Levels of organizational culture. Organizational culture as an object of scientific study

Modern management considers organizational culture as a powerful strategic tool that allows you to orient all departments and employees towards common goals. There are several definitions of organizational (corporate) culture.

• the values ​​and norms learned and applied by the members of the organization that determine its behavior;
• atmosphere or social climate in the organization;
• the dominant system of values ​​and behaviors in the organization.

Based on these definitions, organizational culture is understood mainly as values ​​and norms shared by the majority of members of the organization, as well as their external manifestations (organizational behavior). Most often, organizational (or corporate) culture is defined as a set of values, customs, traditions, norms, beliefs and assumptions embodied in various aspects of the organization's activities, and which make this or that organization unique.

Organizational culture performs two main functions:

internal integration: carries out the internal integration of the members of the organization in such a way that they know how they should interact with each other;

external adaptation: helps the organization to adapt to the external environment.

The main elements of organizational culture:

Behavioral stereotypes

Group norms;

Proclaimed values;

Philosophy of the organization;.

Rules of the game;

organizational climate;

Existing practical experience.

Formation of organizational culture is an attempt to constructively influence the socio-psychological atmosphere, the behavior of employees. Forming certain attitudes, a system of values ​​or a "model of the world" among the organization's personnel within the framework of the organizational culture, it is possible to predict, plan and stimulate the desired behavior. However, it is always necessary to take into account the corporate culture that has spontaneously developed in this organization. Often in the business environment, managers try to form the philosophy of their enterprise, where they declare progressive values, norms, and get results that do not correspond to their desires and investments. This happens partly because the artificially introduced organizational norms and values ​​come into conflict with the real ones and therefore are actively rejected by the majority of the organization's members.
The formation of organizational culture is usually carried out in the process of professional adaptation of personnel.

In foreign and Russian literature, several structural models of organizational culture are considered.

The most famous is the three-level model of the American psychologist Edgar Schein, built on the basis of the concept of culturologists F.R. Klukhona and F.L. Strotbek. The study of organizational culture begins at the first, “superficial” or “symbolic” level, including such external manifestations as the applied technology and architecture, the use of space and time, language, slogans, observed patterns of behavior, methods of verbal and non-verbal communication, layout and design. premises. It is the "visible" part of the organizational culture. However, the meaning of these external manifestations remains incomprehensible if the basic ideas that stand behind these external manifestations are unknown. At this level, things and phenomena are easy to detect, but they are quite difficult to interpret in terms of organizational culture without knowing its other levels.

The second level represents the values ​​and beliefs shared by the members of the organization, in accordance with the extent to which these values ​​are reflected in symbols and language. As a rule, they are formed by the company's management and communicated to all employees. The perception of values ​​and beliefs is conscious and depends on the desire of people. Shine called this "organizational ideology", which in many companies is directly formulated in the organization's program documents, being the main guideline in its activities. Set values, which may be explicit or implicit, in turn determine the social norms that govern the behavior of members of the organization. Declared values ​​do not always correspond to the true values ​​of the organization.

Organizational culture, according to E.Shine, is based on some basic ideas about the nature of the surrounding world, reality, time, space, human nature, human activity, human relationships. These hidden and taken for granted assumptions guide people's behavior, helping them to perceive the attributes that characterize organizational culture. They are in the sphere of the subconscious and, accordingly, are not sufficiently realized even by their carriers - members of the organization. They are revealed only in the course of a special analysis and, in general, are only hypothetical.

Levels of organizational culture

Learning Organizational Culture Starts at the Surface

External facts - visible, but often not interpreted.

· Technologies

Architecture

Observable patterns of behavior

Value orientations and beliefs - require deeper knowledge and acquaintance, affects deeper values.

· Verifiable in the physical environment;

· Verifiable only through social consensus.

Basic and Hidden Assumptions - accepted subconsciously and without evidence

· Relationship with nature;

· Attitude to the person;

· Attitude to work;

Understanding of reality, time and space.

The model is quite universal, since it is invariant with respect to the industry affiliation of the organization, the stage of the life cycle of its development, the form of ownership, etc. Nevertheless, it seems to us that for all its merits, this model is theoretical in nature, the categories of elements used tend to be studied by anthropologists, so its application in management practice is not always convenient.

It is possible to offer a simpler model of corporate culture, which consists of two organizational levels.

There is a model of organizational culture "multilayered onion"

Topic 11. Levels of organizational culture.

The content of organizational culture includes the following components:
1. Awareness of oneself and one's place in the organization. Some cultures value the concealment of their internal moods by the employee, others encourage their external manifestation, some organizations encourage cooperation, while others encourage individualism.
2. Communication system and language of communication (the nature of the use of oral, written, non-verbal communications, including the use of jargon, abbreviations, gestures).
3. The appearance of employees and their presentation of themselves at work (presence of uniforms, overalls, requirements for neatness, cosmetics, hairstyles of employees).
4. Organization of catering, including the presence or absence of premises for meals, the frequency and duration of meals, the presence of one canteen for all staff or separate canteens for managerial and ordinary personnel.
5. Awareness of time, attitude towards it and its use (observance of the time schedule and encouragement for it).
6. Relationships between people (including those of different age, gender, status, experience, knowledge, religion, the degree of formalization of relations, ways to resolve conflicts).
7. Values ​​and norms.
Values - this is a set of standards and criteria that are declared by the founders and management of the organization, form the core of the corporate culture and are designed to unite employees of various departments and levels of management, as well as the personal values ​​of each individual (that is, what people value in their organizational life: position, titles, the work itself).
Norms are guidelines that determine the admissibility of a particular behavior.
8. Belief in something or disposition towards something (for example, faith in leadership, success, in one's own strength, in mutual assistance, in justice, as well as attitude towards colleagues, clients, competitors, evil, violence).
9. The process of development of employees (thoughtless or conscious performance of work, reliance on intelligence or strength).
10. Work ethics and motivation (attitude towards work and responsibility at work, division and substitution of work, cleanliness of the workplace, quality of work, work habits, work evaluation and remuneration, promotion at work).
There are corporate subcultures of various departments and groups:
1. whose values ​​coincide with those of the dominant culture.
2. Including the values ​​of the dominant culture and a set of values ​​that do not conflict with them.
3. whose values ​​are contrary to the values ​​of the dominant culture (counterculture).

Three levels of the organizational culture of the organization are distinguished in the model of E. Shane because they clearly differ in the degree of observability and the ability to manage them. When discussing the deepest and most difficult to change level, they usually talk about the worldview of employees, which has a national component and therefore is difficult to correct.
The middle level is called the level of values ​​and symbols that can be measured through interviews. This level of organizational culture can be corrected if significant managerial efforts are applied over a long period of time. So, often the development and acceptance by ordinary employees of the new mission of the company, proclaimed by the management, cannot be guaranteed without a number of additional measures, the general meaning of which is to remove various kinds of protective and cognitive blocks inherent in the current state of development of organizational culture. The behavioral level of organizational culture is much easier to assess, since it is entirely observed in the actions of employees, in the nature of their communication, in interaction procedures that are not always formalized, but work without unnecessary reminders from the manager. The behavioral level of culture is a set of unwritten norms and rules. Historically, many manifestations of organizational culture can have a source in the form of written regulations, rules, orders. If they turned out to be effective, corresponding to the usual way of doing business at the enterprise, the norms and rules fixed in the documents begin to take on a life of their own, performing the function of regulating organizational behavior. For example, the desire of management to live once and for all the established routine can find expression in the rules for submitting rationalization proposals, which are furnished with so many bureaucratic slingshots that the most energetic innovator will think a hundred times before submitting his proposal to management.
As a result, among the workers, the opinion begins to take shape that it is more expensive for them to stick their head out at their enterprise. This opinion is transmitted from the old-timers of the enterprise to the newly hired employees, who have not even seen any Rules for submitting rationalization proposals, but are already aware that it is better not to offer anything. The organizational norm has earned, has become one of the regulators of the behavior of employees. Similar processes are typical for almost all areas of employee behavior: for grounds for promotion, for waiting in line for bonuses, for expectations to receive verbal feedback from the immediate supervisor (weekly, once a year or upon dismissal), for recognizing the right of the head to travel on a business trip abroad once a quarter, but for yourself not to expect anything like that, to expect at least some information from your immediate superior, for the right to learn about upcoming changes from newspapers, and not from management, etc. Thus, the behavioral level of organizational culture is in direct connection with the formal aspects of the functioning of the organization. Therefore, speaking of regulations and procedures, we are simultaneously talking about organizational culture. Indicators of organizational culture, on which G. Hofstede's well-known concept is based, (are rather integral and, in a certain sense, deeply psychological in nature. They largely reflect the ideological and national levels of organizational culture. Social changes that the company's management would like to implement and which can be determined how “integral social innovations” will be very “energy intensive” if they are not supported by a base of corresponding “instrumental production innovations” produced at the most plastic behavioral level of organizational culture.

Organizational culture does not exist on its own. It is always included in the cultural context of a given geographical region and society as a whole and is influenced by the national culture. In turn, organizational or corporate culture influences the formation of the culture of departments, work and management groups and teams.

Correlation and mutual influence of cultures of different levels:

National culture - the culture of a country or a minority in a country;

Organizational culture - the culture of a corporation, enterprise or association;

Working culture - the culture of the dominant type of activity of society;

Team culture - the culture of the work or management team.

Organizational culture is a complex phenomenon that does not always lie on the surface, it is difficult to “feel” it. If we can say that an organization has a soul, then this soul is the organizational culture.

K. Scholts noted that corporate culture is an implicit, invisible and informal consciousness of the organization that controls the behavior of people and, in turn, is itself formed under the influence of their behavior.

In modern literature, there are quite a few definitions of the concept of organizational culture. Like many other concepts of organizational and managerial disciplines, the concept of organizational culture does not have a single "correct" interpretation. Each of those who study it seeks to give their own interpretation of organizational culture. Most writers agree that the culture of an organization is a complex composition of important assumptions (often indefinable), implicitly attributed to and shared by members of a group or organization.

These value orientations are transmitted to individuals through the "symbolic" means of spiritual and material intraorganism.

organizational environment. Organizational culture has a specific structure, being a set of assumptions, values, beliefs, and symbols that helps people in an organization cope with their problems.

Analyzing the structure of organizational culture, three of its levels are distinguished: superficial, internal and deep.

Learning about organizational culture starts with the first, surface level, including such external organizational characteristics as the products or services provided by the organization, the technology used, the architecture of industrial premises and offices, the observed behavior of workers, formal language communication, slogans, etc. At this level, things and phenomena are easy to detect, but not always can be deciphered and interpreted in terms of organizational culture.

Those who are trying to get to know organizational culture more deeply affect its second, inner level. At this level, the values ​​and beliefs shared by the members of the organization are examined in accordance with the extent to which these values ​​are reflected in symbols and language. The perception of values ​​and beliefs is conscious and depends on the desire of people. Researchers often limit themselves to this level, as the next level is almost insurmountable.

Third, deep level includes basic assumptions that are difficult to comprehend even by the members of the organization without special focus on this issue. These hidden and taken for granted assumptions (eg attitudes towards nature, attitudes towards people, attitudes towards work) that guide people's behavior by helping them perceive the attributes that characterize organizational culture.

So, organizational culture covers a large area of ​​phenomena of the spiritual and material life of the team, namely: the moral norms and values ​​that dominate in it; accepted code of conduct and ingrained rituals; established standards for the quality of products, even the manner of dressing and behaving, etc.

There are ten content characteristics inherent in any organizational culture (components of culture).

1. Identification and purpose: the meaning of "I" (feeling of oneself), place, mission.

2. Communication system and language of communication: information transfer, interaction, exchange.

3. Clothing, appearance and self-image at work: appearance, style, image, reputation.

4. Food and how it is served: preparation, service, food preferences.

5. Awareness of time, attitude towards it and its use: the meaning of the duration of intervals.

6. Relationships between people: kinship, gender, rank, status, awards and recognition.

7. Values ​​and norms: system of needs/priorities, standards of conduct.

8. Beliefs and attitudes. Worldview: myths, philosophy, perspective, religion, rites, rituals.

9. Development and self-realization of an employee: mental
processes, education.

10. Features and methods of work: focus, orientation
work, work patterns and procedures, management and leadership.

Let's take a closer look at these characteristics.

Identification and purpose. Awareness of oneself and one's place in the organization. Culture gives people a sense of identity in relation to the group and to some extent defines their place in life. Culture also helps to explain the meaning of bringing people together in a group through mission and goals (who is my group, why am I with them) (in some cultures, restraint and concealment by the employee of their inner moods and problems are valued, in others, openness, emotional support and external manifestation of their experiences; in some cases, creativity manifests itself through cooperation, and in others through individualism).

Communication system and language of communication. The group is distinguished by its own systems, both verbal and non-verbal communication. Unique interaction processes are developed through the use of a special set of words, special terminology and codes. Further differentiation

occurs through dialects, slang, jargon, etc. (I can be understood and I can be understood thanks to special terminology; somewhere it is acceptable to communicate verbally, somewhere through e-mail, etc.); the use of oral, written, non-verbal communication, "telephone law" and open communication varies from organization to organization.

Clothing, appearance and self-image at work. Culture manifests itself through clothing, artwork, jewelry, etc. The length or absence of hair, make-up, jewelry, workwear or uniforms can characterize a social group or division of a company (“pirates”, old people, teenagers, terrorists, military , medical workers, railway workers, etc.). A variety of uniforms, business styles, norms for the use of cosmetics, perfumes, deodorants and the like, testify to the existence of many microcultures.

Food and how it is served. The way food is prepared, presented, and eaten varies by culture, as every visitor to a Chinese or French restaurant knows. Religious norms forbid certain foods such as beef or pork, or specify how they are cooked. The method of serving may include the use of hands, chopsticks, or cutlery. This aspect allows you to determine the dominant culture for further analysis (how is the organization of meals for employees in the organization, including the presence or absence of canteens and buffets; participation of the organization in paying for food costs; frequency and duration of meals; joint or separate meals for employees with different organizational status, etc.). P.)

Awareness of time, attitude to it and its use. Awareness of time lies in the timing, the measurement of intervals, in the degree of formalized ™ rates.

Cultural factors influence that some people use the more precise, while others use the relative sense of time. Some cultures associate time with sunrise or sunset, with the rainy season, with drought, or with other natural changes. When performing special design work, only deadlines are usually indicated.

At the same time, the new technological culture of work often operates on a 24-hour schedule, where operations are scheduled to the minute. (If we are talking about setting specific deadlines, then it is necessary to take into account the concept of time in a particular culture, as this can cause disagreement; the phrase "the project will be ready by the end of the week" may be completely vague for representatives of some cultures.)

Relationships between people. Cultures establish human and organizational relationships with age, gender, status and kinship, wealth, power, and wisdom.

Depending on whether the culture is patriarchal or matriarchal, the dominant figure of power is a man or a woman. In some cultures the old are in power, in others it is the youth. A culture may give equal opportunities to women or force females to wear a veil, appear respectful, and cede many rights to dominant males.

In successful multinational corporations, multicultural relationships are a factor in global development along with technical support. (Is it possible to send a female specialist to all negotiations? Probably not, if we are talking about a patriarchal culture; it may simply not be accepted, and this will affect the results of the event.)

Values ​​and norms. Culture influences how people perceive their needs and how they prioritize them (values ​​- individualism or collectivism; private property or collective property, etc.).

The values ​​of culture and norms of behavior are expressed in society openly or covertly. These acceptable standards of behavior can be presented in the form of work ethics, principles of etiquette, codes of conduct, regulations and laws (the former are sets of ideas about what is good and what is bad; the latter are a set of assumptions and expectations regarding a certain type of behavior ).

beliefs and relationships. Worldview. Every cultural group has beliefs that shape aspirations

and the attitudes of its members, regardless of the rationality of these beliefs or of objective truth.

In national cultures this may take the form of belief in the supernatural or in God and be associated with the acceptance of a religious system (we are the chosen people). Thus, culture makes it possible to provide guidance to people, forming a system of views on such fundamental issues of life as the characteristics of the human essence, the meaning of human life.

In organizational cultures, the dominant business philosophy is reflected in documents, procedures, and publications. Organizational beliefs and attitudes define recognition and reward systems - ceremonies and rituals that range from soirees and award ceremonies to the establishment of clubs for key employees. In addition, beliefs and attitudes are included in the myths, traditions, legends about the heroes of the group and their exceptional character (confidence that my company is the best, promising, etc.)

Worldview - ideas about the world around us, the nature of man and society, which guide the behavior of members of the organization and determine the nature of their relations with other employees, customers, competitors, etc. The worldview is closely related to the characteristics of the individual's socialization, his ethnic culture and religious beliefs.

Significant differences in the worldviews of workers seriously impede their cooperation. In this case, there is ground for significant intra-organizational contradictions and conflicts. At the same time, it is very important to understand that it is very difficult to radically change the worldview of people and significant efforts are required to achieve some mutual understanding and acceptance of the positions of people with different worldviews. An individual's worldview is difficult to express in clear verbal formulations, and not everyone is able to explain the basic principles underlying his behavior. And to understand someone's worldview, it sometimes takes a lot of effort and time to help a person explicate the basic coordinates of his vision of the world.

Beliefs can be manifested in many ways, such as in the position and role of women in society. In some

women are revered in societies; in others they are considered equal to men; in some cultures they are dominated by men. In an industrial work culture, women are often discriminated against when they are hired or promoted; often women's work is paid V smaller size. With the emergence of a post-industrial work culture, competence is paramount, not gender differences. Therefore, women should be given equal employment opportunities.

Development and self-realization of the employee. The way people think, learn, organize and process information is unique and often different. Some cultures use holistic brain thinking, others prefer the right (intuition) - or left hemisphere (logics). For example, logic is highly valued in some countries, while intuition is highly valued in others. Although reasoning and learning are universal processes, the forms of education and learning can be very different (mindless or conscious performance of work; reliance on intelligence or strength; free or limited circulation of information in an organization; recognition or rejection of the rationality of people's consciousness and behavior; creative environment or rigid routine; recognition of a person's limitations or emphasis on his potential for growth).

Features and methods of work; work ethic and motivation. Cultures differ in ways of perceiving and relating to work; they differ in the types of work approved, the way in which work is divided, and the methods of work. Culture, through the economy, determines the value and necessity of work for a particular group. In some cultures, all its members participate in desirable and worthwhile activities, but their membership is not measured by the monetary value of the work; instead, the role and significance of the work for the association is emphasized. Culture determines the conditions, opportunities and segmentation of professional activity (attitude towards work as a value or duty; responsibility or indifference to the results of one’s work; attitude towards one’s workplace; qualitative characteristics of labor activity (quality of working life); worthy and bad habits at work; fair-

vay connection between the contribution of the employee and his remuneration; planning a professional career of an employee in an organization).

These characteristics of the culture of the organization together reflect and give meaning to the concept of organizational culture. The content of an organizational culture is determined not by a simple sum of expectations and the actual state of affairs for each characteristic, but by how they are interconnected and how they form the profiles of certain cultures. A distinctive feature of a particular culture is the priority of the basic characteristics that form it, indicating which principles should prevail in the event of a conflict between its different components.

In this context, it is not necessary to speak of organizational culture as a homogeneous phenomenon. In any organization, there are potentially many subcultures.

Based on these characteristics, one can universal principles for building organizational culture:

1) performance of their duties at a high level of competence;

2) initiative and ability to take risks;

3) adaptability to change;

4) the ability to make decisions;

5) ability to work in a team;

6) openness to information about upcoming or current issues;

7) trust in people;

8) the ability to respect others (customers, suppliers, colleagues), as well as oneself;

9) the ability to be responsible for one's actions and take responsibility;

10) the necessary correspondence of remuneration to results
work.

Organizational culture does not exist on its own. It is always included in the cultural context of a given geographical region and society as a whole and is influenced by the national culture. In turn, the organizational or corporate culture influences the formation of the culture of departments, work and management groups and teams.

On fig. 4.2 shows the ratio and mutual influence of cultures of different levels. In doing so, we note that:

A national culture is the culture of a country or a minority in a country;

Organizational culture - the culture of a corporation, enterprise or association;

Working culture - the culture of the dominant type of activity of society;

Team culture - the culture of the work or management team.

In modern literature, there are quite a few definitions of the concept of organizational culture. Like many other concepts of organizational and managerial disciplines, the concept of organizational culture does not have a single "correct" interpretation. Each researcher seeks to give his own interpretation of organizational culture. Most authors agree that the culture of an organization is a complex composition of important assumptions implicitly attributed to and shared by members of a group or organization.

Organizational culture is a set of the most important assumptions accepted by the members of the organization and expressed in the organization's declared values ​​that give people guidelines for their behavior and actions.

These value orientations are transmitted to individuals through the "symbolic" means of the spiritual and material intraorganizational environment. Organizational culture has a specific structure, being a set of assumptions, values, beliefs, and symbols that helps people in an organization cope with their problems. It is considered on three levels (Figure 4.3).

Rice. 4.3. Levels of study of organizational culture

Analyzing the structure of organizational culture, three of its levels are distinguished: superficial, internal and deep.

1) Acquaintance with organizational culture begins at a superficial level, including such external organizational characteristics as the products or services provided by the organization, the technology used, the architecture of production facilities and offices, the observed behavior of employees, formal language communication, slogans, etc. At this level, things and phenomena are easy to detect, but they can not always be deciphered and interpreted in terms of organizational culture.

2) Those who try to understand organizational culture more deeply affect its second, internal level. At this level, the values ​​and beliefs shared by the members of the organization are examined in accordance with the extent to which these values ​​are reflected in symbols and language. The perception of values ​​and beliefs is conscious and depends on the desire of people. Researchers often limit themselves to this level, as the next level is almost insurmountable.

3) The third, deep level includes basic assumptions that are difficult to realize even by the members of the organization without special focus on this issue. These hidden and taken for granted assumptions (eg attitudes towards nature, attitudes towards people, attitudes towards work) that guide people's behavior by helping them perceive the attributes that characterize organizational culture.

So, organizational culture covers a large area of ​​phenomena of the spiritual and material life of the team, namely: the moral norms and values ​​that dominate in it, the adopted code of conduct and ingrained rituals, established product quality standards, even the manner of dressing and behaving, etc.

There are ten content characteristics inherent in any organizational culture (components of culture):

1. Identification and purpose. Awareness of oneself and one's place in the organization. Culture gives people a sense of identity in relation to the group and to some extent defines their place in life. Culture also contributes to explaining the meaning of bringing people together in a group through mission and goals (who is my group and why I am with them). So, in some cultures, restraint and concealment by the employee of their internal moods and problems are valued, in others, openness, emotional support and external manifestation of their experiences are encouraged; in some cases, creativity is manifested through cooperation, and in others - through individualism.

2. Communication system and language of communication. The group is distinguished by its own systems, both verbal and non-verbal communication. Unique interaction processes are developed through the use of a special set of words, special terminology and codes. Further differentiation occurs through dialects, slang, jargon, etc. (the use of oral, written, non-verbal communication, "telephone law" and open communication varies from organization to organization).

3. Clothing, appearance and self-image at work. Culture manifests itself through clothing, artwork, jewelry, etc. The length or absence of hair, facial design, jewelry, workwear or uniforms can characterize a tribe or company unit (pirates, old people, teenagers, terrorists, military, medical workers, railroad workers, etc.), a variety of uniforms, business styles, norms for the use of cosmetics, perfumes, deodorants, etc., indicating the existence of many microcultures.

4. Food and how it is served. The way food is produced, cooked, presented and eaten is culturally distinct, as every visitor to a Chinese or French restaurant knows. Religious norms forbid certain foods, such as beef or pork, or dictate how they are prepared. The method of serving may include the use of hands, chopsticks or cutlery (how food is organized for employees in the organization, including the presence or absence of canteens and buffets; participation of the organization in paying for food costs; frequency and duration of meals; joint or separate meals for employees with different organizational status, etc.).

5. Awareness of time, attitude to it and its use. Time is considered to be storage, communication and measurement of the duration of intervals.

Cultural factors influence that some people use the more precise, while others use the relative sense of time. Some cultures associate time with sunrise or sunset, with rainy seasons, with drought, or with other seasonal changes. When performing special design work, only deadlines are usually indicated.

At the same time, the new technological culture of work often operates on a 24-hour schedule, where operations are scheduled to the minute.

6. Relationships between people. Cultures establish human and organizational relationships with age, gender, status and kinship, wealth, power, and wisdom.

Depending on whether the culture is patriarchal or matriarchal, the dominant figure of power is a man or a woman. In some cultures the old are in power, in others it is the youth. A culture may give equal opportunity to women or force females to wear a veil, appear respectful, and cede many rights to dominant males.

7. Values ​​and norms. Culture influences how people perceive their needs and how they prioritize them. The values ​​of culture and norms of behavior are expressed in society openly or covertly. These acceptable standards of behavior can be presented in the form of work ethics, principles of etiquette, codes of conduct, regulations and laws (the former are sets of ideas about what is good and what is bad; the latter are a set of assumptions and expectations regarding a certain type of behavior ).

8. beliefs and relationships. Worldview. Every cultural group has beliefs that shape the aspirations and attitudes of its members, regardless of the rationality of those beliefs or objective truth.

In national cultures, this can take the form of belief in the supernatural or in God and be associated with the adoption of a religious system. Thus, culture allows you to provide guidance to people, forming a system of views on such fundamental issues of life as the features of the human essence; the meaning of human life.

In organizational cultures, the dominant business philosophy is reflected in documents, procedures, and publications. Organizational beliefs and attitudes define recognition and reward systems - ceremonies and rituals that range from soirees and award ceremonies to the establishment of clubs for key employees. In addition, beliefs and attitudes are included in the myths, traditions, legends about the heroes of the group and their exceptional character.

Worldview - ideas about the world around us, the nature of man and society, which guide the behavior of members of the organization and determine the nature of their relations with other employees, customers, competitors, etc. Worldview is closely related to the characteristics of the socialization of the individual, his ethnic culture and religious beliefs.

Significant differences in the worldviews of workers seriously impede their cooperation. In this case, there is ground for significant intra-organizational contradictions and conflicts. At the same time, it is very important to understand that it is very difficult to radically change the worldview of people, and significant efforts are required to achieve some mutual understanding and acceptance of the positions of people with different worldviews. An individual's worldview is difficult to express in clear verbal formulations, and not everyone is able to explain the basic principles underlying his behavior. And to understand someone's worldview, it sometimes takes a lot of effort and time to help a person explicate the basic coordinates of his vision of the world.

Beliefs can be expressed in many ways, such as the position and role of women in society. In some societies, women are revered; in others they are considered equal to men; in some cultures they are dominated by men. In an industrial work culture, women are often discriminated against when they are hired or promoted; often women's work is paid less. With the emergence of a post-industrial work culture, competence is paramount, not gender differences. Therefore, women should be given equal employment opportunities.

9. Development and self-realization of the employee. The way people think, learn, organize and process information is unique and often different. Some cultures use holistic brain thinking, others prefer intuitive or logical development. For example, logic is highly valued in some countries, while intuition is highly valued in others. Although reasoning and learning are universal processes, the forms of education and learning can be very different (mindless or conscious performance of work; reliance on intelligence or strength; free or limited circulation of information in an organization; recognition or rejection of the rationality of people's consciousness and behavior; creative environment or rigid routine; recognition of a person's limitations or emphasis on his potential for growth).

10. Features and methods of work. Work ethic and motivation. Cultures differ in ways of perceiving and relating to work; they differ in the types of work approved, the way in which work is divided, and the methods of work. Culture, through the economy, determines the value and necessity of work for a particular group. In some cultures, all members participate in desirable and worthwhile activities, but their membership is not measured by the monetary value of the work; instead, the role and significance of the work for the association is emphasized. Culture determines the conditions, opportunities and segmentation of professional activity (attitude towards work as a value or duty; responsibility or indifference to the results of one’s labor; attitude towards one’s workplace; qualitative characteristics of labor activity; worthy and bad habits at work; a fair relationship between the employee’s contribution and his remuneration; planning the professional career of an employee in the organization).

These characteristics of the culture of the organization together reflect and give meaning to the concept of organizational culture. The content of an organizational culture is determined not by a simple sum of expectations and the actual state of affairs for each characteristic, but by how they are interconnected and how they form the profiles of certain cultures. A distinctive feature of a particular culture is the priority of the basic characteristics that form it, indicating which principles should prevail in the event of a conflict between its different components.

In this context, it is not necessary to speak of organizational culture as a homogeneous phenomenon. In any organization, there are potentially many subcultures.

A characteristic model of behavior and its own system of values, relationships and interactions in a particular enterprise is an organizational culture, which is determined by beliefs and cultural norms shared by almost all employees, and the basis of its structure is levels. It invariably helps to work effectively and smoothly, to fulfill the most complex production tasks, promotes team cohesion and uniting it into a team. Formed levels of organizational culture already in the formation of the enterprise. In the first years of the organization's existence, certain rules are created, not always written down somewhere in the orders, and a set of values ​​appears that fully corresponds to the ideas of the founders of the enterprise. Organizational culture is never stagnant, it develops, changes and gains depth of meaning.

Structure

There are the following levels of organizational culture: deep, subsurface and superficial. If we see logos and slogans relating to this enterprise, and any other paraphernalia, which is only an external way of interacting with the surface level, observed by everyone at the first contact with this institution. It should be noted that all levels of the organizational structure have their own artifacts. The superficial easily detects all the phenomena inherent in him, but few people correctly interpret them. Artifacts here are such events where the degree of emotionality and involvement of all employees is highest. And of course, the rules are quite strictly defined for them. All levels of the organizational culture of the organization can be characterized as behavioral normative, the difference in direction and degree of awareness.

The second, subsurface level always reflects the values, norms, beliefs, ideas of the given organization shared by all employees. It is here that the desire to choose a goal and mission, to determine the means to achieve them is revealed. It is quite difficult to recognize this level from the outside, close contact with this organization is needed. It is the prevailing ideas and values, realized by the team, that regulate their behavior. And, finally, the levels of the organizational culture of the organization represent their deepest, reflecting in all its completeness and accuracy each element of the collective organism. This is a way of leadership, and the behavior of colleagues, and methods that are used as a reward and as a punishment. The basic settings are used here on an unconscious level, but they clearly guide the behavior of all employees and determine the attitude of the team towards the enterprise. From an external observer, the deep level is hidden, it reflects the general psychology of the company's employees. It should be noted that the national culture most strongly influences the basic ideas.

Edgar Shane

The American psychologist Edgar Shane explained the levels and structure of organizational culture in the most accessible way. Moreover, he was the founder of a new scientific direction of organizational psychology. Being a theorist and practitioner of modern management, he created a model that explains just such a structure of organizational culture. It is sometimes called the iceberg model, because a truly outsider will see in an unfamiliar institution only the smallest part of what the levels and structure of organizational culture are.

The model is three-stage: the first contains artifacts, the second contains the proclaimed values, and the third contains the basic assumptions. And this is how Shane described the levels of organizational culture. The surface will show the observer only visible facts. These are the architecture, the technologies that are applied, the form of the structure, the visible behavior, the ceremonies, the language, the rituals, the myths, the manner of communication, and the like.

surface level

All phenomena and things at this level are easily detected. However, they also need to be deciphered, interpreted using the terms of this particular organizational culture. The history established in the collective and the values ​​of this organization formed on its basis, partly turned into myths, which created unique customs and rituals, which again are peculiar only to this collective, will require lengthy explanations.

All this is characterized by a huge degree of involvement, emotionality, which colors all events and all joint actions that take place according to the initially established rules. This contributes to the cohesion of the team, which jointly ensures stability and the preservation of common values. Rituals can be very different: communication (rules of communication - formal and informal), work (routine, weekdays, everyday life), managerial (meetings, voting procedures, decision-making), official (encouragement of the best, support of basic values).

The second level according to E. Shane

Levels of organizational culture are not the only separate segments in the structure. There are an indefinite number of subcultures, countercultures, invisible to the outside eye, that either weaken or strengthen team cohesion among the monolith of the main organizational culture. What level of organizational culture is represented by the values, perceptions, and beliefs shared by the entire diverse team? Of course, subsurface. Human behavior is governed by these values ​​and beliefs. Here is an example: there is a decline in production, the management decides not to fire anyone, but to reduce the working week for everyone (as happened in one of the divisions of the Russian furniture giant). If this step leads to good results and the enterprise "corrects", the attitude towards the company's management should be fixed as a general, even universal idea of ​​corporate values.

However, unfortunately, this is not always the case, and the behavior of the team most often does not correspond to the proclaimed values. The latter are rarely clearly articulated, and therefore diagnostics may not give an answer to how high the level of organizational culture of a given enterprise is. When studying the values ​​of the team, it is necessary to pay attention to such aspects of collective life as the "face" of the organization, its purpose (which is more important - quality or innovation, for example); how power is distributed (whether everyone is satisfied with the existing degree of inequality); how employees are treated (do they care, do they respect each other, do the bosses have favorites, are the rewards fair); how the work is organized (is the discipline strict enough, how often is the rotation of employees used); what is the management style (democratic or authoritarian); how decisions are made (individually or as a team) and so on.

deep level

Even more secret - the last level, deep. This includes basic assumptions that are not realized even by the members of the organization, unless they specifically focus on this issue. However, although these are just taken for granted, they are so strong assumptions that they basically direct people's behavior, which Edgar Schein wrote about in his works. The levels of the organizational structure are a set of basic concepts that give meaning to objects and phenomena that guide actions in certain situations. Shane calls this integrated system a "map of the world." This is probably a contour map, without precise definitions of the location of objects, because people experience comfort only when they are in the atmosphere of their own ideas, in another system they inevitably feel discomfort, because they are unable to understand what is happening, most often perceiving a different reality distortedly and giving it a false interpretation. All three levels of organizational culture are encrypted for an outsider's eye, but the third - deep - especially.

Basic assumptions include such inexplicable concepts as the nature of time, the nature of space, the nature of reality, the nature of man. Naturally, the most encrypted are human activities and human relationships. The levels of organizational culture include numerous layers of attitudes and relationships, including religious factors, which also have a strong influence on organizational relationships, especially in some regions. This can also include ethical attitudes - gender relationships, adherence to work schedules, the appearance of employees and the like, as it were, trifles, but the world consists of them. It is quite easy to observe such artifacts, but it is difficult to interpret. To understand the organizational culture of a particular group of people, you need to go to their level of ideas in order to carefully consider their values ​​and artifacts. And it must be taken into account that it is at the deepest level that the national culture has the greatest influence.

Studying

Edgar Shane thoroughly worked out the concept, and the levels of organizational culture obediently divided the monolith of human relationships in the team. The study must begin from the very first, superficial level of artifacts. Otherwise, probably, it cannot happen. After all, a new employee, for example, begins acquaintance with the team and the company without fail from the most visible signs of it.

In the process of immersion on the level of values, he tries to dive, to penetrate from subsurface ideas to deep ones. But the formation of the levels of the organizational structure takes place in the opposite direction. First, the deep level develops, without this, creation and creativity itself are impossible. Then values ​​gradually appear and, finally, artifacts.

Relationships and rejection

As already mentioned, organizational culture is not a monolith. It consists of a (predominant), many groups of subcultures and countercultures, which either strengthen or weaken the overall culture of the organization. The basic principles of the subculture usually do not contradict too much, they most often accept almost all the values ​​of the dominant culture, but from them the organization receives some specificity, unlike the rest. These are both gender and territorial or functional subcultures. There are a great many of them. But the counterculture may well act as a direct opposition to the dominant culture and its values, including patterns of corporate behavior.

The counterculture denies all the declared basic goals of this organization, and in this case a deep level of development of organizational culture is often reached, that is, the counteraction is carried out almost reflexively. In real life, it can be shareholders who put together a group to remove management or change the company's strategy, as well as managers who lack power, or unions fighting for justice. If an organization is undergoing some kind of transformation, the role of countercultures can be greatly enhanced, and the dominant organizational culture will have to fight for its territories where its priorities are shared.

Control

Organizational culture can and should be managed. This process, of course, is very complex, relationships occur among a large number of people who constantly replace each other, and even permanent members of the team necessarily change their internal ideas under the influence of certain circumstances that can neither be predicted nor prevented. Phenomenologists completely deny the impact on organizational culture. However, supporters of a rational pragmatic approach are sure of something else. They insist that there can be a purposeful influence on people's ideas, and through this their behavior will change. Leaders have the most impact on fundamental collective values, they inspire employees and their dreams and aspirations.

Of course, provided that the leaders have obvious and sincere obligations for everyone regarding universal values, which they absolutely must share. Great attention on their part to what is happening in the organization, to all the details, even insignificant ones, guarantee the success of influencing organizational culture. Clever leaders skillfully manipulate things and symbols, create new patterns of behavior by personal example. Even surface-level attributes, when manipulated in this way, become more and more effective over time, thus influencing the subsurface level of the organization's culture. In this way, even the team's basic assumptions can be changed. However, the results here are almost impossible to predict, since the process is long and difficult, and by influencing one variable, one can achieve irreversible changes in another. Usually only their initiator believes in good changes.

Influencing factors

Organizational culture is the basis of the potential of each enterprise, it is it that determines its success in the long term. This is exactly what distinguishes one organization from another, this is the soul of each team. The formation of organizational culture is influenced by many internal and external factors. The internal goals and mission of the enterprise, its strategy, as well as the nature of the work and content. An important role is played by the education and qualifications of workers, their level of general development. And, as was said, the personality of the leader is of particular importance. External factors influencing organizational culture include the economic conditions of a given time and circumstances, national characteristics, as well as the characteristics of the business environment in the organization and the entire industry.

If we move away from Shane's research, we can find another division into levels of organizational culture - into objective and subjective. This version itself is much simpler and much less about management. At the objective level, there are visual things: from the design of premises, furniture and equipment to catering and the appearance of employees. We can say that this refers to the purely physical environment of the organization. The subjective level is a bit more complicated: it is the language of communication and the communication system, the relationship between employees. These are norms and values, rituals and traditions. This attitude to time, motivation and the basis for the formation of levels of organizational culture is precisely its subjective component. It almost entirely depends on the management culture, leadership style and problem-solving skills of leaders, which, of course, helps to maintain organizational culture in the team.

Methods

The methods used by leaders to maintain organizational culture include the following:

• Attention to objects and objects, to assessments, to monitoring the activities of employees.
• Rapid response to crises and critical situations.
• Properly worked out criteria for statuses and rewards, hiring, dismissal and, on the contrary, promotion.
• Initiative in the formation of traditions and symbols of the organization.

By itself, organizational culture cannot exist, it is always in the context of the culture of the geographical region and the whole society, besides, it is influenced by national culture. But without an organizational culture, no corporate enterprise can exist, since it forms the culture of individual units, teams, groups - both workers and managers.

Organizational culture is an important component and condition for the existence of an organization. Cultural patterns adopted and assimilated in a given organization have a significant impact on various aspects of the activities of members of the organization and, in particular, on power relations and relations of control; attitudes towards work; interpersonal relationships within groups; intergroup relations; relations with the external environment, as well as technology, motivation, etc. In addition, culture determines the processes of integration and the specifics of role requirements. Allocate three levels of organizational culture: superficial, internal and deep. A) Introduction to organizational culture begins at a superficial level, including such external organizational characteristics as the products or services provided by the organization, the technology used, the architecture of production facilities and offices, the observed behavior of employees, slogans, etc. B) internal level. At this level, the values ​​and beliefs shared by the members of the organization are examined in accordance with the extent to which these values ​​are reflected in symbols and language. The perception of values ​​and beliefs is conscious and depends on the desire of people. C) the deep level includes basic assumptions that are difficult to realize even by the members of the organization without special focus on this issue. These hidden and taken for granted assumptions (for example, attitude to nature, attitude to man, attitude to work) that guide people's behavior, helping them to perceive the attributes that characterize organizational culture. So, organizational culture covers a large area of ​​phenomena of the spiritual and material life of the team , namely: the moral norms and values ​​that dominate in it, the adopted code of conduct and ingrained rituals, the established quality standards for products, even the manner of dressing and behaving, etc. culture components: 1. Identification and purpose: meaning I (feeling of myself), place, mission. Awareness of oneself and one's place in the organization.2. Communication system and language of communication: information transfer, interaction, exchange.3. Clothing, appearance and self-image at work: appearance, style, image, reputation. Culture manifests itself through clothing, decoration, jewelry, etc.4. Food and how it is served: preparation, service, food preferences. The way in which food is produced, cooked, presented and eaten is culturally different, as every visitor to a Chinese or French restaurant knows 5. Time awareness, attitude and use: the meaning of the length of intervals Cultural factors influence that some people use the more precise, while others use the relative sense of time. Some cultures associate time with sunrise or sunset, with rainy seasons, with drought, or with other seasonal changes. When performing special design work, only deadlines are usually indicated. 6. Relationships between people: kinship, gender, rank, status, awards and recognition. Cultures establish human and organizational relationships with age, gender, status and kinship, wealth, power, and wisdom. Values ​​and norms: system of needs/priorities, standards of behavior. Culture influences how people perceive their needs and how they prioritize them 8. Beliefs and attitudes. Worldview.: myths, philosophy, perspective, religion, rites, rituals. Each cultural group has beliefs that shape the aspirations and attitudes of its members, regardless of the rationality of these beliefs or objective truth. 9. Development and self-realization of the worker:: thought processes, education. The way people think, learn, organize and process information is unique and often different. Some cultures use holistic brain thinking, others prefer right (INTUITION) - or left-brain (LOGIC) development.10. Features and methods of work: focus, direction of work, working patterns and procedures, management and leadership.

60 question Social. Project. Federal and regional aspects A social project is a program of real actions, which is based on an actual social problem that needs to be resolved. Its implementation will help improve the social situation in a particular region, society. This is one of the ways to participate in public life through the practical solution of pressing social problems. Subjects of social design: individuals, organizations, labor collectives, social institutions, specially created project groups. An integral feature of the subject of design is the social activity of the subject. Objects of social design: 1) a person as an individual of society with his needs, interests, value orientations, attitudes, social status, roles in the system of relations; 2) various elements and subsystems of the social structure of society (social groups, labor collectives); 3) a variety of social relations (management, moral, political, ideological, family and household, interpersonal, aesthetic). Modern social design is one of the most effective ways to develop civil society. The participation of the population in the development and adoption of decisions on projects, their adjustment, in the prevention of arbitrary social decisions of government officials or individuals is one of the fundamental foundations of the practice of social design in many countries. The inclusion of society in various forms in the development and implementation of social projects significantly increases the civic activity of the population. Types of projects: By the nature of the projected changes: 1) Innovative (characterized by properties). The task is the introduction of new developments. 2) Restoration or support projects solve environmental problems, can be aimed at the preservation and use of cultural heritage. In the direction of activity: 1) Educational. 2) Scientific and technical. 3) Cultural. According to the features of financing: 1) Investment. 2) Sponsorship. 3) Credit. 4) Budget. 5) Charities. By scale: 1) Microprojects. 2) Small projects. 3) Megaprojects. In terms of implementation: 1) Short-term (1-2 years). 2) Medium-term (3-5 years). 3) Long-term (10-15 years). (!) "Pseudo-projects" is a form that hides some other content that is not presented in the pseudo-project. (Fictions. The initiators aim to receive funding for the project, which in reality is planned to be used for other purposes or only partially used for the project; Quasi-projects. They have all the signs of a real project, but the planned innovations are not really such.) The implementation of a social project takes place in several stages: 1. Studying public opinion and determining an urgent social problem.2. Involvement of participants and the public to solve this social project.3. Definition of goals and objectives of the social project.4. Definition of the content of the social project. Drawing up a work plan. Distribution of duties.5. Determination of necessary resources and budgeting.6. Development of a project evaluation system.7. Formation of public opinion.8. Search for business partners. Preparation of proposals for the project.9. Conducting formal negotiations. Obtaining the necessary resources.10. Carrying out planned activities.11. Analysis of the results of work.

61 Sociology of the family in modern Russia. Basic theoretical directions and concepts. Sociology of the family The branch of sociology that studies the family. The scope of research in this industry includes: the study of the functioning of the family as a social institution and a small group, the structure and functions of the family, marriage and family relations, patterns of family behavior characteristic of a particular type of culture, a particular social group. A special place in the development of the science of the family is occupied by the sociology of the family in Russia. As a private sociological discipline, it has its own history, certain stages of development: I - from the middle of the XIX century. until 1917 (in the pre-revolutionary period it was considered as one of the general problems of sociology); II - from the beginning of the 20s to the middle of the 50s of the XX century; III - from the middle of the 50s of the XX century. until now. In the 20-30s of XX V. K. N. Kovalev, L. S. Sosnovsky, E. A. Preobrazhensky, A. M. Kollontai and others dealt with questions of the sociology of the family. Period from the second half of the 1930s until the beginning of the 60s. 20th century left practically no traces in the history of Soviet sociology of the family: there were few publications, most of them were based on the work of F. Engels “The Origin of the Family, Private Property and the State”. The sociology of family and marriage as an independent branch of science originated in the 60s. XX century, when the theoretical development of questions of family and marriage relations and empirical research appeared. The program thesis was the recognition of the family as the primary cell of society, that is, the most important element of the social structure. In those years, only the collective could compare in importance with the family. Sociologist S. Golod claims in his works that the family in its development has gone through three ideal historical types: a) patriarchal (or traditional); b) child-centric (or modern); c) matrimonial (or postmodern). In his opinion, the monogamous family has not entered a period of crisis, but is evolving from a patriarchal to a marital type. He does not consider the married family to be the ultimate type, but he no doubt recognizes it as the pinnacle of monogamy. In the 70s. sociologist A. Kharchev the first sociological concept of the dual status of the family was formulated. The family appears in two aspects: a social institution and a small social group. From the beginning of the 70s. gradually formed and by the end of the 80s two orientations of researchers of the sociological problems of the family become apparent. Some authors tried to preserve and strengthen the social and functional understanding of the family as much as possible (A.I. Antonov; O.N. Dudchenko, A.V. Mytil and their co-authors; N.D. Shimin); others, focusing on the stability of the family and the characteristics of intra-family interaction, tended to understand the independent value of studying the problems of family community (M.Yu. Arutyunyan; S.I. Golod; T.A. Gurko; G.A. Zaikina; N.V. Malyarov). In the early 80s. the attention of specialists to the way of life of the family, the emotional relations of spouses, conflicts, role relations, etc. has increased. In other words, there has been a shift in emphasis from a social institution to the study of the family as a small group. In the 80-90s. 20th century A number of monographs and collections of articles were published in which family issues are widely represented. Early 90s the most popular topics were prostitution, deviant behavior, orphans, purchasable marriage, suicide, drug addiction, homosexual behavior, moral preparation for family life, urban families with many children, pre- and post-divorce situation, women entrepreneurs. A new phenomenon in the institutionalization of the sociology of the family in Russia was the creation of the Research Institute of the Family (in the first years of operation from 1991 to 1993 - the Research Center for the Social Protection of Childhood, Family and Demographic Policy). The largest contribution to the study of marriage and family relations was made by Russian sociologists: A. G. Kharchev (theory), M. S. Matskovsky (methodology and methodology), A. I. Antonov (birth rate), V. A. Sysenko (marriage stability ), I. S. Hunger (family stability), V. A. Borisov (need for children), D. Ya. Kutsar (marriage quality), L. A. Gordon, N. M. Rimashevskaya (family life cycle), N. G. Yurkevich, M. Ya. Solovyov (divorce), I. A. Gerasimova (family typology), T. A. Gurko (young family), E. K. Vasilyeva (stages, types of family life), V. B. Holofast (functions of the family), Z. A. Yankova (urban family, man and woman in the family).

62. Family policy of the Russian Federation. Federal and regional programs. State family policy is an integral part of the social policy of the Russian Federation and is an integral system of principles, assessments and measures of an organizational, economic, legal, scientific, informational, propaganda and personnel nature aimed at improving conditions and improving the quality of family life. The object of state family policy is the family. The subjects of the state family policy are legislative and executive authorities of all levels, employers, public associations, political parties, trade unions, religious denominations, charitable foundations, foreign organizations, legal entities and individuals. The purpose of the state family policy is to provide the state with the necessary conditions for the implementation of the family of its functions and improve the quality of life of the family. The main directions of the state family policy Providing conditions for overcoming negative trends and stabilizing the financial situation of families, reducing poverty and increasing assistance to low-income families, including: a) measures to stabilize the situation on the labor market, reduce unemployment, including hidden unemployment, and strengthen social protection of workers released as a result of bankruptcy and restructuring of organizations, taking into account the marital status of employees, the number of dependents, including children; b) strengthening employment guarantees in the labor market for workers from families in need of increased social protection (families of single parents and large families, disabled people, pensioners), by stimulating the creation of special jobs for such workers, providing them with professional training and retraining, providing tax or other benefits to organizations using their labor; c) support for the development of individual labor activity, family entrepreneurship and farming, etc. Support for the family, motherhood and childhood is carried out both at the federal and regional levels. In accordance with the provisions of the federal law "On state benefits to citizens with children" (dated May 19, 1995 No. 81-FZ), a system of benefits is in place, which includes benefits for pregnancy and childbirth; a one-time allowance for women registered with medical institutions in the early stages of pregnancy; a one-time allowance at the birth of a child; monthly allowance for child care until they reach the age of 1.5 years; a one-time allowance for the transfer of a child to be raised in a family; a one-time allowance for the pregnant wife of a conscripted military serviceman; monthly allowance for the child of a military serviceman who is in military service by conscription. To support families with two or more children, one of whom was born not earlier than January 1, 2007, maternity capital is provided. At the regional level, families with children are also supported in the form of benefits and social support measures. The procedure and conditions for these payments are established by the regions independently. The state system of support for families with children includes not only benefits and compensation payments, but also the creation of social conditions (clinics, kindergartens, schools, cultural institutions and sports facilities). In 2011, many different family assistance programs were adopted in Russia at the federal and regional levels.

63. Applied sociological research of the family. Applied sociological research is aimed at solving specific practical problems (a specific social problem), making assumptions about the possible development of the process, and developing specific programs for improving the object. The program of sociological research should clearly answer the question of what problem and what result this research is oriented towards, i.e. what is the purpose of the study . S.N. Varlamova, A.V. Noskova, N.N. Sedova Marriage contract in Russia: from the past to the future. In the last decade of the XX century. there was a new transformational shift in the marriage behavior of Russians. Against the backdrop of the dynamic spread of unregistered cohabitations and civil marriages in the late 1980s and mid-1990s, there was a rapid decline in absolute and relative indicators characterizing the registration of marriages, as well as an intensive increase in divorce rates. In 1992, the number of divorces per 1,000 marriages exceeded 500 for the first time. In the mid-1990s, when divorce rates reached their first peak, the marriage contract system was introduced. “a marriage contract is an agreement of persons entering into marriage, or an agreement of spouses that determines the property rights and obligations of spouses in marriage and (or) in the event of its termination.” its place .. The system of a marriage contract latently lays in the mind of a person an attitude to the temporality of marital relations, their fragility and washes away the idea that "only death can separate spouses." L.P. Bogdanova, A.S. Schukina Civil marriage in the current demographic situation. The results of the study allow us to conclude that the attitude of society towards civil marriage is becoming more and more loyal. A significant part of the population, and of all age groups, considers civil marriage as a trial version of a marriage union. L.V. Kartseva Model of the family in the context of the transformation of Russian society The study made it possible to reveal the features of the changed "face" of the Russian family. Thus, there is a category of cohabiting individuals raising joint children or illegitimate children of one of the partners. Both first and subsequent marriages are dissolved. Celibacy is deliberately preserved by a certain part of people (often divorced). Reproductive intentions are sharply limited. Thus, the subject-centric approach both in the theory of sociology and in social practice allows us to pay attention not so much to the individual as to the family group and think over a system of measures that could create the necessary and sufficient conditions for its sustainable functioning, increasing the role and authority both in the individual and in the public consciousness. The situation in the marriage and family sphere is such that the return of the family to successful and economically stable functioning will be possible only after overcoming the economic crisis and creating favorable conditions for a socially desirable option its structures E.R. Yarskaya - Smirnova Problematization of the family in sociology. Today, the Russian sociological community is only just beginning to enter the zone of action of the anthropological revolution, but its influence on our culture is already quite noticeable, if only in the way that close attention is growing not only to foreign cultures, but also to our own. It is possible to go beyond contextual limitations only by reflecting on the localization and temporalization of the text, including the theoretical field of the family and family policy. The claim to the universal truth of scientific representation only masks the total will to power, the desire to form, subjugate the subject of the tyranny of the dominant discourse. I. F. Dementieva. Social well-being of the family Russia's transition to a qualitatively new path of socio-economic development had a significant impact on the life of the family. The deterioration of the financial situation of the family, associated, among other things, with the decline in the prestige of a number of professions, weakened the educational authority of parents. The state policy in the field of employment does not form a social order for the family and school for the vocational training of young people. Insufficient attention of state structures to families of the "risk group" does not allow to establish a barrier on the way to the criminalization of Russian society. And the last thing: the national interests of Russia require urgent measures to be taken to socially support the family - a fundamental institution of Russian society and a priority subject of the socialization of children.

64. Essence and types of pedagogical technologies in teaching sociology. Special direction pedagogical learning technologies- appeared in the sixties of the last century. It originated in the USA and England, and over time it became widespread in other countries. Today concept "Pedagogical learning technologies" includes cumulative knowledge about the means and methods of organizing and conducting the educational process. Types of pedagogical technologies. Traditional pedagogical technology. It is presented in the form of a class-lesson system, an obligatory element of which is a lesson. Classes are held simultaneously with the whole class. The role of the teacher in this case is to explain the content of the educational material, transfer knowledge, develop skills, and evaluate the results of reproducing what has been learned. Modular-rating pedagogical technology. Essence: all studied material is divided into modules. The educational process is organized as a sequential progression through the modules, and the significance - the complexity and importance of a particular topic - is determined by the number of points. The student rating as a complex measure of the quality of specialist training is the sum of points received by the student in the learning process. The formation of a student's rating takes into account all aspects of educational activities: attendance and activity in training sessions; the rhythm and quality of the course work, the volume and quality of acquired knowledge. Pedagogical technology of problem-based learning. Based on the theoretical principles of the American philosopher, psychologist and educator D. Dewey. Today, problem learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities. The purpose of problem technology is the assimilation of methods of independent activity, the development of cognitive and creative abilities. Pedagogical technology of programmed learning. Programmed learning arose in the early 50s of the 20th century, when the American psychologist B. Skinner proposed to increase the efficiency of mastering the material by building it as a consistent program for presenting portions of information and controlling them. Subsequently, N. Crowder developed branched programs, which, depending on the results of the control, offered the student various material for independent work. Pedagogical technology of distance learning. Distance learning is a complex of educational services provided to the general population in the country and abroad with the help of a specialized information and educational environment, based on the means of exchanging educational information at a distance (computer communications, satellite television, etc.). - first, the isolation (remoteness) of the student from the teacher; secondly, independence is a kind of distance learning; and thirdly, the active integration of information tools and resources into the learning process.

65. Characteristics of the main forms of teaching sociology (lecture, seminar). Forms of teaching sociology: 1. Lectures. Throughout the history of higher education, the lecture has been and remains the leading form of education (from the Latin lecho - reading). The first acquaintance of a student with an academic discipline begins with it, it introduces students to science, introduces them to the main categorical apparatus, and lays the foundations of scientific knowledge on the subject being studied. Its main goal is to give a systematic presentation of the foundations of the science under study and thereby prepare students for independent work with sources and scientific publications. The peculiarity of university education is determined by the fact that lectures play a special role here. This feature is manifested in the fact that the lecturer (who is also a researcher) acquaints students not only with educational material, but tries to give the latest information from the field of his science, summarizing the data that appear in the scientific literature, seeks not only to provide information , but also to explain them, to convey their meaning to each listener. 2. Seminars and practical classes. The seminar, along with the lecture, has become one of the main forms of practical learning. It is designed for in-depth study of the subject with the active use of the student's creative abilities. The goals and objectives of the seminars are very diverse. They stimulate: the development of professional speech skills; the development of independent thinking; the ability to argue and substantiate one's point of view; the study and analysis of primary sources; the study of additional literature on the topic under study; a critical attitude towards one's speech and the speech of one's fellow students; the ability to compare data from different sources and generalize them; the ability to connect theoretical positions with practical situations; the development of firm professional convictions. A seminar only performs its cognitive and educational functions when it has a lively, interested discussion, sometimes reaching sharp, heated debates on issues formulated in the plan of the seminar. And this is possible only on the condition that all students, or at least most of them, have seriously studied the recommended literature, that they clearly see the theoretical and practical significance of the issues discussed at the seminar. 3. INDEPENDENT WORK OF STUDENTS Independent work of students is one of the most important forms of the educational process in higher education, while its importance has a steady upward trend. This is explained by the fact that in the complex of requirements for a specialist with a higher education, an increasing share is occupied by the ability to independently navigate the flow of information, the ability to self-educate and accumulate knowledge. In the process of independent work, a person’s abilities are revealed, his qualities as a creative person are formed, therefore the ability to independently obtain and use information is one of the most valuable qualities of a modern specialist. The peculiarity of higher education is to develop the creative potential of the student. The entire teaching methodology at the university is aimed at activating this potential, revealing the creative possibilities of each student. That is why the independent work of students at the university becomes an important part of the learning process, university didactics.

66. Features and types of control of students' knowledge in teaching sociology. Control is the ratio of the results achieved with the planned learning objectives. The effectiveness of management of the educational process and the quality of specialist training largely depend on its proper organization. Checking students' knowledge should provide information not only about the correctness or incorrectness of the final result of the activity performed, but also about it itself: whether the form of actions corresponds to a given stage of assimilation. Well-placed control allows the teacher not only to correctly assess the level of mastery of the studied material by students, but also to see their own successes and failures. There are the following types of control: Preliminary. It allows you to determine the initial level of knowledge and skills of students. Based on the preliminary control data carried out at the beginning of the year, the teacher makes adjustments to the calendar and thematic plan, determines which sections of the curriculum should be given more attention. Current control is one of the main types of testing students' knowledge, skills and abilities. The main task of current control is the regular management of the educational activities of students and its adjustment. It allows you to get continuous information about the progress and quality of assimilation of educational material and, on the basis of this, promptly make changes to the educational process, is a stimulation of regular, intense activity; determining the level of mastering the skills of independent work by students, creating conditions for their formation. Periodic (boundary) - allows you to determine the quality of students' study of educational material in sections, topics of the subject. Such control is usually carried out several times a semester. An example of midterm control can serve as tests, tests for laboratory work. Periodic control allows you to check the strength of assimilation of the acquired knowledge and acquired skills, since it is carried out over a long period of time and not for individual doses of educational material. The boundary control covers the students of the whole group and is carried out in the form of an oral survey, small written practical work. Final - aimed at testing specific learning outcomes, identifying the degree of mastery by students of the system of knowledge, skills and abilities acquired in the process of studying the subject. In preparation for it, a more in-depth generalization and systematization of the learned material takes place. When systematizing and generalizing the knowledge and skills of students, the developmental effect of learning is also manifested to a greater extent, since at this stage intellectual skills and abilities are especially intensively formed. The final control is carried out at the transfer and semester exams, state exams, defense of the graduation project.

67. Methodological support of lectures on sociology. Methodological support of the lecture - highlighting the main thoughts, provisions and definitions, formulating conclusions and recommendations, selecting illustrative material, using technical teaching aids; Its main goal is to give a systematic presentation of the foundations of the science under study and thereby prepare students for independent work with sources and scientific publications. types of lectures.- introductory; - lecture of the systematic course; -lecture of a special course; -review; -installation. According to the form of presentation of the lecture material, there are t: - a lecture of an informational and explanatory nature; - a problematic lecture; - a lecture-thinking; - a lecture-conversation. Literature, used in the preparation of lectures on sociology, can be divided into the following types: scientific (book production or periodicals); educational (textbooks, teaching aids, lecture courses); methodical (general and particular methods, relevant plans and programs); reference (dictionaries, reference books, encyclopedias); artistic; general periodicals (newspapers and magazines). The main part of the lecture, from a methodological point of view, is divided into theoretical and empirical material. Theoretical material is a generally significant part of knowledge. What is accepted in the scientific community in the form of certain theoretical provisions, principles, laws and categories, which does not allow subjective interpretation, is the information core of the topic. A feature of preparing lectures on sociology is that the teacher, on the one hand, needs to be able to navigate in the many-sided theoretical material that is available on almost every topic of the course, and on the other hand, to show skill in its organization and systematization. The material of lectures on sociology should be maximally tied to local conditions. For example, if a topic is read about family and marriage relations or about deviant behavior, then, of course, it is necessary to support the theoretical provisions with local data, and not with those given in textbooks, publications in far or near abroad. Only in this case, the course of sociology will be perceived not as a purely theoretical, abstract construction, but as having great practical meaning, directly affecting the interests of the students. instructions and explanations. The standard program is designed for 34 academic hours, i.e. for the study of sociology for one semester with credit in the form of knowledge control. At the same time, it is assumed that 18 hours will be allotted for lectures, 12 hours for seminars and 4 hours for supervised independent work of students. Of course, in each individual case, this combination can vary up to such extreme cases, when the entire amount of study time is devoted only to lectures. Then the topics of lectures should be expanded at the expense of the topics of seminars. Taking into account the fact that such subjects as political science, religious studies, ethics, cultural studies, etc. , then a number of topics related to these subjects could be excluded from the general course of sociology, for example, the sociology of politics or the sociology of religion, etc. The focus of the general sociology course is on the study of social structure, the analysis of basic social institutions, and the problems of socialization and institutionalization. which allows the teacher to either enlarge the specified topics, or reduce some of them. In addition, each topic is complex and can be broken down into a number of separate questions, which can become either topics for self-study or seminar topics. That is why the proposed program as a whole is of an approximate nature and allows for variation depending on the profile of the specialty and on the number of teaching hours allotted for the study of sociology in each university and department. a general list of this literature with relevant guidelines is given at the end of the complex.

68. Methods of preparing and conducting seminars and practical classes in sociology.