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the result of a conscious position and behavior of a person in, associated with official or professional growth.

• Job growth- change in the official status of a person, his social role, degree and space of official authority.
• Professional growth- the growth of professional knowledge, skills, recognition by the professional community of its results, authority in a particular type of professional activity.

business career- the progressive advancement of the individual, associated with the growth of professional skills, status, social role and remuneration.

• career vertical- the type of career with which the very concept of a business career is most often associated. A vertical career is understood as an ascent to a higher level of the structural hierarchy (promotion, which is accompanied by a higher level).
• Career horizontal- a type of career that involves either moving to another functional area of ​​activity, or performing a certain service role at a stage that does not have a rigid formal fixation in the organizational structure; a horizontal career can also include the expansion or complication of tasks at the previous level (as a rule, with an adequate change in remuneration).

Management of business career and professional promotion

A person builds a career - the trajectory of his movement - by himself, in accordance with the characteristics of internal and extra-organizational reality, and most importantly - with his own goals, desires and attitudes.

A business career begins with the formation of the employee's subjectively conscious own judgments about his labor future, the expected way of self-expression and job satisfaction.

In the process of implementing a career, it is important to ensure the interaction of all types of careers.

Types of business career

Kinds and types of career

involves the passage of all stages of career growth (training, employment, professional growth, support and development of individual professional abilities, retirement) within one. This career can be specialized or non-specialized.

Interorganizational career implies that the employee goes through all the stages of career growth in different organizations. It can be specialized and non-specialized.

• Specialized career differs in that the employee passes through various stages of his professional activity within the same profession. At the same time, the organization may remain the same or change.
• Non-specialized career assumes that the employee goes through different stages of his professional path as a specialist who owns different professions and specialties. The organization can either change or remain the same.

Non-specialized careers are widely developed in Japan. The Japanese firmly believe that a leader should be a specialist capable of working in any area of ​​the company, and not in any particular function. Climbing the corporate ladder, a person should be able to look at the company from different angles, without staying in one position for more than three years. So, it is considered quite normal if the head of the sales department changes places with the head of the supply department. Many Japanese leaders worked in unions in the early stages of their careers. As a result of this policy, the Japanese leader has a much smaller amount of specialized knowledge (which will lose its value in five years anyway) and at the same time has a holistic view of the organization, backed up by the same personal experience. An employee can go through the stages of this career both in one and in different organizations.

Vertical career involves the rise from one level of the structural hierarchy to another. There is a promotion, which is accompanied by an increase in wages.

Horizontal career- kind of career. Which involves moving to another functional area, expanding and complicating tasks, or changing a service role within the same level of the structural hierarchy, accompanied by an increase.

Step career- type of career - combining elements of a vertical and horizontal career. Step career is quite common and can take both intra-organizational and inter-organizational forms.

Hidden (centripetal) career- the type of career the least obvious to others, involving movement in the core, to the leadership of the organization. Hidden careers are available to a limited circle of employees, usually with extensive business connections outside the organization. For example, inviting an employee to meetings that are inaccessible to other employees, meetings of both a formal and informal nature, an employee gaining access to informal sources of information, confidential appeals, and individual, important assignments from management. Such an employee may hold an ordinary position in one of the divisions of the organization. However, the level of remuneration for his work significantly exceeds the remuneration for work in his position.

business career models

In practice, there is a wide variety of career options, which are based on four main models:

"Springboard". Climbing the corporate ladder occurs when they occupy higher and better paid positions. At some stage, the worker occupies the highest position for him and tries to stay in it for a long time. And then the jump from the "springboard" - retirement. This career is most typical for leaders of the period of stagnation, when many positions were occupied by the same people for 20-25 years. On the other hand, this model is typical for specialists and employees who do not set goals for promotion due to a number of reasons - personal interests, low workload, good team - the employee is satisfied with the position and is ready to remain in it until retirement .

"Ladder". Each step of the career ladder represents a certain position, which the employee occupies for a certain time (no more than 5 years). This period is enough to enter a new position and work with full dedication. With the growth of qualifications, creativity and production experience, a manager or a specialist rises up the career ladder. Each new position the employee takes after advanced training. He reaches the top step during the period of maximum potential, and after that, a systematic descent down the career ladder begins with less intensive work. Psychologically, this model is very inconvenient for managers because of their unwillingness to leave the "first roles". Here you can recommend to be attentive to such employees - include them in the board of directors, use them as a consultant.

"Snake". It provides for the horizontal movement of an employee from one position to another by appointment with each occupation for a short time, and then occupies a higher position at a higher level. The main advantage of this model is the opportunity to learn all the functions of activity and management, which will be useful in a higher position. This model is typical for, as they associate themselves not only with a separate profession, but also with the future of the entire company. If the rotation of personnel is not observed, this model loses its significance and may have negative consequences, because. some workers with a predominance of melancholic and phlegmatic temperament are not disposed to change the team or position and will perceive it very painfully.

"Crossroads". When, after a certain period of work, certification is carried out (a comprehensive assessment of personnel) and, based on the results, a decision is made to increase, move or increase an employee. This is similar to, typical for joint ventures.

Career and features of its formation

Career Configuration by Driver

As can be seen from the previous section, the level of professionalism and status changes in the process of work, but the combination of these changes in the careers of different people is different, which gives rise to the pattern of an individual career of a specialist. There are several typical career configurations.

Target career - an employee once and for all chooses a professional space, plans the appropriate stages of his progress towards a professional ideal and strives to achieve it.

Monotonous career - the employee plans once and for all the desired professional status and, having achieved it, does not strive for career advancement in the organizational hierarchy, even if there are opportunities to improve his social, professional and financial situation.

Spiral career - the employee is motivated to change activities and, as they are mastered, moves up the steps of the organizational hierarchy.

Fleeting career - moving from one type of activity to another occurs spontaneously, without apparent logic.

Stabilization career - a specialist grows to a certain level and remains at it for a long time, more than seven years.

Decaying career - an employee grows to a certain status, stops at it, then a downward movement begins.

Career types and stages

There are several fundamental trajectories of human movement within or that will lead to different types of careers.

Professional career- the growth of knowledge, skills, abilities. A professional career can go along the line of specialization (deepening in one chosen at the beginning of the professional path, the line of movement) or transprofessionalization (mastery of other areas of human experience, rather associated with the expansion of tools and areas of activity).

Intraorganizational career- associated with the trajectory of the movement of a person in an organization. She can go along the line:

• vertical career - job growth;
• horizontal career - promotion within the organization, for example, work in different departments of the same level of hierarchy;
• centripetal career - advancement to the core of the organization, the control center, ever deeper involvement in decision-making processes.

Career stages

When meeting with a new employee, the HR manager must take into account the stage of the career that he is currently going through. This can help clarify the goals of professional activity, the degree of dynamism and, most importantly, the specifics of individual motivation. Imagine a brief description of the stages of a career in the following table:

The preliminary stage includes school, secondary and higher education and lasts up to 25 years. During this period, a person can change several different jobs in search of a type of activity that satisfies him and meets his capabilities. If he immediately finds such a type of activity, the process of self-affirmation of him as a person begins, he takes care of the safety of existence.

This is the period when the base of both general theoretical and practical knowledge is laid, a person manages to get a secondary or higher professional education.

Next comes the formative stage. , which lasts approximately five years from 25 to 30. During this period, the worker learns a profession acquires the necessary skills his qualifications are formed, self-affirmation occurs and there is a need to establish independence. The employee is concerned about safety and health issues. The appearance of the majority of workers in the family, the birth of children, leads to an increase in the need for higher.

Promotion stage lasts 30 to 45 years old. During this period there is career development process. There is an accumulation of practical experience, skills, a growing need for self-affirmation, achieving a higher status and even greater independence, self-expression as a person begins. During this period, much less attention is paid to meeting the need for security, the worker's efforts are focused on increasing wages and caring for health.

Conservation stage characterized by actions to consolidate the results achieved and lasts 45 to 60 years old. Coming peak of skill improvement. There is a need to transfer knowledge to others. This stage is characterized by creativity in work, the peak of self-expression and independence, and the need for respect increases. There is a growing need to increase wages and interest in additional sources of income.

Completion phase lasts 60 to 65 years old. The employee is preparing for retirement, a replacement is being sought and applicants are being trained. This is a period of crisis, physiological and psychological discomfort. The need for respect and self-assertion increases. The employee is interested in maintaining the level of wages, but seeks to increase other sources of income that would replace the wages of this organization upon retirement and would be a good addition to the pension benefit.

On the last - retirement stage career in this organization (type of activity) is completed. There is an opportunity for self-expression in other activities that were not possible during the period of work in the organization or acted as a hobby. Attention is paid to health and maintaining a financial situation. Such specialists are often happy to accept temporary and seasonal jobs in their organization.

Practice has shown that employees often do not know their prospects in this team. This indicates a poor organization of work with personnel, a lack of planning and career control in the organization.

Personal and career growth are two seemingly different concepts, which, nevertheless, psychologists always consider inextricably linked. Often people have a depressing feeling that their professional activities are stuck in place, and neither the position they hold, nor the position they hold, no longer satisfies their ambitions. Realizing this fact is a sign that it is time for you to think about your career growth. They talk a lot about it, but more often at a superficial level, without fully delving into the complex essence of this concept.

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Types and goals of career growth

The standard understanding of this phenomenon comes down to the metaphor of a career ladder: start from the bottom and reach leadership positions. But this is only one side of a multifaceted concept. Modern psychologists distinguish three types of career growth, each of which has its own goals:

Job growth

Its essence is precisely reflected by the very metaphor of the career ladder, when a person moves up the job hierarchy in order to receive higher wages and increase his social importance. Change of positions can occur measuredly and in stages, and also, on the contrary, abruptly or rapidly.

Professional career growth

It involves the improvement (deepening and expansion) of existing skills and knowledge, gaining new experience that is valuable from a professional point of view. As a rule, such a career advancement is accompanied by an increase in salary, but this is not a priority and motivating goal.

Social career development

The desire to occupy positions that will allow, among other things, to belong to a certain social group. For such people, career prospects are inextricably linked with socialization and the search for their place in public life.

Thus, one can understand why different people need career growth. For some, the main motivating factor is money, for some it is the improvement of oneself as a specialist in a particular field, and someone considers a successful career as an opportunity to gain a significant social status and find their place in life.

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Personal qualities necessary for career growth

People planning to build a successful official career should not only demonstrate uncompromising professionalism in their field, but also be distinguished by a number of important personality traits.

• Have universal communicative inclinations, i.е. be able to establish effective interpersonal communication with colleagues, regardless of their place in the job hierarchy.
• The ability to influence other people, activity and purposefulness are also important personality traits for those who are building a career.
• It is impossible to reach the very top without high self-esteem (realistically compared with your abilities and abilities), an appropriate level of self-control and the ability to solve the most unusual problems with a cool head.

If people with systemic and analytical thinking gravitate towards career growth (vertical), then professional career growth (horizontal) is more inherent in creative individuals. People who achieve success in this direction are distinguished by such personality traits as diplomacy, non-conflict, constant openness to new knowledge, lack of arrogance.

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Career planning should always include work with personal qualities. Building a competent strategy begins with understanding the strengths and weaknesses of your character. To formulate the career growth objectives facing you, to clearly think over the strategy and work out your personal qualities to match your plans, you will definitely satisfy your ambitions and achieve success.

Professional growth often identified with career, although in fact they are completely different concepts. What does professional growth include? How exactly can you "grow" a professional in yourself? The Land of Soviets will tell you more about all this.

With the right approach professional growth is really accompanied by career, and then everyone is satisfied: a specialist who has received a well-deserved promotion, and an employer who has received a valuable employee. However, in some cases, professional and career growth do not go hand in hand, but separately. Why it happens?

The fact is that professional growth and career growth are carried out, so to speak, in different planes. Professional growth is aimed at expanding the professional competence of the employee or on immersion in one specific narrow area of ​​​​the profession. In turn, career growth is almost always directed upwards and implies the development of new skills by the employee expanding his powers.

Career growth is usually more noticeable than professional growth. After all, professional growth is not accompanied by such significant changes: wage increases, social status, the acquisition of certain privileges. Notice the professional growth of a specialist it is possible for better or faster fulfillment of the assigned tasks, increasing the demand for this specialist among regular customers, etc.

Many specialists complain that at their current place of work opportunities for professional growth are not available to them. However, if you look "deeper", it may turn out that this is far from the case. After all, each specialist determines the criteria for his professional growth independently.

Yes, for some professional growth is the achievement of goals with minimal expenditure of resources, for others - recognition in professional circles, the third most important is the increase in wages. Therefore, it is important to establish certain criteria for professional growth specifically for yourself in order to understand how actively professional development is taking place and whether it happens at all.

Where should professional growth begin? Ideally - with the right choice of profession. If a specialist began his professional activity not of his own free will, but due to some external circumstances, then professional growth in this case will be very complicated. Only a person's great interest in his profession can encourage him to develop his professional skills and abilities, to acquire new knowledge and experience.

In many companies, various seminars and trainings are held to improve the professional level of employees. If a specialist seeks to grow professionally, he should take part in such events, as well as independently develop his own base of professional knowledge: study specialized literature, master new techniques and consolidate them in practice.

For example, a master hairdresser can try his hand at new complex haircuts and hairstyles, a cook can try foreign cuisine, a teacher can try innovative teaching methods. There are no boundaries for self-improvement, and every specialist, whether he is a simple mechanic or a top manager of a large company, can begin his professional growth.

Definition of career development

It is no secret that the modern system of advanced training of educators is developing, improving and updating very quickly. Almost everything is guided by the energy of the teacher himself, which, in turn, specifically depends on his own career aspirations, established professional goals and objectives, and personal needs.

Career growth can be defined in different ways, but in its most general form, it means a path of official or professional advancement deliberately chosen and implemented by an employee, which guarantees a person’s professional and social self-assertion in accordance with his skill level. E. Shein, M. V. Aleksandrova, D. A. Ashirov, V. G. Polyakov, B. Z. Vulfov, S. D. Reznik and others dealt with the problem of career growth in psychological and pedagogical science. in the management of the organization. So, for example, in 1971, Dr. E. Shane of the Massachusetts Institute of Technology proposed to consider a career in an organization in the form of a three-dimensional cone. E. Shane emphasizes that career planning is a slow process of becoming a professional self-concept and self-determination in terms of personal capabilities, talents, motives, needs, relationships and values. A successful career depends not only on the motives and motivations of a particular person, but also on opportunities.

In domestic pedagogy, until recently, the concept of "career" was not actually used, and basically the word "career" had a negative connotation. In recent years, this negative connotation has begun to disappear. At the moment, a person "making a career" is seen more as having an orientation towards the realization of personal and professional potential.

For a long time, only that career was considered successful, which meant moving up. But for one person, success is promotion in accordance with the ascending levels of the hierarchy, for another - the likelihood of creativity and skill within the position held. Therefore, now the word "career" in general and in the education system in particular is understood in 2 senses: a) a vertical career, involving promotion up the career ladder; b) a horizontal career, reflecting the continuation of the teacher's professional abilities in the absence of a change in his place in the hierarchy of official positions. A number of researchers believe that horizontal and vertical careers are not only different methods of life in the profession, but also different methods of life in general.

Horizontal professional growth is accompanied by a sense of professional independence, self-organization and inexhaustibility of the position held. An example of a horizontal career can be the assimilation of competencies that are not typical for teachers. An English teacher creates his own Internet site where he talks with his students, thereby increasing the learning property of the provided advanced training course. Another teacher masters the latest technologies and achieves such that he becomes the creator of a multimedia electronic textbook.

The horizontal career of a teacher can develop under specific organizational and pedagogical criteria, which include:

• leader's point of view;
• the presence of external characteristics of the success of moving in the specialty (merits, results of research activities, etc.);
• the presence of an adequate evaluation system, its correlation with the values ​​of a particular employee;
• assistance and stimulation of creativity;
• the formation of reflective and creative properties.

Right now, when the State Program for the Formation of Education for 2011-2020 is being successfully implemented, huge abilities are revealed for those teachers who do not want to leave their favorite job, who sincerely love to teach and understand how to do it masterfully. The implementation of the provided program creates such conditions for career growth opportunities as stimulating teachers who are actively introducing modern educational technologies; municipal assistance for young and professional teachers; approval of the best teachers. And this, in turn, provokes teachers to study the latest methods of methodological work, scientific study, and awareness of the significance of their practical activities.

Recently, the number of teachers who have decided to engage in research work has significantly increased, which also contributes to their career advancement. Naturally, while this feature is still relatively small in the system of advanced training, however, the rise in the number of teachers who are eager to increase their own competence through research activity has increased significantly.

These are just some of the career opportunities for a modern teacher. Obviously, there are other ways of becoming and developing a career in the education system, since a career should be considered not only as climbing the administrative ladder, but as a chance to become a successful specialist in one's own activity.

Professional growth

Considering the teacher's career growth as a dynamic process, it should be noted that it is directly related to professional growth as a personal readiness for self-development and self-improvement within the framework of the existing professional activity. Professional growth is understood as the development, integration and implementation in pedagogical work of professionally important personal properties and capabilities, professional knowledge and skills, functional high-quality transformation by a person of his own inner world, leading to a consciously new way of life.

The main role in professional growth belongs to the teacher personally, his expectations, ideas about his working future.

Now the career of a teacher requires special attention. The progressive community is not indifferent to who will work with teachers: a performer dispassionate to the lesson or a professional striving for the greatest revelation of his own creative potential. This dictates the need for research and implementation in the educational field of concepts, programs and models for designing a career for the teaching staff of the IPK, aimed at helping, accompanying, stimulating and using all the real abilities of his career growth.

The following stages of teacher's professional growth can be distinguished: pedagogical skill, mastery, creativity, innovation.

Pedagogical skill is that base of teacher skill, in the absence of which it is impossible to act at school. It is based on the necessary theoretical and practical training of the teacher, which is provided in teacher training institutions and continues to be polished and improved at school.

The next step in the professional growth of a teacher is pedagogical skill. Pedagogical skill as a high-quality characteristic of the teacher's educational activity is the educational and educational skill brought to the highest degree of perfection. Naturally, in order to develop pedagogical skills, a teacher must possess the necessary natural abilities, a good voice, hearing, outward charm, etc. But, despite the fundamental meaning of these natural, personal data that contribute to successful pedagogical activity, acquired properties play a decisive role.

Pedagogical creativity has a significant specificity. Pedagogical creativity includes specific components of novelty, but most often this novelty is associated not so much with the advancement of the latest ideas and foundations of study and education, but with a modification of the methods of educational work, their specific modernization.

Pedagogical innovation is considered to be the highest level of a teacher's professional activity. Pedagogical innovation includes the introduction and implementation of the latest, modern ideas, foundations and methods in the process of studying and teaching and significantly changes and increases their quality.

Professional growth is the internal need of the individual for development. An internal motivator of a person for whom a resource of personal freedom is opened in the sphere of his objective activity. The concept acquires a special meaning in the field of pedagogy. Since it is a professionally held teacher who is able to "hook" the child's personal beginning in the best way, to help him taste the joy of the development process.

Professional growth - internal need and external need

There is a system for professional development. Her attitude may be different. Often refresher courses are perceived as an external necessity that is imposed by a plan, either by industry standards, or by the whim of superiors. In this case, the process is perceived as an external necessity. It often happens that the time provided for professional development becomes lost. Sometimes this time is used with pleasure and not for its intended purpose.

In order for the process to be useful, it is necessary that professional growth becomes a need for a specialist. And it's not just about financial incentives. This is more of a bonus than a goal for professional (in the true sense of the word) development.

How can professional development be turned into a living process of development?

In order for the external need to coincide with the internal need of a person, several fundamental conditions must be met:

1. It is important that professional growth allows you to expand the boundaries of a person's personal experience.
2. When forming a training plan, it is desirable to proceed from the requests of a specialist and correlate them with the interests of the organization.
3. The results of the professional development course are implemented in practical application, in the form of a product. It is he who serves as the basis for assessing professional growth.

How to measure the results of professional growth

At what moment of daily activity and systematic development can we say with certainty that this is it, it has happened? And is such an assessment possible in principle?

There is a great postulate of personal development, which says that a person develops in comparison with himself, at different time intervals of his personal history. Based on the results of advanced training courses, it is possible and, moreover, it is necessary to evaluate his professional growth. There are already methods for this, for example, introspection of activity. As other forms of "personal credit", one can introduce the development of a methodological manual, as a practical application of the theoretical course received as part of advanced training, the development of an experimental method in the interests of the institution.

Teaching a teacher means motivating a student

In the pedagogical environment, a certain professional pathology is often observed: always teach and be right. This is the worst form of pedagogical extremism. The surest way is to remain a living person, able to constantly learn. And first of all - in children. Exactly. Nobody canceled the Socratic method. The principle of "let's say you're right" is the absolute acceptance of making a mistake. And at the next stage of the process - a joint search with the student for a way to achieve the truth.

Professional growth - to find a genuine solution together with students, and not the process of technical transfer of information from different media. The result can be assessed by the quality of students' motivation in the process of finding the answer, and not in an attempt to "guess" what the teacher requires of him. The professional growth of a teacher is measured by the results of the student. The rule has been known since antiquity.

The student must surpass the teacher

The professional growth of the teacher as a result manifests itself in the motivation of the student to learn. And if the student argues with the teacher in an attempt to prove that he is right, you can - the goal has been achieved, and you should be happy with the result! This is the best result of the teacher's professionalism. Alas, in our traditional school with a conservative director and a standard system, not every teacher is ready to hear this, let alone accept such a position. So when it comes to the question of "the current generation", with its ability to think in pictures and comics, the question should be asked to teachers: "Who are they?"

Personal and professional growth in the system of pedagogy is the main principle of development. This area does not tolerate formalism and static. We should begin to change society with the education of a new generation of teachers who are able to replace a dull monologue with a lively dialogue with a student. The ability to build such a quality of communication lies in the abilities and degree of spiritual openness of the teacher. This quality is inherent in people capable of constant self-improvement. Breaking standards and flexibility is the way of the Master.