Zhurnal Ministerstva narodnogo prosveshcheniya

53-61

Authors: Irina S. Klyuchevskaya

The article examines the problems associated with the directions of work of companies in the field of personnel training in 2024. The main directions of work in the field of employee training are identified. First of all, this is strengthening the relationship between business and personnel training and development, which is mainly aimed at adapting new employees, eliminating the company’s weaknesses, improving staff qualifications and developing leadership skills, as well as strengthening team spirit and creating a personnel reserve. Secondly, it is improving the working skills of employees, mainly through the development of management competencies and technological skills. Motivation in the company to develop the competencies of employees occurs mainly through the construction of a reward system. Developing and improving a learning culture is currently one of the bottlenecks, with only about a third of organizations having one as such, but developing one is high on the list of priorities for many companies. A hybrid approach and multimodal training format, which means that almost two thirds of companies develop their own training content. In general, corporate training is perceived positively by both employers and employees. It ensures high-quality and efficient performance by employees of their work functions, increasing employee loyalty, and improving relationships within the team.

66-78

Authors: Marina А. Maznichenko, Ekaterina A. Krasa

The purpose of the article is to study the manifestations of group and collective identity in early adolescence and to describe the pedagogical conditions for the formation of collective identity. The article clarifies the concepts of social, group and collective identity from pedagogical positions in relation to younger adolescence. The features of manifestations and actual forms of collective identity in early adolescence are described. The results of teenagers' self-assessment of their group affiliation are presented. The key problems hindering the formation of collective identity are identified. The necessity of purposeful formation of collective identity as an urgent task of educating younger teenagers is substantiated. The pedagogical conditions of its formation are described. The conducted research allowed us to draw the following conclusions. Younger adolescence is sensitive to the formation of group and collective identity. At this age, it is important to focus on the formation of collective identity as an aspiration to consciously and independently choose groups of belonging, actively participate in determining group norms and values, in the formation of group subjectivity, in initiating and performing various types of collective activities aimed at others and for others. Younger teenagers consider themselves to belong to various groups, the most popular among which are family, a group of friends, Russian citizens, residents of their city, and a group on social networks. The largest proportion of teenagers notes a strong emotional connection with their family, residents of their city and country, and representatives of their nationality. Teenagers experience positive emotions in relation to these groups, as well as in relation to communities of interest. A classroom, a school community, a yard company, and children's public organizations are less likely to evoke positive emotions and a strong emotional connection. Less than half of teenagers are actively involved in the affairs and events of belonging groups. The largest number of teenagers feels free, comfortable and safe in their family, their own country and city, with representatives of their nationality, as well as in the company of friends. Much fewer teenagers feel psychological comfort in the classroom, at school, in a children's organization, or in a group on social networks. Most teenagers consider themselves accepted in membership groups, with the exception of the teenage subculture. The most accepting group for teenagers is the family. In the classroom, school, yard company, social media group, interest group, children's public organization, a little more than half of teenagers consider themselves accepted. The degree of acceptance differs in different classes and depends on the relationship in the group. The obtained results of teenagers' self-assessment of their group affiliation showed the need for purposeful formation of collective identity, starting from early adolescence. The article presents the pedagogical conditions of such formation.