ЛОЯЛЬНОСТЬ ПЕРСОНАЛА ОРГАНИЗАЦИЙ: АНАЛИЗ
реклама
ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 ǻǬDz 331.104 ǩǩDz 65.24 ʩ.ʙ.ʦ˙˒ˏ˘˪˕˙ˍˋ ʡˋ˘ˏ˓ˏˋ˝˨˕˙˘˙˗˓ˢː˜˕˓ˠ˘ˋ˞˕ ǹǼȍǹȊǻǼǿȀȊ ǽdzǾǿǼǻǮǹǮ ǼǾDZǮǻǶǵǮȄǶǷ: ǮǻǮǹǶǵ ȀdzǼǾdzȀǶǸǼ-ǺdzȀǼDzǼǹǼDZǶȅdzǿǸǶȃ Ƕ ǺdzȀǼDzǶȅdzǿǸǶȃ ǮǿǽdzǸȀǼǰ Ǫ șȚȈȚȤȍ ȗȘȍȌșȚȈȊȓȍȕȣ ȘȍȏțȓȤȚȈȚȣ ȈȕȈȓȐȏȈ ȕȈȐȉȖȓȍȍ ȘȈșȗȘȖșȚȘȈȕȍȕȕȣȝ ȗȖȌȝȖȌȖȊ Ȓ ȗȖȕȧȚȐȦ «ȓȖȧȓȤȕȖșȚȤ ȗȍȘșȖȕȈȓȈ ȖȘȋȈȕȐȏȈȞȐȐ», ȗȘȐȊȍȌȍȕȣ ȒȓȦȟȍȊȣȍ ȜȈȒȚȖȘȣ ȌȐȈȋȕȖșȚȐȒȐ Ȑ ȖȞȍȕȒȐ ȓȖȧȓȤȕȖșȚȐ, ȗȘȍȌșȚȈȊȓȍȕȈ ȈȊȚȖȘșȒȈȧ ȗȖȏȐȞȐȧ ȖȚȕȖșȐȚȍȓȤȕȖ ȌȍșȚȘțȒȚȐȊȕȣȝ ȈșȗȍȒȚȖȊ ȓȖȧȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ. DzȓȦȟȍȊȣȍ șȓȖȊȈ: ȓȖȧȓȤȕȖșȚȤ, ȗȍȘșȖȕȈȓ, ȈȕȈȓȐȏ ȕȈțȟȕȣȝ ȗȖȌȝȖȌȖȊ, ȌȍșȚȘțȒȚȐȊȕȣȍ ȗȘȖȧȊȓȍȕȐȧ ȓȖȧȓȤȕȖșȚȐ. T.V.Pozdniakova Ph.D.inEconomics LOYALTY OF THE STAFF OF ORGANIZATIONS: AN ANALYSIS THEORETICAL AND METHODOLOGICAL ASPECTS The results of the analysis of the most common approaches to the concept of "loyalty to the organization's personnel", are key factors in the diagnosis and assessment of loyalty, presents the author's position on the destructive aspects of staff loyalty. Key words: loyalty, staff, analysis of scientific approaches, destructive manifestations of loyalty. ǪȖȗȘȖșȣ ȜȖȘȔȐȘȖȊȈȕȐȧ ȓȖȧȓȤȕȖșȚȐ ȒȈȒ ȊȍȌțȡȍȋȖ ȜȈȒȚȖȘȈ, ȊȓȐȧȦȡȍȋȖ ȕȈ ȒȈȟȍșȚȊȖ ȚȘțȌȈ ȗȍȘșȖȕȈȓȈ Ȑ ȍȋȖ «ȏȈȒȘȍȗȓȍȕȕȖșȚȤ» Ȋ ȖȘȋȈȕȐȏȈȞȐȐ, ȧȊȓȧȦȚșȧ ȖȌȕȖȑ Ȑȏ ȕȈȐȉȖȓȍȍ ȈȒȚțȈȓȤȕȣȝ șȖȞȐȈȓȤȕȖ-ȥȒȖȕȖȔȐȟȍșȒȐȝ ȗȘȖȉȓȍȔ Ȋ țșȓȖȊȐȧȝ ȘȍȜȖȘȔȐȘȖȊȈȕȐȧ Ȑ ȗȍȘȍȝȖȌȈ ȕȈ ȐȕȕȖȊȈȞȐȖȕȕȣȑ ȗțȚȤ ȘȈȏȊȐȚȐȧ. Ǫ ȚȖ Ȏȍ ȊȘȍȔȧ, ȌȖ șȐȝ ȗȖȘ ȕȍ șȜȖȘȔȐȘȖȊȈȕ ȍȌȐȕȣȑ ȗȖȌȝȖȌ Ȓ ȒȓȈșșȐȜȐȒȈȞȐȐ ȜȈȒȚȖȘȖȊ, șȓțȎȈȡȐȝ ȐȕȌȐȒȈȚȖȘȈȔȐ (ȗȘȐȏȕȈȒȈȔȐ) ȓȖȧȓȤȕȖșȚȐ. Ǭȓȧ ȊȣȧȊȓȍȕȐȧ Ȑ ȖȞȍȕȒȐ ȖșȕȖȊȕȣȝ șțȡȕȖșȚȕȣȝ ȗȖȌȝȖȌȖȊ Ȓ ȗȖȕȧȚȐȦ ȓȖȧȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ ȖȘȋȈȕȐȏȈȞȐȑ ȉȣȓȈ ȐșȗȖȓȤȏȖȊȈȕȈ șȚȘțȒȚțȘȐȘȖȊȈȕȕȈȧ ȗȘȖȞȍȌțȘȈ ȈȕȈȓȐȏȈ ȉȈȏȖȊȣȝ ȔȍȚȖȌȖȓȖȋȐȟȍșȒȐȝ ȗȖȌȝȖȌȖȊ [1], ȊȈȎȕȍȑȠȐȔȐ ȥȚȈȗȈȔȐ ȧȊȓȧȦȚșȧ ȊȣȧȊȓȍȕȐȍ ȌȐșȒțșșȐȖȕȕȣȝ ȚȖȟȍȒ ȏȘȍȕȐȧ ǸȈȉȖȚȈ ȊȣȗȖȓȕȍȕȈ ȗȘȐ ȗȖȌȌȍȘȎȒȍ ǸȖșșȐȑșȒȖȋȖ ȋțȔȈȕȐȚȈȘȕȖȋȖ ȕȈțȟȕȖȋȖ ȜȖȕȌȈ (ȗȘȖȍȒȚ 11-32-00304Ȉ2 «ǼȖȘȔȐȘȖȊȈȕȐȍ ȓȖȧȓȤȕȖșȚȐ șȖȚȘțȌȕȐȒȈ ȖȘȋȈȕȐȏȈȞȐȐ: ȗȘȖȉȓȍȔȣ Ȑ ȗȍȘșȗȍȒȚȐȊȣ»). Work is executed at support of the Russian humanitarian scientific fund (project 11-32-00304Ȉ2 «Formation of loyalty of an employee of an organization: problems and prospects»). 95 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 ȕȈ șțȡȕȖșȚȕȣȑ Ȑ șȖȌȍȘȎȈȚȍȓȤȕȣȑ ȈșȗȍȒȚȣ ȐșșȓȍȌțȍȔȖȋȖ ȖȉȢȍȒȚȈ Ȑ Ȑȝ șȘȈȊȕȐȚȍȓȤȕȣȑ ȒȘȐȚȐȟȍșȒȐȑ ȈȕȈȓȐȏ (șȔ. ȘȐș. 1). Ǫ ȒȈȟȍșȚȊȍ ȌȖȔȐȕȐȘțȦȡȐȝ șțȡȕȖșȚȕȣȝ ȗȘȐȏȕȈȒȖȊ ȓȖȧȓȤȕȖșȚȐ Ȋ ȗȘȖȜȐȓȤȕȖȑ ȓȐȚȍȘȈȚțȘȍ ȐșȗȖȓȤȏțȦȚșȧ ȚȘȐ ȖșȕȖȊȕȣȍ ȒȈȚȍȋȖȘȐȐ, ȖȉȖșȕȖȊȈȊȠȐȍ, șȖȖȚȊȍȚșȚȊȍȕȕȖ, ȗȘȈȊȖȔȍȘȕȖșȚȤ ȊȣȌȍȓȍȕȐȧ ȚȘȍȝ șțȡȕȖșȚȕȣȝ ȗȖȌȝȖȌȖȊ, ȝȈȘȈȒȚȍȘȐșȚȐȒȐ Ȑ ȖȋȘȈȕȐȟȍȕȐȧ ȒȖȚȖȘȣȝ ȗȘȍȌșȚȈȊȓȍȕȣ ȌȈȓȍȍ. Ɉɛɨɫɧɨɜɚɧɢɟ ɚɜɬɨɪɫɤɨɣ ɩɨɡɢɰɢɢ (ɬɟɨɪɟɬɢɤɨɦɟɬɨɞɨɥɨɝɢɱɟɫɤɨɣ ɨɫɧɨɜɵ) ɋɢɫɬɟɦɚɬɢɡɚɰɢɹ ɢɡɜɟɫɬɧɵɯ ɩɨɞɯɨɞɨɜ (ɛɚɡɨɜɨɝɨ ɦɟɬɨɞɨɥɨɝɢɱɟɫɤɨɝɨ ɚɩɩɚɪɚɬɚ) Ʉɪɢɬɢɱɟɫɤɢɣ ɚɧɚɥɢɡ ɛɚɡɨɜɨɝɨ ɦɟɬɨɞɨɥɨɝɢɱɟɫɤɨɝɨ ɚɩɩɚɪɚɬɚ ɂɞɟɧɬɢɮɢɤɚɰɢɹ ɫɭɳɧɨɫɬɧɵɯ (ɤɥɸɱɟɜɵɯ) ɚɫɩɟɤɬɨɜ (ɄȺ) ɂɞɟɧɬɢɮɢɤɚɰɢɹ ɫɨɞɟɪɠɚɬɟɥɶɧɵɯ (ɪɚɡɴɹɫɧɹɸɳɢɯ) ɚɫɩɟɤɬɨɜ (ɊȺ) ɂɞɟɧɬɢɮɢɤɚɰɢɹ ɢɡɜɟɫɬɧɵɯ ɩɨɞɯɨɞɨɜ (ɛɚɡɨɜɨɝɨ ɦɟɬɨɞɨɥɨɝɢɱɟɫɤɨɝɨ ɚɩɩɚɪɚɬɚ) ɫ ɨɛɨɫɧɨɜɚɧɧɨɣ ɤɨɧɰɟɩɰɢɟɣ Ʉɥɚɫɫɢɮɢɤɚɰɢɹ ɜɵɹɜɥɟɧɧɵɯ ɩɨɞɯɨɞɨɜ – ɪɚɡɝɪɚɧɢɱɟɧɢɟ ɩɨ ɬɢɩɚɦ ɫɨɨɬɜɟɬɫɬɜɢɹ Ⱥ – ɩɨɥɧɨɟ ɫɨɨɬɜɟɬɫɬɜɢɟ ɍɬɜɟɪɠɞɟɧɢɟ ɩɨɞɯɨɞɚ ɢ ɟɝɨ ɩɨɧɹɬɢɣɧɨɝɨ ɚɩɩɚɪɚɬɚ Ȼ – ɱɚɫɬɢɱɧɨɟ ɫɨɨɬɜɟɬɫɬɜɢɟ ɍɬɨɱɧɟɧɢɟ ɩɨɞɯɨɞɚ, ɤɨɪɪɟɤɬɢɪɨɜɤɚ ɟɝɨ ɩɨɧɹɬɢɣɧɨɝɨ ɚɩɩɚɪɚɬɚ ȼ – ɩɨɥɧɨɟ ɧɟɫɨɨɬɜɟɬɫɬɜɢɟ Ɏɨɪɦɢɪɨɜɚɧɢɟ ɚɜɬɨɪɫɤɨɝɨ ɩɨɞɯɨɞɚ, ɪɚɡɪɚɛɨɬɤɚ ɩɨɧɹɬɢɣɧɨɝɨ ɚɩɩɚɪɚɬɚ ǸȐș.1. ǨȓȋȖȘȐȚȔ ȈȕȈȓȐȏȈ ȉȈȏȖȊȣȝ ȔȍȚȖȌȐȟȍșȒȐȝ ȗȖȌȝȖȌȖȊ 1. ǷȖȌȝȖȌ «dzȖȧȓȤȕȖșȚȤ ȒȈȒ ȖȚȕȖȠȍȕȐȍ» ȚȘȈȒȚțȍȚ ȓȖȧȓȤȕȖȍ ȗȖȊȍȌȍȕȐȍ șȖȚȘțȌȕȐȒȈ ș ȗȖȔȖȡȤȦ ȚȈȒȐȝ ȒȈȚȍȋȖȘȐȑ, ȒȈȒ «ȓȦȉȖȊȤ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ», «ȗȘȐȊȍȘȎȍȕȕȖșȚȤ», «șȈȔȖȖȚȊȍȘȎȍȕȕȖșȚȤ», «țȊȈȎȍȕȐȍ», Ȑ ȌȈȍȚ ȖȚȊȍȚ ȕȈ ȒȓȦȟȍȊȖȑ ȊȖȗȘȖș: «DzȈȒ ȓȖȧȓȤȕȣȑ șȖȚȘțȌȕȐȒ ǶǺǵǶǹǰǺǹȇ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ». 96 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 2. ǷȖȌȝȖȌ «dzȖȧȓȤȕȖșȚȤ ȒȈȒ ȗȖȊȍȌȍȕȐȍ» ȈȒȞȍȕȚȐȘțȍȚ ȊȕȐȔȈȕȐȍ ȕȈ ȗȘȖȧȊȓȍȕȐȐ ȖȚȕȖȠȍȕȐȧ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ, ȊȣȘȈȎȍȕȕȖȔ Ȋ ȗȖȊȍȌȍȕȟȍșȒȐȝ ȒȈȚȍȋȖȘȐȧȝ: ȒȈȒ ȘȈȉȖȚȕȐȒ ȖȉȡȈȍȚșȧ ș ȒȖȓȓȍȋȈȔȐ Ȑ ȘțȒȖȊȖȌșȚȊȖȔ, ȕȈșȒȖȓȤȒȖ Ȗȕ ȋȖȚȖȊ ȗȘȖȧȊȓȧȚȤ ȐȕȐȞȐȈȚȐȊț, ȉȘȈȚȤ ȕȈ șȍȉȧ ȖȚȊȍȚșȚȊȍȕȕȖșȚȤ Ȑ ȖȉȧȏȈȕȕȖșȚȐ, ȚȖ ȍșȚȤ, «DzȈȒ ȖȚȕȖȠȍȕȐȍ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ ȗȘȖȧȊȓȧȍȚșȧ Ȋ ǷǶǪǭǬǭǵǰǰ șȖȚȘțȌȕȐȒȈ Ȋ ȚȍȒțȡȍȔ ȗȍȘȐȖȌȍ». 3. ǷȖȌȝȖȌ «dzȖȧȓȤȕȖșȚȤ ȒȈȒ ȕȈȔȍȘȍȕȐȧ» ȌȈȍȚ ȖȞȍȕȒț ȗȘȖȧȊȓȍȕȐȦ ȖȚȕȖȠȍȕȐȧ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ Ȋ ȌȖȓȋȖșȘȖȟȕȖȑ ȗȍȘșȗȍȒȚȐȊȍ – ȕȈșȒȖȓȤȒȖ ȘȈȉȖȚȕȐȒ ȏȈȐȕȚȍȘȍșȖȊȈȕ Ȋ ȌȖȓȋȖșȘȖȟȕȖȔ ȚȘțȌȖțșȚȘȖȑșȚȊȍ, ȏȈȒȘȍȗȓȍȕ Ȋ ȌȈȕȕȖȑ ȖȘȋȈȕȐȏȈȞȐȐ, «ȌȍȘȎȐȚșȧ» ȏȈ șȊȖȍ ȘȈȉȖȟȍȍ ȔȍșȚȖ, Ț.ȍ., ȒȈȒȖȊȣ ȍȋȖ ǵǨǴǭǸǭǵǰȇ ȖȚȕȖșȐȚȍȓȤȕȖ ȌȈȕȕȖȑ ȖȘȋȈȕȐȏȈȞȐȐ. DzȈȎȌȣȑ Ȑȏ ȗȘȍȌșȚȈȊȓȍȕȕȣȝ ȗȖȌȝȖȌȖȊ ȐȔȍȍȚ ȕȍȒȖȚȖȘȣȍ ȖȋȘȈȕȐȟȍȕȐȧ ȐȓȐ șȗȖȘȕȣȍ ȔȖȔȍȕȚȣ, ȕȍ ȗȖȏȊȖȓȧȦȡȐȍ ȗȘȐȕȧȚȤ ȌȈȕȕȣȑ ȗȖȌȝȖȌ Ȋ ȒȈȟȍșȚȊȍ ȒȖȕȞȍȗȚțȈȓȤȕȖȑ ȖșȕȖȊȣ ȐșșȓȍȌȖȊȈȕȐȧ. ǺȈȒ, ȕȈȗȘȐȔȍȘ, ȖȚȕȖȠȍȕȐȍ ȘȈȉȖȚȕȐȒȈ (ȗȍȘȊȣȑ Ȑȏ ȗȘȍȌșȚȈȊȓȍȕȕȣȝ ȗȖȌȝȖȌȖȊ) ȏȈȊȐșȐȚ ȕȍ ȚȖȓȤȒȖ ȖȚ ȊȖȏȌȍȑșȚȊȐȧ ȖȘȋȈȕȐȏȈȞȐȐ, ȒȖȓȓȍȒȚȐȊȈ, ȕȖ Ȑ ȖȚ ȚȐȗȈ ȓȐȟȕȖșȚȐ. DzȘȖȔȍ ȚȖȋȖ, ȗȖȓȖȎȐȚȍȓȤȕȖȍ ȖȚȕȖȠȍȕȐȍ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ ȔȖȎȍȚ ȕȐȒȈȒ ȕȍ șȒȈȏȣȊȈȚȤșȧ ȕȈ ȘȍȏțȓȤȚȈȚȐȊȕȖșȚȐ ȚȘțȌȖȊȖȑ ȌȍȧȚȍȓȤȕȖșȚȐ, ȚȖ ȍșȚȤ, ȧȊȓȧȍȚșȧ, ȗȖ șțȚȐ, ȉȍșȗȖȓȍȏȕȣȔ ȗȘȐ ȖȚșțȚșȚȊȐȐ șȖȖȚȊȍȚșȚȊțȦȡȐȝ ȗȖȊȍȌȍȕȟȍșȒȐȝ ȗȘȖȧȊȓȍȕȐȑ. ǷȖȊȍȌȍȕȟȍșȒȐȍ ȝȈȘȈȒȚȍȘȐșȚȐȒȐ șȖȚȘțȌȕȐȒȈ, ȘȈșșȔȈȚȘȐȊȈȍȔȣȍ Ȋ ȘȈȔȒȈȝ ȊȚȖȘȖȋȖ ȗȖȌȝȖȌȈ, ȔȖȋțȚ ȏȈȊȐșȍȚȤ ȖȚ ȚȐȗȈ ȓȐȟȕȖșȚȐ ȘȈȉȖȚȕȐȒȈ, ȍȋȖ ȊȖșȗȐȚȈȕȐȧ, Ȉ ȚȈȒȎȍ ȖȚ ȗȘȐȕȧȚȣȝ Ȋ ȒȖȓȓȍȒȚȐȊȍ ȜȖȘȔȈȓȤȕȣȝ Ȑ ȕȍȜȖȘȔȈȓȤȕȣȝ ȕȖȘȔ ȗȖȊȍȌȍȕȐȧ. ǬȈȕȕȣȍ ȖȉșȚȖȧȚȍȓȤșȚȊȈ ȗȘȐȊȖȌȧȚ Ȓ ȚȖȔț, ȟȚȖ ȗȖȊȍȌȍȕȐȍ ȘȈȉȖȚȕȐȒȈ ȔȖȎȍȚ ȕȍ ȒȖȘȘȍȓȐȘȖȊȈȚȤ ș ȐșȚȐȕȕȣȔ ȖȚȕȖȠȍȕȐȍȔ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ, ȟȚȖ șțȡȍșȚȊȍȕȕȖ ȏȈȚȘțȌȕȧȍȚ ȗȘȖȞȍșș ȖȞȍȕȒȐ Ȑ ȜȖȘȔȐȘȖȊȈȕȐȧ ȓȖȧȓȤȕȖșȚȐ șȖȚȘțȌȕȐȒȈ. ǿȚȖ ȒȈșȈȍȚșȧ ȕȈȔȍȘȍȕȐȑ șȖȚȘțȌȕȐȒȈ (ȚȘȍȚȐȑ ȗȖȌȝȖȌ), șȓȍȌțȍȚ ȗȖȌȟȍȘȒȕțȚȤ, ȟȚȖ ȖȕȐ ȖȉȓȈȌȈȦȚ ȏȕȈȟȐȚȍȓȤȕȖȑ șȚȍȗȍȕȤȦ ȊȈȘȐȈȉȍȓȤȕȖșȚȐ, ȕȍ șȊȧȏȈȕȕȖȑ ș ȜȖȘȔȐȘȖȊȈȕȐȍȔ ȓȖȧȓȤȕȖșȚȐ. ǺȖ ȍșȚȤ, ȘȈȉȖȚȕȐȒ ȔȖȎȍȚ ȗȘȐȑȚȐ Ȓ ȘȍȠȍȕȐȦ ȗȖȒȐȕțȚȤ ȘȈȉȖȟȍȍ ȔȍșȚȖ ȗȖ ȗȘȐȟȐȕȈȔ ȓȐȟȕȖȋȖ, ȚȍȘȘȐȚȖȘȐȈȓȤȕȖȋȖ, șȚȘȈȚȍȋȐȟȍșȒȖȋȖ ȝȈȘȈȒȚȍȘȈ, ȗȖ șȖșȚȖȧȕȐȦ ȏȌȖȘȖȊȤȧ ȐȓȐ șȍȔȍȑȕȣȔ ȖȉșȚȖȧȚȍȓȤșȚȊȈȔ, ȟȚȖ ȕȍ șȊȧȏȈȕȖ ș ȍȋȖ ȖȚȕȖȠȍȕȐȍȔ Ȓ ȒȖȔȗȈȕȐȐ. ǺȈȒȐȔ ȖȉȘȈȏȖȔ, Ȋșȍ ȊȣȧȊȓȍȕȕȣȍ ȗȖȌȝȖȌȣ ȔȖȎȕȖ ȒȓȈșșȐȜȐȞȐȘȖȊȈȚȤ ȒȈȒ ȖȚȕȖșȧȡȐȍșȧ Ȋ ȒȈȚȍȋȖȘȐȐ «ǩ» - ȟȈșȚȐȟȕȖȍ șȖȖȚȊȍȚșȚȊȐȍ ȈȊȚȖȘșȒȖȑ ȗȖȏȐȞȐȐ, ȟȚȖ ȚȘȍȉțȍȚ ȜȖȘȔțȓȐȘȖȊȈȕȐȧ ȈȊȚȖȘșȒȖȋȖ ȗȖȌȝȖȌȈ, ȖȉȖȉȡȈȦȡȍȋȖ Ȑ ȌȖȗȖȓȕȧȦȡȍȋȖ ȗȘȐȊȍȌȍȕȕȣȍ ȚȖȟȒȐ ȏȘȍȕȐȧ. Ǫ ȘȈȔȒȈȝ ȗȘȍȌșȚȈȊȓȍȕȕȖȋȖ ȐșșȓȍȌȖȊȈȕȐȧ ȗȖȌ ȓȖȧȓȤȕȖșȚȤȦ ȗȘȍȌȓȈȋȈȍȚșȧ 97 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 ȗȖȕȐȔȈȚȤ șȖȊȖȒțȗȕȖșȚȤ ȒȈȟȍșȚȊ ȘȈȉȖȚȕȐȒȈ, ȖȉțșȓȖȊȓȍȕȕȣȝ ȍȋȖ ȓȐȟȕȣȔȐ ȖșȖȉȍȕȕȖșȚȧȔȐ (ȊȕțȚȘȍȕȕȐȍ ȜȈȒȚȖȘȣ) Ȑ ȗȈȘȈȔȍȚȘȈȔȐ ȖȘȋȈȕȐȏȈȞȐȐ (ȊȕȍȠȕȐȍ ȜȈȒȚȖȘȣ), ȝȈȘȈȒȚȍȘȐȏțȦȡȐȝ ȖȚȕȖȠȍȕȐȍ ȘȈȉȖȚȕȐȒȈ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ Ȑ ȐȕȌȐȒȈȚȐȘțȍȔȣȝ ȟȍȘȍȏ ȗȖȊȍȌȍȕȟȍșȒȐȍ ȗȘȐȏȕȈȒȐ, ȒȈȒ Ȋ ȚȍȒțȡȍȔ ȗȍȘȐȖȌȍ, ȚȈȒ Ȑ Ȋ ȌȖȓȋȖșȘȖȟȕȖȑ ȗȍȘșȗȍȒȚȐȊȍ. DzȘȐȚȐȟȍșȒȐȑ ȈȕȈȓȐȏ ȗȘȖȜȐȓȤȕȖȑ ȓȐȚȍȘȈȚțȘȣ ȊȣȧȊȐȓ ȕȍ Ȕȍȕȍȍ 10 ȚȘȈȒȚȖȊȖȒ ȒȓȦȟȍȊȣȝ ȗȘȐȏȕȈȒȖȊ ȓȖȧȓȤȕȖȋȖ ȗȖȊȍȌȍȕȐȧ șȖȚȘțȌȕȐȒȖȊ (ȘȈȏȢȧșȕȧȦȡȐȝ ȈșȗȍȒȚȖȊ), ȉȖȓȤȠȐȕșȚȊȖ Ȑȏ ȒȖȚȖȘȣȝ Ȋ ȉȖȓȤȠȍȑ ȐȓȐ ȔȍȕȤȠȍȑ șȚȍȗȍȕȐ ȔȖȎȍȚ ȉȣȚȤ ȖȚȕȍșȍȕȖ Ȓ ȖȌȕȖȔț Ȑȏ ȘȈșșȔȈȚȘȐȊȈȍȔȣȝ ȗȖȌȝȖȌȖȊ [2]: í ȖȚșțȚșȚȊȐȍ ȕȈȔȍȘȍȕȐȧ țȊȖȓȐȚȤșȧ Ȑȏ ȖȘȋȈȕȐȏȈȞȐȐ, șȚȘȍȔȓȍȕȐȍ șȖȝȘȈȕȐȚȤ ȘȈȉȖȟȍȍ ȔȍșȚȖ [3]; í ȖȚșțȚșȚȊȐȍ șȓțȟȈȍȊ ȕȈȔȍȘȍȕȕȖȋȖ ȕȈȕȍșȍȕȐȧ țȡȍȘȉȈ ȖȘȋȈȕȐȏȈȞȐȐ [4]; í ȟȍșȚȕȖȍ Ȑ ȌȖȉȘȖșȖȊȍșȚȕȖȍ ȊȣȗȖȓȕȍȕȐȍ șȊȖȐȝ ȖȉȧȏȈȕȕȖșȚȍȑ [5]; í ȗȘȍȌȗȖȟȚȍȕȐȍ ȐȕȚȍȘȍșȖȊ ȒȖȔȗȈȕȐȐ ȓȐȟȕȣȔ, ȋȖȚȖȊȕȖșȚȤ ȐȌȚȐ ȕȈ ȎȍȘȚȊȣ [6]; í ȖȚșțȚșȚȊȐȍ ȘȈȏȌȍȓȍȕȐȧ ȖȉȧȏȈȕȕȖșȚȍȑ ȕȈ «șȊȖȐ» Ȑ «ȟțȎȐȍ», ȕȍȘȈȊȕȖȌțȠȐȍ Ȓ ȌȍȓȈȔ ȒȖȔȗȈȕȐȐ [3, 6]; í ȏȈȐȕȚȍȘȍșȖȊȈȕȕȖșȚȤ Ȋ ȊȣȗȖȓȕȧȍȔȖȑ ȘȈȉȖȚȍ, ȎȍȓȈȕȐȍ ȊȣȗȖȓȕȐȚȤ ȍȍ ȕȈȐȓțȟȠȐȔ ȖȉȘȈȏȖȔ [7]; í ȕȍȖșȗȖȘȐȔȖșȚȤ ȘțȒȖȊȖȌșȚȊȈ ȘțȒȖȊȖȌȐȚȍȓȧ, ȋȖȚȖȊȕȖșȚȤ ȊȣȗȖȓȕȐȚȤ țȒȈȏȈȕȐȧ [8]; í ȖȚșțȚșȚȊȐȍ ȊȣȘȈȎȍȕȕȣȝ ȗȘȍȚȍȕȏȐȑ Ȓ ȖȘȋȈȕȐȏȈȞȐȐ Ȑ ȘțȒȖȊȖȌșȚȊț [6]; í ȖȚȒȘȣȚȖșȚȤ Ȑ ȋȖȚȖȊȕȖșȚȤ Ȓ ȌȐȈȓȖȋț ș ȘțȒȖȊȖȌșȚȊȖȔ [8]; í ȊȒȓȦȟȍȕȕȖșȚȤ Ȋ ȖȘȋȈȕȐȏȈȞȐȖȕȕțȦ ȒțȓȤȚțȘț, ȋȖȚȖȊȕȖșȚȤ Ȓ ȊȏȈȐȔȖȌȍȑșȚȊȐȦ ș ȒȖȓȓȍȋȈȔȐ [9]. Ǫ Ȟȍȓȧȝ ȒȓȈșșȐȜȐȒȈȞȐȐ ȊȣȧȊȓȍȕȕȣȝ ȗȘȐȏȕȈȒȖȊ ȉȣȓ ȐșȗȖȓȤȏȖȊȈȕ ȒȘȐȚȍȘȐȑ ȖȉȢȍȒȚȕȖ-șțȉȢȍȒȚȕȖȋȖ ȕȈȗȘȈȊȓȍȕȐȧ ȗȖȊȍȌȍȕȐȧ, ȚȖ ȍșȚȤ, ȈȕȈȓȐȏ ȉȈȏȐȘȖȊȈȓșȧ ȕȈ ȊȣȧȊȓȍȕȐȐ ȖȉȢȍȒȚȖȊ ȐȓȐ șțȉȢȍȒȚȖȊ, ȖȚȕȖșȐȚȍȓȤȕȖ ȒȖȚȖȘȣȝ șȖȚȘțȌȕȐȒȐ ȗȘȖȧȊȓȧȦȚ ȖȗȘȍȌȍȓȍȕȕȣȑ ȚȐȗ ȗȖȊȍȌȍȕȐȧ. ǩȣȓȖ ȗȘȍȌȓȖȎȍȕȖ 4 ȖșȕȖȊȕȣȝ ȖȉȢȍȒȚȕȖ-șțȉȢȍȒȚȕȣȝ ȒȈȚȍȋȖȘȐȐ: ȗȖȊȍȌȍȕȐȍ ȖȚȕȖșȐȚȍȓȤȕȖ ȕȍȗȖșȘȍȌșȚȊȍȕȕȖ ȏȈȕȐȔȈȍȔȖȋȖ ȘȈȉȖȟȍȋȖ ȔȍșȚȈ Ȑ ȊȣȗȖȓȕȍȕȐȧ șȊȖȐȝ ȌȖȓȎȕȖșȚȕȣȝ ȖȉȧȏȈȕȕȖșȚȍȑ; ȗȖȊȍȌȍȕȐȍ ȖȚȕȖșȐȚȍȓȤȕȖ ȒȖȔȗȈȕȐȐ (ȖȘȋȈȕȐȏȈȞȐȐ) Ȋ ȞȍȓȖȔ; ȗȖȊȍȌȍȕȐȍ ȖȚȕȖșȐȚȍȓȤȕȖ ȘțȒȖȊȖȌșȚȊȈ (ȒȈȒ ȊȝȖȌȧȡȍȋȖ Ȋ ȏȖȕț ȕȍȗȖșȘȍȌșȚȊȍȕȕȖȋȖ ȒȖȕȚȈȒȚȈ, ȚȈȒ Ȑ ȊȍȘȝȖȊȕȖȋȖ); ȗȖȊȍȌȍȕȐȍ ȖȚȕȖșȐȚȍȓȤȕȖ ȒȖȓȓȍȒȚȐȊȈ (ȗȖȌȟȐȕȍȕȕȣȝ, ȒȖȓȓȍȋ). DzȈȎȌȈȧ șțȉȢȍȒȚȕȖ-ȖȉȢȍȒȚȕȈȧ ȒȈȚȍȋȖȘȐȧ ȊȒȓȦȟȈȍȚ Ȋ șȍȉȧ ȚȘȐ ȗȘȐȏȕȈȒȈ ȓȖȧȓȤȕȖȋȖ ȗȖȊȍȌȍȕȐȧ Ȑ ȝȈȘȈȒȚȍȘȐȏțȍȚ șȍȒȚȖȘ ȖȘȐȍȕȚȈȞȐȐ ȓȖȧȓȤȕȖșȚȐ 98 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 șȖȚȘțȌȕȐȒȈ. ǷȘȐ ȥȚȖȔ ȗȖȊȍȌȍȕȐȍ ȖȚȕȖșȐȚȍȓȤȕȖ ȌȖȓȎȕȖșȚȕȣȝ ȖȉȧȏȈȕȕȖșȚȍȑ Ȑ ȒȖȔȗȈȕȐȐ Ȋ ȞȍȓȖȔ ȔȖȎȕȖ ȒȓȈșșȐȜȐȞȐȘȖȊȈȚȤ ȒȈȒ șȖȊȖȒțȗȕȖșȚȤ ȉȍȏȓȐȟȕȖșȚȕȖ ȖȘȐȍȕȚȐȘȖȊȈȕȕȣȝ (ȖȉȢȍȒȚȕȣȝ) ȜȈȒȚȖȘȖȊ, Ȉ ȗȖȊȍȌȍȕȐȍ ȖȚȕȖșȐȚȍȓȤȕȖ ȘțȒȖȊȖȌșȚȊȈ Ȑ ȒȖȓȓȍȋ, șȖȖȚȊȍȚșȚȊȍȕȕȖ, ȒȈȒ șȖȊȖȒțȗȕȖșȚȤ ȓȐȟȕȖșȚȕȖ ȖȘȐȍȕȚȐȘȖȊȈȕȕȣȝ (șțȉȢȍȒȚȕȣȝ) ȜȈȒȚȖȘȖȊ. ǵȈ ȘȐș. 2 ȗȘȍȌșȚȈȊȓȍȕȈ ȔȖȌȍȓȤ ȓȖȧȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ, ȉȈȏȐȘțȦȡȈȧșȧ ȕȈ ȐȏȓȖȎȍȕȕȣȝ ȒȖȕȞȍȗȚțȈȓȤȕȣȝ ȔȖȔȍȕȚȈȝ Ȑ ȖȉȖȉȡȐȊȠȈȧ ȉȖȓȤȠȐȕșȚȊȖ ȊȣȧȊȓȍȕȕȣȝ ȕȈȔȐ ȗȘȐȏȕȈȒȖȊ ȓȖȧȓȤȕȖȋȖ ȗȖȊȍȌȍȕȐȧ ȗȍȘșȖȕȈȓȈ. ǸȐș. 2. ǴȖȌȍȓȤ ȓȖȧȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ ǵȍșȔȖȚȘȧ ȕȈ ȖȚșțȚșȚȊȐȍ ȍȌȐȕȖȑ ȚȘȈȒȚȖȊȒȐ Ȋ ȕȈțȟȕȣȝ ȒȘțȋȈȝ, ȗȖȕȧȚȐȍ ȓȖȧȓȤȕȖșȚȐ șȖȚȘțȌȕȐȒȈ, ȍȋȖ ȗȘȐȊȍȘȎȍȕȕȖșȚȐ ȒȖȔȗȈȕȐȐ, ȒȈȒ ȗȘȈȊȐȓȖ, ȕȍșȍȚ ȗȖȓȖȎȐȚȍȓȤȕȣȑ șȔȣșȓ, ȘȈșȞȍȕȐȊȈȍȚșȧ ȒȈȒ ȗȘȐȊȓȍȒȈȚȍȓȤȕȖȍ, «ȗȖȓȍȏȕȖȍ» ȒȈȟȍșȚȊȖ. ǷȘȐȒȓȈȌȕȣȍ ȐșșȓȍȌȖȊȈȕȐȧ ȐȔȍȦȚ șȖȖȚȊȍȚșȚȊțȦȡțȦ ȕȈȗȘȈȊȓȍȕȕȖșȚȤ: ȒȈȒ ȗȖȊȣșȐȚȤ ȓȖȧȓȤȕȖșȚȤ șȖȚȘțȌȕȐȒȈ, ȒȈȒ ȊȣȧȊȐȚȤ ȗȖȚȍȕȞȐȈȓȤȕȖ șȒȓȖȕȕȖȋȖ Ȓ ȓȖȧȓȤȕȖșȚȐ ȒȈȕȌȐȌȈȚȈ, ȒȈȒȐȍ ȌȍȑșȚȊȐȧ ȘțȒȖȊȖȌșȚȊȈ șȗȖșȖȉȕȣ ȗȖȓȖȎȐȚȍȓȤȕȖ ȐȓȐ ȖȚȘȐȞȈȚȍȓȤȕȖ ȊȓȐȧȚȤ ȕȈ ȓȖȧȓȤȕȖșȚȤ șȖȚȘțȌȕȐȒȈ. ǴȍȎȌț ȚȍȔ, ȈȊȚȖȘșȒȈȧ ȗȖȏȐȞȐȧ ȗȖ ȊȖȗȘȖșț ȊȓȐȧȕȐȧ ȓȖȧȓȤȕȖșȚȐ ȕȈ ȥȜȜȍȒȚȐȊȕȖșȚȤ ȌȍȧȚȍȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ ȕȍȖȌȕȖȏȕȈȟȕȈ: ȊȖ-ȗȍȘȊȣȝ, ȌȖ șȐȝ ȗȖȘ 99 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 ȖȚșțȚșȚȊțȦȚ ȟȍȚȒȐȍ ȋȘȈȌȈȞȐȐ ȕȍȌȖșȚȈȚȖȟȕȖȋȖ, ȕȍȖȉȝȖȌȐȔȖȋȖ Ȑ ȌȖșȚȈȚȖȟȕȖȋȖ țȘȖȊȕȧ ȓȖȧȓȤȕȖșȚȐ. ǪȖ-ȊȚȖȘȣȝ, ȖȚșțȚșȚȊțȍȚ ȗȖȕȧȚȐȍ Ȑ ȖȞȍȕȒȈ ȐȏȉȣȚȖȟȕȖȋȖ, ȐȏȓȐȠȕȍȋȖ țȘȖȊȕȧ ȓȖȧȓȤȕȖșȚȐ, ȗȘȐ ȒȖȚȖȘȖȔ ȗȖȓȖȎȐȚȍȓȤȕȣȍ ȔȖȔȍȕȚȣ (șȖȒȘȈȡȍȕȐȍ ȚȍȒțȟȍșȚȐ ȒȈȌȘȖȊ, ȊȣșȖȒȐȑ țȘȖȊȍȕȤ ȐșȗȖȓȕȍȕȐȧ ȜțȕȒȞȐȖȕȈȓȤȕȣȝ ȖȉȧȏȈȕȕȖșȚȍȑ, ȏȈȐȕȚȍȘȍșȖȊȈȕȕȖșȚȤ Ȋ ȊȣȗȖȓȕȧȍȔȖȑ ȘȈȉȖȚȍ, ȋȖȚȖȊȕȖșȚȤ Ȓ ȌȐȈȓȖȋț, ȗȘȍȌȗȖȟȚȍȕȐȍ ȐȕȚȍȘȍșȖȊ ȒȖȔȗȈȕȐȐ ȓȐȟȕȣȔ) șȗȖșȖȉȕȣ ȗȍȘȍȘȈșȚȐ Ȋ ȕȍȋȈȚȐȊȕȣȍ, ȌȍșȚȘțȒȚȐȊȕȣȍ ȗȘȖȧȊȓȍȕȐȧ. Ǭȓȧ ȈȕȈȓȐȏȈ Ȑ ȚȐȗȖȓȖȋȐȏȈȞȐȐ ȐȏȉȣȚȖȟȕȖȑ ȓȖȧȓȤȕȖșȚȐ ȗȘȍȌȓȈȋȈȍȚșȧ șȓȍȌțȦȡȈȧ ȒȓȈșșȐȜȐȒȈȞȐȧ ȊȐȌȖȊ ȓȖȧȓȤȕȖșȚȐ ȗȖ ȖȉȢȍȒȚț ȗȘȐȊȍȘȎȍȕȕȖșȚȐ: í ȘȍȏțȓȤȚȈȚȐȊȕȈȧ, ȗȘȐ ȒȖȚȖȘȖȑ ȖșȕȖȊȕȖȑ ȞȍȕȕȖșȚȤȦ Ȍȓȧ șȖȚȘțȌȕȐȒȈ ȊȣșȚțȗȈȍȚ ȘȍȏțȓȤȚȈȚ ȌȍȧȚȍȓȤȕȖșȚȐ ȍȋȖ ȗȖȌȘȈȏȌȍȓȍȕȐȧ ȐȓȐ ȗȘȍȌȗȘȐȧȚȐȧ Ȋ ȞȍȓȖȔ; í ȗȘȖȞȍșșȕȈȧ, Ȍȓȧ ȒȖȚȖȘȖȑ ȝȈȘȈȒȚȍȘȕȈ ȊȣșȖȒȈȧ ȏȕȈȟȐȔȖșȚȤ ȥȜȜȍȒȚȐȊȕȖȋȖ ȗȘȖȚȍȒȈȕȐȧ Ȋșȍȝ (ȐȓȐ ȕȍȗȖșȘȍȌșȚȊȍȕȕȖ ȒȈșȈȦȡȐȝșȧ șȖȚȘțȌȕȐȒȈ) ȗȘȖȞȍșșȖȊ, șȊȧȏȈȕȕȣȝ ș ȚȘțȌȖȊȖȑ ȌȍȧȚȍȓȤȕȖșȚȤȦ; í ȓȖȧȓȤȕȖșȚȤ ȘțȒȖȊȖȌșȚȊț, Ȋ ȚȖȔ ȟȐșȓȍ ȚȘȈȌȐȞȐȖȕȕȈȧ (ȖșȕȖȊȈȕȕȈȧ ȚȖȓȤȒȖ ȕȈ ȏȈȕȧȚȐȐ ȘțȒȖȊȖȌȐȚȍȓȍȔ ȉȖȓȍȍ ȊȣșȖȒȖȑ, ȟȍȔ ț șȖȚȘțȌȕȐȒȈ, ȌȖȓȎȕȖșȚȐ) Ȑ ȝȈȘȐȏȔȈȚȐȟȍșȒȈȧ (ȉȈȏȐȘțȦȡȈȧșȧ ȕȈ ȓȐȟȕȣȝ ȒȈȟȍșȚȊȈȝ ȘțȒȖȊȖȌȐȚȍȓȧ, ȗȘȐȊȓȍȒȈȚȍȓȤȕȣȝ Ȍȓȧ șȖȚȘțȌȕȐȒȈ); í ȓȖȧȓȤȕȖșȚȤ ȒȖȓȓȍȒȚȐȊț Ȋ ȞȍȓȖȔ, Ȋ ȒȖȕȚȍȒșȚȍ ȌȈȕȕȖȋȖ ȐșșȓȍȌȖȊȈȕȐȧ ȕȈȏȣȊȈȍȔȈȧ ȗȈȘȚȐșȐȗȈȚȐȊȕȖȑ. ǴȈȚȘȐȞȈ ȓȖȧȓȤȕȖșȚȐ ȗȘȍȌșȚȈȊȓȍȕȈ Ȋ ȚȈȉȓ. 1. ǺȈȉȓȐȞȈ 1 ǴȈȚȘȐȞȈ ȓȖȧȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ ȖȘȋȈȕȐȏȈȞȐȑ ǷȖ ȖȉȢȍȒȚț ǷȖ ȕȈȗȘȈȊȓȍȕȐȦ dzȐȕȍȑȕȈȧ ǪȍȘȚȐȒȈȓȤȕȈȧ ǼȐȘȔȍȕȕȈȧ dzȐȟȕȖșȚȕȈȧ ǷȘȖȞȍșșȕȈȧ ǸȍȏțȓȤȚȈȚȐȊȕȈȧ ǷȈȘȚȐșȐȗȈȚȐȊȕȈȧ ǸțȒȖȊȖȌșȚȊț ǷȘȍȌȗȖȓȈȋȈȍȚșȧ, ȟȚȖ ȗȘȐ ȘȈȊȕȖȔȍȘȕȖȔ ȘȈȏȊȐȚȐȐ Ȋșȍȝ ȚȐȗȖȊ ȓȖȧȓȤȕȖșȚȐ ȕȈȉȓȦȌȈȍȚșȧ ȗȖȓȖȎȐȚȍȓȤȕȣȑ ȥȜȜȍȒȚ, ȊȣȘȈȎȈȍȔȣȑ Ȋ ȎȍȓȈȕȐȐ șȖȚȘțȌȕȐȒȈ ȘȈȉȖȚȈȚȤ ȕȈ ȌȈȕȕȖȔ ȗȘȍȌȗȘȐȧȚȐȐ, șȗȖșȖȉșȚȊȖȊȈȚȤ ȍȋȖ ȗȘȖȞȊȍȚȈȕȐȦ Ȑ țșȗȍȠȕȖȑ ȌȍȧȚȍȓȤȕȖșȚȐ, ȗȖȏȐȚȐȊȕȖ ȊȏȈȐȔȖȌȍȑșȚȊȖȊȈȚȤ ș ȒȖȓȓȍȋȈȔȐ Ȑ ȘțȒȖȊȖȌșȚȊȖȔ. ǶȌȕȈȒȖ ȗȘȐ ȏȕȈȟȐȚȍȓȤȕȖȔ ȌȖȔȐȕȐȘȖȊȈȕȐȐ ȖȚȌȍȓȤȕȣȝ ȊȐȌȖȊ ȓȖȧȓȤȕȖșȚȐ ȕȈȉȓȦȌȈȍȚșȧ șȔȍȡȍȕȐȍ, ȊȣȏȣȊȈȦȡȍȍ ȌȐșȉȈȓȈȕș Ȑ ȕȍȋȈȚȐȊȕȖ șȒȈȏȣȊȈȦȡȍȍșȧ ȕȈ ȚȘțȌȖȊȖȑ ȌȍȧȚȍȓȤȕȖșȚȐ. ǺȈȒ, ȋȐȗȍȘȚȘȖȜȐȘȖȊȈȕȕȖȍ ȘȈȏȊȐȚȐȍ ȊȍȘȚȐȒȈȓȤȕȖȑ ȓȖȧȓȤȕȖșȚȐ (ȘȍȏțȓȤȚȈȚȐȊȕȖȑ ȐȓȐ ȓȖȧȓȤȕȖșȚȐ 100 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 ȘțȒȖȊȖȌșȚȊț) ȊȣȏȣȊȈȍȚ ȚȖȘȔȖȎȍȕȐȍ ȓȐȕȍȑȕȖȑ (ȗȘȖȞȍșșȕȖȑ ȐȓȐ ȗȈȘȚȐșȐȗȈȚȐȊȕȖȑ), Ȑ ȕȈȖȉȖȘȖȚ – ȟȘȍȏȔȍȘȕȈȧ ȖȞȍȕȒȈ ȐȕȚȍȘȍșȖȊ ȒȖȓȓȍȒȚȐȊȈ ȔȖȎȍȚ șȚȈȚȤ ȗȘȐȟȐȕȖȑ ȒȖȕȜȓȐȒȚȈ ș ȘțȒȖȊȖȌșȚȊȖȔ ȐȓȐ ȗȖȑȚȐ Ȋ ȘȈȏȘȍȏ ș ȐȕȚȍȘȍșȈȔȐ ȒȖȔȗȈȕȐȐ. ǨȕȈȓȖȋȐȟȕȣȑ ȌȐșȉȈȓȈȕș ȔȖȎȍȚ ȕȈȉȓȦȌȈȚȤșȧ Ȑ ȗȘȐ ȌȖȔȐȕȐȘȖȊȈȕȐȐ ȚȖȓȤȒȖ ȓȐȟȕȖșȚȕȖȑ ȐȓȐ ȜȐȘȔȍȕȕȖȑ ȓȖȧȓȤȕȖșȚȐ. ǷȍȘȊȖȕȈȟȈȓȤȕȖȑ ȋȐȗȖȚȍȏȖȑ ȗȘȍȌșȚȈȊȓȧȍȔȖȋȖ ȐșșȓȍȌȖȊȈȕȐȧ ȧȊȓȧȓȖșȤ ȕȈȓȐȟȐȍ ȖȉȘȈȚȕȖȑ șȊȧȏȐ ȔȍȎȌț țȘȖȊȕȧȔȐ ȓȖȧȓȤȕȖșȚȐ ȗȖ ȖȉȢȍȒȚȕȖȔț ȗȘȐȏȕȈȒț (ȔȍȎȌț ȜȐȘȔȍȕȕȖȑ Ȑ ȓȐȟȕȖșȚȕȖȑ ȓȖȧȓȤȕȖșȚȤȦ) ȗȖ ȌȖșȚȐȎȍȕȐȐ ȖȗȘȍȌȍȓȍȕȕȖȋȖ țȘȖȊȕȧ ȌȐșȉȈȓȈȕșȈ, ȖȌȕȈȒȖ ȘȍȏțȓȤȚȈȚȣ ȖȗȘȖșȈ [2] ȗȖȒȈȏȈȓȐ, ȟȚȖ ȕȍșȖȋȓȈșȖȊȈȕȕȖșȚȤ ȓȐȕȍȑȕȣȝ Ȑ ȊȍȘȚȐȒȈȓȤȕȣȝ ȊȐȌȖȊ ȓȖȧȓȤȕȖșȚȐ (ȗȘȖȞȍșșȕȈȧ - ȘȍȏțȓȤȚȈȚȐȊȕȈȧ Ȑ ȗȈȘȚȐșȐȗȈȚȐȊȕȈȧ - ȘțȒȖȊȖȌȐȚȍȓȦ șȖȖȚȊȍȚșȚȊȍȕȕȖ) ȖȒȈȏȣȊȈȍȚ ȋȖȘȈȏȌȖ ȉȖȓȤȠȍȍ ȌȍșȚȘțȒȚȐȊȕȖȍ ȊȓȐȧȕȐȍ ȒȈȒ ȕȈ ȖȉȡțȦ țȌȖȊȓȍȚȊȖȘȍȕȕȖșȚȤ ȘȈȉȖȚȕȐȒȈ, ȚȈȒ Ȑ ȕȈ ȍȋȖ ȗȘȐȊȍȘȎȍȕȕȖșȚȤ ȜȐȘȔȍ (ȖȚșțȚșȚȊȐȍ ȕȈȔȍȘȍȕȐȧ ȗȖȒȐȕțȚȤ ȖȘȋȈȕȐȏȈȞȐȦ). ǺȈȒ, ȕȈ ȖȌȕȖȔ Ȑȏ ȥȚȈȗȖȊ ȐșșȓȍȌȖȊȈȕȐȧ ȓȖȧȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ ǶǶǶ «ǩȐȑșȒȥȕȍȘȋȖȘȍȔȖȕȚ» șȖȚȘțȌȕȐȒȈȔ ȗȘȍȌȓȈȋȈȓȖșȤ ȖȝȈȘȈȒȚȍȘȐȏȖȊȈȚȤ ȘȈȏȓȐȟȕȣȍ șȐȚțȈȞȐȐ ȒȈȒ ȗȘȐȧȚȕȣȍ, ȊȣȏȣȊȈȦȡȐȍ ȗȖȓȖȎȐȚȍȓȤȕȣȍ ȥȔȖȞȐȐ (Ǹ = + 1), ȕȍȑȚȘȈȓȤȕȣȍ (Ǹ = 0) Ȑ ȖȚȚȈȓȒȐȊȈȦȡȐȍ, ȊȣȏȣȊȈȦȡȐȍ ȕȍȋȈȚȐȊȕȣȍ ȥȔȖȞȐȐ (Ǹ = -1). ǸȍșȗȖȕȌȍȕȚȣ, ȒȖȚȖȘȣȍ ȌȈȊȈȓȐ ȗȖȓȖȎȐȚȍȓȤȕțȦ ȖȞȍȕȒț ȘȈȏȓȐȟȕȣȔ ȜȖȘȔȈȔ ȒȖȕșȚȘțȒȚȐȊȕȖȋȖ ȊȏȈȐȔȖȌȍȑșȚȊȐȧ ș ȘțȒȖȊȖȌȐȚȍȓȧȔȐ (ǸȘțȒ = 0,5…0,75), ȋȖȘȈȏȌȖ ȟȈȡȍ ȊȖșȗȘȐȕȐȔȈȓȐ șȓțȟȈȐ șȖȚȘțȌȕȐȟȍșȚȊȈ ș ȒȖȓȓȍȋȈȔȐ ȒȈȒ ȕȍȑȚȘȈȓȤȕȣȍ ȐȓȐ ȌȈȎȍ ȖȚȚȈȓȒȐȊȈȦȡȐȍ (ǸȒȖȓȓ = -0,2…-0,3). ǵȍȖȉȝȖȌȐȔȖșȚȤ șȗȖȘȈ, ȒȖȕȜȓȐȒȚȈ, ȖȚșȚȈȐȊȈȕȐȧ șȊȖȍȋȖ ȔȕȍȕȐȧ ȗȍȘȍȌ ȘțȒȖȊȖȌșȚȊȖȔ Ȑ ȗȍȘȍȌ ȒȖȓȓȍȋȈȔȐ ȚȈȒȎȍ ȗȖȒȈȏȈȓȐ ȖȚȟȍȚȓȐȊțȦ ȖȉȘȈȚȕțȦ ȊȏȈȐȔȖșȊȧȏȤ. ǨȕȈȓȖȋȐȟȕȈȧ ȒȈȘȚȐȕȈ ȕȈȉȓȦȌȈȍȚșȧ ț ȘȍșȗȖȕȌȍȕȚȖȊ ȗȘȐ ȖȞȍȕȒȍ șȐȚțȈȞȐȑ, ȐȔȍȦȡȐȝ ȖȘȐȍȕȚȈȞȐȦ «ȗȘȖȞȍșș-ȘȍȏțȓȤȚȈȚ». ǷȘȍȌȗȖȓȈȋȈȍȔȖȑ ȕȈȔȐ ȖȉȘȈȚȕȖȑ ȏȈȊȐșȐȔȖșȚȐ ȔȍȎȌț ȓȐȟȕȖșȚȕȣȔȐ Ȑ ȜȐȘȔȍȕȕȣȔȐ ȜȈȒȚȖȘȈȔȐ ȗȘȈȒȚȐȟȍșȒȐ ȕȍ ȕȈȉȓȦȌȈȓȖșȤ. ǹȓȍȌțȍȚ, ȖȌȕȈȒȖ, ȗȖȌȟȍȘȒȕțȚȤ, ȟȚȖ ȗȖȟȚȐ ȗȖ 10% șȖȚȘțȌȕȐȒȖȊ ȗȖȒȈȏȈȓȐ ȖȚȟȍȚȓȐȊțȦ ȥȒșȚȘȈȊȍȘȚȐȘȖȊȈȕȕțȦ Ȑ ȐȕȚȘȈȊȍȘȚȐȘȖȊȈȕȕțȦ ȖȘȐȍȕȚȈȞȐȦ, ȌȈȊ ȖȌȕȖȊȘȍȔȍȕȕȖ ȊȣșȖȒțȦ ȐȓȐ ȕȐȏȒțȦ ȖȞȍȕȒț ȕȍȖȉȝȖȌȐȔȖșȚȐ ȊȏȈȐȔȖȌȍȑșȚȊȐȧ Ȑ ș ȘțȒȖȊȖȌșȚȊȖȔ, Ȑ ș ȒȖȓȓȍȋȈȔȐ. ǭȡȍ ȖȒȖȓȖ 7% ȘȍșȗȖȕȌȍȕȚȖȊ ȗȘȖȌȍȔȖȕșȚȘȐȘȖȊȈȓȐ ȖȌȕȖȊȘȍȔȍȕȕȖ ȊȣșȖȒțȦ ȏȕȈȟȐȔȖșȚȤ ȗȘȖȞȍșșȕȣȝ Ȑ ȘȍȏțȓȤȚȈȚȐȊȕȣȝ ȜȈȒȚȖȘȖȊ, ȗȖȓțȟȐȊ ȗȘȍȌȊȈȘȐȚȍȓȤȕȖ ȕȈȏȊȈȕȐȍ «ȗȍȘȜȍȒȞȐȖȕȐșȚșȒȖȑ» ȋȘțȗȗȣ. ǶȉȘȈȚȕȖȑ șȐȚțȈȞȐȐ (ș ȖȌȕȖȊȘȍȔȍȕȕȖ ȕȐȏȒȖȑ ȖȞȍȕȒȖȑ țȒȈȏȈȕȕȣȝ ȜȈȒȚȖȘȖȊ) ȕȈ ȐșșȓȍȌțȍȔȖȔ ȗȘȍȌȗȘȐȧȚȐȐ ȗȘȈȒȚȐȟȍșȒȐ ȕȍ ȕȈȉȓȦȌȈȓȖșȤ. 101 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 ǷȖ ȘȍȏțȓȤȚȈȚȈȔ ȘȍȈȓȐȏȖȊȈȕȕȣȝ ȥȚȈȗȖȊ ȉȣȓȈ ȖȗȘȍȌȍȓȍȕȈ ȌȈȓȤȕȍȑȠȈȧ șȚȘțȒȚțȘȈ ȐșșȓȍȌȖȊȈȕȐȧ (Ȉ ȐȔȍȕȕȖ, ȖȉȖșȕȖȊȈȕȈ ȕȍȖȉȝȖȌȐȔȖșȚȤ ȐȏțȟȍȕȐȧ ȊȕȍȠȕȐȝ ȜȈȒȚȖȘȖȊ ȜȖȘȔȐȘȖȊȈȕȐȧ ȓȖȧȓȤȕȖșȚȐ – ȚȐȗȈ țȗȘȈȊȓȍȕȐȧ, ȝȈȘȈȒȚȍȘȐșȚȐȒ ȒȖȘȗȖȘȈȚȐȊȕȖȑ ȒțȓȤȚțȘȣ, ȖȘȋȈȕȐȏȈȞȐȐ ȗȘȖȐȏȊȖȌșȚȊȍȕȕȖȋȖ ȗȘȖȞȍșșȈ Ȑ Ț.Ȍ.), Ȉ ȚȈȒȎȍ ȗȖȌȚȊȍȘȎȌȍȕȈ ȐșȝȖȌȕȈȧ ȋȐȗȖȚȍȏȈ Ȗ șțȡȍșȚȊȖȊȈȕȐȐ ȘȈȏȓȐȟȕȣȝ ȊȐȌȖȊ ȓȖȧȓȤȕȖșȚȐ Ȑ Ȑȝ ȊȏȈȐȔȕȖȔ ȊȖȏȌȍȑșȚȊȐȐ ȕȈ țȘȖȊȍȕȤ țȌȖȊȓȍȚȊȖȘȍȕȕȖșȚȐ Ȑ ȗȘȐȊȍȘȎȍȕȕȖșȚȐ ȘȈȉȖȚȕȐȒȖȊ ȖȘȋȈȕȐȏȈȞȐȐ. dzǰǺǭǸǨǺǻǸǨ 1. ǴȐȓȧȍȊȈ dz.ǫ., ǷȖȏȌȕȧȒȖȊȈ Ǻ.Ǫ. DzȖȕȞȍȗȚțȈȓȤȕȣȍ ȖșȕȖȊȣ țȗȘȈȊȓȍȕȐȧ ȒȖȕȒțȘȍȕȚȖșȗȖșȖȉȕȖșȚȐ ȊȣȗțșȒȕȐȒȖȊ ȊțȏȖȊ ȕȈ ȗȘȖȜȐȓȤȕȖȔ ȘȣȕȒȍ ȚȘțȌȈ / DzȈȏȈȕșȒȈȧ ȕȈțȒȈ. – ȹ10. – DzȈȏȈȕȤ: ǰȏȌ-ȊȖ DzȈȏȈȕșȒȐȑ ǰȏȌȈȚȍȓȤșȒȐȑ ǬȖȔ, 2011. – ǹ. 88–91. 2. ǷȖȏȌȕȧȒȖȊȈ Ǻ.Ǫ., ǪȖȓȒȖȊȈ ǵ.Ǫ. dzȖȧȓȤȕȖșȚȤ ȗȍȘșȖȕȈȓȈ ȖȘȋȈȕȐȏȈȞȐȑ: ȈȕȈȓȐȏ ȕȍȋȈȚȐȊȕȣȝ ȈșȗȍȒȚȖȊ / ǨȒȚțȈȓȤȕȣȍ ȗȘȖȉȓȍȔȣ ȥȒȖȕȖȔȐȒȐ Ȑ ȔȍȕȍȌȎȔȍȕȚȈ: ǴȈȚȍȘȐȈȓȣ ȔȍȎȌțȕȈȘȖȌȕȖȑ ȕȈțȟȕȖ-ȗȘȈȒȚȐȟȍșȒȖȑ ȒȖȕȜȍȘȍȕȞȐȐ șȚțȌȍȕȚȖȊ, ȈșȗȐȘȈȕȚȖȊ Ȑ ȔȖȓȖȌȣȝ țȟȍȕȣȝ – ǴȈȑȒȖȗ: ǰȏȌ-ȊȖ «ǴȈȋȈȘȐȕ Ƕ.ǫ.», 2012. – ǹ. 275-277. 3. ǽȈȘșȒȐȑ Dz.Ǫ. ǩȓȈȋȖȕȈȌȍȎȕȖșȚȤ Ȑ ȓȖȧȓȤȕȖșȚȤ ȗȍȘșȖȕȈȓȈ / Dz.Ǫ. ǽȈȘșȒȐȑ. – Ǵ.: ǷȐȚȍȘ, 2003. 4. DzȖȊȘȖȊ Ǩ.Ǫ. dzȖȧȓȤȕȖșȚȤ ȗȍȘșȖȕȈȓȈ / Ǩ.Ǫ. DzȖȊȘȖȊ. – Ǵ.: ǩȍȘȈȚȖȘ, 2004. 5. ǬȖȔȐȕȧȒ Ǫ.ǰ. ǶȘȋȈȕȐȏȈȞȐȖȕȕȈȧ ȓȖȧȓȤȕȖșȚȤ: ȔȖȌȍȓȤ ȘȍȈȓȐȏȈȞȐȐ ȖȎȐȌȈȕȐȑ ȘȈȉȖȚȕȐȒȈ ȖȚ șȊȖȍȑ ȖȘȋȈȕȐȏȈȞȐȐ: ǬȐșș. … ȒȈȕȌ. ȗșȐȝȖȓ. ȕȈțȒ: 19.00.05 – șȖȞȐȈȓȤȕȈȧ ȗșȐȝȖȓȖȋȐȧ / Ǫ.ǰ. ǬȖȔȐȕȧȒ – ǹȈȕȒȚ-ǷȍȚȍȘȉțȘȋ, 2006. 6. ǹȒȘȐȗțȕȖȊȈ ǭ. dzȖȧȓȤȕȖșȚȤ ȗȍȘșȖȕȈȓȈ – ȟȚȖ ȚȖ ȚȈȒȖȍ. ȀȒȈȓȈ ȓȖȧȓȤȕȖșȚȐ. ǶȞȍȕȒȈ Ȑ ȜȖȘȔȐȘȖȊȈȕȐȍ ȓȖȧȓȤȕȖșȚȐ ȗȍȘșȖȕȈȓȈ / ǭ. ǹȒȘȐȗțȕȖȊȈ // dzȖȧȓȤȕȖșȚȤ ȗȍȘșȖȕȈȓȈ: ǨȓȤȔȈȕȈȝ. ǷȖȌ ȘȍȌ. ǰ. dzȍȕșȒȖȋȖ. – Ǵ.: ǰȔȐȌȎ-ǴȍȌȐȈ, 2009. 7. ǹȍȘȍȌȐȕȖȊȈ ǭ. dzȖȧȓȤȕȖșȚȤ – ȥȚȖ ȔȐȜ? / ǭ. ǹȍȘȍȌȐȕȖȊȈ // dzȖȧȓȤȕȖșȚȤ ȗȍȘșȖȕȈȓȈ: ǨȓȤȔȈȕȈȝ. ǷȖȌ ȘȍȌ. Ǻ. ǨșȓȈȕȖȊȈ. – Ǵ.: ǰȔȐȌȎ-ǴȍȌȐȈ, 2009. 8. DzȈȓȈȉȐȕ Ǩ. ǵȈȠ ȟȍȓȖȊȍȒ – ȕȍ ȕȈȠ ȟȍȓȖȊȍȒ / Ǩ. DzȈȓȈȉȐȕ // ǶȚȌȍȓ ȒȈȌȘȖȊ. – 2004. – ȹ11. 9. DzȖȘȖșȚȍȓȍȊȈ ǹ. ǿȚȖ ȗȖșȍȍȠȤ, ȚȖ Ȑ ȗȖȎȕȍȠȤ / ǹ. DzȖȘȖșȚȍȓȍȊȈ // ǶȚȌȍȓ ȒȈȌȘȖȊ. – 2004. – ȹ11. REFERENCES 1. Miliaeva L.G., Pozdniakova T.V. Conceptual bases of management of the competitiveness of University graduates on the labour market. Kazanskaia nauka –Kazan science, 2011, no.10. – pp. 88–91 (in Russian). 2. Pozdniakova T.V., Volkova N.V. Loial'nost' personala organizatsii: analiz negativnykh aspektov [The loyalty of the staff: the analysis of the negative aspects]. Materialy mezhdunarodnoi nauchno-prakticheskoi konferentsii studentov, aspirantov i molodykh uchenykh ”Aktual'nye problemy ekonomiki i menedzhmenta” [Materials of the international scientifically-practical conference of students, post-graduate students and young scientists “Actual problems of economy and management”]. Maikop, 2012, 102 ʦː˛˜˚ː˕˝˓ˍ˦ʤˋ˞˕˓˓ʥˌ˛ˋ˒˙ˍˋ˘˓˪.͞2.2013PerspectivesofScienceandEducation.͞2.2013 3. 4. 5. 6. 7. 8. 9. pp.275-277. Kharskii K.V. Blagonadezhnost' i loial'nost' personala [Trustworthiness and loyalty of the personnel]. Moscow, Peter., 2003. Kovrov A.V. Loial'nost' personala [The loyalty of the personnel]. Moscow, Berator., 2004. Dominiak V.I. Organizatsionnaia loial'nost': model' realizatsii ozhidanii rabotnika ot svoei organizatsii: Diss. … kand. psikhol. nauk [Organizational loyalty: a model of the expectations of the employee from his organization. Ph.D. Diss]. Saint Petersburg, 2006. Skripunova E. The loyalty of the personnel - what it is. The scale of loyalty. Assessment and formation of loyalty of personnel. Loial'nost' personala: Al'manakh – the Loyalty of the personnel: the Almanac, 2009 (in Russian). Seredinova E. Loyalty - is this a myth? Loial'nost' personala: Al'manakh – the Loyalty of the personnel: the Almanac, 2009 (in Russian). Kalabin A. Our man is not our man. Otdel kadrov –Personnel Department, 2004, no.11 (in Russian). Korosteleva S. As you sow, so shall you reap. Otdel kadrov – Personnel Department, 2004, no.11 (in Russian). ǰȕȜȖȘȔȈȞȐȧ Ȗȉ ȈȊȚȖȘȍ ǷȖȏȌȕȧȒȖȊȈ ǺȈȚȤȧȕȈ ǪȈȓȍȘȤȍȊȕȈ (ǸȖșșȐȧ, ǩȐȑșȒ) – DzȈȕȌȐȌȈȚ ȥȒȖȕȖȔȐȟȍșȒȐȝ ȕȈțȒ, șȚȈȘȠȐȑ ȗȘȍȗȖȌȈȊȈȚȍȓȤ. ǩȐȑșȒȐȑ ȚȍȝȕȖȓȖȋȐȟȍșȒȐȑ ȐȕșȚȐȚțȚ (ȜȐȓȐȈȓ). ǨȓȚȈȑșȒȐȑ ȋȖșțȌȈȘșȚȊȍȕȕȣȑ ȚȍȝȕȐȟȍșȒȐȑ țȕȐȊȍȘșȐȚȍȚ ȐȔ. ǰ.ǰ. ǷȖȓȏțȕȖȊȈ. E-mail: Ptv-bti@mail.ru. Information about the author Pozdniakova Tat'iana Valer'evna (Russian Federation, Biysk) – Ph.D in Economics, the senior lecturer of Biysk technological institute (branch). Altai state technical university named by I.I. Polzunov». E-mail: Ptv-bti@mail.ru. 103
