Difficulties in adaptation. About the difficulties in adapting newcomers to the Old Orthodox Pomeranian Church. Types of adaptation in the workplace

It happens that a new desired and long-awaited job does not live up to expectations. There can be many reasons for this. They seem to lie on the surface and are very simple. For example, an unfortunate location of the company or the feeling that employees are coping without a new colleague. Few people think that the roots are much deeper.

As a rule, newcomers face difficulties if personnel adaptation in the organization is not carried out. Having got a job in a company of any size, an employee feels constrained, lost, and in a tense state. Over time, he becomes part of the team, and the company only benefits from his work. But before this moment arrives, more than one year may pass. Or it may turn out that the person continues to feel superfluous and prefers to quit.

Concept of adaptation

First of all, you should know that the adaptation of personnel in an organization is the adaptation of the company and the employee to each other. The employee is faced with new tasks, working methods, he is surrounded by unfamiliar colleagues, and he needs to get used to new conditions. The process of personnel adaptation in an organization is not always regulated. Not all employers consider it necessary to develop a system, finance it and take experienced employees away from work in order to make it easier for a new employee to get into position. Nevertheless, the adaptation of personnel in the organization must be carefully worked out, which will avoid the costs associated with dismissal, search, selection and hiring of personnel.

Types of adaptation

As a rule, the process of adapting an employee to new conditions can be of two types:

• Primary adaptation - when initially applying for a job in a company. In this case, the employee has no idea about the job, responsibilities, etc.
• Secondary adaptation - upon promotion (demotion) within the company. In such a situation, the employee needs time and knowledge to take on a new position and work at the same level.

In both cases, adaptation of personnel in the organization is necessary and develops according to the same principles.

Basic forms

The organization of work on personnel adaptation should cover not only the professional activities of the employee. It includes the following forms:

1. Social – the employee’s adaptation to the environment and the values ​​of the team.
2. Professional - mastering the work process and its nuances. Development of professional qualities and skills.
3. Production - familiarization with labor standards at the enterprise.
4. Organizational - familiarity with the structure of the organization, its departments and communications.
5. Economic - information about wages and forms of material incentives.
6. Non-productive - corporate recreation or sporting events that allow you to improve relationships between employees and unite the team.

A well-constructed system of personnel adaptation in an organization affects all of the above forms, and at the end of the process the employee feels like one with the company. Such an employee does not become dissatisfied with his job, his role in the company, or think about quitting. As a result, the company’s staff turnover decreases.

Since controlled adaptation in Russia is a fairly new direction, when talking about methods of adaptation to new conditions, the focus is primarily on foreign companies and their experience.

The most popular methods are:

1. Personnel training - the company cooperates with educational institutions and, with their help, trains employees for its own needs.
2. Advanced training - updating knowledge in accordance with the latest developments in various fields. The method is suitable for those people who, for some reason, are not satisfied with their previous profession.
3. Personnel retraining is an opportunity to acquire a new specialty or knowledge necessary to work in a certain position. Ideal for those who have had a break from work and need to update their knowledge (young mothers).
4. Cases and situational tasks - this method is aimed at team building and training in teamwork. Most team members take part in the discussion, which allows you to find the right solution.
5. Business games - situations related to professional activities. Using this method teaches employees to think outside the box and make decisions quickly.
6. Briefing is perhaps a very superficial method of adaptation, but it is suitable for those employees who find it easier to adhere to a certain algorithm in any actions in the workplace.
7. Budding is making it easier to join a team through a friendly relationship with a colleague. Providing feedback and the ability to ask for help at any time is most effective in the first weeks of work in a new company.

We will talk in more detail about methods such as rotation, shadowing, mentoring and immersion. They are interesting because workers gain more knowledge and skills when using them.

Personnel rotation

This is a type of advanced training. Rotation involves the temporary movement of personnel among positions within the organization, which allows employees to experience different roles and try their hand at a new field. It can be equally useful to see your work from the outside in this way. An employee in such a situation can realize mistakes and increase productivity. The method is quite effective, as it gives a certain shake-up to employees.

Shadowing

The name speaks for itself. An employee becomes a “shadow” of another employee or department head. At the same time, it is clearly visible how official duties are performed. The mentor and his “shadow” are on equal terms. It is worth noting that an inexperienced employee does not receive any payment, but has the opportunity to choose any workplace and position for such research.

This method can be developed in three directions:

The student has no experience and observes the work of an experienced employee.

The student has work experience and can participate in discussions and work.

The student has high professional skills and works independently. In this case, the “shadow” is an experienced employee who observes the work and makes adjustments as necessary.

Mentoring Institute

This method is based on selecting a mentor from experienced workers. This role can be performed by either a line employee with sufficient qualifications or a department head. He can set tasks for the beginner (from simple to more complex) and monitor their implementation. Also, based on his experience, the mentor explains all working aspects and gives recommendations on improving work and avoiding mistakes.

The new employee may be older than his mentor or occupy the same position as him. But in any case, in this method, the mentor plays a dominant role over his ward.

When using the institution of mentoring, the employee’s work is paid. And the mentor needs to keep reports on how the adaptation process is going and how ready the employee is for independent work.

Immersion method

This option is suitable for higher level positions. In this case, the new manager immediately actively joins the work. When fulfilling obligations, he has no time to doubt. Positive relationships with the team are also established, which is facilitated by the leader fulfilling his duties independently, rather than delegating authority to subordinates.

Experience in Russia

Methods for adapting personnel to organizations in Russia are very limited and are most often expressed only through mentoring. This option is good in its own way if the mentor is experienced and does not do his job “for show.” There are also companies in which all adaptation programs are carried out only on paper. Methods from the training group are more often found in recruitment agencies and labor exchanges. These organizations help people acquire the knowledge needed for certain jobs. By combining different methods of personnel adaptation in an organization, you can achieve impact from new employees several times faster.

Responsible persons

Management of personnel adaptation in the organization falls on the shoulders of the following employees:

• company management;
• head of department;
• HR manager;
• mentor of a new employee.

At the same time, the roles of each are quite transparent. The HR manager is the employee whose efforts and knowledge are used to develop the personnel adaptation system in the organization. In this case, employees of other departments may be involved, for example, psychologists (if the company provides them).

The heads of the organization and department hire an employee, and it is they who decide at the interview whether this person is suitable for the position and whether he will cope with the responsibilities. And it is up to these same people to coordinate the adaptation system and put it into operation.

An equally important person is the mentor. This is an employee with extensive experience in this organization. Someone who knows all the nuances of work and communication with the team. It is he who will have to train the employee so that the number of errors is minimal.

Benefits from innovation

Improving the adaptation of personnel in an organization is something that every company should strive for. Stable work of the team, minimal staff turnover, as well as reduced costs of finding and training new employees are the key to the success and development of the company.

Professional adaptation of personnel in an organization should be carried out regardless of its size and form of ownership. Programs for workers without experience may be less expensive, since they do not need to be retrained in a new way.

The child goes to first grade. The event is both joyful and exciting. A new road opens before the baby. His future depends on how correctly the little student takes his first steps. Of course, the little one cannot cope on his own. Correct adaptation of children to school is the task of the teaching staff, as well as parents.

What is adaptation?

The concept itself implies getting used to new conditions. A child who recently attended preschool, had a flexible daily routine, and spent a lot of time playing games, will have to adapt to a different way. You will need to learn to listen to the teacher, do your homework, and find a common language with your classmates. This, in essence, is the child’s adaptation at school. 1st grade in an educational institution is rightfully considered the most difficult. It is especially difficult for children who have not previously attended kindergarten. We also have to deal with the difficulties of socialization.

Adapting children to school is a real stress for some parents. To a greater extent, mothers worry that they will not be able to cope with their responsibilities, that through their fault the child will lag behind his classmates. A truly difficult task falls on fragile shoulders. It is necessary to help the child adjust himself to other living conditions. At the same time, a mother should under no circumstances show her experiences to her son or daughter! And what you definitely shouldn’t do is raise your voice at a little schoolchild who can’t read or write.

The success of a child's adaptation may depend on many factors. First of all, this is the temperament of the little student, as well as the model of relationships in the family. If a child loves to be the center of attention and does not tolerate loneliness well, he will probably quickly be able to get used to a new team. Also, if there is harmony and mutual respect in the family, and the baby has no complexes, adaptation will take place with minimal losses.

However, socialization is only a small part of the whole process. It is not enough to get used to the new team and teachers. Adaptation of children to school is, first of all, the presence of interest. The child must understand that he attends school not because it is necessary, but because here he will be able to learn a lot of new and useful information. Getting the child interested is the task of parents and teachers.

Degrees of adaptation

No two people are alike. Likewise, children have their own psychological characteristics. For some, just a few days are enough to get used to new conditions, while others will feel uncomfortable in a strange team even after a month. Psychologists traditionally divide children into three groups. The first is kids with an easy degree of adaptation. This includes guys who quickly join the new team and make friends. Such children get along well with teachers; all their attention is directed to learning new subjects.

The second group of guys is considered the most common. This includes children with an average degree of adaptation to school. The period of adaptation to new conditions is longer for them, taking from several weeks to two months. At the initial stages of education, children do not accept the conditions in which they had to find themselves. During lessons, they can talk to their friends and not listen to the teacher’s comments. Such guys initially do not show interest in studying. This group especially often includes children who did not attend preschool. Children's adaptation to school will be faster if parents have an appropriate conversation with the children long before September 1. It is worth explaining to your child that interesting changes are coming in life that will be beneficial. If necessary, a psychologist can work with the child.

The third group are children with a severe degree of adaptation. The child exhibits negative forms of behavior, he does not listen to teachers, and offends classmates. The exact opposite manifestation is also common - a small schoolchild withdraws into himself. The child behaves very quietly, does not speak, and does not answer the teacher’s questions. In most cases, such children practically do not master the school curriculum. The problem of a child's adaptation to school most often has a reason. This is either psychological trauma or family discord. You cannot do without a specialist in this situation.

Difficulties still to be faced

Successfully adapting a child to school is not an easy task. Even if a son or daughter belongs to the first group, that is, he easily establishes a common language with a new team and shows interest in learning, you should be prepared for the fact that you will have to face difficulties. The most common complaint of most parents is the laziness of the little student. In fact, the child is not to blame for anything. He just lost his motivation. He is not interested in attending this or that lesson or doing homework on a specific subject. Surely many parents have noticed that children enjoy attending classes such as singing, physical education, and drawing. Because you can have an interesting time with them. The task of teachers and parents is to interest the student in attending the subject in which interest has been lost.

Verbilism is another problem that many parents of first-graders have to face. The problem is that many mothers and fathers pay great attention to speech development from an early age. A poem about a bear sung by a two-year-old child is touching. The baby is admired, which increases his self-esteem. At school, it turns out that all a student can do is speak beautifully, clearly, and clearly pronounce complex sounds. At the same time, the thinking processes are quite slow. The program (children's adaptation to school is a difficult path for every first-grader) must necessarily include subjects that stimulate productive activity. This is drawing, modeling, designing, mosaic, etc.

Chronic underachievement

At the beginning of learning, every child is a blank slate. Why does it happen that one kid turns into an excellent student, and another into an avid loser? Blaming a child for poor education is stupid. Chronic underachievement is primarily a failure of parents, and only then of teachers. What's going on? The little student cannot cope with the task assigned to him, and his mood decreases. At the same time, many parents only aggravate the situation and begin to scold the baby. The little student’s self-doubt grows exponentially. He does not want to continue his studies so as not to experience negative emotions again. This is how chronic underachievement develops.

During the period of children's adaptation to school, parents should be patient. Moms and dads need to be prepared for the fact that the baby will not succeed in many tasks right away. If you properly encourage your child and reward him for successfully completing his work, the student will want to attend lessons again and again.

Every year, domestic educational methods are improved. Many educational institutions today have decided not to grade first grade children for their work. The results are already visible. Adaptation of children to school conditions is less painful.

How can a teacher help a child?

The first teacher is the person with whose help the child gets used to new conditions. A special program is used to adapt the child to school. Methods are developed taking into account the psychological and age characteristics of students. The teacher can judge the degree of adaptation thanks to special tests that can be conducted during one of the classroom hours. To get a clearer picture, testing should be carried out at the end of the first quarter of training:

1. “Paint” technique. The teacher gives the children felt-tip pens or paints, as well as sheets of paper on which objects related to certain lessons are depicted (number - mathematics, pen - writing, brush - drawing, accordion - singing, etc.). Students are asked to color the pictures. If a baby paints a certain object in a dark color, this indicates possible difficulties associated with it. The technique allows you to determine the progress of each child in one direction or another.
2. Methodology “What I like at school.” The teacher offers to draw a picture on a given topic. From the image you can judge the psychological state of the child. You should pay attention to the children whose drawings are far from school life. A teacher with a pointer, a school board in the images can indicate a high level of educational motivation.
3. “Sun, cloud, rain” technique. Students are given pieces of paper that depict the described weather phenomena. The teacher offers to describe the state at school, at home, with friends. The child circles the drawing he likes. In this way, the teacher determines which children have already fully adapted to school life (circled with a sun).

At the end of the first quarter, you can conduct a short survey. Answering the questions will help identify the level of adaptation of each child in the class. Questions could be:

1. Do you like school?
2. If you were told that everyone didn't have to come to class tomorrow, would you come to school?
3. Do you like your classmates?
4. Would you like another teacher to work with you?
5. Are you happy when classes are cancelled?
6. Are you friends with many of your classmates?
7. Would you like the breaks to be longer and the lessons to be shorter?

To get honest answers to the questions, you should invite the children to fill out the questionnaire at home, together with their parents. Having identified the level of adaptation in the class, the teacher chooses a further work strategy. Practice shows that by the end of the first quarter, 90% of the children have already fully adapted to the new conditions.

Play as a way to adapt

For children who are just adapting to new conditions, it is important to present new information in a form that is interesting to them. It is no coincidence that the first lessons in many educational institutions are held in the form of a game. The most difficult task for any first-grader is to sit in one’s seat for an entire lesson. 40 minutes seems like an eternity. The game “Diligent Student” will come to the rescue. The children are asked to portray high school students who know how to behave at school. And to make the game interesting for kids, it is advisable to include a competitive aspect. At the end of the lesson, the teacher indicates the most diligent students who are awarded prizes.

A child’s psychological adaptation to school will be easier if the child knows his classmates. Therefore, the school team is recommended to hold an interesting event in an informal setting before the start of the school year. The ideal option is a hike. During fun games in nature, kids will be able to get to know each other. Parents, in turn, will have the opportunity to communicate more closely with the teacher.

What can parents do?

Moral support is very important for a child who is just starting school. The adaptation of the little student to new conditions depends on how correctly mothers and fathers behave. It is worth supporting the child in all his endeavors and under no circumstances scolding him for failures. You should never compare your child with other students. It is necessary to ensure that the student focuses on his own results. For example, if today your son made only two mistakes in his homework, and yesterday there were three, this is already a real success that is definitely worth celebrating!

What else should parents do? Work on adapting children to school is based on the formation of a certain daily routine. You need to teach your baby to go to bed on time so that he can get up in the morning without any problems. Haste is additional stress for the baby. The child must know exactly the procedure. In the morning - to school, at lunch - homework, in the evening - to sleep on time, and on weekends you can have fun with your parents.

Motivating a child to study school subjects also partially falls on the shoulders of parents. Mom should explain why it is worth learning English (“You’ll learn it, and we’ll travel without any problems”), mathematics (“You can count how many toys you have”), reading (“You can read the biggest fairy tale on your own”).

Children's adaptation to school affects the functioning of the student's immune system. It is especially difficult for children who have not previously attended preschool. The kids begin to get sick often and miss classes. This also affects psychological adaptation. Frequent absences lead to the child not having time to establish communication in the team. How to deal with this? A pediatrician will help solve the problem by prescribing a suitable immune-stimulating drug. You cannot self-medicate.

It will be possible to reduce the incidence rate if the first-graders’ office at school is moved to a separate block, where the children have contact only with teachers and peers. Your daily routine also affects your health. If a separate room is allocated, it will be possible to reduce lessons in the first quarter to 35 minutes. Classes must be held in the first half of the day. At this time, the guys are very active. The ability to organize daytime naps is a huge plus. For children aged 6, rest during the day is still very important. In this way, it is possible to restore brain activity, as well as physical activity.

Signs of successful adaptation

How do you know that children’s adaptation to school is going well? The following signs may indicate this:

• the child comes home from school cheerful and talks about his impressions of the day;
• the baby has new friends;
• homework is completed without tears or stress;
• the child becomes upset if, for a number of reasons, he has to stay at home rather than go to school;
• The child sleeps well, falls asleep quickly, and wakes up in the morning without any problems.

The presence of at least a few of the listed signs indicates that the child’s adaptation to school is proceeding normally. 1st grade can be full of vivid impressions and memories. But, unfortunately, not all children have a smooth adaptation. If your child doesn’t sleep well, comes home from school tired, or complains about the lack of friends, you should consult with the teacher. Children with a severe degree of adaptation need the help of a psychologist.

Summarize

The child’s pedagogical adaptation to school will be quick and painless with proper interaction between teachers and parents. Success largely depends on the emotional state of the baby. A pleasant team at school, warm communication with the family - all this will lead to the solution of the task. The child adapts to new conditions as quickly as possible and accepts the educational institution as part of his life.

From the editor:

Psychological difficulties in the adaptation of newcomers to the church are a problem of all existing Old Believer agreements. The inaccessibility of the clergy, the lack of teaching aids and books for “beginners,” and vigilant church elders in some cases become insurmountable obstacles to a person’s coming to church and full-fledged churching. Today, our regular author tells how in the parishes of the Ancient Orthodox Pomeranian Church, work is organized with people who come - those who want to come to God, those interested in the Old Faith and the Old Believers, the catechumens, those who simply came, as they say, “to see the light.”

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« Those who are convinced and believe that this teaching and our words are true, and are promised that they can live in accordance with them, are taught that with prayer and fasting they ask God for forgiveness of past sins, and we pray and fast with them. Then we bring them to where there is water, they are reborn... just as we ourselves were reborn, that is, they are then washed with water in the Name of God the Father and the Lord of all, and our Savior Jesus Christ, and the Holy Spirit».

Saint Justin the Philosopher (2nd century), teacher of Christian doctrine at the school for catechumens

« So, let him who has spoken the word of piety before immersion be instructed in the knowledge of the Unbegotten, in the knowledge of the Only Begotten Son, in the conviction of the Holy Spirit. Let him study the order of various creations, the ways of providence, the courts of various laws. Let him know why the world was created and why man was made master of the world. Let him study his nature, what it is. Let him know how God punished the wicked with water and fire, and glorified the saints of all times - I mean Seth, Enos, Enoch, Noah, Abraham and his descendants, Melchizedek and Job and Moses, also Jesus and Caleb and Phinehas the priest and the faithful of all times . Let him also know how the providential God did not turn away from the human race, but at various times called him from error and vanity to the knowledge of the truth, leading him from slavery and wickedness to freedom and piety, from unrighteousness to righteousness, from eternal death to eternal life. Let the one who comes study this and what goes with it during the announcement.»

Text of the Apostolic Constitutions (IV century)

Every year in the Old Orthodox Pomeranian Church the number of so-called “native” Old Believers decreases more and more, and the number of newcomers increases. From generation to generation, the indigenous Old Believers, with their free will, zealously preserve the truth of Orthodoxy in order to pass all this on not only to their children and grandchildren, but also to new people coming to the Church of Christ. Faith for indigenous Old Believers is a conscious choice and a vital necessity.

The difficulties that arise during the adaptation of newcomers to the faith, their churching, the education of the Christian spirit and awareness are the problem of all Old Believer agreements. The lack of competent mentors and the lack of proper attitude towards newcomers on the part of native parishioners often make it difficult for a person to fully become a church member. Misunderstandings often arise between natives and neophytes. This occurs when the status of the indigenous Old Believers of a community is determined not by faith, knowledge, Christian life and deeds, but only by kinship.

In turn, the indigenous Old Believers do not consider the short period from the moment of baptism of the convert to be the period during which one can get rid of the spiritual burden of the past life. For them, the test of time for a new convert is important. This attitude is determined by historical events both in the Ancient Church, and in post-schism Rus', and in all subsequent times, when “newcomers” could betray their faith, their Church, giving their fellow believers into the hands of torturers. This is a gene of fear, not only for the purity and preservation of the steadfastness of one’s faith, but also for one’s own life, for the life of future generations in the true Church of Christ.

However, difficulties also arise for new Christians: they find themselves in an unfamiliar spiritual world, which must be perceived not just as a letter, but as a spirit. Sometimes, without fully understanding the Orthodox Church tradition, converts come with their own theoretical ideas about Christian life and faith. Attempts are beginning with all their might to reform the Church, to “save” and direct it into a direction that, in their understanding, will make it open to the world, saving and correct. Someone fights in this way with their former confession, for example, coming to the Old Believers as “anti-Nikonianism”, someone - with imaginary violations of the canons, and someone, considering themselves no less than Habakkuk, denounces the “wickedness” of the parishioners and mentor. And only much later comes the understanding that modern Old Believers merely live according to the patristic tradition and act in everything in accordance with Holy Scripture and Tradition. We must not forget about the Christian principle of the closedness and mystery of the Church (Acts 5:13), which helps to preserve the Old Believers in their steadfastness and immutability.

The sacrament of baptism will be fruitless for an unbeliever until he believes with all his soul and unites with the Church. You cannot accept the Old Belief only with your mind. Anyone who accepts the Old Belief only with his mind will later find another religion close to him, and whether to accept it or not will only become a matter of personal choice. For indigenous Old Believers, the question of such a choice is impossible. Different states of spirit in a person - this is what distinguishes a native Old Believer from a convert.

The problem also faces the indigenous Old Believers, who must competently convey to the newcomers the whole essence of the Old Believers. Churching is not limited only to the celebration of the Sacrament - the educational supervision of the community and mentor over the spiritual growth of a newcomer to the Church is mandatory.

The process of churching largely depends on the community into which the convert ends up. If there is a wise mentor in the community who helps the newcomer to feel the Old Believer spirit and way of life not only with his mind, but also with his heart, then, with the help of God, the new convert in a short time accepts the true spirit of the Old Believers and becomes a Christian. In the Old Orthodox Pomeranian Church (hereinafter DOC) there are many examples when newcomers not only became followers of the Old Faith, but also charterers, mentors, and monks.

Thus, in the last monastic monastery of the DOC in the city of Ridder in eastern Kazakhstan, which was once founded by the remnants of the Pokrovsky Ubinsky (Altai) Monastery, famous throughout Russia, both the recently deceased monk Maria and the monk Alexander are not hereditary Old Believers. And before there were quite a few of these among the monks.

Both native and newly converted Old Believers who call themselves Christians should not forget what this name means. So, St. Gregory of Nyssa in his letter to Armonius, he discusses who can call himself a true Christian, and cites the story of the monkey as an instructive example.

In Alexandria, one artist taught a monkey to dexterously take on the appearance of a dancer, putting on her the mask and clothes of a dancer. Theater visitors praised the monkey as it danced to the beat of the music. While the spectators were engrossed in the spectacle, exclaiming and applauding the agility of the monkey, one of the people there showed, captivated by the spectacle, that the monkey was nothing more than a monkey. He threw almonds and figs onto the stage, and the monkey, forgetting the dancing, the applause, and the elegant clothes, ran up to him and began to collect what he found by the handful. And so that the mask would not interfere with the mouth, it tried to throw it off, tearing the deceptively accepted image with its claws, so that “instead of praise and surprise, it suddenly aroused laughter among the spectators when, from behind the fragments of the mask, its ugly and funny appearance appeared.

“So,” writes St. Gregory of Nyssa, “just as a falsely accepted appearance was not enough for a monkey to be considered a person, and greed for delicacies exposed its nature, so those who untruly formed their nature by faith, through delicacies offered by the devil , are easily exposed as something other than what they claim to be. For instead of figs and almonds, vanity, ambition, covetousness, passion for pleasure and other evil provisions of the devil of the same kind, being offered instead of delicacies to the greed of people, easily expose monkey-like souls who, through imitation, take on the hypocritical appearance of Christianity. And in times of passion, they cast off the mask of chastity, meekness or some other virtue.”

Therefore, the name “Christian” requires a person to live a perfect Christian life:

Be perfect, as your Father in heaven is perfect (Matthew 5:48).

Teaching the Christian faith, transmitting basic doctrinal truths to those wishing to be baptized, catechumen - this is God’s commandment:

Go and teach all nations, baptizing them in the name of the Father and the Son and the Holy Spirit, teaching them to observe everything that I have commanded you, says the Lord Jesus Christ to his disciples (Matthew 28:19).

Before a person accepts holy baptism and becomes a true Christian, he becomes a “catechumen”, not yet baptized, but already instructed in the fundamentals of the faith. The need for announcement is indicated in canon 46 of the Laodicean and canon 78 of the Sixth Ecumenical Council.

The catechumen originated in the early days of the Church. Thus, after the sermon of the Apostle Peter in Jerusalem on the feast of Pentecost, about three thousand people accepted Christianity (Acts 2:14-41). Later, he instructed the Roman centurion Cornelius and his relatives in the faith, and then allowed them to be baptized (Acts 10: 24-48). The apostles Paul (Acts 16:13-15), Philip (Acts 8:35-38) and others also did the same.

The firmness of the decision to accept the new faith was tested. During the persecution of Christians, there were cases of their falling away from the Church, therefore, during the period of training, the Church necessarily monitored the catechumens: whether among them there were traitors to Christianity and those who falsely accepted holy baptism. If such were discovered, they were immediately expelled from the meeting of the catechumens. The period of catechumen was long: from three months to three years, and this time was divided into several stages, and the catechumens were divided into different classes. The catechetical conversations of Saints John Chrysostom, Cyril of Jerusalem, Gregory of Nyssa, Ambrose of Milan, Theodore of Mopsuestia, and Augustine the Blessed have reached us.

Modern mentors still turn to the experience of that time, which indicates the high level of such sermons, since in them the catechumens receive detailed theoretical knowledge about the Christian faith.

From the first days of preparing the catechumens for baptism, they received theoretical knowledge about the Christian faith and participated, up to a certain point, in divine services. In the temple, the catechumens stood in the back - in the vestibule.

The catechumens had to learn prayer outside the walls of the Temple, as he writes about Kirill of Jerusalem: « Pray often that God will honor you with the heavenly and immortal Mysteries" In addition, the catechumens had to lead a Christian life: fast, keep the Commandments, fight sin, repent of sins before God and people, and correct their spiritual vices. " Those who are going to be baptized need to prepare for this with frequent prayers, fasting, kneeling, vigil and confession of all their past sins...", writes to the catechumens Tertullian.

However, if the catechumens did not leave their sinful life and did not repent of this, then they were transferred to the previous category of catechumens, as if a step back, and they were given an additional period of repentance.

Thus, the history of the emergence and development of the catechumen shows how serious the Church’s attitude was towards future Christians. It was an entire institution of catechumens, with a clearly developed program and well-established discipline. All this gave high-quality knowledge about the Christian faith, warned about the dangers on the path of Christians, and taught how to live like a Christian even before baptism.

The Old Orthodox Pomeranian Church still adheres to a similar program for the catechumens, which allows the catechumens not only to test their desire to accept a new faith and get used to Christian life, but also weeds out people who are not yet ready for Christianity.

Jesus Christ demanded that those who undertake to baptize someone must teach him(Matthew 28:19), and the Pomeranian Church takes a responsible approach to accepting new members into its fold and reverently treats the very sacrament of baptism.

As in previous centuries, the Church holds public conversations with everyone who wants to receive holy baptism.

The announcement is necessary for testing one’s fidelity to Christ, repentance, a change in priorities, values, the entire worldview and behavior of a person. This is where every Christian should begin his church life.

Those who come to the Pomeranian church for the first time and wish to be baptized undergo an interview with a spiritual mentor, talk about themselves and the reasons for their intention. The mentor gives them a sermon about the Christian faith, what Christian life is, how Christianity differs from other religions, and how a Christian should live.

After this, initiation into the catechumens takes place, when the catechumen makes a conciliatory beginning. The moment of announcement in the Pomeranian Church is considered to be the position of the parish leader in the mentor’s cell at the Temple. The mentor explains and shows how to correctly make the sign of the cross and bow.

After this, an approximate date for baptism is assigned, a commandment is given, future recipients are determined, and a Baptism Memo is given. The requirements for recipients are higher than for baptized adults. The recipients must belong to the Church not only formally (that is, be baptized), but also in fact (regularly confess, attend cathedral services), and be able to teach their godchildren the Christian life not only by word, but also by personal example.

Somewhat later, a confessional conversation takes place; before baptism, the catechumen must remember all his grave sins. It turns out whether there are any obstacles, the main of which are drunkenness, smoking, drug addiction and many others.

In 2008, the congress of spiritual mentors of the Ancient Orthodox Pomeranian Church, having considered the canonical foundations and practical order of performing sacraments, services and corrections in the communities of the DOC, established the time of preparation for holy baptism (the announcement) according to Christian custom - 40 days. In this case, the specific period can be reduced or increased and is chosen by the spiritual mentor depending on the readiness of the person being baptized and other circumstances. The order of preparation for baptism (fasting, prayer, fulfilling the commandments) is determined by the spiritual mentor.

A newly converted Christian starts everything from scratch, trying to absorb as much knowledge as possible about the faith, and for this he needs to be dealt with step by step, according to the words of the Apostle Paul, who teaches us that those who struggle on their own do not receive fruit:

If anyone strives, he will not be crowned if he struggles unlawfully (2 Tim. 2:5).

There are few baptisms in the Pomeranian Church; everyone is not baptized. A person goes through the catechumen, prays, fasts, fulfills the commandment, and he is considered to have entered the Christian path. However, if the catechumen has not freed himself from grave sins and has not shown the good fruits of spiritual work throughout his life, then he may be a catechumen for years. And whoever shows by his deeds that he has taken the path, fasts for 40 days, prays, fulfills the commandment, confesses, and only after that receives holy baptism.

In every Pomeranian community there is a person who meets new people in the Temple who want to learn more about the Pomeranian people. They are told about the Christian faith, the history of harmony, and their questions are answered. If there is a service going on, they explain how they should behave in the Temple at the moment, what they can do and what they cannot do, and all questions will be answered after the end of the prayer. A full-fledged Christian life has also been established in the communities, with its spiritual education, continuity and responsibility, warning against the arrogance and arrogance of the indigenous Old Believers and against the incorrect Christian self-awareness and behavior of newcomers. There is always a certain distrust of new people for some time, but this also applies to the indigenous Old Believers who were at odds with the Church. Some time passes and the mistrust disappears.

How can the Church overcome or prevent possible difficulties in the adaptation of newcomers to the Church? First of all, Christian love and patience. Love is the highest commandment of Christianity, which was given by the Lord Jesus Christ Himself. A person who does not have love cannot be a true Christian. Judas, who had no love, betrayed the Lord to the Jews.

But he who hates his brother walks in darkness, and does not know where he is going, for the darkness has blinded his eyes (John 2.11).

Adaptation of newcomers to the Church is always a difficult task, however, if Christian life in the community is based on patience and love, according to the Apostle: “ May you have all the love"(Corinth., section 166), then all these difficulties can be easily overcome. And the practice of such activities in the Pomeranian Church, as well as active Christian life with its spiritual fruits, shows the correctness of the chosen path.

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Comments (84)

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1. 

   It’s interesting how irritated Nikonians (demons?) are when some positive information appears about the priestless people, they just can’t sleep peacefully. There is no such reaction to the priests.

   
2. 

   It’s strange to read on such a site admiration for the rituals and beliefs around pancakes and that Maslenitsa is not a period of preparation for Lent, when restrictions already begin, but, on the contrary, a HOLIDAY dedicated to pancakes!
   as if the article was thoughtlessly copied from a secular newspaper

3. 

   > before baptism, the catechumen must remember all his grave sins.
   > It is determined whether there are any obstacles, the main of which are drunkenness, smoking, ...

   Oh, how curious it is whether this filter really works, especially for drunkenness. In my opinion, there is no such filter in the Russian Orthodox Church.

   
4. 

   > and all questions will be answered after the end of the prayer

   I noticed that the staovers like the word “prayer” instead of “service”. I even saw this at Rogozhsky, in the Intercession Cathedral, when my grandfather, instead of “where the service will be,” said “where we will pray.” And there were other cases. I wonder if it’s tradition or just my imagination?

   
5. 

   > In every Pomeranian community there is a person who meets new people in the Temple who want to learn more about the Pomeranian people.

   Is it like this in every one? And this is really a representative of the diplomatic corps of the church, and not just another neophyte zealot who recently “escaped from Nikonianism”, standing on the door and vigilantly watching so that Nikonianism does not catch up with him again?

   • 

     I can’t speak for all the communities of the DOC, however, those baptized are probably no longer former Nikonians, but their own people who have come to their senses, who at one time, for certain reasons, fell away from the Church. Although, there are also many Nikonians who have converted. And yet, the policy of the Church is more “internal”, aimed at ensuring that families were completely Christian, and those who had fallen away returned.

     If A.A. Bezgodov is on the site, then let him correct me if this is not the case now.

   • 

     So the Pomeranians are not interested in missionary work?

   • 

     Let's just say that with all the existing opportunities, missionary work, unfortunately, is not developed to the proper extent and has an internal focus.

   • 

     The internal focus is to return those who have fallen away, as I understand it. Why do they disappear? What are they most often "cut off" on?

   • 

     Yes, this is more internal missionary work.
     They disappear for all the same reasons as in other agreements. Often, the Church is remembered only when something happens in the family, grief or some kind of need.
     The temptations of the world, everything that distracts from God, also play their role. Here we are already talking about the strength of faith and the strength of spirit of the parishioner himself, whether he will break under the winds of everyday storms, and whether he will not leave the saving path to the Church.
     However, often “cuts” also occur due to the lack of competent mentors on the ground who know well and are able to convey the apologetics of the Church in a simple form, work with parishioners, and conduct constant preaching. Thank God, the last factor is no longer decisive, mentors are constantly raising the level of education in courses for clergy, literature on the history of the Church is published, and there are many young mentors in communities. And that means it’s not all bad.

   • 

     And if they come to you from the priesthood (or the New Believers), what is the main reason? By what signs do people decide that the priesthood has been lost?

     Well, when a person is born in a priestless state and grows up in it, everything is clear. But if priestlessness becomes an acquired belief, this is already interesting.

   • 

     Right now, one man from the Russian Orthodox Church is among the catechumens. He has become disillusioned with the priesthood.

   • 

     To be disappointed in the priesthood is a strange argument, because the Pomeranians have never been disappointed in the priesthood, but believe that it was exterminated on earth for certain reasons

   • 

     Just the most common and most explainable argument. Most transitions from denomination to denomination are associated not with reading theological works, but with disappointment in the human factor. Disappointment in the priesthood at one time became the reason for the European Reformation.

   • 
   • 

     Disappointment in the priesthood is not always associated with the human factor, as we know from history, it has happened that entire communities and even entire assemblies (for example, chapels) have left priestly consents; of course, it also happens in the opposite direction. By the way, it’s not only the laity who transfer, sometimes ministers (including priests) also transfer. over the last few years I have known about the transition of 4 priests. (2 from Nikonians, 1 from Uniates and 1 from Protestants). Currently, I know of 2 former Belokrinitsky clerics and 1 former Nikonian deacon serving as mentors in the Pomeranian Concord.

   • 

     As for internal missionary work, which Nina wrote about, it means that, first of all, the efforts of the DOC are aimed at working with such Nikonians or non-baptized ones whose parents or grandparents were Old Believers. But sometimes just outsiders also come. happens with whole families. Often the scheme is like this. We learned about the Old Belief from the Internet (books, TV...), then we became interested, began to study the materials, then turned to the community - a conversation with a mentor or someone else. If people are ready, they put them up for announcement. Next is baptism. The process can be quite long. From personal experience, when communicating with those who come, I introduce them to the history of the Old Believers, I always talk about the consents, in detail about the existence of priestly hierarchies, and ask people to familiarize themselves with the literature of these consents. This is necessary so that the person himself makes a conscious decision and so that he does not later say “I didn’t know, I like it better there.” Necessary requirements are also presented: if you smoke, you must quit, if you have tattoos that are contrary to Christianity, you must remove them. if there is no beard, it must grow, and of course fasting and prayer, otherwise they will not baptize. Women have an easier time in this matter. In this regard, of course, the hereditary Old Believers received a “benefits”: they were baptized in infancy and they should not have done any of this.

   • 

     There are significantly fewer problems with neophytes in the DPC. Often the arriving neophyte is burning with the desire for action, in fact, this is what he goes after, having failed to realize himself in another place, he tries to make the Old Belief happy with his presence. In our country, such people are placed on the tabernacle for a year, and they naturally must regularly attend services without praying. if you have enough patience, it will come to baptism, so we explain that the newly baptized for a certain time (1-3-5 years) cannot be a clergyman or occupy leadership positions. All this time he seems to be integrating. It happens that the neophyte disappears already at the stage of such an explanation.
     The priests have a different story with neophytes, because for almost 200 years the entire clergy were neophytes, and even now many are the same. I am sure that some of them remained Nikonians in their mentality, not having time to take root. This explains the less strict qualifications and, as a result, the problems that we have to face.

   • 

     Alexey Alexandrovich, thank you for your answers and additions.

   • 

     Yes, thank you - very interesting answers. But still, the question remains, as I see it - for what are the main reasons for the transition to non-priesthood? Especially if former priests or ministers of the priesthood or the New Believers are transferred. What factors lead them to conclude that the priesthood has been lost?

   • 

     At one time, two New Believers priests approached me in the Grebenshchikov community, “studying” the issue of transition to non-priesthood. Both are banned (one, it seems, was even defrocked). There is no civilian profession. Everything was clear to them right away. I have never even heard of the ideological transition of priests to non-priesthood. There are known cases of transfer of half-educated seminarians (before the revolution, for example, the teacher Nadezhdin)

   • 

     At one time, 2 former priests worked in my brigade - one ran away from the Beglopopovites, the other from the worldly. Both were baptized. True, it should be noted that nothing useful came of them. In the early 90s, Austrian pop moved from Klintsov to Ilyushchenko. This is about those I knew personally. Before deciding to transfer, everyone read the Shield of Faith and Permyakov and so on. literature. So I have no reason to suspect them of being “lack of ideas.”

   • 

     In my opinion, being without a priest is a rather depressing idea for a person who was not born in this environment. Something must happen in her head to the people who suddenly came to her. It’s one thing to decide that there is no grace in this church, but in another there is, that’s why I go there, etc. Another question is to make sure that the grace of the priesthood is nowhere to be found, no matter where you poke it.

   • 

     But you can’t tell from our neophytes that having gone into non-priesthood, they all fell into depression :)
     Regarding the questions of why transitions occur from priesthood to non-priesthood, everything is clear here. Now a lot of apologetics, the works of Pichugin, Khudoshin and other polemicists, the same Shield of Faith and many other publications have begun to be republished. People read, reflect, compare facts, trace apostolic succession and draw conclusions. No one is dragging anyone into priestlessness on the lasso.
     And yes, reading literature about each of the Old Believer movements and agreements is (as A.A. Bezgodov noted above) a prerequisite before moving to the Pomeranian agreement.

   • 

     > But from our neophytes you can’t say that having gone into non-priesthood, they all fell into depression

     Judging by a number of signs, neophytes in general are often driven by protest in relation to where they are leaving from. It’s as if they are running away from the New Believers into the Old Believers (pop. and non-pop.), while not parting with the New Believers and leaving the fight against them as their main idea and task. Most of the conversations on forums are then about “damned Nikonians”, all the world’s evil is also concentrated “in Nikonianism”, etc. and so on. It seems that if not Nikonianism, then there is neither a topic for conversation nor a core for activity.

     And yet it is not clear what is pushing. People most likely begin to read the works of Pichugin, Khudoshin and other polemicists when the seed of priestlessness has already sprouted and is spreading. But something had to put him in jail.

   • 

     I know one former Nikonian priest who was baptized for the reason that he was convinced that he had not been baptized, since he was an Oblivian. He transferred back in the 1970s, at that time he served under the bishop of one of the southern regions, so he says he also saw enough of the customs there. He was baptized to the Pomeranians without any ambitions - he became a simple parishioner, now he is over 70 and has been serving as acting priest for several years. mentor. By the way, those whom I mentioned are themselves clergy, and now serve as mentors in the DOC, but they also did not come for positions, since for a long time they remained simple parishioners. and what positions are there in the DPC? Even if in rare communities we have material support for mentors, it is only purely symbolic. For the most part, mentors are, if not retired, then working; this is precisely the reason for the small number of young mentors in the DPC.

   • 

     But examples of mentors transitioning from Pomeranians to Nikonians just show that they are going after “position,” some for positions, some for money. and there are many such examples. from Vygov times to the present. Thus, people from the Pomeranians and Fedoseevites became not only famous missionaries and priests, but bishops and even metropolitans. There really are no “ideas” here, just ambitions.

   • 

     By the way, Theodosius Vasiliev, the leader of the Novgorod Old Believers, was a Nikonian deacon from the family of a Nikonian priest.

   • 

     < А вот примеры переходов наставников от поморцев к никонианам как раз показывает, что идут за "положением", кто за должностями, кто за деньгами. и таковых примеров много.

     In the Old Orthodox Pomeranian Calendar for 1989, on page 41, there is a photo of the procession in the Grebenshchikov community (in honor of the Celebration of the 1000th anniversary of the Baptism of Rus' in Riga) where in the center, with a katzeya in his hands, is Father John Mirolyubov, then the second mentor Grebenshchikovskaya community and editor of the above Calendar since 1983. And in 2004, he officially entered the jurisdiction of the Moscow Patriarchate, becoming an employee of the Department for External Church Relations, in 2005 he became Secretary of the DECR MP Commission for Old Believer parishes and interaction with the Old Believers, and in 2015 he was elevated to the rank of archpriest.

   • 

     They are unexpectedly touched by the fact that the Bespopovites still place the position of an Orthodox archpriest of a modest-sized parish above the position of the senior mentor of the Grebenshchikov community of many thousands, who also cares for dozens of parishes in the Baltic countries, Belarus and Poland, and has no other power over himself than God. Regarding past and present material possibilities, in order to judge on this issue, respected opponents should have at least some information, and not conjectures inherent in their imagination.
     In general, I saw an interesting article on the site, telling in very exaggerated tones about an interesting and respectable side of the activities of several urban Pomeranian communities (certainly not the entire Pomeranian Old Belief). It seemed like the discussion was starting to be interesting. But Bezgodov came and mixed not only the flies with the cutlets, but also everything that was on the table into one pile. People, time and events.
     Are New Believers and Old Believers-Priests going over to Pomeranian priestlessness? - They're moving on. And not so little. Although, I dare to think, much more – on the contrary. What are their motives? I think - very different, including understandable to me. But I would like to hear references to the works of Pomeranian teachers of those times when the Pomeranian Old Belief did not recognize, did not call and could not, in accordance with its teaching, recognize itself as the “Old Orthodox Pomeranian Church” (at best they called themselves “a church society that does not have a church hierarchy,” for what kind of local Church can there be if Grace and Sacraments cease)? Can the Pomeranians formulate these motives more specifically without general words about “knowledge of the true faith”?
     An interesting question is about the transition of priests to non-priesthood. Having good information, I don’t know of such examples, except in cases where the priest can no longer serve, having married again or been defrocked. If I'm wrong, please give an example. Just answer honestly.

   • 

     Interesting discussion! :) And the main thing remains “behind the scenes”. A person who has converted from non-priestdom to the Church PARTICIPATES OF THE HOLY MYSTERIES OF CHRIST.

   • 

     Yes, this is the most interesting thing. The discussion arose against the background of an article about the transition to harmony, where there are NO Holy Mysteries of Christ!
     It is one thing to discuss in principle the motives for the transition of New Believers to the Old Believers, and another to discuss precisely the transition to non-priesthood. There are two categories of people here: formally “Orthodox” who were not churchgoers and had no experience of receiving the Mysteries (this is more or less clear), and truly Orthodox people, including, as they say here, priests. This is exactly what I would like to learn from the author of the article in more detail, without limiting myself to general words.
     So far, a certain priest has been identified (without giving a name or place), who allegedly was baptized again in the 70s and became a Pomeranian. It’s absolutely surprising that I didn’t know and don’t know anything about this. After all, we are talking about a small agreement, where every active and educated person is always visible. Were there reasons to hide? Why now, at the age of seventy, is he not a mentor, but... O. mentor? You don’t have to be a General Staff analyst to draw some conclusions.

   • 

     No one has the Holy Mysteries of Christ. Only some pretend not to know this. I remembered another “priest” from those who crossed over. At the beginning of the 2000s, a certain Oleg-Kapiton lived for a time on Preobrazhenka. Where he slipped further along the confessional plane is unknown. If a welder or an engineer or a professor at the Academy of Management comes over, everything is fine with him. But the priest is restless and cannot sit still. Lo and behold, the next day it will be with agnostics or some kind of jumpers.

   • 

     Convincing and deep. Your credo simply strikes the heart. So are you a jumper or an agnostic? Somehow I didn’t understand.

   • 

     Indeed, no one now has the Holy Mysteries of Christ. There is only external appearance. For example, the Latins also believe that they have Communion, and the Anglicans also think, and the Lutherans, and the Monophysites, etc.

   • 

     Now I understand - from agnostics!

   • 

     Ivan Ivanovich’s modesty is commendable, but he probably forgot that he did not “ideologically” decide to join the Nikonians, even as an ordinary parishioner, but in the “true church”, but still tried to drag the entire Riga community into the Russian Orthodox Church, in order, so to speak, to enter the Russian Orthodox Church as a general white horse However, it failed. And now, of course, you can try on the measured pose of a certain prisoner of conscience who, in his old age, has found a saving haven. Although you still have to earn Judas’ bread, at least in the role of chief overseer over the Old Believers.

   • 

     Doctor of Theology Mr. Mirolyubov probably confused something when talking about the Old Believers Pomeranians, or, as usual, substitutes concepts. There is no teaching about the cessation of grace and sacraments in the Church of Christ in the Pomeranian Old Belief; they only spoke about the cessation of such grace among the Nikonians and about the invalidity of those “sacraments” that are performed there. For example, the position and title that is called Mr. Mirolyubov is simply nothing for the Old Believers. As for the Pomeranians naming their society the Church, the above-mentioned gentleman is ashamed not to know this as a former Pomeranian mentor. Thus, in the Pomeranian responses compiled by the Vygov Fathers, they universally call their society the Ancient Orthodox Church. Same thing in other polemical books. As they say, study the materiel, comrade Anatoly.

   • 

     At the Third All-Russian Council (2006, St. Petersburg), a definition was adopted “On the historical exhaustion of the search for a pious priesthood in this world” (see more), which doctrinally generally removes this Old Believer agreement from the field of Orthodox dogmatics. It is clear that the Nikonians do not have Grace, but the Pomeranians do! Although for many this is big news!
     I thank Bezgodov for understanding that it is better, in good conscience, to leave a society perceived as false, not alone, but to try to save the flock. This was largely successful.
     Even without a doctorate in theology, it is useful to know that the word “church” has at least six meanings. In the sense of earthly organization, the term “Old Orthodox Pomeranian Church” first appeared in the 20s in Poland, where the Pomeranians received state registration and some preferences.
     Deputy Chairman of the Russian Council of the DPTs Bezgodov knows the materiel not only poorly, but does not know it at all.

   • 

     Mr. Bezgodov, why did you decide that I am your comrade? And who is Anatoly?

   • 

     No, brother Old Believers without priests, not everything is as simple as you want :). Isn't denying the priesthood and sacrament of the Eucharist blasphemy against the Holy Spirit?
     People who have moved from non-priesthood to the Church are worthy of deep respect. How much internal struggle they overcame on the way to communion of the Holy Mysteries of Christ! I know such people, including a fairly young priest of the Russian Orthodox Church, and I admire them :). I deeply respect the non-priests too, I bow to their asceticism and standing in faith. But I feel sorry for them...
     May Christ have mercy on us, Russian people! I only trust in the mercy of God.

   • 

     Vladimir: “Isn’t denying the priesthood and sacrament of the Eucharist blasphemy against the Holy Spirit?” you probably forgot that we are not children of the Russian Orthodox Church and never have been, for us the Nikonian priesthood and sacraments are graceless and heretical. It would be blasphemy against the Holy Spirit if we recognized such a priesthood. Denial of heresy is the main duty of a Christian.

   • 

     You are our dear little man, but did I write that you are my comrade? Your pity is touching; it would be better to pity the tens of thousands of Christians tortured by the Nikonians and the million expelled from the country. At the same time, you regret the lack of communion and priesthood among the priestless people; you probably don’t want to remember why we don’t have it. The Old Believers Pomeranians do not deny the sacraments and priesthood, but do not have them due to many reasons, the main one of which is the repression imposed by the Nikonians (modern Russian Orthodox Church). And now the descendants and spiritual followers of the executioners are trying to “take care” of the victims, they say, poor things, how can you live without the priesthood. Thank you for your concern, but we don’t need a heretical priesthood like yours. And the decision of the 2006 Council is absolutely correct and timely. It’s good that at least some Nikonians are beginning to realize that Pomeranian Old Belief is not part of the “area of ​​Nikonian dogmatics.” The Old Believers Pomeranians, following Christian canon law, certainly reject the presence of any grace among the Nikonians, as a heretical community located outside the Church of Christ (in all 6 semantic concepts of this word :))) We do not need your Nikonian-Old Believer ecumenism.

   • 

     Mr. Bezgodov, what you just wrote is known to everyone. And here is the phrase: There is no teaching about the cessation of grace and sacraments in the Church of Christ in the Pomeranian Old Belief, it was only said about the cessation of such grace among the Nikonians and the invalidity of those “sacraments” that are performed there." - this is a sensation for many. It’s not enough that there is nothing like that no in the "Pomeranian Answers", so this contradicts the whole ideology of priestlessism. Then you recovered, but also not entirely successfully: what about Grace among the Old Believers-Priests? Who did they torture? And the Greeks, or, say, the Serbs with all sorts of Who was tortured by Georgians there?
     “The denial of heresy is the main duty of a Christian” - this is also simply incomparable. I don’t even dare to comment.
     For the external reader. No one even thinks about offering the Sacraments and Priesthood to the Bezgodov community. They don't need it. Everyone can judge the results of the absence for themselves, even based on the controversy that has arisen. But the question was simple: what can prompt an Orthodox person who has the EXPERIENCE of receiving the Sacraments to convert to non-priesthood? The Pomeranians avoided the question - they turned to my personality, or rather to their ideas about it, and then switched to priestless platitudes. Sorry if I expressed myself poorly.

   • 

     >"In the sense of earthly organization, the term "Old Orthodox Pomeranian Church" first appeared in the 20s in Poland" -

     The largest spiritual center of Pomeranian harmony appeared back in 1694, when a community was founded on the Vyg River - the Vygov hostel. The official church organization was formed after the publication of the manifesto on April 17, 1905 “On Freedom of Religion.” After the Second All-Russian Council, in 1912, the Church Society of Old Believers-Pomeranians began to be called the Old Believer Pomeranian Church.
     It’s not clear what this has to do with the timing of the appearance of the official term DPTs? Or do paperwork and registration somehow affect Church grace?

   • 

     For Vladimir. Blasphemy not only against the Holy Spirit, but also against the entire Holy Trinity. What kind of poor understanding must one have of the Omnipotence of God if one denies His ability to support or restore the Gifts once given? Why was the Sacrifice needed? Why Atonement? Why the Church? (not the one that is the Old Orthodox Pomeranian)
     I can only add that I did not choose priestlessness, I was born into it. And even more important: “Pomeranian Answers” ​​is a smart and correct book. There is not even a hint of the nonsense that can sometimes be read or heard today. Until the mid-nineteenth century, the Pomeranian fathers attempted to restore the priesthood. I knew many long-gone Pomeranian mentors: with rare exceptions, they were very worthy and intelligent people. They avoided nonsense. True, not all. I don’t even want to discuss what has replaced them.

   • 

     Vladimir. The point, of course, is not the registration of the name, but the formation of self-awareness as an earthly Church. Study the issue in more detail, including the materials of the Second Council. They show how the idea was mature, but then it was still only MATURE. And when it matured, Pomeranian “priests” appeared, who relatively recently in Lithuania even tried to wear pectoral crosses.
     This is a very interesting topic - the transformation of Pomeranian teaching, the creation of a new church structure and the consolidation of dying non-priestly agreements. There were, of course, dissenters (compare the representativeness of the First and Second Councils).
     The topic is very difficult. It seems to me that modern Pomeranians have a poor understanding of their own history, believing that everything took shape on Vyg.
     But I lost interest in this a long time ago, when I figured out a lot of things. That's why I'm finishing.

   • 

     < Знал многих давно ушедших поморских наставников: за редким исключением это были очень достойные и неглупые люди.
     <Поморские отцы вплоть до середины девятнадцатого века предпринимали попытки священство восстановить

     Why then did these intelligent and worthy people never restore the priesthood? This means they realized that it was lost. So, did you understand that a visible action, a masquerade, will never become true, in which the grace of the Holy Spirit will appear? Apostolic succession has been broken; who, excuse me, ordained your bishops, etc.? Aren't they New Believers? Where do they get this grace from if they have long ago trampled on the true faith?

   • 

     Or do you naively believe that in a heretical society the Lord will support or restore this one day? Why should this happen for crucifiers and persecutors, for heretics and His blasphemers? Some kind of sectarian idea that God will forgive everyone for everything and show grace. Also say that there is no hell or eternal torment. The history of the ancient Church teaches that when one admires something ungifted, one pays terribly for it.

   • 

     >I can only add that I did not choose priestlessness, I was born into it.
     > in all conscience it is better not to go out alone, but to try to save the flock. This was largely successful.

     It is very unfortunate that you write about this with regret. You need to feel sorry for your current self. He betrayed the faith of his fathers and dragged Christians with him into a heretical society.

   • 

     >But the question was simple: what can prompt an Orthodox person who has the EXPERIENCE of receiving the Sacraments to convert to non-priesthood? The Pomeranians avoided the question and turned to my personality

     Your personality is not that great, however, if you had to write about it, it was only in the context of betrayal of the true faith and the choice between unpaid positions in non-priesthood and “fat” ones in Nikonianism. Our mentors, compared to you, of course, are poor (with rare exceptions); they have to serve in the Church and work in the world, and provide for their families. Therefore, it was about career ladders and money. And not in terms of what a great archpriest you are.

   • 
   • 

     > awareness of the gracelessness of these very sacraments,

     How was this measured? What did it relate to? How did you manage to give grace some kind of characterization in order to draw a conclusion about its absence? Why was the lack of grace of the sacraments attributed to the lack of grace of the priesthood, and not to one’s own life and prayer?

     > and, of course, the eccentricities of the priesthood, the unclean reputation of the elite
     > Churches and much more, you really don’t know.

     Didn't all this happen before the split? Since the early church? Everything was never good. "The Church is like my body - everything hurts and there is no hope." This is what one of the church fathers said.
     Why then didn’t they renounce the priesthood and sacraments earlier, why did they wait and sing for so long, until Nikon?

   • 

     > How did you manage to give grace some kind of characterization in order to draw a conclusion about its absence?

     The Apostle Paul says that the grace of God is in truth (Col. 1-6). Even visible stay in the Church turns out to be hypocritical if a person does not confess the truth as the Apostles and Holy Fathers teach, and even more so the heretics who distorted Church dogmas, and thereby (by distorting them), they have already fallen away from the Church. Need I say how many distortions and heresies the New Believers introduced?

     Having been deprived of the true Church (which they themselves burned at the stake, tortured and starved to death, quartered, hanged, etc. “Church” read here - a meeting of the faithful), heretics (new believers) lose grace, and their sacraments cannot in any way be considered grace-filled.

     The 46th Apostolic Canon commands to deprive those who consider the baptism and Eucharist of heretics to be valid: “We command that bishops or elders who have accepted the baptism or sacrifice of heretics be deposed. What agreement does Christ have with Belial, or what share does the faithful have with the infidel?”

   • 

     I am writing about eccentricities and reputations from the words of people who have become priestless. In their words, and according to their stories. People are "tired of heresy and ecumenism."

   • 

     Tired of “heresy and ecumenism” in the Russian Orthodox Church, one could go to the Russian Orthodox Church or the Russian Orthodox Church. Why was the entire priesthood taken out because of the illnesses of one church organization? After all, they don’t refuse all medicine because of a negligent therapist? Moreover, medicine is not recognized as false and harmful in the presence of system-wide problems throughout the Ministry of Health. It just becomes difficult to find treatment, a good doctor, in many ways you have to start to understand better yourself.

   • 

     Physician Christ. Christ allowed the priesthood to cease. Therefore, there is no difference between the Russian Orthodox Church, the Russian Orthodox Church, the Russian Orthodox Church, the Russian Orthodox Church, head-on or face-to-face.

   • 

     The question was how non-indigenous non-priests came to the conclusion about ending the priesthood. If the unholiness of priests is a reason for them to doubt the presence of the grace of the priesthood, then perhaps it is a matter of an incorrect assessment of the characteristics of the priesthood? Who said that priests have to be saints? We have an institutional, not a charismatic priesthood.
     And what should we do if, in the absence of a priest, it turns out that the mentors are also “not saints”? Well, in general, you can then lose faith in everything.

   • 

     Here, I found this on the topic of whether priests should be saints and how this relates to their grace or lack of grace:
     ===
     There are two principles for organizing the life of a religious community.

     On the one hand, the principle is charismatic, when the leader of a religious community becomes a person who has obviously higher gifts than his flock: personal, magical gifts, an “advanced” yogi or shaman, or obviously greater knowledge in the religious field. Well, let's say, a rabbi or a mula are people who do not have any special spiritual gifts greater than those of the parishioners, but they have studied the relevant books for many years and they have more erudition in these matters. This principle of community organization can be very effective, but it has one drawback: it is difficult to ensure continuity, especially when we are not talking about erudition, but about personal spiritual experience, which is very difficult to translate into adequate words and very difficult to convey to another person. Therefore, such charismatic movements can quickly flare up and then fade away, mutate, change into something completely opposite to the initial one.

     There is another principle of organizing a religious community - institutional priesthood. This is when it is believed in a given community that when a person holds a position, then Heaven gives him special gifts necessary to correct this position. This formula was expressed very clearly by Erasmus of Rotterdam, a European humanist who defended Catholicism from Martin Luther. In a letter to Luther, Erasmus of Rotterdam wrote: “Whoever God has given office to, God has poured out the gifts of the Holy Spirit.” That is, the Russian proverb says that “it is not the place that makes the man, but the man the place” - here it’s the other way around. So, what is the advantage of this kind of position? A clear line of continuity, some such at least external self-identity of this religious tradition. The downside is that again there may be a mutation, but such an imperceptible one, that is, a person deprived of personal spiritual gifts may end up in power.

     The Orthodox tradition absorbs both, the pros and cons of both of these systems. That is, on the one hand, we have what is called eldership, personal clergy, the search for a personally spiritually gifted mentor. On the other hand, there is the institutional clergy. What are the advantages? When I go to communion, I don’t have to confess to the priest. That is, I can trust any canonical priest when I come for the sacrament, and I don’t have to interrogate: “Father, did you fast this week, didn’t you watch TV, didn’t you talk to your wife last night? No? Well then, okay, then so be it, let’s give me communion, you deserve it, you’re worthy of it.” That is, you can do without such a circus.

     There are those gifts that the Lord gives to his Church, and these gifts are transferred to the Church through the hands of the priest. A priest is an intermediary between God and the church people only in this sense, like an intermediary is a postman who brings you a valuable parcel. That is, the priest is not a mediator in the sense that he prays for you. How often do sectarians say: “We pray directly to God, and not through the priest as you do.” Sorry, none of us pray to God through the priest. Each of us prays to God personally and directly, both in church and at home, etc.

     But we can receive some gifts from God to people precisely through the Church and church sacraments. There are gifts that can be accepted directly and personally: the sanctification of one’s soul, etc. But some gifts are given through church-wide sacraments. So these sacraments are given by God so that the priest, even if he is an unworthy priest, would not become a plug that plugs the flow of grace from the Lord to His parishioners when the parishioners are more worthy than their pastor (this happens often).

     But there is another situation when people turn to the priest as a person. Not as a function - when it comes to marrying or baptizing you - what difference does it make what this priest's name is, Father Vasily or Father Nikolai? And when it comes to getting spiritual experience and advice, then it is very important what this priest’s name is, what his experience is, what his personal spiritual life is.
     ===

   • 

     I am a non-indigenous non-priest follower. I was convinced of the absence of a true priesthood by a priestless mentor. There is no priesthood not because some priests are bad, but because it has fallen into heresy. The Lord allowed the end of the priesthood. If the salt overpowers you, then what will you use to salt it?

   • 

     Why refuse the priesthood even if there are suspicions that it has lost grace? After all, the biggest risk is that the sacraments will not be performed and the prayers with the priest will be the same as the prayers of the laity alone. Which is essentially what happens in non-priesthood. No one has measured grace unambiguously, there are sacraments, there are no sacraments, how gracious they are, to whom God gives grace through whom and how - because we do not know this for certain. So why invent your own teachings, if you can stick to the old ones, and participate in prayers with priests, also trusting in the mercy of God, even if the priest is no longer a priest?

   • 

     So that a faithful person praying with an infidel becomes an infidel himself. And this so-called priest carries a heretical spirit within himself.

   • 

     God can raise bishops for himself out of stones, all priestless logic is pure dead heresy and unbelief, God can ordain a peasant through prayers from heaven, without any continuity, just as God ordained the apostles. A masquerade is priestless mentors pretending to be priests and prodigal cohabitation pretending to be a marriage, this is a real masquerade. The true Church of Christ is only the Russian Orthodox Church.

6. 

   Interesting. Much has been written about the catechumenate and baptism of adults, but what happens to infants? Do Bezpopovites baptize babies? And then what about the announcement?

   

• 1. According to the subject-object relationship:
  • - active - when an individual seeks to influence the environment in order to change it (including those norms, values, forms of interaction and activity that he must master);
  • - passive - when he does not strive for such influence and change.
• 2. By impact on the employee:
  • - progressive - having a beneficial effect on the employee;
  • - regressive - passive adaptation to an environment with negative content (for example, with low work discipline).
• 3. By level:
  • - primary - when a person first joins permanent work at a specific enterprise;
  • - secondary - during a subsequent job change;
  • - employee adaptation to a new position;
  • - employee adaptation to demotion.

Primary adaptation (for people without work experience) is usually associated with great difficulties, while secondary adaptation (for experienced workers) usually proceeds faster and does not require special assistance from the manager.

An element of primary adaptation can be considered vocational guidance, which is a complex of organizational and educational measures aimed at familiarizing with existing types of activities, identifying interest, inclination and suitability for them, demonstrating their social prestige, attractiveness and significance, and forming a personal predisposition. The most significant criteria for choosing a profession are intellectual and educational level, working conditions, social package, prospects for professional improvement and career, and creative opportunities.

An employee’s adaptation to demotion most often manifests itself during periods of crisis. So, in the early 1980s. The US has seen waves of layoffs and early retirement. In order to somehow support those being laid off, most large companies - about 60% - did not just fire workers, but tried to help them find new jobs and organized retraining and advanced training programs.

• 4. By directions:
  • - production;
  • - non-productive.

Professional adaptation consists of actively mastering the profession, its intricacies, specifics, necessary skills, techniques, and methods of decision-making, to begin with in standard situations. It begins with the fact that after determining the experience, knowledge and character of the newcomer, the most acceptable form of training is determined for him, for example, he is sent to courses or assigned a mentor.

The complexity of professional adaptation depends on the breadth and diversity of activity, interest in it, the content of work, the influence of the professional environment, and the individual psychological properties of the individual.

The following factors influence professional adaptation:

• - work environment (place, technology, environment);
• - personal characteristics of the employee (experience, knowledge, abilities, skills);
• - motivation (interests, sense of duty, desire for professional growth);
• - individual psychological properties (communication skills, activity, friendliness, etc.);
• - “help and control from the manager and colleagues (training, consulting), stimulation;
• - features of production tasks, the pace of inclusion in work.

Psychophysiological adaptation is adaptation to work activity at the level of the worker’s body as a whole, which results in smaller changes in his functional state (less fatigue, adaptation to high physical activity, etc.).

Psychophysiological adaptation does not present any particular difficulties; it proceeds quite quickly and largely depends on a person’s health, his natural reactions, and the characteristics of these conditions themselves. However, most accidents occur in the first days of work precisely due to lack of work.

Socio-psychological adaptation of a person to production activity - adaptation to the immediate social environment in the team, to the traditions and unwritten norms of the team, to the work style of managers, to the peculiarities of interpersonal relationships that have developed in the team. It means the inclusion of the employee in the team as an equal, accepted by all its members.

It may be associated with considerable difficulties, which include disappointed expectations of quick success, caused by underestimating difficulties, the importance of live human communication, practical experience and overestimating the importance of theoretical knowledge and instructions.

The success of adaptation is due to:

• - high initial level of experience, knowledge and skills;
• - interest in the organization and new work, the presence of perspective;
• - possession of the necessary volitional and psychological qualities (perseverance, composure, patience, etc.);
• - timely assistance from others, especially the manager;
• - the ability to anticipate difficulties and respond in a timely manner to unexpected situations, etc.

Signs of successful adaptation are:

• - mastering the necessary professional knowledge and skills;
• - the emergence of interest in the organization and work, which begins to play an increasingly significant role in life, and a feeling of connection with the profession, satisfaction;
• - strict compliance with labor discipline requirements;
• - desire for improvement;
• - good relationships in the team, a sense of psychological comfort.

At the same time, adaptation is associated with considerable difficulties caused by:

• - prejudice and negative attitude at first from others (especially the manager);
• - the need to perform new duties, often in unusual conditions (in the absence of the necessary experience and skills and the unsuitability of many previous ones), and in connection with this significant exposure to stress;
• - discrepancy between ideas and reality (dissatisfaction with the organization’s capabilities, disappointed expectations, etc.);
• - indifferent attitude of members of the new team;
• - the difficulty of breaking old ties and getting used to new norms.

In addition to adapting a person to work, it is necessary to take into account the opposite - adaptation of work to a person, which implies:

• - organization of workplaces in accordance with ergonomic requirements;
• - flexible regulation of the rhythm and duration of working hours in accordance with the individual characteristics of people;
• - building the structure of the organization (division), distribution of labor functions and specific tasks based on the personal abilities of employees;
• - individualization of the incentive system.

Typically, adaptation by gravity lasts up to 1.5 years, but with proper management its period is reduced to several months.

The adaptation process includes several stages.

• 1. Introductory, lasting about a month. Within its framework, a new employee gets acquainted with the organization, responsibilities, rights, requirements, opportunities (during this period you can demonstrate your capabilities). At the same time, his readiness for work is assessed.
• 2. Entry stage(lasting up to a year), when mastery of the system of knowledge and skills necessary to fulfill professional requirements is achieved, and the person gets accustomed to the new team.
• 3. Integration, during which the necessary knowledge and skills are gradually acquired, deepened and improved, and their unified complex is formed. An employee acquires a qualification of the appropriate level, turns into a specialist who is able to work independently and with interest, receive satisfaction from his work, and strive for improvement.

A person’s ability to adapt is determined by the ability to foresee the main negative factors that he may encounter and the ability to quickly respond to them.

Organizational activities (individual and collective) within the framework of the adaptation process, the outline of which it is desirable to communicate to people, can be combined into two groups:

• 1) related to introduction to the organization;
• 2) related to introduction to the unit and position.

Organizational induction is usually carried out by human resources departments, mainly in the form of a general orientation course given to a group of newly hired employees. Here they become familiar with the organization, its policies (including in the personnel sector), working conditions, rules of conduct, and basic work requirements. Western companies usually report the following information:

• - about the organization as a whole - history, traditions, structure, leadership, activities, products, consumers, development priorities, problems;
• - about procedures - hiring, dismissal procedures, requirements for appearance, behavior, internal relations;
• - personnel and social policy of the organization;
• - on remuneration - forms and systems of remuneration, payment for weekends and overtime, bonus conditions, etc.;
• - on the work and rest schedule, the procedure for granting vacations and time off;
• - additional benefits - insurance, severance pay, training opportunities, the availability of canteens, buffets, health centers;
• - on occupational health and safety - risks and dangers associated with the performance of work, precautions, places of medical care, health and sports centers, opportunities for physical education, methods of behavior in case of accidents and notifications about them, health requirements and prohibitions (for example, smoking);
• - on issues related to personnel management, - conditions of appointment, transfer, dismissal; probationary period, rights and responsibilities, relations with the immediate supervisor and other managers, performance evaluation, discipline, rewards and penalties;
• - about relations with trade unions;
• - about solving everyday problems - a rest room, parking conditions, etc.;
• - about the economic situation of the organization - the cost of equipment, the amount of profit, losses from absenteeism, delays, accidents.

Introduction to a unit can be individual or collective (if the unit is large). Individual introduction into the organization begins immediately after accepting a job offer by providing a preliminary talk about it, providing books, brochures, booklets, etc.

You can draw up a special employee memo containing information about the organization, structure, production process, employment conditions, social policy, benefits, medical care, discipline requirements, etc. In the event collective introduction management organizes a special orientation course for groups of newcomers (in a small unit, the necessary information is provided by the immediate supervisor in a personal conversation).

In the process of special orientation in Western companies, the following issues are considered:

• - goals, technologies and features of the unit’s work; internal and external relations and connections;
• - procedures, regulations regarding the performance of work, paperwork, as well as behavior in case of fires and accidents;
• - safety and hygiene rules;
• - personal duties and responsibilities, expected results, assessment standards;
• - duration and schedule of the working day, overtime, replacements;
• - personal information (explanation of where to get what, how to repair, who to ask for help, what to do in case of being late, sick, needing time off; organization of rest, breaks, meals; telephone conversations of a personal nature);
• - opportunity for training and advanced training.

In addition, the unit, rest rooms, showers, smoking areas, various special services are inspected, and acquaintance with management and future colleagues occurs.

Introduction to the position is completed at the workplace by the immediate supervisor or mentor (some Western companies conduct special one-day seminars on adaptation management). It is a long-term process, including after a person has already started working (since new employees can perceive a limited amount of information at a time).

The first day leaves the deepest impressions, so at this moment you should be especially friendly towards newcomers.

Special cases of induction are graduates of educational institutions. Since they have not yet worked, they need to develop a positive attitude towards work in general, a sense of their importance in the organization’s activities, their place in the overall system. They need to be explained in more detail and shown perspectives. For university graduates, emphasis should also be placed on the interconnection of work.

Introduction to the position is planned in writing, recorded after completion of each stage, and controlled. For it to be effective, before a newcomer arrives, it is advisable to find out:

• 1) is the workplace (equipment, premises) prepared?
• 2) whether future colleagues have been officially informed about him (last name, first name, track record, planned functions) and whether he will be received favorably by them;
• 3) who to appoint as a boss who has a high status in the team, is sociable, ready to help, assist in mastering the intricacies of his and related professions and involve him in the affairs of the team;
• 4) have the documents been prepared for the newcomer? Such a document could be a memo for new employees, which reflects duties and responsibilities, work requirements, daily routine, accountability, control, grounds for reward and punishment, job evaluation criteria, etc.;
• 5) in what form the adaptation will be carried out (mentoring, seminars, courses, individual conversations with management and mentor, role-playing games, gradually increasing the complexity of tasks, etc.);
• 6) what tasks a beginner can start immediately. A new employee should not be given difficult tasks, but to strengthen his self-confidence and desire to work, begin with assignments of medium complexity, not forgetting about instructions. This will allow him to successfully cope with them and at the same time feel satisfaction.

The difficulties that a beginner faces are primarily related to a lack of information. At the same time, you cannot overload it, because beginners are especially vulnerable in this regard;

7) whether a schedule for induction has been drawn up.

Example schedule:

The induction schedule is drawn up by the immediate supervisor with a reserve of 10-15% of the time (but in fact, “early” mastery of the job is carried out unnoticed, which increases the confidence, self-esteem of the new employee, and trust in management).

The manager must keep the adaptation control card in sight and constantly monitor this process. For example, during the first week it is advisable for him to see the employee daily, learn about successes and help eliminate problems (as such, testing for psychological reasons should be minimal).

This will allow you to get a complete picture of the weaknesses and strengths, the performance (which is the basis of adaptation) of the new employee, the developing relationships in the team, determine the need for additional training, etc. as early as possible (ideally within a month).

During the individual induction process, the immediate supervisor congratulates the new employee on starting work, introduces him to the team (tells his biography, especially noting his merits), introduces him to the department and the situation in it, sets out in detail the requirements, including unwritten ones, and reports on the difficulties that may arise. meet, and about the most common mistakes in work, about future colleagues, especially those who have a difficult character (in a joking manner), and those on whom you can always rely, ask for advice.

As a result, a person gets the feeling that they were waiting for him, preparing for his arrival. This allows you to reduce the psychological fear of failure, avoid many mistakes at first, form a positive attitude towards new responsibilities and the environment, thereby reducing the likelihood of disappointment and early departure (most newcomers leave the organization in the first three months of work).

In addition, the new employee’s nervousness and anxiety for his future are reduced, the necessary attitude towards work and towards others is formed, and incentives for further development and improvement arise.

If a newcomer is well-instructed, has confidence in the leader and the organization, has mastered the requirements placed on him, and feels comfortable, he will be effective and willing to work.

The information received by the employee during the adaptation period, starting from the first day of work in the company, is extremely important for developing his loyalty to the company, since the employee for the first time gets the opportunity to evaluate the employer’s real attitude towards him.

Below are the features of programs that increase the “acquired” loyalty of employees and reduce the time of adaptation of a new employee to a position used by various companies.

• 1. PricewaterhouseCoopers. On the first day of work, the new employee is invited to a “meeting lunch” by his immediate supervisor. At the same time, the company even allocates small funds to pay for this lunch.
• 2. Kaspersky Lab. There is a tradition here of welcoming each new employee with a pleasant surprise. As a rule, this is a small gift - a cup, a pen, a funny souvenir that a newcomer finds on his desk on his first day at work.
• 3. Philips Electronics. All “old” employees are notified by email about the arrival of each “new” employee, and an announcement about this event is posted on the information board.
• 4. "Radisson-Slavyanskaya". New employees' first day of work is always Thursday. This is done so that during Thursday-Friday the person gets up to speed, finds his way around the hotel, and on Monday begins his immediate duties.
• 5.MI. There is a rule here: on behalf of the organization, the immediate supervisor sends a letter of congratulations on his hiring to the family of each new employee.

Some organizations provide a mandatory tour of the company, and at the end of the tour, you are given a T-shirt or baseball cap with the company logo. In others, they show a special film about the company - a representative film about the history, clients and victories of the company.

It should be noted that most Russian companies do not have an integrated approach to building adaptation programs. But in world practice it has existed for many decades. For example, in a car company Toyota Motor An adaptation program has been developed, which includes: an overview of the work of all departments, basic principles of work, information about the structure of the company and its goals in the market. The course is taught once every two to three months for all employees on probation. An employee can become familiar with the everyday aspects of the company’s work by reading the “Employee’s Handbook” ( Employee handbook). The workplace is registered as soon as the HR department receives an application for hiring a person, and in the first working days the newcomer is introduced to the situation by the immediate supervisor or an employee of the HR department.

All these measures can significantly reduce the costs associated with the entry of a new employee into a position and lay the foundation for loyalty to the employer.

An effective adaptation system is a strong advantage of the best Russian employers. Most companies that are attractive to potential employees have a clearly defined onboarding strategy for new employees. According to many HR directors, building such a system is a complex and interesting task, which is implemented differently in each company, depending on its corporate culture and business goals.

The development of an adaptation program for new employees can include a simple interview, a seminar, tours of the office and production, and a film about the company. Many companies have a special document “Guide for Newbies” containing the formulated company rules. The main thing is that all these elements really exist, and the style of adaptation will largely depend on the corporate culture. It is advisable that upon the arrival of a new employee, he is immediately familiarized with the corporate rules and his capabilities in this company. Ultimately, the goal of any onboarding program, no matter what form it takes, is to help newcomers get comfortable and accept the rules of the game in the company.

Another important advantage of adaptation schemes is the mentoring system included in them. It not only helps new employees adapt quickly and easily, but also allows their experienced colleagues to gain leadership experience, which is a motivating factor for them.

But the most important advantage that makes a strong impression on managers is that this system speeds up the process of introducing new employees into the company and increases the efficiency of their work in the shortest possible time. From training tasks, which are traditionally the lot of newcomers during the probationary period, they quickly move on to solving real problems facing the company. Thus, as a result of a well-developed adaptation program, the company receives professionally accomplished, motivated employees who can significantly increase the efficiency of the entire organization.

To facilitate the adaptation process, a variety of methods are used, among which the adaptation programs of large companies operating in the system are especially well known. Graduate Recruitment. Such companies immediately recruit a large number of candidates who have no work experience and, therefore, are not capable of self-adaptation. For example, Ernst & Young organizes trips to vacation homes near Moscow for new employees, where they develop communication and teamwork skills.

For newcomers who have work experience in other organizations, one-day trainings are provided, in which maximum emphasis is placed on familiarizing themselves with the basics of corporate culture, mission and strategy of the company. Much attention is paid to the employee evaluation system, which largely reflects and determines the corporate culture.

So that the employee knows what his professional prospects are in the company, you can draw up his individual development plan and set certain tasks for him. To do this, it is important to determine the range of knowledge, skills and abilities that the employee must master, as well as the activities that will contribute to this. It is obvious that the more transparent and understandable development opportunities are for employees, the more actively they will improve their skills.

It must be borne in mind that the adaptation of certain categories of workers has its own specifics. This includes primarily women, as well as people in leadership positions.

The adaptation process of women is additionally significantly (both positively and negatively) influenced by the characteristics of their psychology and socio-economic status.

Their adaptation is complicated by the following points:

• - the need to compensate for the lack of work experience, knowledge and skills that arose as a result of interruptions associated with the birth and raising of children, and the performance of other family responsibilities;
• - a small number of women managers who can provide psychological assistance and support;
• - discrimination on the part of many male colleagues (including against women - top-level managers), the difficulty of entering a male environment;
• - excessive emotionality, aggressiveness, exposure to stress, bad habits (women, for example, lack a food enzyme that destroys alcohol, so its effect on the female body is one third stronger than on the male body);
• - excessive stereotypical thinking;
• - insufficient physical strength, etc.

At the same time, women's adaptation is facilitated by:

• - high social orientation (a man perceives the workplace mostly as a battlefield or a launching pad);
• - communication skills, the ability to easily establish informal relationships and resolve conflicts;
• - patience;
• - high discipline, organization;
• - favoritism on the part of many men, etc.

On the difficulties of socio-psychological adaptation managers relate:

• 1. Suboptimal ratio of his own and new subordinates’ age and experience:
  • a) if the age of the manager and the average age of the team are approximately equal, adaptation occurs relatively easily;
  • b) if an experienced leader comes to a young team, then there are also few problems, since authority works;
  • c) if a young leader joins an established team, he may be met with distrust and even drawn into a specially provoked conflict.
• 2. Inconsistency in knowledge level:
  • a) if the manager is head and shoulders above the team, the latter will not be able to accept his demands and the leader will find himself in the position of a general without an army;
  • b) otherwise, with a low level of leadership training, the team will be a “herd without a shepherd.”
• 3. Problems related to leadership succession and transfer of power. It could be:
  • a) about the limited “traditional” independence of the new manager (this often happens if the previous boss simply rises one step higher);
  • b) about comparison with the predecessor and about the duration of the break in the emotional connection with the last team.

If a successor has been in the shadow of his predecessor for a long time, it is easy for him to master new responsibilities, but it is difficult to win a “place in the sun” due to the habit of playing the role of “second” and “one of our own” in his own and others’ eyes, and the lack of due respect from the first stages. former colleagues. The easiest way for a newcomer to adapt is if he turns out to be the successor of a person who previously did not stand out in any way, and it is most difficult if he was a “star”. Often, departing managers, wanting to be remembered as strong managers, recommend people in their place with much less ability than themselves, which is dangerous for the organization.

• 4. The tendency of young managers to over-administer at first, causing resistance from performers.
• 5. Natural wariness of subordinates.

The team does not know what to expect from newcomers: their positive qualities are clearly visible and the negative ones are carefully hidden, so a lot of time must pass before it is possible to form the necessary idea about them.

Subordinates want to know a lot about the new leader: how long will he stay, what are his human qualities, is it possible to work with him, is he dangerous, what is his track record, how did he end up in the position and what connections does he have, what is he going to do, does he have he has his own concept of work. Where possible, all relevant information should be provided to the team.

• 6. Envy and alienation of former colleagues.
• 7. Insufficient orientation in the environment and situation.

The new leader will be able to succeed only if he has a good understanding of internal relationships and relies on key figures, for example, the one who temporarily performed these duties before him; It is advisable to first of all turn to him for advice and discuss the possibilities of cooperation.

8. The need to take into account the interests of others in your activities.

Subordinates and superiors have certain expectations of the newcomer, who therefore experiences pressure from both above and below. They must immediately be made to understand that their interests will be taken into account whenever possible, but there is no need to rush into practical actions in this direction.

In the process of socio-psychological adaptation, a manager can implement several strategies for interacting with new subordinates:

- expectant: gradual study of the general situation, problems of the organization (division) and the peculiarities of the work of the predecessor, familiarization with unrealized projects. Only after this (usually no earlier than 100 days) do active actions begin.

In any case, in the first days at work it is better to “lay low”, remain calm, listen and speak as little as possible, because it is easy to make a mistake, which will take time to correct;

• - critical: a negative assessment of everything that has gone before and attempts to immediately bring everything back to normal lead to rapid failure;
• - traditional: moving along the “road” trodden by the previous leader and repeating previous techniques;
• - rational: selection of several options for action in order to solve important, pressing problems within 4 -6 weeks and thereby improve the situation.

This strategy can bring success to the newcomer and demonstrate his skillful leadership. It is necessary to teach subordinates to work in a new way, setting specific goals for them, and not to give up when faced with difficulties, remembering that the force of inertia is often very strong.

The entry of a new manager into the team is made easier:

• - preliminary study of future subordinates, their advantages, disadvantages, potential opportunities;
• - establishing oneself from the first day as a decisive but prudent person, not changing everything at once, but immediately eliminating serious obstacles in work;
• - attentive attitude to the opinions and suggestions of subordinates, especially those that did not find understanding with the previous leader (but the latter should not be criticized);
• - suppression of attempts by unscrupulous people to use their poor orientation in the situation to settle scores with their rivals.

It is advisable to monitor a novice manager twice a year on the basis of an assessment sheet (contains a list of responsibilities and an assessment) filled out by his immediate superior.

You think that the problem of adaptation concerns only first-graders and their parents, you are deeply mistaken. Be prepared for similar situations: after the holidays, when your child moves to fifth grade, or a new school. You will learn how to help your child adapt to the learning process and cope with difficulties by reading the article.

The child went to first grade - a joyful, long-awaited and at the same time alarming event.

Parents and compassionate grandmothers feel sorry for the baby to the point of tears, because trials await him outside the school threshold, and he is so defenseless and his mother is not around, always ready to help.

In some cases, the process of addiction becomes a difficult stage in the life of a first-grader and the entire family. The entire process of further education depends on how the child’s school life begins and how he joins the team.

Adaptation of a first grader is the ability to adapt to new conditions.

Difficulties in adapting to school

Kindergarten children are accustomed to a comfortable daily routine - classes, games, meals and sleep on a schedule, but school life is more dynamic. The child gets tired, often does not have time to complete the teacher’s tasks, gets upset, and is capricious. For children at home, the process of adaptation is even more difficult.

The mental and emotional state of the child is influenced by:

• personal qualities of the class teacher
• group of classmates
• changed daily routine
• having to sit in one place for an entire lesson
• responsibilities assigned to him

The child does not understand why he was deprived of the opportunity to run and play, and sitting in one place for a long time is a tedious and difficult task for him. If he starts talking in class or fidgeting, he gets a reprimand. It’s not possible to earn praise from the teacher and a good grade - hence the resentment, disappointment and the first difficulties:

• poor academic performance, discipline
• laziness and unwillingness to learn
• demonstrating your attitude towards school and teachers
• negativity towards everything that happens at school.

How to cope and prevent problems is the task of parents and teaching staff.

Levels of child adaptation to school

After the first of September, the second and third come and it becomes clear that some children easily enter school life, while for others the process of adaptation is painful, with tears and hysterics. Children can be divided into three groups according to their ability to adapt to the requirements and rules of the school.

Unfortunately, almost half of first-graders painfully go through the beginning of a long and difficult learning path.

High level adaptation

The child has no problems, is positive, accepts new conditions, requirements and responsibilities.

1. The child learns with pleasure, he listens attentively to the teacher, easily assimilates program material, solves complex problems, and is active in class.
2. Completes homework assignments with pleasure, without parental reminders, shows interest in school subjects, studies the material thoroughly and deeply, and is interested in additional material.
3. He is sociable and has good relationships with classmates and teachers.
4. He is happy to tell you how the day went, what interesting things happened, and what new things you learned.

Mid-level adaptation

The child easily adapts to new conditions.

1. He studies well and masters the mandatory material of the school curriculum, listens willingly to the teacher if the topic is interesting to him, and takes an active part in the discussion.
2. Does homework responsibly (almost always), however, he is attentive and focused only if he likes the subject or task.
3. He is active, participates in the life of the class and school, carries out public assignments with pleasure, is sociable, has many friends and not only from his class.

Low level of adaptation

The child has a negative attitude towards school, classmates and teachers.

1. The child does not like to study and constantly feigns illness in order to avoid going to school.
2. In class he is passive, does not listen to the teacher, is distracted by the slightest trifles, and only partially assimilates the required material in the subjects.
3. Parents have to force the child to do his homework and constantly remind him that he has not done his homework, which he does not want to do or cannot do without the help of his parents or teacher.
4. He is reluctant to talk about school, complains about classmates and teachers, and has few friends.

The process of adaptation to school

Adaptation of a child takes some time and occurs in stages:

• Child comes to school

The first stage of preparing the child for school begins.

1. The teaching staff introduces the child to the area around the school, shows where the sports hall, assembly hall, library, and class where he will study are located (introduction tour).
2. Classes are conducted on fine motor skills (drawing, modeling, appliqué).
3. Physical education classes for the development of gross motor skills (playing with a ball, table tennis, push-ups).
4. Children perform exercises with the teacher to develop imaginative and logical thinking.

• The child gets used to school

Psychologists set aside six months, after which a conclusion is drawn about how the children adapted to school.

1. During this time, the teacher must learn the character traits and capabilities of each student.
2. The teacher and psychologist provide assistance to first-graders in adapting to the educational process.
3. The class teacher maintains constant contact with parents, who, in turn, should visit school as often as possible and talk with the teacher.

• The child cannot adapt to school

After the first semester, the class teacher informs parents about the progress of children over six months of study and the problems of adaptation of individual students.

Work with difficult children is planned for the second semester, together with the teacher, psychologist and parents, so that by the end of the year the child becomes a full-fledged member of the school team.

When the first signs of maladjustment appear in a first-grader:

1. The school psychologist takes the child under supervision, gives recommendations to the teacher and advises parents.
2. Additional work is carried out outside the school program on the effective development of the child, abilities and opportunities for their implementation are identified.
3. Psychological tests are done on the student’s level of self-esteem, aggressiveness and anxiety.
4. At the end of the year, the results of joint work to adapt the child to school are summed up.

Conditions for adaptation to school

In order for a child to easily get used to and adapt to new conditions, it is necessary to take into account the peculiarities of adaptation to school of the body, nervous system and behavior in the team and society.

Physiological adaptation to school

With the beginning of learning, the child’s body is rebuilt; this process takes a different amount of time for each person.

In the first quarter, many babies experience a decrease in appetite and weight loss. The child complains of fatigue, headaches and has difficulty waking up in the morning. Often, blood pressure decreases due to overwork, and problems arise with the circulatory system, which during this period undergoes age-related changes.

The question arises - what to do?

Follow the banal, well-known recommendations:

• Nothing new: regime and again – regime

For a first-grader, all kinds of after-school activities are contraindicated, even if this is a necessary measure and there is no one to pick up the child from school; contact grandparents and sisters.

1. A 7-year-old child needs to sleep at least 11 hours, then exercise and breakfast; if a first-grader goes to school sleepy, he will sleep during the first lesson.
2. After classes, rest is mandatory, preferably sleep. In first grade, the teacher should not assign homework.
3. The best time to study with a child is after 9.00 for the second shift and 16.00 for the first.
4. Between classes, do small physical training minutes - alternating mental and physical labor.

• More exercise means fewer missed lessons

The first-grader moves little; it has been established that it takes him half an hour for active rest; of course, there are physical education lessons, but they do not solve the problem.

1. Do not restrict your child from going for walks after school, or take your child for a walk in the fresh air before bed. He would rather kick a ball with friends than sit at the computer.
2. Enroll your first-grader in the pool, in the sports section. Exercising will help prevent many diseases.
3. Provide your child with a comfortable place to study, pay attention to the lighting and how he sits, so that there are no problems with the spine in the future.
4. Go to school and see how comfortable your child is in the classroom, how and where he sits, and whether there is sufficient lighting in the classroom.

Unfortunately, according to statistics, parents in most cases, due to employment or negligence, have little or no control over the child. He doesn’t get enough sleep, eats anything, spends a lot of time in front of the computer, and doesn’t go outside. There is no need to talk about good health.

Psychological adaptation to school

Psychological readiness for learning is when a child enjoys going to school, learning, and is in a good mood. The opposite state in the child’s behavior indicates that internally, mentally, he is not ready for school.

How your child psychologically adapts to school depends on you. A few simple tips to help your child:

1. Your baby should know that he is always loved, even if something doesn’t work out for him.
2. Do not shout, do not scold, do not allow physical punishment towards the child
3. Control, but without bias, give more independence
4. Show interest in your child’s studies and school life, he should feel your participation and care
5. Never set other children as an example - this is a blow to your pride
6. Praise him for small victories, but do not overpraise him, stimulate him to new successes and encourage him

Do not forget that each first grader is unique, with his own character and type of temperament. Agree that, due to the mobility of the nervous system, it is difficult for a choleric person to sit in class and do homework, and for a phlegmatic person it is difficult to force him to make a quick decision.

Social adaptation to school

If a child comes to school from kindergarten, he has the initial concepts of socialization in society, which distinguishes him from a first-grader who was with his mother or nanny before school.

A little time will pass, and a motley group of children will turn, under the guidance of a teacher, psychologist and parents, into a friendly team.

A child must be able to establish relationships with children and teachers, make acquaintances, defend his opinion and give others the opportunity to speak out. In conflict or difficult situations, the child must learn to get out of them with dignity and make decisions independently.

The main task of parents and teachers is to help a first-grader find his rightful place in the team and not become an outcast.

Readiness and adaptation to school

Parents mistakenly believe that a child needs to be taught to read, count, learn the multiplication tables in advance, and he is ready for school. When the educational process begins, they are perplexed why a child, who is (in their opinion) perfectly prepared for school, lags behind his classmates.

• Intelligent Readiness

1. The child’s ability to correctly formulate sentences and convey his thoughts clearly and intelligibly
2. A first-grader’s ability to highlight the main points, generalize, and draw conclusions
3. The child’s ability to reason based on his observations and life experiences

All these qualities will help a first-grader master the school curriculum, arouse interest in the subjects being studied and a desire to learn more, expanding the scope of the school curriculum.

The child’s behavior and academic performance are influenced by his relationship with classmates; he must learn to live in a group.

• Social readiness

1. The child must be able to establish relationships with classmates and have personal communication skills
2. Be able to present yourself, start a conversation or maintain a conversation
3. He must have communication skills with adults - teachers, administration

• Personal readiness

1. The child understands that he has grown up and kindergarten is already behind him, a new, more responsible and adult stage in life begins.
2. He understands the motivation for studying and sets the goal of achieving good results. Can really evaluate his abilities and understands that he has a lot to learn.
3. He knows that even though the game is more interesting than homework, it needs to be done first.

Adaptation of fifth graders to school

When talking about a child’s adaptation to school, it is impossible to ignore the complex process of children’s transition from primary to secondary school. If parents of first-graders, sending their child to first grade, know what difficulties the child has to overcome, then parents of fifth-graders have no idea about the difficulties of adapting their children to new conditions.

1. In elementary school they were the oldest, and when they came to middle school, they turned out to be the smallest, which changes their status, and this is difficult to put up with.
2. Having become a second mother, the first teacher is already taking care of the new first-graders, and the fifth-graders feel abandoned.
3. Unfamiliar subjects and new teachers, each with their own demands, all cause anxiety and uncertainty.
4. New classes are formed, newcomers arrive, with whom complex relationships can be established.

Often the adaptation of a fifth grader is easy and painless:

• comes home from school in a good mood
• goes to class without persuasion
• completes homework independently, rarely asks for help
• studying the school curriculum does not cause him any difficulties
• he has many friends and actively participates in class life

If everything in the child’s behavior is the other way around, it means adaptation difficulties have arisen and he needs help. Try to talk as much as possible with your child, because this is the only way to find out what is bothering him and try to solve all the problems with him together.

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