Implementation of HR development practices of different countries in the Russian Federation

There were numerous attempts to solve the problem of professional education and reeducation. However, almost all of these attempts proved to be inconsistent. Despite the fact that propositions and proclaimed ideas seem strong and constructive, the result of their realization is far from desired.

For example, in 2006 in order to improve the situation with employees’ qualification «National agency of qualification development» was established. This agency operates under the «Entrepreneurs and industrialists union», so it acts in the interest of representatives of industrial branches. The Agency aims to coordinate the activities of education establishments as per the producers’ demand and to create a standardized system of qualification evaluation system. We feel that the key problem is that the developed qualification standards are not obligatory for employees. Simply speaking, no employee will spend time for having their qualification certified and proved unless it is required. An obligatory standard should be introduced so that qualification system works [3].

Another example of the perspective educative project is a dual education system which implies a two-year training at University and a two or three-year training within a certain company. The dual system has been successfully implemented in Sverdlovsk region. The pioneer of such a system was Urals polytechnic university whose students got an opportunity to study their profile within numerous industrial and military enterprises. In case of the dual system, future employees are trained to do what they will do within organization where they will work. Universal implementation of the dual education system can solve the problem of employees’ qualification [1]. Nowadays, Sverdlovsk region is one of the most highly developed regions of the Russian Federation. However, its experience is hard to copy, because interactions between universities and employers have been developing for decades of tough hand-by-hand work. In other words, it took them long to form these interactions which are mutual for dual education. Time for developing interactions between university and industry is the only obvious barrier for implementation of the dual education system in Russia (institutional problem).

The last example but not the least is an efficiency contract for university teaching staff. The efficiency contract is introduced in order to stimulate professors’ activities. The efficiency contract implies paying the salary in relation to the results or performance. Its implementation encounters a few problems. The first problem is that it is hard to formalize in criteria the result of teachers’ performance. The second problem is that teachers can become professional and motivated reporters instead of being professional and motivated «educators». In other words, some teachers can imitate the efficient work by making professional reports. At the same time, skilled professors could suffer from being not able to build good reports. The third problem is that efficiency contracts have become the reason for quarrels within the professors’ society. «Battles» for perspective students and conflicts around the salary negatively influence teaching process [2].

In conclusion, the best an most feasible proposition is the dual education system. Firstly, dual education solves a problem of employees’ qualification (future university graduates have skills relevant to the industry). Secondly, dual education develops interaction between researchers and enterprises (generate ideas which can become a breakthrough). Thirdly, the dual education system is cheaper than higher education (companies take part of cost burden incurred by universities). Lastly, dual education has the only restriction, which is time.