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7.3. Intercultural barriers in communications

Intercultural barriers are obstacles that arise in intercultural interaction and hinder effective dia-
logue between representatives of different peoples and cultures.
There are three types of obvious intercultural barriers:
– Language barriers. They are manifested in ignorance of the language of the interaction partner,
and are also contained in language constructions, styles of oral and written communication.
– Non-verbal barriers. The symbols used may have different meanings for the participants in the
interaction. There are visual barriers: certain postures, gestures, facial expressions, hand movements, general motor skills of various parts of the body, distance; acoustic barriers: pronunciation features, voice timbre, its height and volume, speech rate, pauses between words; tactile sensitivity: handshakes, patting; olfactory barriers: odors. Poor listening or inability to listen can also become a barrier to effective communication.
– Barriers of stereotypes and prejudices. Habitual ideas and judgments about other peoples,
unconscious delusions that arise in the mass consciousness can represent a serious barrier in communications.
Ethnicity is an irrational phenomenon, therefore stereotypes and prejudices can become a serious
obstacle in intercultural communication.
According to W. Lipman, an American writer, journalist and political commentator, stereo-
types are culturally determined and ordered in a certain way “pictures of the world” in a person’s mind, which save a person’s efforts when perceiving complex information, fix and preserve ex­isting values.
Stereotypes are habitual knowledge and habitual beliefs about any social phenomena or charac-
ter traits of another individual. They perform both positive and negative functions in intercultural in­teraction.
Positive features of stereotypes:
1) explain human actions by providing ready and simple information;
2) make it possible to predict the behavior of interaction partners;
3) form their own behavior in a situation of interaction;
4) protect the traditions and customs of their culture;
5) provide society with standards, models, standards of behavior. Negative functions of stereotypes:
1) create obstacles in interaction;
2) can contribute to a misinterpretation of the interaction partner’s behavior;
3) can create an erroneous impression of another people. While stereotypes can make communication and collaboration difficult, prejudice can lead to con-
flict. Prejudice is a setting for a prejudiced and hostile attitude, since it is based on a negative assess­ment of a group or individual. As a rule, prejudice arises in relation to groups or individuals about whom there is not enough information or they differ sharply from their own cultural groups.
All these phenomena are especially important as potential barriers to intercultural interactions at
the first stages of interaction in a situation of incomplete information about the identity of partners.
An interesting approach to determining the types of communication barriers is presented by the
Russian researcher B. Porshnev:
1. Logical barrier. If a person, from our point of view, says or does something contrary to the rules
of logic, then we not only find ourselves in difficulty in decoding information, but also emotionally perceive it negatively. In business relations, communication barriers arise when communication part­ners refuse to understand and take into account the specifics of each other.
2. A stylistic barrier arises when the form of presentation of information does not match its con-
tent, or the communicator in his speech violates the rules for constructing a sentence. In this case, we can perceive a person as insufficiently literate, and the result of this may be distrust of the informa­tion coming from him and the inability to find meaning in it.
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3. A phonetic barrier occurs when the communicator speaks a language that is incomprehensible
to us (for example, in a foreign language); or the communicator speaks quickly, indistinctly, with an accent; or the communicator uses gestures that are unfamiliar or inappropriate for the context, or ges­tures that are too active and fast.
4. A semantic barrier arises if, in the process of communication, our interlocutor uses words that
are incomprehensible to us in meaning, more precisely, the same words or other symbols for inter­action partners mean different things. Firstly, it may be a mismatch of thesauri, and secondly, there are scientific, professional, religious, subcultural and other contexts in the meaning of the words used in speech.

7.4. Ways to overcome intercultural barriers

The main way to overcome barriers in intercultural communication is the formation of intercul-
tural competence by improving cultural education and tolerance. The presence of barriers in inter­cultural communication is an incentive for the development of intercultural competence, since it puts a person in front of the need to acquire new knowledge about the culture of partners, makes them im­prove their own communication skills, develop the ability to feel the features and mentality of a for­eign culture. Thanks to these processes, the individual becomes able to adequately anticipate the pros­pects for communication with representatives of other cultures, more effectively achieve the goals of intercultural interaction, and more fully satisfy their cultural needs.
The main and mandatory features of intercultural competence are:
1) openness to the knowledge of a foreign culture and the perception of psychological, social
and other intercultural differences;
2) psychological attitude towards cooperation with representatives of another culture;
3) the ability to distinguish between the collective and the individual in the communicative behav-
ior of representatives of other cultures;
4) the ability to overcome social, ethnic and cultural stereotypes;
5) possession of a set of communication tools and their correct choice depending on the situation
of communication;
6) observance of etiquette norms in the process of communication. There are two approaches to assessing other cultures and determining one’s attitude towards them:
ethnocentrism and cultural relativism. Ethnocentrism manifests itself when members of an ethnic group recognize the values and norms of their culture as a standard against which they compare other value-normative systems. Another culture turns out to be high or low, developed or undeveloped, but always in relation to its own culture. Cultural relativism is the opposite approach, according to which any culture can only be evaluated in terms of its own values. It must be recognized that the values and norms of each culture are relative; they can only be understood in their own context. The princi­ple of cultural relativism: “All cultures are different! All cultures are equal!” Each culture has devel­oped in certain, specific conditions, has gone through its own difficult path of formation and formed its own special picture of the world, its own models of behavior.
To prepare for intercultural interaction at various levels of communication (for example, when pre-
paring to leave for a country for a long time), methods are proposed that are called “cultural assimila­tors”, or techniques for increasing intercultural sensitivity.
The purpose of using this method is to teach a person to see situations from the point of view
of members of a foreign group, to understand their picture of the world (in a particular case, in terms of values, behavior patterns of the culture of the country where the individual goes).
Tasks of the cultural assimilator:
1) development of isomorphic attributions, i.e. ways of interpreting people’s behavior by repre-
sentatives of foreign cultures;
2) experiencing their emotional reactions in the circumstances of interethnic interaction and their
adjustment;
3) the formation of attitudes towards tolerant behavior.
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Cultural assimilators include situations (up to about 200) in which representatives of two cul-
tures are expected to interact. The explanation of the situation includes four interpretations of the behavior of the participants in the situation (causal attributions to the observed behavior). One interpretation is correct from the point of view of the representatives of the culture under study. When creating situations, the existing mutual stereotypes, differences between representatives of participating cultures in role expectations, their customs, and features of non-verbal behavior are taken into account.
In modern practical psychology, other educational training programs have also been developed,
the purpose of which is to increase personal and professional competence in intercultural communi­cation. All of them are aimed at getting acquainted with the values, norms, rules of representatives of another culture. Their practical development requires participation in playing situations, the sub­sequent transfer of the acquired knowledge and skills to real life situations in the conditions of multi­ethnic, multicultural groups.
Researchers note the difficulties of working with migrants from Central Asia and the Caucasus
with the help of cultural assimilators, especially people from rural areas for which traditional values are immutable. For example, researchers from St. Petersburg encountered communication barriers when organizing focus groups with low-status and forced migrants. This group travels to the major cities of Russia with narrowly pragmatic goals — to earn money and send it to the family.
The research team nevertheless assembled several focus groups, in particular, low-status migrants
participated in one of them. Since almost all of them were from the same organization, there were several men who spoke for everyone, who took on the role of leaders. The situations that became the material for the construction of cultural assimilators turned out to be connected not so much with the stories of the participants, but with their lack of understanding of the issues themselves, which seemed to them, most likely, far-fetched and of little interest.
Migrants find it difficult to adapt to a foreign cultural environment. They encounter serious inter-
cultural communication barriers on their way. Poor knowledge of the Russian language creates seri­ous obstacles in the communication of a migrant at different levels, both with representatives of the authorities, and in public places, in organizations. The barrier of stereotypes and prejudices, cultur­al shock can force a migrant to be led into a state of self-exclusion — social self-isolation, to refuse to communicate, to fight for their rights.
In addition, communication barriers reduce the effectiveness of the use of migrant labor in organ-
izations and prevent them from professional development and earning money. The creation of an ac­cessible and friendly communication atmosphere, the elimination of barriers in the public environ­ment and public consciousness, barriers of prejudice and stereotypes will contribute to the social inclusion of migrants.
Consequently, language training, familiarization with the cultural norms and rules of the host
people, overcoming communication barriers is an important task of the state cultural and eco­nomic policy.
Summary
1. Despite globalization processes, the cultural diversity on the globe is increasing. The main di-
rections of this process are related to the ongoing informatization of society, the development and im­plementation of digital technologies. Cultural lag is a concept that reflects the delay of traditional spheres of culture from advanced information development.
2. Types of intercultural interaction in a multicultural environment are diverse. The multicultural
environment of the organization is most important for studying. It is here that the individual realizes his basic needs and encounters various manifestations of the intercultural environment, experiencing a tolerant or intolerant attitude. Ways of interaction in a multicultural environment: persuasion, sug­gestion, contagion, imitation should be aimed at mutual understanding, tolerant attitude towards var­ious subcultural groups in a construction organization.
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3. Intercultural communication barriers are obstacles that prevent effective dialogue between rep-
resentatives of different peoples. For example, stereotypes and prejudices about different peoples, transferred to a specific representative of it, can extremely complicate the communication process or interrupt it. Effective communication is hindered by logical, stylistic, semantic barriers, as well as some means of non-verbal communication: gestures, facial expressions, speech pauses, intonations.
4. The ways to overcome intercultural barriers include intercultural competence: knowledge of the
language, norms, customs of the host people, tolerant attitude towards each other. This applies not only to migrants, but also to representatives of the recipient people. The formation of intercultural lit­eracy is facilitated by cultural assimilators or cultural integrators — the so-called techniques for in­creasing intercultural sensitivity.
Think about and answer these questions
1. What are cultural universals? Give their description.
2. What are the features of ethnocentrism and cultural relativism?
3. Give a description of intercultural communication barriers.

8. INTEGRATION INTO THE PROFESSIONAL ENVIRONMENT, PROFESSIONAL GROWTH AND CAREER

As a result of studying this material, you will learn:
– how a young professional is integrated into the professional community and professional activ-
ities;
– what activities are included in new employee integration programs in organizations; – what stages of building a career a person goes through life; – what are the career options and vectors.
Keywords: a professional environment, staff integration, career, professional career, vertical ca-
reer, horizontal career.

8.1. Young specialist and professional community

Before we analyze the concept of “integration”, let’s turn to the definition of the concept of “pro-
fessional environment”.
The professional environment is a set of subjects of professional activity and the conditions in which it is carried out. Subjects and conditions of activity always interact and mutually influence. The pro­fessional environment goes far beyond the current moment. The professional environment, goes far beyond the current moment. It is a mentally represented environment that includes both living profes­sionals and those professionals who have made significant contributions in the past. In a professional environment, continuity, the transfer of experience between generations, is of great importance.
The components of the professional environment are:
– professionals as carriers of competencies; – beginners (students and young specialists); – professional groups and communities; – Universities, departments, organizations, etc.
The professional environment has blurred organizational and territorial boundaries. Representa­tives of the professions meet, share experiences, arrange discussions and disputes. This interaction has a significant impact on professional development. The modern professional environment goes beyond the boundaries of one enterprise, one industry, one country. It is not limited to one profes­sion. The number of interdisciplinary connections and projects is constantly growing. Professionals turn to knowledge from other professional fields to improve professional competence. For example, a doctor who has a medical education independently studies economics and psychology. So he be­comes more effective as a doctor and leader. The builder delves into the problems of sociology in or­der to build more popular and comfortable cities and buildings.
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The professional environment is a rich source of growth in the professionalism of its subjects. It carries information about competencies in demand and possible prospects for their development, about relationships in the professional world, about new professions. Therefore, the integration of a young specialist into a professional environment is the source and driving force of his development.
Integration in a professional environment means:
– awareness of a person’s own professional affiliation; – identification with group members; – adoption of professional attitudes; – entering the professional culture;
– professional growth and development. How can a student or young professional achieve integration with the professional environment? Entry into the profession begins long before the young specialist enters the workplace. To achieve
a high level of integration, a person goes through several stages of development:
1. Preliminary stage. There is no integration yet. A person chooses an attractive profession.
An intention is formed to become a representative of this profession and join the professional en­vironment. Often the choice of a profession is determined by the attractiveness of the profession­al environment, acquaintance with its members. At this stage, the person is not part of the profes­sional environment.
2. Training and initial development of professional competencies, orientation in a professional
environment. As a rule, this stage is associated with the beginning of vocational training. A person ac­quires a new social role (for example, a student studying a certain profession). He gets acquainted with the professional language, norms and rules, adapts to the requirements and working conditions, mas­ters basic professional competencies. This stage ends when the subject develops psychological readi­ness and desire to engage in the chosen professional activity.
3. Introduction to the professional environment, adaptation to professional activities. At this
stage, the person gets to work. He begins to feel like a part of the professional environment, demon­strates appropriate behavior. A professional identity is formed in him, basic competencies are de­veloped and specific competencies are formed. There is a clearer idea of a professional career. This stage ends when the specialist adapts to professional activity and realizes himself as a representative of a certain profession.
4. Immersion in a professional environment. During this period, the development of skills, aware-
ness of their professional capabilities and limitations, there is a feeling of professional success. At this stage, the specialist is looking for possible ways for further professional growth and improvement. He builds a clear image of a career, chooses a strategy and a way to implement it, and builds his own ed­ucational trajectory. If a specialist successfully interacts with the external environment, society be­gins to recognize his professional status. This stage is accompanied by deepening and growth of hu­man contacts with the professional environment.
Integration in a professional environment. At this stage, a person feels satisfaction with his pro-
5.
fession, makes a creative contribution to changing the professional environment, feels his profession­al significance. He has a desire to become a mentor for young professionals. Recognition within the professional community is growing. At this stage, a person understands the need for constant, contin­uous education to maintain high professional skills.
The stages of integration do not have clear time and age boundaries. The speed of their passage
equally depends on the characteristics of the person himself and on counter actions from the profes­sional environment.
How do the personal qualities of a young specialist affect his professional integration? First of all,
it is self-determination in the profession. Professional self-determination includes three components: self-knowledge, self-assessment and self-development.
A young person learns his characteristics and professionally important qualities in the process
of learning and at the initial stage of professional activity. Self-evaluation occurs in the process of mu­tual adaptation of the profession and the person. It is carried out through the relationship of oneself
55
with other employees and colleagues. As a result, the image “I am a professional” appears. It also forms an idea of those properties and qualities that need to be developed for successful professionali­zation. This is how the goal and motive of self-development appears.
University graduates have several options for combining self-knowledge and self-development.
1) self-knowledge + self-development. This is the most effective professional position. It allows
you to harmonize the personality and profession, effectively go through all stages of labor adapta­tion and socialization. It is demonstrated by 59,5 % of graduates;
2) self-knowledge + lack of self-development. The student passively perceives his strengths
and weaknesses. This position is often the result of inflated self-esteem and selfishness. Such a young person will change jobs if something does not suit him, instead of raising his level of com­petence. This position is demonstrated by 2,5 % of graduates;
3) lack of interest in self-knowledge + self-development. The student has no reflection. This
leads to mechanical accumulation, “collection” of professional skills without taking into account their own interests and inclinations. This position is demonstrated by 18,5 % of graduates;
4) lack of professional self-knowledge and self-development. This is an infantile position. It does
not allow a person to successfully adapt and integrate into the professional environment. This po­sition is demonstrated by 19,5 % of graduates.
Thus, we can predict successful entry into the professional environment only in 60 % of young
people. The level of integration of graduates depends on their understanding of the direction of devel­opment of those competencies that allow them to remain in demand and competitive. In this regard, it is difficult to overestimate the role of continuous education. It becomes an important part of the life of a modern professional. The content of this education should be determined not by universities, but by the professional environment itself.

8.2. Integration programs for new employees in organizations

Organizations are interested in the rapid and deep integration of students, graduates and young
professionals into the professional environment. The effective integration of a young specialist into the social and professional environment helps to fully reveal and use his potential to achieve the goals of the organization.
HR-specialists call the stage of entry of an employee into the organization adaptation or integra-
tion. But these are different processes.
Adaptation is a broader concept. A new employee adapts to work in the company even when no
one helps him. This is a natural process of human adaptation to a new environment. The employee observes the behavior of colleagues, asks questions to his manager, studies instructions and stand­ards. He tests the limits of his capabilities at sessions and work meetings. Thus, he gradually adapts to the position.
Let’s conclude: a new employee adapts to work in an organization, regardless of the presence
of a special adaptation program. The only question is how long it will take him and what will be the focus of his attention.
Integration is not how an employee himself adapts to new conditions for him (with or without the
help of the HR service). Integration is a consistent and systematic adaptation of an employee to the company’s activities in order to increase his efficiency and productivity. Today, many companies spe­cifically train managers on how to integrate new employees.
Inviting young professionals to work, organizations impose a number of requirements on them.
They may relate to professional competencies and personal qualities. This is fine. High demands of­ten scare university students and graduates. The organization wants to get a highly qualified special­ist who will immediately get involved in the work and begin to make a profit. The more experience a candidate for a vacant position has, the higher the requirements the organization places on him. A graduate and a young specialist, most likely, will not show high results from the first day of work. Its effectiveness will grow over three stages of integration:
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stage of informing. This is the stage at which a new employee: gets acquainted with the specifics
of his activity and position; studies existing materials on the activities of the unit; meets people with whom he will cooperate professionally;
the stage of mastering the main tasks of the position. This is the stage at which a new employee:
begins to perform professional activities in his position, gradually increases the efficiency of his ac­tivities; demonstrates personal contribution to the activities of the organization;
stage of operation. This is the stage at which the new employee: is the “owner” of his own posi-
tion. He corrects his professional mistakes; fully participates in the activities of the institution, in ac­cordance with the requirements of the position.
The organization recruits a young specialist and all the risks associated with it. But at the same
time, the organization gets the opportunity to educate an employee in accordance with its system of corporate values. This increases the loyalty and commitment of the organization’s specialist, as well as involvement in the profession.

8.3. Stages of building a career

The word career has a similar sound in many languages. But the meaning of this term varies.
The Oxford English Dictionary defines the word “career” as a person’s “course or progress through life (or a distinct portion of life)”. This is the broadest interpretation. It covers different aspects of hu­man development. The second way in which the term “career” is used describes an occupation or a pro­fession that usually involves special training or formal education In this case “a career” is seen as a se­quence of related jobs, usually pursued within a single industry or sector: one can speak for example of “a career in education” or of “a career in the building trade”. The third approach considers career as a way of self-realization. Unlike job as an economic necessity career. This meant jobs in professional or business occupations, with room for creativity, growth, and organizational expertise.
To understand how to build and manage your career, we will consider a career as an inseparable
unity of two sides. First, the process of internal professional development of a person. Secondly, its external movement in the development of social space. External movement is possible in two ways: horizontal or vertical career. But we’ll talk about this later.

8.4. Stages of career development

Consider how career development and career growth occurs. You have already met with the con-
cepts of “growth” and “development” in previous lectures. You remember that these processes have duration. They are associated with the accumulation of any significant features or with the transfor­mation of qualities. Career development follows the same principle. Moreover, scientists have estab­lished a relationship between career stages and life stages. Russian specialists, for example, divided a person’s career into six stages.
The preliminary stage includes studying at school, receiving vocational education and lasts up
to 25 years. At this time, a person is looking for activities that satisfy his/her needs and correspond to his/her capabilities. He/she can change several different jobs. And this is normal. Students get a part-time job that does not require high professional qualifications (couriers, waiters, shop assis­tants). They receive not only money, but also experience. They learn to coordinate their desires with the requirements of the organization, to discover and realize their abilities. If a person dreams of a cer­tain profession from childhood or quickly makes a choice after graduation from school, the process of self-affirmation in the profession begins already at the first stage.
The formative stage lasts approximately five years (from 25 to 30 years old). During this period,
a person has already completed vocational training. In practice, he/she masters the chosen profession, acquires the necessary skills. His/her qualifications are being formed, self-assertion is taking place. Usually at this age, families are created and formed, so it becomes necessary to receive high wages in order to provide for the family.
The promotion stage lasts from about 30 to 45 years old. During this period, there is a process
of growth in qualifications, promotion. Practical experience and skills are being accumulated, the
57
need for self-affirmation, in achieving a higher status and even greater independence is growing, self-expression as a person begins. During this period, highly qualified specialists easily change jobs if they are offered better conditions or promotion. The worker’s efforts are focused on increasing wag­es and obtaining a higher status.
Stage of stable work, from 45 to 60 years old. The period is characterized by actions to consoli-
date the results achieved in the past and maintain the status. There is further professional development as a result of vigorous activity and self-learning. The peak of professional excellence can lead to pro­motions or mentoring. In general, this period is a time of professional success and creativity. The lev­el of remuneration remains important, but attention is paid to other sources of income (for example, profits from shares, bonds, etc.). Independence, respect and self-expression are the most important needs of this stage. At this stage, many people experience a mid-career crisis. They do not get satisfac­tion from their work and, as a result, experience a state of psychological and physiological discomfort.
Stage of retirement (completion), from 60 to 65 years old. Career is completely over, you can try
something else. A person begins to seriously think about retirement and prepare for retirement. Many people experience a career crisis and get less job satisfaction. They are in a state of psychological and physiological discomfort. Self-expression and respect for oneself and other similar people reaches the highest point for the entire period of a career. Pre-retirees are interested in maintaining the level of wages, but seek to increase their income from other sources that will replace wages at retirement.
Retirement stage, after 65 years old. At this stage, there is an opportunity for self-expression
in other activities that were impossible during the period of work in the organization or acted as a hob­by (painting, gardening, work in public organizations, etc.). Respect for oneself and the same pension­ers is stabilized.
Of course, the division of the life and career path into stages is conditional. Low-skilled workers
go through the first stages of their careers very quickly. They learn simple professional skills and do work for the sake of obtaining money for minimal needs. People with high qualifications and creative professions, on the contrary, often spend more time searching for themselves and shaping their own personality. And they reach the peak of their career and recognition at the end of their lives. They do not retire, because the realization of themselves in the profession is the goal of their life.
How quickly do graduates of the Civil Engineering University go through these career stages? The
construction industry is characterized by a high rate of technological development, innovation, tech­nical creativity and high professionalism. But also the construction industry is characterized by dif­ficult working conditions, high concentration and endurance. Therefore, the age stages of a career for the construction industry are relevant.
You are currently pursuing higher professional education. So, you are at the preparatory stage
of your career. After graduation, you will enter the labor market and may experience “early career reality shock”. This is the “emotional blow” that a young professional can receive when their initial hopes and goals do not match the real life of the organization. At the first place of work, a successful university graduate waiting to be noticed. He/she thinks that interesting tasks await him/her, that he/ she will be able to use the knowledge and skills gained during education, to show his/her abilities. Of course, the graduate is counting on rapid promotion.
In fact, after the first employment, a person often encounters uninteresting, boring, routine work.
It does not require any risk, does not cause hard work, does not allow you to show your abilities to the fullest. Frustrated expectations cause disappointment in a young employee, dissatisfaction with ca­reer growth and self-expression. He/she can change jobs and even professions and again return to the preliminary stage of a career.

8.5. Options and vectors of career development

Each organization has different conditions and opportunities for career growth. But every organ-
ization wants its employees to grow in their professional qualifications so that they can shape them­selves, look to the future. This is the main reason why organizations help employees plan and build their careers.
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The number of organizations in which a person builds his/her career determines the type of career. Intraorganizational career. A person goes through all the official steps in the organization from
the lowest to the highest.
Interorganizational career. In this case, the stages of growth are in different organizations. As we have already discussed, a career cannot be reduced only to moving up the steps of the hier-
archical management ladder. A career has many more options for manifestation. There are three main career vectors: professional career, horizontal career, vertical career.
A professional career
is based on increasing the knowledge and skills of an employee. Such a ca­reer is usually built by workers who are focused on the labor process itself. They prefer individual ac­tivities, they know the product or production process well. Along with the growth of professionalism, their influence and authority in the team increase. The expert has a lot of informal power in the or­ganization. It can promote or block important decisions regarding the production or services. A pro­fessional needs meaningful, productive and interesting work, recognition of his/her achievements.
At present, the role and value of such experts is increasing many times due to the high turnover of personnel. There are frequent cases when a highly qualified professional to be lured from one or­ganization to another. In the construction industry, a professional career is built when a specialist per­forms the same functions in different projects, at different construction sites.
A horizontal career is a change in the functions performed by an employee within an organi­zation, as well as a transition from one industry to another in order to increase employment, sala­ry, versatile experience, etc. For example, the head of the production department moves to the posi­tion of head of the quality management service. An employee from the marketing department moves to the finance department. However, more often there is a change of position within the same de­partment. For example, a specialist who has worked for one or two years in the recruitment group is transferred to the personnel training group. After some time, a transfer to the personnel department is possible. Such movements solve several problems. Firstly, the employee masters related specialties and improves his/her qualifications. This is the basis for increasing the amount of his/her remunera­tion. Secondly, the work of the department does not stop if one of the employees leaves. For the dura­tion of the open vacancy, the rest of the team members do his/her work. Thirdly, the risk of employ­ee burnout is reduced.
A vertical career is a movement through positions, an increase in the rank in the qualif ication lad­der. The vertical career is built as follows. First, a person works as a laborer. Then he/she starts to per­form specific functions. Then he/she becomes a foreman. And so on up the career ladder. A vertical career is accompanied by an increase in status, an increase in the level of material rewards.
A step career combines both vertical and horizontal. It can be intra-organizational and inter-organ­izational. A step career within an organization are common in Japan. The Japanese are convinced that every manager should go through all the stages of career growth. At each job level, he/she should be able to work not for any specific function, but in all areas of the company. In the process of climbing the cor­porate ladder, a person should have the opportunity to look at the organization from different angles. At the same time, he/she should not stay in one position for a period longer than three years.
Hidden (centripetal) career. This is the most unobvious career for others. It involves moving to­wards the core, the leadership positions. This opportunity is provided to employees who have exten­sive business connections or close personal contacts with management outside the organization.
The movement to the core is expressed in the approach of the employee to the organization’s man­agement. He/she is invited to meetings and meetings that are inaccessible to others, provide access to informal sources of information. Such an employee may hold an ordinary position in the organ­ization. But he/she receives some important assignments from the management. The level of remu­neration of his/her work, as a rule, exceeds the established remuneration for work in his/her position.
Such careerists are often called gray cardinals. Occupying a low position, they at the same time play a decisive role in the company: they take part in solving issues important to the organization, carry out especially important instructions from their superiors, etc. Such employees enjoy prestige among employees.
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To build a centripetal career, you need to have useful business connections outside the organiza­tion; it is necessary to have leadership qualities, purposefulness; you need to be able to earn the trust of your superiors.
How to build your own career? Which career path to choose? It depends on each of you. Career planning includes five important steps:
– Set goals in your personal and professional life. – Assess yourself and identify abilities and strengths. – Find career opportunities that match your strengths. – Make an action plan to achieve the goals.
– Periodically evaluate performance. Let us now discuss the above steps in detail. Self-assessment is a review of your priorities, personal interests, strengths, weaknesses, and relat-
ed skills. This will help you get a realistic idea of your career chances.
Once the self-assessment is done, the next step is the reality check. Compare your skills with the
requirements of the labor market and think about where you can apply your competence right now. This will be the first step in your career and a guarantee of employment.
The next important goal is networking. Assess if you have someone in contact who can help you. Prepare a resume and post it on electronic job search resources, in job centers and in specialized
groups on social networks.
After receiving an offer to a company, evaluate what career goals you can achieve in this compa-
ny. Recognize your long-term perspectives in the organization.
Action planning includes the steps needed to achieve goals, such as additional training or a spe-
cific set of managerial skills, either for their current position or the one you are aiming for. This step usually involves a lot of communication with senior employees working in different roles in the or­ganization. They can share information and report on different dynamics in the work areas.
The final step is to evaluate the progress made towards your career goals. A success assessment
will help you track your progress and identify career strengths and weaknesses.
This self-assessment habit helps you control your priorities and continually improve your skills as
an ongoing process rather than a one-time effort.
Summary
1. Integration into a professional environment is a two-way process of mutual oncoming move-
ment of a person and a professional environment. It does not happen all at once, but has several stag­es unfolded over time.
2. The speed of integration depends on the motivation of a specialist, his self-development and in-
clusion in the system of continuous education. Organizations use special tools to accelerate the inte­gration of a young specialist into a professional environment.
3. Career development in the construction industry is related to age and takes place in several stag-
es. A career is more than just moving up the corporate ladder. Those who do not aspire to a high po­sition can build a horizontal, business or centripetal career. Many organizations help their employees build an intra-organizational career.
Think about and answer these questions
1. How does a young specialist integrate into a professional environment?
2. What is the difference between adaptation and integration of an employee in the professional
environment of an organization?
3. Name and describe possible career building vectors.
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