Особенности первичной адаптации персонала представителей трех поколений
This empirical research includes questionnaire data of 86 new full-time employees from two companies. Significant differences were observed in self-monitoring and career anchors of three generations: Baby Boomers (1946-1964), Generation X (1965-1983), Generation Y (1984 or later), with younger generations (X&Y) being higher level of expressive controls in order to ensure appropriate or desired public appearances. Significant differences were observed in organizational culture understanding of the various generations during pre-entry as well as at the end of on-boarding period (4-6 work months).
This book contains abstracts and complete papers of 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017.
The first volume involves the Russian Federation as a common denominator with either Norway (oldest multilateral region in the Arctic) or the United States (sharing with Russia the longest maritime boundary in the world) to interpret changes with connected biophysical and socio-economic systems that underscore decisions across a “continuum of urgencies” from security to sustainability time scales. The second and third volumes will emerge from presentations during the annual Arctic Frontiers Conferences in Tromsø, Norway, starting in January 2020. Volume 2 will consider circumstances associated with areas beyond sovereign jurisdictions from Arctic and non-Arctic perspectives, recognizing the international community has unambiguous rights and responsibilities in the Arctic High Seas under the law of the sea. Volume 3 is intended to synthesize insights on a pan-Arctic scale, analogous to the world ocean across all sea zones, involving decisions to achieve ongoing progress with sustainability, coupling governance mechanisms and built infrastructure. Throughout this book series, which we expect to expand beyond the Arctic, science diplomacy will be applied as an international, interdisciplinary, and inclusive (holistic) process, facilitating informed decisionmaking to balance national interests and common interests for the benefit of all on Earth across generations. With holistic integration, this book series will reveal skills, methods, and theory of informed decisionmaking that will continue to evolve, contributing to balance, resilience, and stability that underlie progress with sustainability across our home planet.
In this chapter individual values are considered as person-based predictors of acculturation attitudes. This approach revealed a motivation that underlain a choice of different strategies of intercultural interactions among ethnic minority’ members. Representatives of two generations of Russian ethnic minority in Lithuania participated in the study. Older generation was represented by respondents who were born in the Soviet period. Younger generation was represented by respondents who were born after the collapse of the USSR. The sample consisted of 336 respondents aged from 15 to 84 years: 122 males and 214 females. The hypotheses were tested using structural equation modeling. The key findings of the study were as follows: positive relationship was found between Openness to Change values and integration; negative relationship was found between Self-Enhancement values and assimilation. These results were common among both generations of Russians in the context of Lithuania.
This paper examines the relationship between five group identities (ethnic, religious, republican, regional, and national) in three generations of Russians and Ossetians, living in the Republic of North Ossetia-Alania (RNO-A). The sample included 109 grandparent-parent-adolescent triads from Russian families and 106 such triads from Ossetian families (total N = 645). Data processing was carried out using multivariate analysis of variance (MANOVA) and correlation analysis (partial correlations) separately for Russians and Ossetians. The results showed that the pattern of correlations between group identities among three generations of Russians and Ossetians suggested two bases for identification: national (Russian) and regional (North-Caucasian). Among three generations of Russians, the republican identity (identification with the Ossetian host society) was “a bridge” between the national identity and regional identity. In Ossetian grandparents and parents, these two identifications were also linked through ethnic and religious identities, while in Ossetian adolescents, these backgrounds were separated. Intergenerational differences in group identity structures were largely caused by changes in the sociocultural context of North Ossetia in the last 70 years (a three-generation period of socialization).
This article shows some criteria of organizational culture which influence results of newcomer adaptation into company and give possibility to create social-psychological pattern of well-socialized employees.
It is argued that (a) social identification is a perception of oneness with a group of persons; (b) social identification stems from the categorization of individuals, the distinctiveness and prestige of the group, the salience of outgroups, and the factors that traditionally are associated with group formation; and (c) social identification leads to activities that are congruent with the identity, support for institutions that embody the identity, stereotypical perceptions of self and others, and outcomes that traditionally are associated with group formation, and it reinforces the antecedents of identification. This perspective is applied to organizational socialization, role conflict, and intergroup relations.
The article deals with some tools provided in the Learning Management System (LMS) which allow to carry out different types of monitoring in a foreign language class. Monitoring in teaching foreign languages is one of the prerequisites which contribute to the effectiveness of the whole process. The analysis of the LMS tools has shown that they are appropriate to conduct functional, reliable, valid, hands-on and informative monitoring. The results of the research highlight the potential of the Learning Management System to carry out progress monitoring, continuous monitoring as well as self-monitoring.