,

,
MANAGE YOURSELF,
MANAGE YOUR BUSINESS,
MANAGE YOUR TIME






Collection of articles
by Master Program students

, 2013

 005
65.290-2
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Stimulation as part of training

Currently,human resource of management is a
complex system of theories, rules and laws. Studying theseaspectsis very important when choosing
the tactics and strategy ofthe organization management. Staffin any organization isits integral
part, and any organization can not exist without
people, and as a consequence of this -to produce
something, to achieve its goals in business. Human resources management is primarily based on
the principles of the organization employees engagement to work on it,t o achieve certain goals.
That is why learning the principles and techniques
of effective motivation is urgent today. Motivation
is the process of encouraging people to work to
achieve goals. Influence of motivation on behavior
depends on many factors, it is very individual and
can vary under the influence of motivation and
feedback to human activities[1].
Previously, employers choose their employees from a large number of candidates, but now
more the workers choose the most suitable working conditions for them selves, and the most suitable companies. It is evident especially if they are
qualified specialists, the lack of which is already
observed in the market. And it is not enough
to have high wages and good benefits package
alone. They choose the company that can meet
best their emotional needs: respect, recognition,
status, comfort and so on. It is observed that
the higher the social status of the person is, the
more attention he pays tosatisfy his/here motional
needs. And the final decisionon the choice of the
companylies, as a rule, in the emotional sphere.
The same can besaid about those who are already
working in the company. It must be acknowledged
that people decide to continue working in the
company or not, on the basis of emotions solely.
The employeesre main with the company, if the
manager can create a comfortable atmosphere.
And the solution is extremely emotional.
One of the main tasks of any manager is to engage fully the entire potential of the employees
into the work.That is the objective of all the work
on the staff motivation. Increased productivity
and, consequently, profitability this is the result
of implementing competent motivation system.
And it is impossible to do without control of emotional sphere. If a manager wants to be truly effective, he/she must be able tomanage emotions
as his/her own one, and the same of employees
as well. And a competent manager before asking the question: How to receive agreater impact

from subordinates? should ask him/herself: How

to change their emotions in the right direction for
the cause?.
The business worldis changing rapidly. The labor market is changing as well.The possibility of
any company development is its ability to find and
retain skilled and talented employees. Incentives,
of course, play a big role. But an increasing role is
played by emotional factors (psychological). And
their role will increase more and more. Ignoring
this in HR management will be, at least, unwise.
Only a comprehensive system of motivation with
the obligatory account of the emotional component will ensure full commitment from employees
at work, their maximum efficiency and productivity.
It is important to understand that the organization can afford to use only those measures of motivational influence, the use of which would bring
a real profit to it. Cost of additional incentives for
employees should not exceed that of return, which
the company will receive from their use. You can
design gigantic programs of labor stimulating,
but they do not bring any effect if not properly
addressed.
However, there is a motivational factor, the use
of which is mandatory for any company that seeks
to achieve success. As a rule, in modern studies
human resources motivation is first of all deemed
to be the means of consideration to encourage
the employee for more productive labor. Creating
the company image is a serious motivating factor,
and the factor that affects the motivation of the
employee a priori, that is, before he/she is taken
to the office, and it has an impact for the duration
of his/her service in the company[2]. Whatever the
basic human needs would be, the ability to work
in a well-known company that promotes the goals
being crisp, clear, and well-known far beyond its
border sand receiving social approval, will to a certainextent cause the mans being proud of theopportunity to belong to the company, and feeling
him/her self as a part of it.
Thus, the creation of a team spirit is the
most important element of any program for staff
motivation.
Another factor that undoubtedly affects the
efficiency of employees, is the atmosphere inside
the company. Here, the managers need to understand that under no circum stances they should
not save on the working conditions of workers and
on creation of a favor able psychological climate in
the company. These conditions alone do not bring
39

economic benefits in pure form. However, if the

company does not care about it, its employees
feel a sense of physical or mental discomfort that
certainly reduces their productivity. There fore it
is important to keep in mind that the creation of
an enabling environment in the company is also a
serious problem of motivation [3].
The above conditions are necessary to create
an atmosphere of interest in working in the company. Without their implementation you cannot
expect to attract and retain highly skilled professionals, and a high return on the part of workers.
However, the presence of these elements is not
enough to create an effective motivational strategy of the company.
An essential tool of human resources management for many of the leading professionals and
managers is considered to be the creation of corporate programs for labor motivation, that is, in
other words, implementation of a social package
or compensation systems.
Currently, many workers, while getting a job,
are interested not only in wages, but also in the social package, which is offered by the organization.
Thus, the motivation becomes more multifaceted, which means that its organization requires a systemic approach. Special attention shall
be paid at the close connection of the subject of
personnel motivation with the subject of personnel development. Its difficult to disagree that the
human aspiration for self-improvement (including
that in the professional area) can motivate him/her
much stronger than any economic rewards. Thus,
the subject of professional development touches
upon two critical aspects of management in this
way.
Professional development at an enterprise is
a practically continuous process that can consist
in both new concepts, for example, the teaching
enterprise concept, and in standard approaches,
for example, various seminars, and study at professional development institutes for senior personnel and skill conversion of workers.
Managers often consider the professional and
technical aspects of their work to be the most important for them. When these functions complicate with supplementary duties such as personnel development, their real work is often affected.
However, during the last decade, the idea that
managers and executives shall facilitate their staffs
growth and development, strengthened and became the key duty of these persons. Their participation in personnel development is important for
the following reasons. Managing people means
positive influence on them this is one of the
best ways to support their development. The majority of problems reduce to the human factor.
If we remember and analyze the existing problems
40

we will find out that they are often directly associated with unsatisfactory communication, imperfection of knowledge or skills, immature attitude
towards work. By paying attention to personnel
training and skills improvement you can overcome
a number of problems. Day release training is often ineffective, and it is the managers task to draw
parallels with the current work. Indeed, if the ideas
and approaches recommended at training contradict those used in the company, the personnel feel
disappointment when getting down to their work
again. The participation is supposed to reduce the
probability of a conflict and disappointment, when
the personnel apply the newly acquired knowledge and skill at their workplaces.
Successful organizations create a special atmosphere facilitating personnel growth and development; there are standing programs of personnel development, i.e. it is not a one-time event.
In addition to the official training programs, there
are opportunities for informal study. For example, researches held in Motorola Company show
a close interconnection between formal and informal study at the workplace. The researchers have
calculated that every hour of formal study equals
four hours of informal study, in particular, practice,
verification of the obtained information, search
for interconnection between theory and practice.
Notwithstanding the vital necessity, some managers are not willing to spend time on personnel
development[4].
Why are the problems of personnel development so pointed today? First, it is connected with
continuous business development. Earlier, the
goal of many domestic companies was to survive,
capture business segments, but today, there are
questions of business stabilization and increase
of operating efficiency. The supplied goods and
services continuously complicate because of technological development. The main intangible asset
of a company that increases its competitiveness is
personnel, which, unfortunately is not always able
to quickly adapt to the changing and hardening
requirements and alterations.
When managers of organizations apply to
business education institutions to find educational
seminars and various educational programs, it
means that they are not satisfied with the working process at their enterprises, so to say, dissatisfaction with the existing order. The absence
of experience and corresponding skills in some
staff members are not always the reasons of their
unsatisfactory work, therefore the management
must understand what they dislike in the work of
those staff members, how the desired condition
shall look like, and how it is reached. The desirable
results cannot always be reached if certain categories of personnel and subjects of instruction are

chosen; in this case, the management can be dissatisfied with the instruction. In such situations the
manager shall analyze the adequacy for the job.
Forexample:
If these are the problems of the company as
a whole (for example, in view of the growth
and increase of the personnel number,
the company became unmanageable, the
existing organizational structure does not
allow reaching the set strategic goals),
education is needed for the management
staff. In this situation, Training seminar
on strategic planning and organizational
structure optimization is recommended.
If the company has already gone through
certain structural changes and functional
rearrangements, and encountered uncooperation between many structural
divisions, training of line managers and key
personnel of departments in Operational
management would be advisable.
If the problem is that some staff members
lack certain skills, they can be sent to such
training courses as Customer relations,
Effective presentation, or Business
communication skills. But before that, I
would recommend you to understand why
those skills are missing. It can be connected
with the absence of the staff members
capabilities then maybe you dont need
to train him/her, but better give that staff
member a task that corresponds to his/
her capabilities. It can also be connected
with the staff members motivation
for some people, education is already a
motive for successful activity, but some
people have no desire to study. Inthiscase,
trainingwouldalsobeineffective. In any case,
it is wise to design the training program

on the basis of the results of the appraisal

conducted within the company, and
preferably, motivation diagnostics [5].
Also, today the problem is connected with the
companys financial resources, i.e. not every company can allocate money for personnel development. In our market, the small and medium-sized
businesses that also lack money resources prevail.
I can suggest the following ways of solving this
problem:
Conclusion of an agreement, under which the
company director pays for the professional development courses and upon completion of training,
the staff member shall not be able to quit for a
certain period of time.
The organization partially pays for the professional development courses.
Mainly, the emphasis is placed on development of economy, accounting and record-keeping. However, many courses of focused specialists
development are missing.
Today, the quality of goods and services are the
main indices of the success of the Republic of Kazakhstan, and it requires skilled personnel. Thats
why both public and private organizations and enterprises shall pay a lot of attention to personnel
development.
To avoid loss of potential profit, a manager shall
get maximum commitment from his/her reports.
To effectively control such a valuable resource
as people, the manager needs to determine certain parameters of work delegated to the people,
changing which he/she can influence the psychological condition of executors, thereby motivating
or demotivating them. The properly designed work
shall create inner motivation, a feeling of personal
contribution to the released products. A human is
a social being, which means that the feeling of inclusiveness can cause deep satisfaction that also
allows realizing oneself as a personality.

References

1. , .. . .: INFRA-M, 2000, .28

2. .., .., . . .: , 2002,
. 9
3. , . . . .: . 2005.
4. Rewans R. W. (1981). Management, Productivity and Risk. 9 (1). P. 136; 137 . : ..
// XXI . : http://www.ini21.ru/?id=1060
5. . . / . . ;
. . . .. . .: , 2004. . 62.- . : .. // XXI .- : http://www.ini21.ru/?id=1060
41

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:http://www.ashmanov.com/pap/ashrul2
2. wikipedia.org
3. Gary R. Heerkens, Project Management 24 steps to help you master any project
4. http://www.projectprofy.ru/articles.phtml?gid=47
5. . ? . http://
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paa ope p opeeeoo
eea
pa,
oo
pepe
ee oop e epee o
apaep, pe oe oee
ope peea peea
pa opa oea
oe epa [1].
e
eo
e
opeo, a pao, pea oo
oe opeoooo. eoope
ooa a pae apaepo
eeo ao pa, oee
epa, ooae opa,
oeo o peaa opoa eo,
o pae e apaep.
ee oeo e ope
pae:
pooea,
oapa,
eoa . . o ooe o pae
ea ( o ea) opee
peea. paeeoe paee
oo opee a paee o
pe peea [2].
- , ,
.
()
,
( ). , .
. , [3].
93

opee peea, a pao,

pea
a
poe
paee
e ea oa oo eoo
(opeo) pae a [4].
opee peea oo
pep e peaeo e
pee p ao opa aoo
pooo eea (o oeeae o
ee oo eo ooa
pepo) aoea poe o
a pe. ae, o peea
pep oeea e pe
oae opee a, e
o eo: a e peaa
po o oee ea (a oe, ,
aoopo, o oee o peo
po), peoe oapo oee
ooo aea aopo [5].
paa
oepae
pao
ea o o, o paee oo
p oppoa ope pe
e eo eoo po
aaa aa o ae
po, pe po a oo
epepoae
aoe
,
e eeoo ope,

oppe ooee po
oapoe peoee a pa. eo
paeeoo ooa poppoa
ope pee aa oo
o, o oa epe ae a
e, oopee aopa eo
ea, oepp a paoe
aoee a eo oopo
opepo, a, pee eo,
pe paee pee.
p paoe pae ope
eooo, oo opo, e oe
peaee o a opoa
eeo pep, eo o a
pe, a po opo, oa pp
aoao oo eo pp
opa, oopo paoae pepe [7].
Ooe opeee ope
pee oaa a p. 1.
aoo epe o p pa
e oa ope pee.
epa pae o epo ee.
p ao pae pae , p
oopo a ooo aae opo
a oa epe.
epea e opo pae
e oa ope pee.

ope:

eeo po

oapa, pooea
pe pae

e oppee?

(a oppee?)

opee
peea

Ooa ope:
Pep ep
eeo

o a
ope?

o ao po
pooe?

P1.Opeeeeopepee [8]

p ao pae a apae pa
oe po o-o oeoe,
eooe, o oe pa oae
a o oae oo a. pae
epea apaea a o, o
e o po a
oee ooeo. oo, o
oo o , a po o a
pee oa o poa.
pee
paee,
oop
pa
oe ooa oa oe
94

poe ope pee,

e oepa a a epe
ope opeee.
o ae a oae a
po eao ope
oaee. oeppoaoe oae
poa ao e o o oeop
e
aa-o
eoa
opeo
opeeeo p e ( o ae
po p oe eapoa),
o e oae eea ea

oa po (ea poa
oa poa). poo pae o
eppoaoo
oa
ope
pee, pa oe ooa
oopeeo a eo peee
oaee, a epeae.
a o, e p pae oa o
pe pee e eee
oee ooeo, ooe
ea o o o, o
e oaoo eo opee o, a
pae opa peaoa,
oe ae e ea pae.
o e pe ee oe, o e
opeeea e pae,
o ae o a p
poa ope pee [9].
oa a aaa ao
ae opeee oeo ea e
oo a pe, o a ao ee
eeo, e aoee epe
o aoo po opeee
o a pe, a poo, a aoo
aa. eo poe ooae
pea opo oppoa ope
pee.
p oppoa ope pe
e aa ee a ee
ooe aop:
ee pa poa ee
pe (po po, apo o
peee, paooe pepoae,
ee eo pa ..);
ooe ooeo opeo
op a pe, ooe aope paeeoe apa
ee eeo;
paeee pep ooo
aa, ee e opo o
peo ope;
oo oe pa aa,
ee oae e pepae
e aa oo paee
oa.
op ee ope pe
e e eeo poea pae
oae a pe. eoae pa
apaeo a ee p o
ooe ope pee
[10].
eoo oa oo pe a:
1. oaa poea oa
2. Opeeee oea ooo
e poa oa
3. Aa p o ooe
ope pee.
Peao pao aoa e
aaea opa, oeea

a pooo oa eoo
a p pee o pae
ae oa a pe. ae,
oee peae apeo
eoa, o pooo
papao popa e ooeoe
ope
pee,
oop
oaa oeoe oa a pe.
poe oaa oa, a a
eoa, eoo ee
oea opoeeo aaeo pao
aoo aa, oeo. ao, o
ep opa, pao oep
pa paapaeoo pa, e
aoee a opeo, ao
poa e aepe. o oo
oeoo oa eeapaeo op
poa peaoa o pae.
oaa oa ae e
ee poep:
opeeee eopae ooe
oe pa;
oppoae a opeo;
aoa
ee

aepe
opeo.
oppoa e ooe
oeoo oa a pe eooo
opee, ae eo a-ope
aoe ee pe peaa
ee aeo aa. o pae
pe opa. oeo ooa
epee peo a o ooe
oe opo a a pe
opeo o oa.
a epo ae eeoopao poe
op a opeo, peaa
aaoe aoe po .
o, oppoae a ooa oo
opa, aa e, oo
pee, e paapa a
oae epe e oee po
a ooe oopo pae.
a ee ae eooo oe
op oee o opeo
aoo ooe, poa o
oop e. ee a opeo
ooe po oe aoee e
oo opeoo oee a pe
papaaa pea peaa (a
oee oa a pe, o
o e ..).
e a - op oa,
oaa aeo apo oe
a pe (apa o pa oee
50%), opee ooe ee
pa oeooo pa, a peoe, a
aae pa.
95

aee eeoopao poe op e

oo opeo. poe e
oa p o oeae
ope, oope o ae
epee o a oeoo pe
[11].
a oee ae o poe
ope e opeo
paa eopae pa pa ae
ooo poe e aa
ope opa a e oo
peaeo oaa paapae
oa. Pea aaa o
opeee paee ope
pee.
aoa ee aepe o
peo ae e eoae ee
aepe opeo, ooe ope
e
ee

oeopeo
ee oe a pe, ae pe
e ooe e o ee
ee paao [12].
Paoaae ee ao-opeo
eooo aa e ee
aoo oeoo oa, a eo:
pae a pe (epa, eo
ae a epo ..);
ee pa peaa ee
(apee poa, ooae
p pepo),
ooee ao pa,
ppa pae , o
pae peee ,
aea eo paeeoo ea
oa.
pe oea op poo
oeoo pae ee aepe
opeo eeoopao e.
1. ae o peo ee
eeo oa.
2. opa o e oa
eo peaa oa.

3. e e o pa pa.
4. ee poe apeoo
o.
5. e, poopeae pe
e pa, o a
pe.
a opa e ao
o oa, paoae a oeoo
pe, pee ooeoo aaa
pooa oa. Oa peaaea

oepe

opoepe
peooe o ooo pa
opeo a a pe[13].
apeooe
eoaeoeo
opaa apeoe ea
ea ooe:
1. e ee opee pe
ea a pe oeo ;
2. ooa oee ae p
papaoe pae oa ape;
3. oppoa opeee oeo
o pep opaoeo
oa.
oee epae ope
pee o e oo eoooe
o opoa aa o
ooa
paeea
e
ao
oa [14].
aaae a opeeo ae a
ae e oo poe eoe
ope, o opoae ope
pee ao-opeo. aoe
eoe opoae po o, o
opee e oe oo o, ae
opee peea ee a
e oae o ao opeo.
oo
epooepeo
aae

paeeo
ae
oo
aa
e eoeopeeee ope
pee, aooe oeooaaa
ee pee pe oeee
o eeo aop.

1. opep . opea pae. ., 2005

2. ap . opeoooo: oopoe aa. .: 2004
3. -. . . . . .: , 1996. - 589 .
4. ao P.A. paee opeoooo opaa. .: 2004
5. Aoe .., eeo A,, opee peea p. - .: OAO opa
OO, 2000. 256.
6. eeo O., o .. opee peea opeoooo
pep: oo, aa, oea. -opoe; -o , 2004 - 80 .
7. eoo .. Aa opeoooo p -2001- 5
8. http://portal.vkgu.kz
9. a O.. ao A.. - eee - .: apap, 2003
96

10. a O.. paeeoe paee: e. - 2-e ., epepa. o. - .:

apap, 2003. - 296 .
11. ae .., oeea .. Oo paeeoo pae. - .: 1998.
12. e paeo pa p oeee eeopoo eeo, 2000. - 5. .
13. eo ., Aep ., eop . Oo eeea. - .: 1998
14. oo A.A., paee eee: e o / ep. a. .: a
p, , 1999, 576 .

97

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3. www. vestnik.udsu.ru
145




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,
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