In the first year of work of university graduates, Russian companies retrain almost a quarter of them
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After university graduates are employed for the first job, a quarter of them have to complete their education – most often this happens in the format of mentoring, follows from the data of the Higher School of Business of the National Research University Higher School of Economics. In most cases, new hires lack professional rather than social skills, indicating that the higher education system is not adequately aligned with labor market requirements. Experts talk about the need for a coordinated update of curricula and the development of the institute of internships.
In the first year of work of university graduates, companies retrain almost a quarter of them, according to a study by the Graduate School of Business of the Higher School of Economics, based on microdata from the federal statistical sample observation of Rosstat on the employment of graduates. This work is one of the first assessments based on representative data of how competencies acquired in universities diverge from the requirements of the labor market. Indirectly, the existence of a problem is indicated by youth unemployment (noticeably higher than the general indicator), as well as subjective assessments of graduates and employers. It should be noted that in 2021, the Ministry of Labor, the Agency for Strategic Initiatives and Worldskills Russia developed a state program to promote youth employment until 2030, which, among other things, should reduce the differences between the professional standards of universities and employers, but there is no scale for retraining graduates in it (see Kommersant from October 6, 2021).
According to a study by the Higher School of Economics, additional training most often covers those employed in the field of business services, least often for novice employees in the public and agricultural sectors. Among full-time graduates, the proportion of those who completed further education is almost twice as high as that of part-time graduates (29% and 15.8%, respectively). Among highly and medium-skilled specialists, office workers and skilled workers, this share is also higher than the average – 26-29%, while in the group of unskilled workers – 11.9%.
The most common form of in-house training was mentoring. More than half of the respondents (55.9%) who received training indicated that it was implemented through attachment to an experienced worker. 39.6% of respondents reported self-learning in the process of work, 21% – improved skills when communicating with colleagues, 17% – advanced training courses and internships, 13.8% – seminars and master classes. Mentoring is more common among manual workers, self-learning practices are more common among skilled workers. Managers are the only group for which self-learning on the job is the most common form of in-house training.
Elena Varshavskaya, Professor of the Department of Organizational Behavior and Human Resource Management at the HSE School of Business, explains that most employers train new employees in professional skills — that is, exactly what universities should give, which confirms the incomplete correspondence of the education system to market needs. At the same time, she notes, it is wrong to assume that employers spend a lot of money on solving this problem: both mentoring and self-training do not directly affect personnel costs and are not included in Rosstat’s statistics on corporate spending on education. This may explain why in the Russian Federation such costs, despite the need for companies in qualified personnel, are lower than in the EU. Thus, according to the Labor Market Research Laboratory of the National Research University Higher School of Economics, less than a third of employers invest in employee training, while in the EU – up to 70% (see Kommersant of November 24, 2021).
At the same time, Alexey Perventsev, Deputy Director of the Russia – Land of Opportunity platform, notes that mentoring also implies indirect losses for companies due to a decrease in the performance of the mentor himself during the training of a beginner. “As a result, with such coverage of in-house training, employers are not ready to offer graduates high salaries, because it is necessary to compensate for the additional costs of training,” he says, noting the need to start adapting graduates to the requirements of employers already in the process of studying, for example, if universities and companies jointly develop educational programs. Another way to change the situation is to enshrine the internship as a separate type of labor relations in the law and start introducing it in universities instead of summer student practice, which in most cases takes place formally.
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