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7mentor-operation (15%), personal example of a significant person (12%), belief (9%), coercion or sanctions (5%), bonuses (just over 1%). This rating ways shows the average data. We have identified some of the features (although they are not very significantly - the overall trend remains the same) for age, record of service and the role of the worker in organization. For example, for respondents under the age of 24 years on the first place in this ranking is learning (23%), which in general coincides with the main activity of a person in this age period. The importance of training for people over 60 years (42%) can be attributed to their low adaptation to rapidly changing environmental conditions and the complexity of mastering the technology work independently. As for the distribution of these methods with respect of service, mentoring is the most important for the group of respondents with less than 1 year respect (36%). Furthermore, the group with average length of service (10 to 24 years) shows the resistance of their professional beliefs. These professionals will refrain in their positions, which can be the least changed with bonuses, although information is the best way to eliminate negative feelings about innovation in this category of respondents.
Undoubtedly, the most significant cause of innovation is economic results. This is the large group, including improving product quality (13%), increasing the efficiency of work (13%), cost reduction (4%), improving the competitiveness of enterprises and products (16%), expansion of enterprise activity on the market (9 %), and optimization of staff the (1%). The second place on the importance occupies the social group of results: socio-psychological (15%) - skills development, adaptation, overcoming feeling of inevitability of change, and socio-economic (2 %).
The main purpose of this study was to determine the sociological impact of corporate training at innovation activity of the modern Russian industrial enterprises.
The answer was received after the analysis of respondents' answers to the question of existing ways to change the negative attitude of employees. The result was the following rating information (26%) , education (26%) , mentoring (15%), personal example of a significant person ( 12%), belief (9 %) , coercion and sanctions ( 5 %) and last turned bonuses (just over 1%). Obviously, working at the enterprise system of corporate training personnel is capable to ensure the search processes, evaluation and innovation activities to be necessary activities.
Thus, it can be noted that there is the good attitude to innovations in modern Russian industrial enterprises and there are innovative processes at the production, but with different pace and different intensity.
REFERENECES
1. Andreeva, A. L. (2013) "Vozmozhnosti innovacionnoi modernizacii Rossii glazami raznyh pokoleni nauchno-tehnicheskoi intelligence'. Sociologicheskie issledovanija, № 4, pp. 35-41.
APPROACHES TO "YOUTH" CATEGORY DEFINITIO N
ABSTRACT. THE ARTICLE IS DEVOTED TO THE THEORETICAL UNDERSTANDING OF THE CATEGORY "YOUTH" IN THE CONTEXT OF SOCIOLOGICAL ANALYSIS. THE AUTHOR DISCUSSES THE HISTORICAL STAGES OF "YOUTH" CATEGORY IN SCIENCE AND ANALYZES THE SOCIOLOGICAL CONCEPTS OF YOUTH. KEYWORDS: YOUTH, SOCIALIZATION, SOCIAL ADAPTATION, SOCIOLOGY OF YOUTH.
VLADIMIR ZAGREBIN
PHD STUDENT, NIZHNIY NOVGOROD STATE UNIVERSITY NAMED BY N. I. LOBACHEVSKY
Young people as an integral part of modern society is subject of study for various social and humanity sciences, in particular, within the demographics, political science, philosophy, pedagogy, psychology, sociology, etc. This leads to the fact that the concept of "youth" has broad meaning.
In sociology, youth is defined as a social group, which occupies a special position in society. In studies, the great attention is paid to social relations, in which young people enter, the process of socialization of young people, features of youth subculture, their social status. However, some sociologists go away from direct definition of "youth", preferring to reveal the essence of the concept "youth culture" and "teenagers" through the complex of features, as a system of values, ways of behavior and lifestyles, peculiar to small, socially marginalized communities of young people. To clarify the concept of "youth" we consider the basic sociological concepts and approaches.
In Russian literature, one of the first attempts to allocate a special social group called "youth" appeared in the 1960s. V.T. Lisowski defined it as follows: "Youth is a generation of people passing the stage of socialization, acquiring, and in adulthood already mastered, educational, cultural and social functions; depending on the particular historical conditions youth age criteria may vary from 16
to 30 years " [1, p. 48]. Later, J.S. Cohn gave the most complete definition: "Youth is social and demographic group, allocated on the basis of the aggregate of the age characteristics, characteristics of the social situation and social and psychological characteristics. Youth as the definite phase, lifecycle stage is biologically universal, but its specific age range, social status and social and psychological characteristics have social and historical nature and depend on the social system, culture and specific to the society laws of socialization" [2, p. 85].
From the standpoint of V.Y. Surtaeva "Youth is a social age group of young people (sometimes up to 30 years), on the one hand, they carry the result of various factors and ,in general, they are formed personalities, and ,on the other hand, their valuesremain flexible, undergoing personal influences. Experience of this group is not rich, perceptions of moral and ethical values are often not fully defined" [3, p. 152].
There is no clear definition of theterm "youth" in sociological dictionaries. For example, in "Concise Dictionary of Sociology," edited by D.M. Gvishiani and N.I. Lapin "youth" is characterized as "socio-demographic group, passing the period of social maturity formation, entering into adult world, adapting and renewing in future. The group is undergoing through an important stage of familial and extra-familial socialization, internalization of norms and values, folding social and professional expectations, roles and statuses, which are reflected in the special youth behaviors and consciousness in terms of youth subculture, etc. The borders of group are blurred and mobile, but they are usually associated with the age 15-30 years" [4, p. 480]. In the dictionary, edited by V. Osipov and L.N. Moskvicheva "youth" is considered as a large public group with specific social and psychological features, which can be determined as the age characteristics of young people; their socio-economic and socio-political situations, their spiritual world are in state of formation. Statistics and sociology determine the age range of young people from 16 to 30 years. However, the social heterogeneity of youth has led some researchers to identify its "upper" age limit depending on the duration of the formation of socio-economic and professional qualities of its various groups. Social sphere of youth is a model class youth class structure of a particular society. Young people is the most mobile part of society, providing the active influence on the dynamics of social structure, changes in class and layer structure of the population [5, p. 280].
Several researchers linked the border of youth age with labor activities. A.E. Kotlyar [6] defines the lower boundary as "open access to the labor activity" and the top boundary as "the achievement of employment and social stability". Under labor and social stability the author means the availability of education, work, economic independence, professional self-determination, family creation, separate housing from parents, birth of children, etc.
There is no doubt that young people as a socio-demographic group is a part of society and inseparable from it. Moreover, the nature of age and socio-psychological characteristics, specific interests and needs of young people are socially conditioned, and they can be specifically interpreted only within the broader social context. However, the fundamental aspects of sociological definition of youth the researchers consistently mark age boundaries, socio- psychological characteristics, specificity of social status, roles, socio-cultural behavior, the process of socialization as a unity of social adaptation of youth and individualization.
Based on the analysis of various definitions of youth, Russian sociologists offer a universal definition of the term, which is synthesized by the sociological and demographic approaches. "Youth is the socio-demographic, age group ranging from 14 to 30 years, passing the step of socialization, characterized by lack of complete list of the main features of social defining adult status (education, work, profession, housing, family)" [7, p. 55]. According to B.A. Ruchkin, youth age is rather difficult to consider, as a complete object of study as social functions performed by individuals at the beginning and end of the stage, are essentially different. He offers the study of the process of socialization of youth to distinguish the following periods: teens - up to 18 years, young people - 1824, young adults - 25-30 [8].
In forecasting the development of any region or a country as a whole, as a rule, young people occupies a key position, being the major mobilization resource of society, the generation determining the future of the state. Therefore, in the last decade researches of youth are very popular as a social resource and youth development.
In the resource approach, youth is often considered as age cohort of 18 to 30 years. Considering the fact that in modern society the process of professional training, which at all times was considered as the period of preparation for the "adult" life, becomes almost continuous and very long-lasting process, and the state of youth becomes more extended in time. This trend of some "infantilization"
and even "marginalization" is gradually spread not only in the professional sphere, but also in the of marital and family relations. Young people have longer determinations and formations in profession, much later (in comparison with their parents) enter into formal marriage and have children. This, in particular, is reflected in the fact that some national youth projects extend the period of youth, considering as representatives of young generation under the age of 35 years. Therefore, some scientists believe young generation as people in the age from 18 to 35 years [9].
Because this age group in terms of age and social problems is very heterogeneous, it conditionally divided into three age groups, different in their social status. Age group of 18-24 years, as a rule, is represented by students. Main tasks of this age are vocational self-determination, professional socialization, civil, legal, social, economic responsibility and independence. It is the period, in which educational and qualification prerequisites of human potential form and/or social, personal, economic, etc. prerequisites devel. At the same time, it is the least resourcing youth category: it has no high social position of vocational education, job skills, personal maturity and experience, social ("bonds", family, etc.), economic and other resources.
Age group of 25-30 years is mainly represented by young professionals, who have attempted to occupy a certain place in the labor market, earn professional experience, establish itself as a professional, gain independence in profession (professions), obtain additional education or qualification, lay the foundations of career, etc. In this age it is necessary to determine the family life, have children; finally become economically and socially self-reliant; become personally mature, form certain life aspirations and plans.
Group in the age range of 30-35 years applies in some periodization to the development of early adulthood. In the most part it is quite experienced people, having a certain length of service, gaining independence in the profession, some of them are already making significant career steps. In social terms they are people with certain civil and personal attitudes, responsible for family and education of their children. On the one hand, theoretically, in this period, young people already have many resources (social, economic, political, qualificational, personal, etc.), allowing them to realize themselves in various fields. On the other hand, in a very non-grained socio-economic reality of Russian life, young people of this age and above often have to survive and "exist" in constant "voltage" of existing and/or necessary resources. [10]
In general, it should be noted that social youth groups difference not only by socio-demographic criteria, but also on special social and socio-cultural characteristics. Thus, the researchers argue that modern Russian youth differ not in age singularities, but in accruing socio-economic singularities: as by welfare and socio-behavior, identification, socialization, adaptation and other characteristics [ 11].
In recent years researchers offer thesaurus concept of youth and define youth as a social group, which are (1) people, mastering and appropriating social subjectivity and their social status is young, and (2) common thesauruses in this social group (3) and by expressing and reflecting their symbolic and subject world.
Thesaurus youth concept is built on the foundation of social subjects and seeks to clarify the way of appropriation by revealing its contradictory traits in objectified activity and in the facts of consciousness, having an important regulatory function. General scheme of constructing social reality of young people includes 3 stages:
(1) Adaptation to environmental conditions (trials and mistakes; recognition environment and rules; behavior change in accordance with the rules, understanding and legitimation of the environment through "ours");
(2) Building the reality (symbolization through ideal "good" and "evil", construction of the symbolic universe, compensation for inaccessible, action to shield "their world" selection zone of independence);
(3) Restructuring of environmental conditions (ignoring unimportant; changing proportions and combination in accordance with the thesaurus, the action is "your world" in accordance with its symbolic universe).
These positions can be realized as the actual result of vital activity and as the result of the project realization [12].
Within the thesaurus concept youth is treated as property of the person, which is not only based on indicators of biological age as a period of puberty, physical and mental readiness. Social status of the young person more or less can be correlated with biological characteristics, but with considerable autonomy and backlash, especially manifested in certain situations and events. Thus,
V.A. Lukov [13] observes that youth has signs of social groups in the degree, in which the company for a given level of social relations and according to the requirements, putting forward by culture, designs them. Such constructs is carried out in accordance with the nature of human societies, but on the certain stages of development acquires supernatural features, implemented through the system of social institutions. Youth appears to society not as a certain set of young people, but as an ordered social structure with the expected (standard lockable) properties, which, in practice, reflect the development of a specific group of social institutions. Institutions have autonomy within society as a whole, and this gives the specific traits of its time.
Exploring a sociological category of "youth" is inextricably linked to the process of socialization. Concept of socialization is extremely wide, it includes the processes and results of the formation and development of personality. Socialization is the process and the result of the dialectical interaction between the individual and the society, the occurrence and "implementation" of the individual in the social structure by socially desirable qualities [ 14].
The socialization process is mainly determined by the functioning of the socializing institutions and due to their urgent need for effective implementation of the transfer of social experience. The person does not only learn the social experience, but also converts it. Expectations, behavior change and the desire to meet these expectations are necessary For successful socialization.
I.V. Solodnikova [15] proposes to combine two blocks of socio-psychological factors of socialization. Social factors reflecting the socio-cultural dimension (set of roles and statuses offered to a human society , a set of social institutions in which it can shape their social skills, etc.) and individual and personal, largely defining the stages of person's life (selectivity of the individual in the development of patterns of behavior, activities, manifestation of gender-specific broadcast a particular society).
Socialization is primarily divided into primary and secondary.
Primary socialization covers the period of childhood and occurs in communication with family, informal groups. Here the main agents of socialization are smiling parents, teachers, and contemporaries. The mechanism of primary socialization involves learning the language, as well as binary oppositions are presented, which are based on interpretive schemes - "good and bad", "may and may not", and so on. The generalization of these models allows a child to learn the role, which adults offers to him. Along with the role, he internalizes the values and attitudes of adults, expanding the stock of knowledge and its social constructs "I", possible only in a world that gave him the adults [16].
Secondary socialization is carried out in formal groups, it exist with formal control and formal sanctions. In this case, social institutions (school, college, military, etc.), teachers, coaches, mentors, and bosses operate the function of socialization agents. Another important factor, influencing of teens, is the media. In modern conditions television and especially the Internet affect the minds of children, and in particular communication through social networks.
The question of where primary socialization ends and secondary socialization begins is ambiguous. Berger and Luckman determine secondary socialization as "the acquisition of role-specific knowledge, when role directly or indirectly are related to the division of labor", "internalization of institutional or institutionally grounded sub-worlds" [17]. Many researchers argue that the secondary socialization begins with school. [18]
Socialization process flows through all human life. Changing social situation and adapting to the new status, occurring in adulthood, learning new values and roles for replacing previously learned enough or inappropriate to new situation ones, should be defined by the term "re-socialization". According to one of the American sociological dictionaries "re-socialization is part of the socialization process that occurs during the whole life and includes assimilation of previously not encountered adult roles" [19]. Re-socialization can manifest itself in any form: remedial classes in reading skills retraining or vocational re-training of people, which jobs were reduced by computers or changing economic conditions.
Summarizing, we can draw the following conclusions. Based on considered point of view of Russian and foreign researchers, in our analysis define "youth" as "socio-demographic group, consisting of individuals with young social status and young at self-identity, with character for their age and social-psychological characteristics and social values, which are determined by the level of socio-economic and cultural development, features of socialization in Russian society.
Thus, there are many approaches to the study of the phenomenon of youth, which is determined according to every single research. Youth as a cultural constant has a special character, since it is
associated with expectation of change. In society such expectations are twofold: the expectations-fears, as social order is conservative and has the protective mechanisms of innovation, including youth. However, the concept of "youth" is key in the analysis of a number of social events such as youth deviation (alcoholism, drug addiction, crime, etc.).
We again emphasize the factors affecting socialization - family, school, friends, the media, social and sports organization. Each of these factors complements the other and at the same time provides individual influence on the process of socialization.
Despite the presence of influence channels on socialization, it is not always successfully. Children resist and change the process of socialization in many stages of development. Sometimes there is a complete failure. It can take many forms: from eccentricity to open resistance and protest against the values and norms of society. In fact, such failure of socialization can serve as a basis for social change in subsequent generations. In the modern Russian society, there is social exclusion of young people, who express their protest in various forms of deviant behavior.
REFERENCES
1. Lisovskii, V.T. (1990) Sovetskoe studenchestvo. Sociologicheskie ocherki, "Muysl" Publ., Moscow, 216 p.
2. Kon, I.S. (1987) Vpoiskah sebja: Lchnost i ee samosoznanie, "Politizdat" Publ., Moscow, 366 p.
3. Surtaev, V.Ya. (1999) Molodezh i kultura, "SPb" Publ, Saint Petersburg, 224 p.
4. Gvishiani, D.M. and Lapina, N.I. (2001) Kratkiyi slovarpo sociologii, "Politizdat" Publ., Moscow, 480 p.
5. Osipov, G.V. and Moskvichev L.N. (2008) Sociologicheskij slovar, "Norma" Publ., Moscow, 607 p.
6. Kotlyar, A.Je. (2001) "O ponjatii rynka truda". Voprosyjekonomiki, № 1, pp. 33-45.
7. Salagaev, A.L. and Shashkin, A.V. (2004) "Molodezhnye gruppirovki: opyt pilotnogo issledovanija". SOCIS, № 9, pp. 50-58.
8. Ruchkin, B.A. (1998) "Molodezh' i stanovlenie novoj Rossii". SOCIS, № 5, pp. 90-98.
9. Mitjagina, E.V. and Bushkova-Shiklina, Je.V. (2010) "Molodjozhnyj potencial: ponjatijnye granicy i vozmozh-nosti sociologicheskogo izmerenija". Innovacionnyj potencial sovremennoj molodezhi: pro-blemy i uslovija razvitija, "VSHU" Publ., Kirov, pp. 8-19.
10. Mitjagina, E.V. and Bushkova-Shiklina, Je.V. (2010) "Sistema chelovecheskogo potenciala: konceptualizacija ponjatija", "VSHU" Publ., Kirov, № 3, pp. 15-21.
11. Vishnevskij, Ju.R. and Shapko, V.T. (2006) Sociologija molodezhi, Ekaterinburg, 433 p.
12. Lukov, V.A. (2012) "Konceptualizacija molodjozhi v XXI veke: novye idei i podhody". SOCIS, № 1, pp. 5-17.
13. Lukov, V.A. (2012) "Konceptualizacija molodjozhi v XXI veke: novye idei i podhody". SOCIS, № 2, pp. 21-30.
14. Rubchevskij. K.V. (2003) "Socializacija lichnosti: interiorezacija i social'naja adaptacija". Obshhestven-nye nauki i sovremennost, pp. 147-151.
15. Solodnikova, I.V. (2007) "Socializacija lichnosti: sushhnost' i osobennosti na raznyh jetapah zhizni". SOCIS, № 2, pp. 63-75.
16. Abels, H. (2000) Interakcija, identichnost', prezentacija. Vvedenie v interpretativnuju sociologiju, "Aletejja" Publ, Saint Petersborg, 268 p.
17. Berger, P. and Lukman, T (1995). Socialnoe konstruirovanie realnosti. Traktat po sociologii znaniya, "Medium" Publ., Moscow, 323 p.
18. Okolskaya, L.A. (2010) "Socializacija s tochki zrenija social'nogo konstruktivizma i teorij social'no-go vosproizvodstva". Voprosy vospitanija, № 1 (2), pp. 25-33.
