, along with a positive attitude towards them (money as a measure of luck and prosperity, as a socially acceptable attribute of being, as a conservative commercial value), a number of people also have a negative attitude (money as a moral evil, as an object of contempt). According to A. Fenham, the attitude to money is determined by gender, social environment, economic status, and personal characteristics. According to him, women are more prone to fantasies and obsessions about money than men, they believe more that earnings should depend on the efforts and abilities of the worker. According to M. Prince, women express greater frustration about the lack of money and are more envious of those who have it. True, R. Lynn, when examining representatives of forty-three countries, revealed that men also have a tendency to attach increased value to money (only two countries were an exception). At the same time, there are few people who demonstrate a fanatical desire to make money (A. Fenham, 1984; O. S. Deineka, 1999). It is no coincidence that studies by psychologists already in the early 20s of the 20th century showed that there are more significant incentives for a person’s labor activity than wages, or at least that wages are not the only means of strengthening the motives of a person’s labor activity. Moral encouragement can also act as stimulation, which is shown in detail in the work of A.A. Rusalinova (1974). The role of competition in increasing the strength of a motive is most clearly manifested in sports, and it is no coincidence that the main facts confirming this were obtained when psychologists studied this particular sphere of human activity. However, stimulating activity through competition is a psychologically delicate matter that does not tolerate a pattern, requiring consideration of many circumstances. Typological features of people also matter. Individuals with a strong nervous system are more stimulated by the competitive environment than individuals with a weak nervous system, especially if these are very important competitions. Thus, conceited subjects are more stimulated by the competitive situation, they are more "turned on". More V.M. Bekhterev noted that there are three types of people: socially excitable, socially inhibited and socially indifferent. Later this was confirmed by many studies of his employees. Many work worse when they feel someone else's eyes on them. The degree of complexity and strength of skills is of great importance: simple and strong skills in the presence of other people in most cases are performed better, and skills that are only mastered and complex in coordination can be performed worse. The degree of intelligence also matters: the higher it is, the more excited a person is in the presence of others, the more he does not want to “hit his face in the dirt”. High-anxiety people are more likely to show negative reactions to the presence of others (spectators, fans) than low-anxiety people, and people with a high level of claims to the support of the audience most often react positively. All these facts indicate that there is an “audience effect” that has both a stimulating effect on people’s motives (increasing a person’s energy in the presence of other people is called facilitation) and an inhibitory effect (schoolchildren may be embarrassed to answer in class, fearing ridicule from comrades, adults may be afraid of public speaking in an unfamiliar audience, etc.). The success of a person's activity has a significant impact on the strength and stability of motives. Successes inspire him, and the constantly arising satisfaction from the achieved result leads to satisfaction with the occupation, that is, to a persistent positive attitude towards his activities. Failures lead to the emergence of a state of frustration, which can have two outcomes in terms of influencing the strength and stability of the motive. In one case, failures repeated repeatedly make a person want to leave this activity, since he believes that he is not very capable of it. This intropunitive form of frustration, directed at oneself (self-accusation), can lead to curtailing the goals of activity, replacing them with simpler, more accessible ones, or only to mentally achieve them, or even to abandon them. However, regularly repeated successes are fraught with a certain danger: some people quickly get used to the role of a successful (successful) in any business. They develop immoderately high self-esteem, appear complacency, disregard for colleagues or rivals. This indicates the appearance of "star disease" in such subjects and leads to a decrease in the strength of the motive - why try, if everything works out that way. The socio-psychological climate in a team, group significantly affects the attitude of a person to the work he performs, the strength of his motive. Exemption from strict compliance with the formal requirements of the administration, the ability to determine the mode of one's activities, the discussion of common issues by the whole team, a friendly atmosphere contribute to satisfying a person's need for respect from others, the need to be considered a significant member of the group, to belong to this group, which has become a reference for him. Satisfaction with the socio-psychological climate in the group, the team significantly affects the overall satisfaction with the work, creates the stability of the motive for this work. The role of this factor in strengthening the motive was noted at the beginning of the 20th century by the outstanding Russian physiologist N. E. Vvedensky. But they began to attach special importance to it in the 20-30s in connection with the theory of “human relations” that replaced Taylorism (E. Mayo). Even minimal attention and concern for the needs of workers (for example, improved lighting in the workplace, moral encouragement at a meeting, etc.) increases labor productivity. But motivation especially increases when a person knows that his work is needed by society. The role of public attention is manifested in all spheres of human activity. It is not surprising that the choice of a profession in many cases is determined by its prestige: it is important for a person how this profession is treated in society. The issue of public attention is especially acute in the public spheres of human activity: among artists, athletes, politicians. Lack of public attention (not mentioned in the press, not shown on television, etc.) affects the strength and stability of the motive for activity, causes depression with its negative consequences. However, excessive manifestation of public attention can also have negative consequences (for example, "star disease" with all its negative aspects - dubious companies, parties, etc.) may appear, which change the direction of the individual, weaken the aspiration to creative achievements. The strength of the need and the energy of the motive are determined by the attractiveness of the object that causes the need. Attractiveness is often associated with the mystery of the object or with the prohibition of its use. The prohibition to open, look, try something often leads to the opposite result due to the curiosity that arises in a person, the appearance of the significance of the forbidden. Many fairy tales and legends reflect the idea of the sweetness of the forbidden. The attractiveness of another person for the subject is denoted by the word attraction (from Latin attrahere - to attract, attract). On the basis of it, attachment arises as a personal need to communicate with this person, as a special social attitude towards this person, as a specific emotional attitude towards him (sympathy and even love). One of the factors causing this phenomenon is the similarity of the perceiving and perceived subjects in terms of the structure of attitudes and assessments. However, the nature of this phenomenon is still unclear. Activities can attract, interest a person from different angles. This may be the unknown, the mystery of the end result, this is the difficulty of the task being solved, which "challenges" the person's pride. The older the students, the more they like to solve difficult problems that require significant intellectual effort. Obviously, when solving a task, a problem, a person experiences pleasure from the tension and productivity of the activity, and, as a result, he increases the strength and stability of the motive for its implementation. Conclusion
Motivational management is a type of management activity associated with the formation and development of a system for motivating and stimulating the personnel of an organization, aimed at achieving individual, group and organizational goals. The basis of motivational management is the motivation and stimulation of labor. Stimulation is a type of management activity aimed at managing the labor behavior of the organization's personnel in order to achieve its goals by influencing the employee's living conditions. In the broad sense of the word, incentives are a set of requirements and a corresponding system of rewards and punishments. At the heart of the stimulation process is a stimulus, i.e. motivation for action, the cause of which is interest as a form of needs realization. A stimulus is a motivating force that can act as a "stick" or "carrot". The basis of incentives is the relationship between an action and the reward for that action. Incentives can be material and moral. Labor behavior motives are formed from three main components: The employee's choice of a variant of his behavior depends not only on the expected reward, but also on the price (payment) for the results in the process of labor activity and the motivational core of the individual. List of used literature
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