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T. Rusakova, G. Muss, D. Miroshnikova, D. Kucheruk

Orenburg State Pedagogical University (RUSSIAN FEDERATION)
Modern strategies for the development of lifelong education are aimed at solving the problems of adapting specialists to work in constantly changing conditions: the qualifications needed for industry cannot be guaranteed by basic education; continuous and rapid changes in technology require systematic training. In the conditions of higher education students gain a number of universal and professional competencies that are necessary for a young specialist. However, the resulting set of competencies does not always determine the effectiveness of a university graduate. Students are not always prepared for situations and unexpected professional tasks that require creative solutions. Therefore, many Russian companies began to practice in-corporate training – a special form of learning for the company’s personnel, created specifically for a particular company and focused on the development of personnel’s skills and their preparation for changes in the company. In recent years, the need to develop an in-company training system was due to a shortage of specialists with the necessary qualifications in the labor market; non-compliance of the system of state and non-state professional education with the requirements of the company; economic benefit – to train their employees more promising than to attract external, because they are loyal to the company, as they are part of it.

In-corporate learning is not only a tool for staff training, but also an element of the organization’s corporate culture. Organizations use integrated training, focused on specific personality changes necessary for the development of the company – the ability to work in a group, communication skills, ability to solve problems, quickly adapt to new conditions (tools, techniques). The effectiveness of in-company learning is largely due to the specialist’s readiness for this phenomenon, that is, on the level at which their flexible competencies are formed.

The study of the succession of the student’s professional training at the university and its in-company training showed that there are a number of problems that can be solved within the competence of the university: firstly, it is the student’s motivation to study throughout his life, taking into account promising changes in all areas of his life, secondly, the student’s understanding of his/her strengths, in particular, the awareness of an individual style of knowledge acquisition, thirdly, the understanding of the essence of corporate culture, for which in-corporate learning is a means of translating the values and meanings of the organization in the process development; fourthly, the use in the educational environment of the university of methods typical for in-company training aimed at stimulating and satisfying specific learning needs – behavioral training methods, active group and intergroup activities with subsequent reflection of the group process, business, imitation and role-playing games, analysis of organization problems, sensitivity training, internships, organizational and mental games, project development, analysis of organization situations.

The article presents a theoretical model of the continuity of higher education and in-company learning, reinforcing the phenomenon of hard, soft and self skills, tested in the conditions of a pedagogical university; reveals the forms, means and mechanisms of the continuity of specialist training, and shows the development prospects of this research area.