Problems with starting school

The training period is a very important time for a young person. School becomes a place where a child learns, makes new social contacts, learns his capabilities and develops his inner interests. While attending school, children are exposed to a number of difficulties. School problems can cause a lot of internal problems, which, in turn, can cause depression in children.

The first visits to school are a serious stress in the student's life. Even if the kid still went to kindergartenthen this change of place and policy of the environment becomes a difficult task. The stress caused by this event can affect the deterioration of the child's mood and cause reluctance to go to school. The role of parents is very important at this time. They provide the child with support and a sense of security.

Conversations with the child, understanding his difficulties and help, give a chance to improve the situation. Leaving a child alone with their own problems can cause the problems to deepen. Children with mental health problems have emotional problems. The position of the parents in relation to these first difficulties is very important in the formation of the child's self-confidence and the formation of his views. A child who has parental support will be more effective in coping with difficulties in later life than a child who does not receive this help.

Depression in children is caused primarily by external factors and has other reasons than depression in adults. Depressive disorders have their cause in the child's contacts with the environment and family problems. Often, parents do not pay attention to such changes in the child's mood, linking them with age.

One of the latest studies has shown that up to 80% of barriers to the development of market relations are in one way or another connected with personnel problems. This includes resistance to innovations, and unwillingness to retrain, and the inability to work in a new way, and internal alienation from the goals of the organization. Personnel training for most Russian organizations is now of particular importance. This is due to the fact that work in market conditions makes high demands on the level of qualifications of personnel, knowledge and skills of employees. Both external conditions (the economic policy of the state, legislation and the taxation system, new competitors appear, etc.) and the internal conditions of the organization's functioning (restructuring of enterprises, technological changes, the emergence of new jobs, etc.) change very quickly. most Russian organizations face the need to prepare personnel for today's and tomorrow's changes. Achieving long-term and short-term goals, the need to improve competitiveness and organizational changes require relying on well-planned and well-organized work to train personnel. Training is designed to increase the level of work motivation and commitment of personnel to their organization and involvement in her affairs. Despite the very difficult financial situation of most Russian organizations during the transition to work in market conditions, the costs associated with personnel training are beginning to be considered as a priority and necessary. More and more organizations are conducting large-scale training of personnel at different levels, realizing that it is trained, highly qualified personnel that will be the decisive factor in the survival and development of the enterprise.

The growing role of learning in the processes of organizational change and organizational development is due to the following factors:

Staff training is an essential means of achieving implementation of the strategic goals of the organization. Success in the implementation of the most important strategic goals of the organization largely depends on the extent to which personnel are aware of the content of the strategic goals and how prepared they are to work to achieve them. The need for rapid changes in the structure and principles of management, increasing the organization's ability to survive in a competitive environment is forcing the management of an increasing number of companies to move from short-term planning to developing long-term organizational development strategies. The implementation of these strategies requires a higher level of professional training, both for managers and front-line personnel.

Training is an essential means of enhancing the value of an organization's human resources. Many organizations do not train their staff, as they do not consider this expense item as a necessary waste of financial resources, believing that it can be easily done without it. However, sooner or later, the management of any organization will inevitably have to face the fact that if you do not invest in improving the knowledge and skills of its employees, then the return on the organization's human resources will be less and less every year. In industrialized countries it has long been understood that training personnel is one of the main factors to win in a tough competition. Every year, large Western corporations spend from 2 to 5% of their budget on training and development of employees. The transition to work in market conditions and the increase in competition in the external and internal markets, the emergence of new technologies, the reorganization of production and the change of generations require the solution of a whole range of issues related to with an increase in the qualification level of employees, as well as a willingness to use not only old, but also fundamentally new teaching methods.

Organizational changes are impossible without staff training. The work that many organizations are doing to improve their competitiveness is impossible without the use of new, modern equipment, without the introduction of more effective technologies and working methods and methods of leadership. Technological changes and the setting of new organizational goals can radically change the content of work of various categories of workers - from senior management to ordinary personnel - and this requires additional knowledge, the development of necessary skills, and a revision of old approaches to work. In these conditions, training of all major categories of workers becomes absolutely necessary. Employee training, among other things, plays an important role in communicating to the staff the main meaning and necessity of the changes being made, in explaining their essence, in order to achieve support for innovations not only from above, from the management, but also from below, from ordinary workers.

Organization benefits from training staff,expressed:

employee training allows an organization to successfully solve problems associated with the emergence of new areas of activity and maintain the required level of competitiveness.

a fuller use by the organization of the knowledge, skills and abilities of employees, obtained as a result of their training, makes it possible to quickly recoup the investments aimed at these purposes.

through training, management is able to improve the ability of staff to adapt to changing socio-economic conditions and increasingly stringent market requirements.

training allows not only to preserve and disseminate among employees the basic values \u200b\u200band priorities of organizational culture, but also to promote new approaches and guidelines.

Among the costs associated with the training of workers, direct and indirect costs can be distinguished.

TOdirect costs costs of teachers and support staff, teaching materials, rental of premises can be attributed. TOindirect costs expenses related to the need to release employees from their main work during their participation in the training program can be attributed. The organization bears especially significant material costs when paying for a long (from several months to several years) training of its employees with a break from the main job. It is sometimes difficult to say which is more difficult for management - solving problems associated with direct or indirect costs. If an organization carries out work in the field of personnel training without outside assistance, then the following stages can be distinguished in this work.

Identifying training needs . Unfortunately, today a typical situation is when the organization does not pay sufficient attention to identifying the training needs of various categories of workers. Many organizations do not associate promotion with the need for an employee to undergo training designed to prepare him for work in a new position, for solving a new range of tasks. While it is perfectly natural for Western companies to have a manager who is promoted undergo a training course before starting work in a new job, for many Russian organizations the question of what new knowledge is needed for managers who are getting promoted is often even not put. This happens not because it is considered unnecessary, but simply because the organization lacks documents and regulations governing the procedure or technology for identifying this need.

The need for training various categories of personnel in an organization is determined both by the requirements of the work or the interests of the organization, and by the individual characteristics of employees. The need for training, the acquisition of new knowledge and the development of certain professional skills is influenced by age, work experience, level of abilities, features of work motivation and other factors.

Methods for determining the needs of employees of the organization in learning. In order to determine the content and methods of training that can help in achieving the goals of the organization and the goals of training, it is necessary to establish the qualitative and quantitative need for training the main categories of workers. High quality (what to teach, what skills to develop) and quantity natural (how many employees of different categories needs training) need for trainingcan be detected by the following methods.

assessment of information about employees,available in the personnel service (work experience, work experience, basic education, whether the employee has previously taken part in training or professional development programs, etc.);

regular performance evaluation (certification);

analysis of long-term and short-term plansorganization and plans of individual departments and determining what level of qualifications and professional training of personnel is necessary for their successful implementation.

supervision of staff work.The non-compliance of personnel work with established standards and the requirements of job descriptions revealed as a result of observation can be an indicator of the need for appropriate training.

analysis of problems that hinder effective work.If the organization has problems associated with poor work, marriage, safety violations, and unreasonably large losses of time, then this information can also be used both in the preparation of training programs and to justify an application for training certain categories of personnel ...

collection and analysis of applicationsfor personnel training from the heads of departments.

employee suggestions.Such proposals can be collected through surveys or questionnaires of employees.

organization of work with the personnel reserve and work on planningcareer management.In the process of working with the talent pool and planning the career of employees of the organization, HR specialists receive additional information about the needs of different categories of personnel in training.

identification of factors influencing the work of personnel.For example, changing standards or introducing new procedures and new equipment often requires additional training.

Allocate two groups of personnel training methods : on-the-job training and off-the-job training The following training methods are available at worklocation.

Briefingis an explanation and demonstration of working techniques directly at the workplace and can be carried out both by an employee who has been performing these functions for a long time, or by a specially trained instructor. Briefing is limited in time and is focused on mastering specific operations that are part of the student's professional responsibilities.

Rotationis a self-study method in which an employee is temporarily moved to another position in order to acquire new skills. Rotation is widely used by enterprises that require workers to have polyvalent qualifications, that is, possession of several professions.

Discipleship or mentoring (coaching)is a traditional vocational training method since ancient times and is still widespread today. Discipleship is about having a more experienced person who constantly monitors development, provides advice, etc. One of the main advantages of mentoring is the individual approach to students. A mentor usually has several students (sometimes only one or two), which allows not only teaching them professional skills, but also performing the functions of an educator, helping them to master the basic requirements of a professional role.

The success of training in this method is critically dependent on the experience and qualifications of the mentor - his ability to communicate, motivate, and give constructive feedback on the results of his work.

Internships.Internships are used by many companies to train professionals and managers in the skills and knowledge needed to take on a new job. The student observes how experienced professionals work, performs certain tasks under their guidance, and thus learns the skills to solve an increasingly wide range of professional problems. Internships are one of the means of keeping employees in the organization and increasing their level of commitment to their enterprise. practical orientation, direct communication with production functions of employees. In this sense, this type of training is optimal for developing the skills required to complete current production tasks.

There are the following teaching methods outside the workplace: lecture, consideration of practical situations, business games, independent work, etc.

Method of practical situations (cases)involves analysis and group discussion of hypothetical or real situations, which can be presented in the form of descriptions, videos, and so on. Using this method allows participants in the training program to get acquainted with the experience of other organizations, as well as develop skills in decision analysis, strategy and tactics development.

Business gamesrepresent a method of teaching that is closest to the real professional activity of students. The advantage of business games is that, being a model of a real organization, they simultaneously provide an opportunity to significantly reduce the operating cycle and thereby demonstrate to the participants what end results their decisions and actions will lead to.

Trainings. Training (in contrast to conventional exercises and auto-training) is carried out expertly ledth specialist; is a systematically implemented program of various exercises with the aim of forming and improving skills and abilities, increasing the efficiency of labor (and other) activities. In organizations, trainings are widely used to: accelerate the adaptation of new employees; fill gaps in vocational training and overcoming ineffective behaviors; training in new technologies and methods of work; quick preparation for work in a new, higher position.

Study group size and choice of teaching methodsi. One teaching methods such as lectures, films, videos, videotapes, and programmed teaching are well suited for large groups of learners. Other methods, such as behavioral modeling, role play and mentoring, can only be used successfully in small groups. The mentor usually deals with 1-5 mentees.

The procedure for evaluating the effectiveness of training programs usually consists of four stages.

Collecting data before training.They show the level of performance indicators, knowledge, skills and features of work behavior and attitudes associated with professional activities that employees had before training. This data can be of three types:

indicators characterizing work behavior, professional attitudes, knowledge and work skills of workers (the collection of these indicators requires preliminary preparation of tests, questionnaires, etc.);

quantitative indicators of the work of departments or the organization as a whole (level of productivity, financial indicators, the number of complaints or claims received from customers, etc.);

qualitative indicators of the work of departments or the organization as a whole (quality of goods and services, the competitiveness of the enterprise, the level of labor morality, etc.).

Data collection during training.During the training, you can collect valuable information about the motivation of students, about their interest in various educational topics, about their assessment of the work of teachers and others. This allows you to remove non-working procedures, change the form of submission selected topics, make the classes more interesting and lively, and, if necessary, include in the curriculum new topics and questions that are more in line with the professional interests of the listeners.

To assess the degree of mastering of the educational material,studied by them in the framework of the curriculum, at the end of the training, tests, examinations, testing can be carried out or certain production indicators, the development of which this training program was aimed at, can be assessed.

Data collectionafter trainingto compare data characterizing the professional activities of employees before and after training. In addition, specially designed questionnaires may be offered to trainees immediately upon completion of training, in which they are asked to evaluate the curriculum. Unfortunately, this way you can get only rather limited information for evaluating the effectiveness of training, although it can provide guidelines for changing the program, for improving its organization.

Personnel development problem

Staff development- purposeful systematic development of employees, focused on achieving the goals of the organization, by expanding and deepening the existing professional competence, teaching new qualifications, as well as increasing the motivation and organizational capabilities of the organization to use the full potential of the employee; the process of training personnel to perform new production functions, occupy new positions, and solve new problems.

In various sources, the process of development of managers is considered from different positions. In one - the successful development of management personnel is built on three factors: knowledge, capabilities and behavior of employees. Knowledge is the basis for the development of personnel abilities, they contribute to the formation of human efforts. Opportunities mean the conditions for using the acquired knowledge, they determine the individual coefficient useful action knowledge, their implementation. The development of managers is primarily associated with bringing their knowledge into line with their capabilities. Within the framework of their capabilities and on the basis of their own activities, they develop their experience. In the other, the features of professional development are considered as a process of preparing employees to perform new functions, take new positions, solve new problems, that is, develop new competencies. Training is not just about acquiring new knowledge, getting to know new possibilities and new solutions. The result of training should be the ability of managers to find more and more effective solutions in everyday practice. And since the most important result in training managers is to increase the effectiveness of their management activities, then when preparing training programs it is important to place greater emphasis on those principles that create more favorable opportunities for influencing their attitudes. and increase their willingness to use the knowledge gained in their own work. These are primarily the following principles.

Activity.Minimization of the use of lecture material in the course of training and the widest possible use of active learning methods that require a high degree of activity and personal involvement of students in the educational process.

Practical orientationuse of the knowledge gained, close connection of the content of the classes with everyday management practice. This goal is served by group discussions and assignments that leaders work through in small groups during training.

Teamwork.The main task of management personnel is to organize the work of other people, therefore mastering teamwork skills is of particular importance for managers and persons in reserve for managerial positions.

Project workas a form of consolidation of acquired knowledge for the development of teamwork skills.

The essential features of training managers demonstrate a rather high complexity of organizing an effective educational process. Therefore, some higher education institutions are creating a network of training centers throughout the country. A specific organization focused on corporate training of its employees can take advantage of the educational potential of such a network structure by creating its own training center or by sending its employees for training at a regional center. Training for management personnel in Russian organizations is of particular importance, since insufficient attention has been paid to training managers in the last ten years. The economic revival of Russia is impossible without managers who possess modern knowledge and skills to successfully solve managerial problems. Currently, one of the approaches to corporate training and development - “learning by doing” is popular in Russia. The fundamental features of the technology “learning by doing” are as follows:

participants are working on real tasks; not over exercises or artificial tasks;

participants learn from each other, not from the "teacher";

participants have a rare opportunity to start their careers from scratch, working on real projects and their implementation in the organization;

participants work to implement the results obtained, and not to prepare a report, plan or recommendations;

Analyzing the possibilities of practical application of the technology "learning by doing", it should be noted its effectiveness in solving the following tasks of the organization: management development and preparation of the reserve.

There are drawbacks to learning by doing technology: unpredictability of results and mandatory comprehensive support from top management.

At present, the training of management personnel of a high level of professionalism is a task that can be solved, including at the state level. This is confirmed by the implementation of the State Presidential Program for the training of managerial personnel in Russia. Here are the main stages of the implementation of this program:

submission by candidates of documents to the regional office of the Commission for the organization of management training;

holding regional office Commission for the competitive selection of participants based on an assessment of: professional level, level of economic and managerial knowledge, as well as the level of the specialist's understanding of the goals and objectives of training in the program; behavioral criteria (activity; entrepreneurial, managerial and creative potential; striving for professional development); foreign language skills;

training of specialists (6-9 months) in leading Russian higher educational institutionsselected on a competitive basis;

carrying out state certification with the issuance of a Presidential program diploma to specialists who have successfully completed their training;

selection of specialists by foreign participants in the program for training within the framework of a foreign internship;

1-6 month internship at foreign enterprises corresponding to the professional and industry profile of a Russian specialist.

All management training programs are focused on the use of modern innovative domestic and foreign teaching technologies, include business games, case studies, computer modeling, the use of theory and practice of managerial decision-making, exchange of experience, psychological trainings.

In addition to this, it is now also valid:

Association of managersis a non-profit public organization whose mission is to contribute in every possible way to the development of a community of professional managers - top and middle managers in Russia.

Professional associations- a mechanism for the formation of consolidated standards and requirements in the field of qualifications of managers and professional development systems, networks for the exchange of experience and dissemination of advanced knowledge, promotion of the profession and service of organizations as an independent platform - a professional forum.

Academic systems- offered to individual consumers by "classical" educational institutions large-format theoretical training programs in the field of management, the main purpose of which is basic training to joining the professional community of managers or moving to a higher stage of career growth.

CHALLENGES OF LEARNING SPEAKING IN ENGLISH IN THE PRIMARY SECONDARY STAGE AND POSSIBLE WAYS TO OVERCOME THEM

In the history of the methodology, the role of teaching this type speech activity at different times and in different countries was quite mobile. This is largely due to society, the needs for use.

Once upon a time in Russia, the intelligentsia could speak and write fluently in several foreign languages, and this was considered the rule, not the exception. Many families had tutors and governesses, there were visiting teachers, most of them native speakers. In the gymnasiums, in addition to Latin and Greek, three modern foreign languages \u200b\u200bwere studied.

Then, during the years of Soviet power, foreign languages \u200b\u200bdid not play such an important role in the school curriculum, we even had to fight to preserve this academic subject as such.

During the existence of the Iron Curtain, foreign languages \u200b\u200bhad already firmly taken the place of one of the compulsory school subjects, but speaking was not so important, and reading came out on top.

4 One speaks - the rest are silent.

In order for all students to have as many opportunities and time as possible to communicate in a foreign language in the lesson, it is necessary: \u200b\u200bto make wider use of group and pair modes of work in the lesson; create game situations where the level of motivation is high enough, and even if one person speaks, the rest are not excluded from the general mode of operation, but perform other speech actions: they listen, write down, write out, count, sketch, etc. With a significant share monologue speech, do not forget about listening settings for the rest of the group.

So, let's conclude that the initial stage of learning English is very important and difficult for students. It is important because the success in mastering the subject at the subsequent stages depends on how the training proceeds at this stage. It is at the initial stage that the methodological system is implemented, which is the basis for teaching a foreign language. The complexity of this stage lies in the fact that a foreign language as an academic discipline is very different from other subjects of the school curriculum, and thus, obviously, students have some difficulties in studying this subject. Like any other process, the process of teaching speaking is not without difficulties, and solving these difficulties is the main task of an English teacher.

Bibliography:

, Shamov teaching foreign languages: general course, N. Novgorod, 2001. Artyomov teaching foreign languages, - M .: Education, 1969.- P. 279. Bibler. Dialogue of Cultures: Experience of Determination // Questions of Philosophy. - 1989. - No. 6. - S. 31-43. Beam-oriented approach - the main strategy of school renewal // Foreign languages \u200b\u200bat school. - 2002.-№2.-С.11-15. Bim topical issues modern learning foreign languages \u200b\u200b// Foreign languages \u200b\u200bat school. - 2001.-№4.-p. 5-8.

Today's article is devoted to the issues of personnel training, or rather to those two main problems that make it ineffective, and often simply useless.

Having a little rest and accumulating strength, companies are training employees again: on their own and by external providers, on their own territory and outside the company, they make interactive programs, someone is already making training programs in 3D format and many other chips that make training fun, beautiful , bright. Seminars and conferences are held. There are even tours of the most successful companies in the field of training with master classes. Many companies have corporate universities, the most advanced even have the position of director of training. And now there are a lot of vacancies related to training on the websites ...

As if everything is fine, but very often the owners, top managers, and HR themselves raise 3 training problems:

• we teach the wrong ones;
• we teach not that;
• we teach not.

These problems were raised yesterday, are raised today, and I am afraid that they will rise tomorrow. HR itself does not need to be very smart to understand that training is really not always the way one wants or claims. To do this, you just need to be honest with yourself and with the company.

And to make sure that what is being taught is really wrong and wrong, you don't have to go far. You need to go to the nearest supermarket of any major chain and at the checkout hear a tongue twister pronounced through clenched teeth, which should carry something like “thanks for the purchase, come again”. The set of these words is not important, it is important how exactly it is pronounced, if the cashier somehow memorized these magic words, then he often does not succeed in radiating benevolence, he is not even going to try, therefore we hear these words through clenched teeth. The cashier is somewhere in one place, and the knowledge he received is in another, and most likely they will never meet. And what difference does it make how many hours were spent on his training and how much he should know and be able to, and it doesn't even matter what grade he passed an internal test or exam. You, as a buyer, do not care how much the company has spent resources to turn to face you, you make an unambiguous conclusion - I feel care or don’t feel whether I’ll come tomorrow for shopping or not. And this is just one proof of the problems in the field of education, in fact, there are many more.

Companies are increasingly asking questions of training, or rather, questions of the effectiveness of training, trying, all the time, to correlate the funds spent with the effect obtained. If everything is clear with the means, then everything is very sad with the effect, since very often the companies themselves do not know what effect they want to achieve from training and even fewer companies are trying to convey this expected effect to the staff.

In my opinion, these are the 2 most important problems in personnel training, solving them, you can make training effective and useful for the company and for employees.

So the first problem is why we teach and what we expect from learning. Without the company's understanding of these important points, it makes no sense to move forward, without this time and money spent on training is wasted. Teach because everyone teaches or is it a market requirement, our competitors have been (are) trained and there are many more reasons why the company wants to train its employees. But often among these reasons there is no main one - the connection to the needs of the company. If HR is not aware of the company's strategy, does not know the immediate plans, does not know the company and the market in which the company operates, can he organize useful training aimed at the future of the company? He can collect applications from departments and understand, for example, that top managers are interested in time management, negotiation skills or something else like that, the most advanced tops can even say the name of the coach they would like to study with. And after the training, everyone understands that the company's results are not improving and the company is now more important than this, but that and so on endlessly.

Nobody argues that training is very important, but it is more important when it helps to solve the company's problems today and will be useful for the future of the company, allows you to reach some new milestone, break away from competitors, etc. This is how effective teaching should be, in my opinion.

If we are talking about knowledge, then the ideal formula has already been invented - the right knowledge, from the right people, at the right time. It's like going to the library, if you need a cookery book, you won't order an astronomy book or any other book. Thus, training should support the company on the path to development. It is probably possible to teach in advance, but in my opinion it is useless, since by the time the knowledge is needed it can be simply outdated, forgotten, or people with the necessary knowledge can already leave the company altogether. Or do you think that knowledge is for life?

Many of us have a library at home and, unfortunately, this library very often demonstrates how not to deal with knowledge. Some of the books in our library will never be read. Why, yes, because somewhere we believed the author or the cover, somewhere we no longer need this book, nor this knowledge and many other reasons why these books turned out to be useless for us. Although we were sure that we were buying the most needed books in the world. The money has been spent, but there is no benefit from it. Isn't that what happens in some companies. The task of HR is to stop this madness, especially now, in conditions of limited resources. Fortunately, HR has “assistants” in this matter, who will help him not to spend extra money. I think you have guessed who I am.

But the second problem, in my opinion, is even more important - communicating ideas and the expected effect of training directly to employees, i.e. "Sell" training to an employee. No matter how anyone might think, the customer of the training is a company, and the bearer of knowledge is an employee. And if the employee does not use this knowledge or use it correctly, then the company will not get the effect it expected. And there will be a situation like a supermarket cashier, which I wrote about above. Simply put, both the company and the employee should get their part of the learning effect. And this can be done on condition that the employee sees this benefit for himself and himself wants to learn something and will clearly understand why he needs it. I think we are all adults and have no illusions that a person can be taught anything. Rather, the other is more correct - a person can learn everything, but on condition that it is necessary and interesting for him. Isn't your life a complete illustration of this? That is why this problem is so serious and so difficult to solve, so difficult that many companies did not think about it, much less tried to solve it. They keep teaching their employees.

But let's still try to understand how we do it now and how we can do it. I deliberately avoid the word “should”, because I believe in HR there are no universal recipes, there are only solutions that have proven themselves better or worse under certain conditions for specific companies. Thinking differently, "you can die of a typo" in the best or trendiest technique.

So, how do companies communicate the benefits of training to employees - by no means or by the time-tested method - the carrot and the carrot. The whip allows you to achieve the desired effect of presence, allows you to report on the number of hours spent on training. But all this is the case when quantity never turns into quality and it is clear why. I repeat once again, you cannot teach a person anything without his consent. The whip, as you understand, does not greatly affect this consent! You can question them before and after training, you can put fives or tens during and at the end of training, fine those who received low marks, you can fire those who did not complete training, etc., but all this will not make training really effective, and employees interested ...

With a carrot, sometimes the carrot also does not work very well - it is a five or some other mark, often a carrot is a promise to consider an employee in the personnel reserve sometime later, another carrot is an increase in some independent invented rank or category, and how usually very microscopic and many similar ways. I once personally heard a carrot with something like the following content: “new knowledge will allow you to increase your value in the market”, think about replenishing the market with trained specialists for the company's money. Companies are ready to share something that is of no particular value either for the company or for employees, because often the training itself is of some absolutely useless nature, therefore the same attitude towards it from the staff.

And if you also take into account the passion of HR to conduct training at the expense of weekends, or, for example, start it on Friday evening and finish it on Sunday afternoon, then even more so, you cannot do without additional “selling” training. Otherwise, employees will view “useless” training as an attempt to steal a piece of their life with appropriate attitudes and results.

How can it be? It seems to me that the best option, in which the coordinate system should be clearly indicated to the employee, what will happen if the employee undergoes training and if it does not, i.e. connect the employee with the company and with training. For individual training of an employee (if it is provided for by the company's policy), the company would be better to provide paid days no more than 3-5 a year and only for those categories of personnel or specific employees in whose development the company is interested, let's stop being generous at someone else's expense.

If the connection between training and the effect of it is restored and explained to employees, then the result will appear or improve for sure, and you can still feel free to ask the employees themselves what kind of knowledge they lack in order to ... No need to pretend that there is only one HR knows what the company and its divisions need. HR knows the training market, providers, can organize training, but this is another area of \u200b\u200bexpertise. And often without knowing "what to teach" it turns into a useless set of knowledge. And it often turns out that the company trains employees for something incomprehensible, for what purpose, and that the employees will “have” from this - unnecessary knowledge into unprepared heads.

The main thing that HR can do today is to change this approach and engage in effective training without illusions.

• Education, Development, Trainings

27.08.2018

Learning difficulties. What to do? How to study so that life is interesting? Pedagogical advice from a psychotherapist.

Unfortunately, September 1 for many becomes the beginning of torment, and not the beginning interesting life... Many children and responsible parents are faced with something beyond their control, trying to fit the program and stay motivated to learn. Learning becomes boring and boring.

What is the root of the problem?

Why sometimes, despite all efforts, the learning outcomes are not encouraging? Why the expended efforts for some parents are paid off with positive results much easier than for others? Why is a child showing intelligence outside school life, is it sometimes difficult to demonstrate school achievements? The productive ones were lucky, but the rest were not?
Unfortunately, within the school system, results are evaluated one-sidedly. The reason for this is “results are needed faster”. “We study, alas, for school, not for life. (Lucius Anneus Seneca the Younger) ".

The trend is:

• Extaverts. Types of personality, which are characterized by the ability to immediately become participants in the events happening around and focus on the world of people and objects, that is, to act faster.


• People with good mechanical memory, that is, the ability to reproduce material without reliance on logical and semantic content. (Logical and associative memory, as opposed to mechanical, require more life experience and the accompanying actions to launch them, so more time.)


• Psychological personality types and temperament features, based on which there is no increased reactivity (involuntary reaction to external stimuli), since the ability to hold attention in haste, noise and often intolerance on the part of teachers is important (in most cases these are the conditions of school life).


• People with outstanding brain abilities for analysis, synthesis, and flexibility of thought.

Out of trend:

• Introverts. By nature, they tend to first of all comprehend the events taking place around them and focus on the world of thoughts and inner experiences. Such a process of cognition is less noticeable to others and requires more time for the formation of logical connections and the search for meaning, especially with insufficient experience due to age, therefore, it can be criticized as inconsistency, slowness and inactivity.


• Psychological personality types based on increased reactivity. In conditions of haste, noise and intolerance, people with such temperaments spend a lot of energy on experiencing stress.

What is the current in education system for assessing results (one-sided assessment of results) leading to?

• If the child is “out of trend”. In this case, they are in the absence of positive reinforcement for their efforts. This contributes to the loss of motivation to study, increases the risk of the formation of "learned helplessness" and a pessimistic attitude in life, that is, depression and neuroses.


• If the child is "in trend".In this case, he has a positive reinforcement for his efforts. This, of course, adds to the optimism. But reinforcement, unfortunately, is one-sided, so a one-sided way of cognition can gain a foothold. For example, cognition may take hold in the form of echolalia (reproduction of what is not fully realized), which prevents the formation of creative personality, and in the future - a creative specialist (a specialist capable of creating new things). And only a creative approach to work and life brings joy. Therefore, in order for life to become interesting and joyful, you will have to work additionally and develop additional qualities in yourself that were not supported at school.

I suggest not to leave natural selection to manage, but to help our children!

Effective learning is learning that leads to development, to the joy of this development, to the ability to self-study and the formation of cognitive interest. “Only that learning is good, which anticipates development and is its source. This is the kind of training that relies on what has already been passed and focuses on functions that have not yet matured ”(LS Vygotsky).



• Consider the existence of different channels of perception - visual (visual), auditory (auditory), kinesthetic (sensory) and digital (logical). Perhaps you will find that the student has a priority channel for him, on which you can rely. However, it is worth concentrating on the development of auditory and visual channels, since in general education institutions the emphasis is on them. You can develop these channels by choosing the appropriate training exercises. When learning, try to address all channels, then the brain will "build bridges" between phenomena, which will contribute to the growth of knowledge, the formation of research interest, and, as a result, the joy of learning.


• The study should be accompanied by practical activities relevant to the student and an analysis of the practice that has taken place. I would like to draw attention to the existence of three types of thinking - visual-effective, visual-figurative and verbal-logical thinking. Mental development is not associated with the successive replacement of some types of thinking by others, they interact and mutually enrich. Visual-effective thinking is the transformation of reality in practical action by the method of trial. In this case, there is a "discovery" of the properties and relationships of objects or phenomena and their hidden properties are revealed. There is a deep two-way connection between visual-effective, visual-figurative and verbal-logical thinking. They work on a deep understanding of the subject only together! The existing education underutilizes visual-active thinking, therefore knowledge is often not "cemented", remains loose, looks useless, which destroys the motivation for learning and the formation of research practice. For visual-active thinking, drawings of apples in a notebook accompanying the equations may not be enough. Better, for example, games to the store and real trips to the store. Games in classics, where each cell is numbered and it is possible to see and feel the numbers in the jumps. Performing movements in bars from a certain number of actions ... The existing education also allocates not enough time to be aware of the ongoing practice! Practice and awareness of practice is important!


• The role of the teacher - to reveal the essence of the phenomenon, to reproduce this essence, relying on different channels of perception, if possible, to ask leading questions, and also to simulate situations for a practical vision of the existing task. The most typical situation is when, in case of finding difficulties in completing tasks in a child, the teacher presents a sample of how finished task... This can help the child in decision, however, it will not lead to development and understanding.


• As you teach your child, remember that the way you teach is not only direct, but also indirect. If you get lost, stop what you started, prefer quantity over quality. If, in the case of a child's unpreparedness to immediately master the task, you try to give some kind of result, "so that the teacher does not swear." Your child learns all of these approaches to solving complex problems.


• Learning should take place in a friendly atmosphere. In a conflict environment, learning is inhibited, since part of the energy is spent on experiencing stress. To have enough patience, imagine that you are participating in the formation of a new path that will be suitable for rapid movement along it, only after it has been well trodden. If the student is not yet able to reproduce the new skill on his own, then the path has not yet been trodden. "Trample" it further, influencing different channels of perception (auditory, visual, kinesthetic, digital), and be sure to accompany it with practical activity.


• There should be moderation in the organization of life, and sometimes even limitation and insufficiency. Cicero once said that "in order to become completely free, a person must become a slave to his code of laws." In other words, accepting restrictions leads to the release of a person's inner resources. The permissiveness and availability of opportunities for quick enjoyment deprives one of the motivation to receive joy from knowledge, since the way out to such pleasure is more laborious. In addition, the benefits of this life at first (in childhood) are still supported by vivid emotions, which prevents the child from realizing what exactly in this situation he received emotion from - from the ongoing development or from the concomitant consumption of one or another source of pleasure. It is not in vain that schools with ascetic conditions, strict discipline and order have been created for aristocratic circles. It is helpful to think about creating specific living conditions that will help your child's development.


• It is important to cultivate values \u200b\u200bsuch as patience, skill, responsibility, self-realization, kindness ...! If the significance of these values \u200b\u200bis formed, then the manifestation of these values \u200b\u200bin the learning process can play an inspiring role on the difficult path of knowledge!

The path of knowledge should not be easy, but it should be inspiring! Do not believe someone who says "I found a way, and everything became easy right away." Learning is work. We are ready to help you on this path with our knowledge and experience, so that you do not wander, but come out on an understandable and inspiring path!