In order to better understand the impact of human capital on development, it is necessary to consider it from the perspective of a systems approach. The following models are used for this:

1. The first model, the “black box” model, shows the essence of human capital, namely its significance for the enterprise. The input parameters are education, upbringing, health, that is, the base that makes a person an object of embodiment of capital, and at the output we receive a certain social utility, that is, the benefit that human capital brings to the enterprise. It can be expressed both in a tangible indicator (a certain percentage of profit, the growth of various financial indicators) and intangible (prestige of the enterprise, corporate spirit, intellectual property).

2. The second model - the composition model, allows you to present the composition of human capital, highlight its main components, in order to then study this category with a certain degree of detail.

Theorists who study human capital define its composition differently: I.V. Ilyinsky identifies the following components: educational capital, health capital and cultural capital. Dobrynin A.I. Understands human capital as a person’s stock of health, knowledge, skills, abilities, and motivations that contribute to the growth of his labor productivity and influence the growth of income (earnings).

"Human capital" - as most Western economists define it - consists of the acquired knowledge, skills, motivations and energy with which human beings are endowed and which can be used over a period of time for the purpose of producing goods and services.

Having considered various points of view about the composition of human capital, we can highlight the following elements of the category being studied, namely: education, professional training, health, motivation, income, general culture.

3. The third model, the human capital structure model, which is a description of each of the elements of the category under consideration and the relationship between them.

Education includes all the knowledge that a person acquires throughout his life, that is, general education (school education and general education subjects in higher educational institutions) and specialized knowledge (special subjects aimed at gaining knowledge in a specific area).

A person’s performance in any sphere of the economy, in any position, largely depends on his health. The “health” element can be divided into two components: moral health and physical health. Physical is everything that a person receives at birth and acquires later, affecting his physiology, namely, heredity, age, environmental conditions and working conditions. Moral health is ensured by the moral and psychological climate in the family and in the team.

Vocational training includes qualifications, skills and work experience.

Motivation can be both for learning and for economic and labor activities.

By income we mean a certain percentage of profit per person or per person, that is, the result of the use of human capital. In this case, the income of one person will be considered, that is, his salary at the enterprise.

General culture includes all those individualities that distinguish one person from another, and in particular this is intelligence, creativity, upbringing, which forms certain moral principles, as well as all those human qualities that can affect the activities of an enterprise: responsibility, communication, creativity and even, as L. Thurow writes, “respect for political and social stability.”

All elements of human capital are interconnected, for example, by increasing one’s education, a person increases both capital and health, and the percentage of his income, and improves general culture. The knowledge and skills possessed by a worker and acquired through education and training, including the skill acquired through work experience, constitute a certain stock of capital. The monetary value of this capital stock is determined by the rates wages, according to which human capital can be “rented” by employers in the labor market. Job search and migration increase the value of specific people's human capital by increasing the price (the rate of wages received per unit of time for the use of a worker's knowledge and skills).

Thus, human capital is the main value of modern society, as well as a fundamental factor economic growth both the country as a whole and an individual enterprise. And in order to increase human capital, it is necessary to pay attention to each of its components.

MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

Sarapul Polytechnic Institute (branch)

State educational institution

"Izhevsk State Technical University"

Department of EHN

COURSEWORK JOB

by discipline: " Economic theory»

On the topic: “Problems of formation and use of human capital”

Performed

student of group 221-2 E.E. Gashkova

Checked by DEN

Associate Professor E.A.Polishchuk

REG.№_______

Date of_________

Sarapul, 2011

Introduction……………………………………………………………………………3

Chapter I Human capital

1.1 The concept of human capital……………………………………………………………………………………….4

1.2 Modern views on the theory of human capital………………………………………………………………………………….7

1.3 Human capital theory………………………………………………………………………………………….8

1.4 Models of human capital…………………………………………………………………………………..10

2.1 Problems of formation and implementation of human capital as a factor of post-industrial development in the Russian economy………………………………………………………………………………...14

Conclusion………………………………………………………………………………….....36

List of references………………………………………………………………………………………...... .....38

Introduction

The last one and a half to two decades of management science have passed under two banners: “innovation” and “human resources”. This time can be characterized by the complication of the external organizational environment, a sharp increase in the rate of its change and tougher competition in world markets. All this required a search for hidden reserves and new ways to increase efficiency. Of all organizational resources, it is “human resource” or “human potential” that has become the resource that hides the greatest reserves for increasing the efficiency of a modern organization. “Human capital” began to be viewed as an investment object no less, and perhaps more important, than plants, equipment, technologies, etc.

Investments in it can be education, accumulation of professional experience, health care, geographic mobility, information search.

The relevance of the topic lies in the fact that human capital plays a fundamental role in the life of every person. Human capital is the stock of knowledge, skills, and motivations that everyone has. All developed countries invest huge amounts of money in human capital. Investments in it can be education, accumulation of professional experience, health care, geographic mobility, information search.

The purpose of the course work is to study the problems of the formation and use of human capital. To achieve the research goal, the following tasks were identified:

· study the concept of human capital and what it consists of;

· analyze modern views on the theory of human capital;

· identify problems in the formation and implementation of human capital;

1.1 Concept of human capital

In the economic literature, the concept of human capital is considered in a broad and narrow sense. In a narrow sense, “one of the forms of capital is education. It was called human because this form becomes part of a person, and capital is due to the fact that it represents a source of future satisfaction or future earnings, or both.” In a broad sense, human capital is formed through investments (long-term investments) in a person in the form of costs for education and training of the workforce in production, health care, migration and searching for information about prices and incomes.

In the Economic Encyclopedia, human capital is defined as “a special type of investment, a set of costs for the development of human reproductive potential, improving the quality and functioning of the labor force. Human capital objects usually include general and specialized knowledge, skills, and accumulated experience.”

For a more complete and detailed description of human capital, a functional approach is used. The principle of functional definition characterizes a phenomenon not only from the point of view of its internal structure, but from the point of view of its functional purpose, final intended use. Therefore, human capital is not just a set of skills, knowledge, and abilities that a person possesses. First, it is the accumulated stock of skills, knowledge, and abilities. Secondly, it is such a stock of skills, knowledge, and abilities that is expediently used by a person in a particular area of ​​social reproduction and contributes to the growth of labor productivity and production. Thirdly, the appropriate use of this reserve in the form of highly productive activities naturally leads to an increase in the employee’s earnings (income). And, fourthly, an increase in income stimulates, interests a person through investments that may relate to health, education, etc., increase, accumulate a new stock of skills, knowledge and motivation in order to apply it again effectively in the future.

Features of human capital:

In modern conditions, human capital is the main value

society and the main factor of economic growth;

The formation of human capital requires from the person himself and everything

companies of significant costs;

Human capital in the form of skills and abilities is defined

stock, i.e. may be cumulative;

Human capital can physically wear out and change economically

its cost and depreciation;

Human capital differs from physical capital in terms of the degree

liquidity;

Human capital is inseparable from its carrier – living human

personality;

Regardless of the sources of formation, which may be

state, family, private, etc., the use of human

capital and the receipt of direct income is controlled by the person himself.

In the economic literature, there are several approaches to the classification of types of human capital. Types of human capital can be classified according to the elements of costs and investments in human capital. For example, the following components are distinguished: education capital, health capital and cultural capital.

From the point of view of the nature of promoting the economic well-being of society, consumer and productive human capital are distinguished. Consumer capital creates a flow of services consumed directly and thus contributes to public utility. It can be creative and educational activity. The result of such activities is expressed in providing the consumer with such consumer services, which lead to the emergence of new ways to satisfy needs or increase the efficiency of existing ways to satisfy them.

Productive capital creates a flow of services, the consumption of which contributes to social utility. In this case, we mean scientific and educational activities that have direct practical use namely in production (creation of means of production, technologies, production services and products).

The next criterion for classifying the types of human capital is the difference between the forms in which it is embodied.

1. Living capital includes knowledge embodied in a person.

2. Non-living capital is created when knowledge is embodied in physical,

material forms.

3. Institutional capital consists of living and non-living capital associated with the production of services that satisfy the collective needs of society. It includes all governmental and non-governmental institutions that promote effective use two types of capital (educational and financial institutions)

Based on the form of employee training in the workplace, special human capital and general human capital can be distinguished. Special human capital includes skills and knowledge acquired as a result of special training and of interest only to the firm where they were obtained. Unlike special human capital, general human capital is knowledge that can be in demand in various areas of human activity.

Thus, while there are a large number of definitions and types of “human capital,” this concept, like many terms, is “a metaphor that transfers the properties of one phenomenon to another according to a common characteristic.” Human capital is the most important component of modern productive capital, which is represented by a rich stock of knowledge inherent in man, developed abilities, determined by intellectual and creative potential.

The main factor in the existence and development of human capital is investment in human capital.

Human capital is the stock of knowledge, skills, and motivations that everyone has. Investments in it can be education, accumulation of professional experience, health care, geographic mobility, information search.

1.2 Modern views on the theory of human capital

One of promising directions development economics in the 21st century is the theory of human capital.

In the conditions of the scientific and technological revolution, a shortage of highly qualified personnel has arisen. In the 50s of the 20th century, the center of gravity of research shifted from the processes of using the existing workforce to the processes of creating a qualitatively new workforce. It was in the second half of the 20th century that in all developed countries ah, the educational qualification has increased significantly. There has been significant progress in the development of intellectual productive forces.

Ministry of Education and Science Russian Federation Federal State Autonomous Educational Institution

Higher professional education

"Russian State Vocational Pedagogical University"

Faculty of Economics and Management

Department of Economic Theory

Coursework in the discipline

"Macroeconomics"

On the topic: "Problems of formation and use of human capital in national economy"

Completed by: Kipriyanov D.N.

course., ZEkP-311

Checked by: Komarova O.V.

Ekaterinburg 2015

Introduction

1. Human capital: theoretical aspects of analysis

1.1 Human capital: concept and features

1.2 Models of human capital formation

2. Problems of human capital formation in Russia

2.1 Main characteristics of human capital of the Russian economy

2.2 Trends and problems in the formation of human capital in the Russian economy

Conclusion

List of sources used

Introduction

Human capital is a set of qualities that determine productivity and can become sources of income for an individual, family, enterprise and society.

The phrase was first used by Theodore Schultz, and his follower Gary Becker developed this idea, justifying the effectiveness of investments in human capital and formulating an economic approach to human behavior.

The category “human capital” is used when considering a specific person, because it is the opportunity to receive additional income from investments in one’s development that has given rise to a parallel between physical and human capital.

Initially, human capital was understood only as a set of investments in a person that increases his ability to work - education and professional skills. Subsequently, the concept of human capital expanded significantly.

The latest calculations made by World Bank experts include consumer spending - family expenses on food, clothing, housing, education, health care, culture, and government spending for these purposes.

The object of study of the course work is the human capital of the Russian economy.

The subject of the study is the formation and use of human capital in the national economy.

The purpose of this work: to study the features of the formation and development of human capital.

In this case, it is necessary to solve the following problems:

show the features of human capital formation;

identify the characteristics of human capital;

clarify trends and issues of human capital.

The information base included data from statistical bodies, periodicals, and educational literature on the research topic.

This course work made on 27 pages, consists of an introduction, 2 chapters, a conclusion, illustrated with two drawings, contains a list of references from 21 sources. The introduction establishes the goal, objectives, object and subject of the study. The first chapter examines the definition and characteristics of human capital, as well as models for the formation of human capital in the Russian economy. The second chapter analyzes the level of human capital in Russia and establishes the prospects for its development. In conclusion, the results are summed up in accordance with the purpose and objectives of the course work.

formation of Russian human capital

1. Human capital: theoretical aspects of analysis

1.1 Human capital: concept and features

Human capital is understood as a “flow” and represents a “stock” of knowledge and skills of an employee included in labor activity, labor relations, which he uses in his work. professional activity. According to another definition given by E.V. Filatova, “human capital consists of the acquired knowledge, skills, motivation and energy that human beings are endowed with and which can be used over time to produce goods and services.” If we combine these two positions and add the concept of “added value” to the definition, we get the most complete, in our opinion, definition of human capital, which allows us to characterize human capital as intellectual abilities and practical skills acquired in the process of education and practical activities of a person, rented by the employer and capable of effectively participating in the production process and creating added value. Thus, we really see how closely and tightly connected these two concepts are - labor and human capital, adding and interpenetrating each other.

It is worth noting that human capital (even based on these definitions) is not a given quantity, but rather an acquired one.

To effectively manage any system, it is necessary to clearly define its resources and highlight the features of the impact on them. Currently, human capital is becoming the most important resource; adequate and effective management of it becomes the key to the successful functioning of enterprises, industries, and the state as a whole.

The formation of the theory of human capital began in the 18th-19th centuries by such economists as W. Petty, A. Smith, K. Marx. For the first time, the human capital was calculated by William Petty in his book “Political Arithmetic” (1676), while everything material in England was estimated at 250 million pounds sterling, and the value of the population of England, according to his calculations, was 417 million pounds sterling. However, with the development of machine production, the value of a person decreases - if previously the decisive factor was the skills of the worker, and not the means of his labor, then with the improvement of machines and production, a person began to be considered as an addition to the machine, “simple labor power”. The ideas of W. Petty were developed by Adam Smith, according to which the dignity of people lies in their naturally given differences, and upbringing and education deepen these differences, thereby forming a specification. If a person correctly understands his purpose, then he begins to specialize in the area that brings him the greatest income, since he has a comparative advantage in it. The division of labor deepens and consolidates this specification.

In the 19th and 20th centuries, the focus of economists' attention shifted to the problems of effective business organization and the creation of a high-quality workforce with the reasonable use of resources. The development of these issues was carried out by J. McCulloch, I. Thunen, I. Fischer, who believe that man himself is capital, as well as J. Mill, N. Senior, F. List, from whose point of view capital is not man himself, but only the qualities and abilities inherited and acquired by him. Also in the second half of the 19th - early 20th centuries, there was a sharp increase in labor productivity as a result of the technical revolution. As a result, the number of highly qualified workers increased, and unskilled labor, for example, child labor, ceased to be used at all. It was at this time that the foundations of the scientific organization of labor and management of F.U. were laid. Taylor, G. Ford began to use the theory of welfare capitalism in practice, reducing staff turnover in enterprises and introducing mass production, and E. Mayo developed issues of industrial psychology, which later formed the basis of the doctrine of “human relations”.

In the economic literature, despite long-term research, there is no certainty regarding the essence of the category of human capital and different views are noted. Among the controversial provisions within the framework of the theory of human capital, the following are considered: the connection of the concept of “human capital” with a living human personality, the relationship between human and physical capital, the definition of human capital from the point of view of the theory of factors of production.

The term “human capital” itself was the first to use this term in the scientific literature by T. Schultz, and G. Becker translated this concept to the micro level. According to G. Becker, the human capital of an enterprise is a set of skills, knowledge and abilities of a person.

There is an expanded interpretation of the concept of “human capital”. Some economists include in it not only the productive qualities of individuals and the ability to earn income, but also social, psychological, ideological and moral-ethical qualities (L. Turow, J. Kendrick, V.I. Martsinkevich and others). The advantage of the broad concept of human capital is the following:

firstly, within the framework of this approach, human capital is interpreted from the perspective of social relations;

secondly, human capital is a value not only for the individual, but also for society. It is directly interested in investment projects in people that change his current and future needs and preferences in such a way that they are compatible with the needs and preferences of both the individual firm and society itself. Therefore, human capital is considered not only as an individual, but also a social good;

thirdly, the concept of social capital allows us to determine that collective interaction is a powerful factor in the growth of both social and individual productivity.

In general, all definitions of human capital can be divided into two groups, which reflect its various characteristics:

first group interprets human capital as the totality of a person’s reserves of abilities and qualities used in the process of producing goods;

second group characterizes human capital from the investment side, emphasizing the fact of their accumulation as a result of investments in people.

An analysis of existing positions allows us to state that in a narrow sense, human capital is usually understood as a set or stock of human qualities, among which knowledge and productive abilities prevail.

Thus, the evolution of the views of economists went from the concept of “labor force” to the concept of “human capital” over 3 centuries, and currently the following definition is used: human capital is a certain stock of health, knowledge, and skills formed as a result of investments and accumulated by a person , abilities, motivations, which are expediently used in one or another sphere of social reproduction, contribute to the growth of labor productivity and production efficiency and influence the growth of income of a given person.

Considering human capital as one of the main resources of the economy, we note its main features in comparison with other types of capital:

Human capital can be increased or decreased over time. Increasing capital requires efforts both from the bearer of capital - the individual, and from society, while the effectiveness of investments in human capital also depends both on the individual, to a greater extent, and on the external environment. A decrease in human capital, by analogy with physical capital, is associated with physical and moral wear and tear, so human capital can also be depreciated.

Investments in human capital are more long-term in nature, the return on them is also longer and higher; For society, the return on investment in the Cheka is not only economic, but also social. At the same time, the income received by a person belongs entirely to him, and he manages it independently.

The functioning of human capital depends on the person himself, on his personal interest in this.

Some researchers note the inalienability of human capital from its bearer, but modern sources highlight alienable types of human capital. However, both types of HC are characterized by a low degree of liquidity compared to other types of capital in industry.

The structure of human capital consists of a set of elements, such as innate skills and abilities, natural abilities, education, health, intellectual capital, motivation to work and learn, mobility, professional skills, abilities and competencies acquired by a person in the process of training or work. At the same time, there is no unified structure of the Cheka in the scientific literature. Different scientists include different numbers of elements (types) in the structure of human capital, while the classification of types of human capital in the scientific literature is reflected on different grounds and for different purposes. For example, this applies to the first two of the listed elements; currently there is no unambiguous approach to whether they are considered part of human capital or isolated separately.

1.2 Models of human capital formation

In order to better understand the impact of human capital on development, it is necessary to consider it from the perspective of a systems approach. The following models are used for this:

The first model, the “black box” model, shows the essence of human capital, namely its significance for the enterprise. The input parameters are education, upbringing, health, that is, the base that makes a person an object of embodiment of capital, and at the output we receive a certain social utility, that is, the benefit that human capital brings to the enterprise. It can be expressed both in a tangible indicator (a certain percentage of profit, the growth of various financial indicators) and intangible (prestige of the enterprise, corporate spirit, intellectual property).

The second model, the composition model, allows us to present the composition of human capital, highlight its main components, and then explore this category with a certain degree of detail.

Theorists who study human capital define its composition differently: I.V. Ilyinsky identifies the following components: educational capital, health capital and cultural capital. Dobrynin A.I. Understands human capital as a person’s stock of health, knowledge, skills, abilities, and motivations that contribute to the growth of his labor productivity and influence the growth of income (earnings).

"Human capital" - as most Western economists define it - consists of the acquired knowledge, skills, motivations and energy with which human beings are endowed and which can be used over a period of time for the purpose of producing goods and services.

Having considered various points of view about the composition of human capital, we can highlight the following elements of the category being studied, namely: education, professional training, health, motivation, income, general culture.

The third model is the human capital structure model, which is a description of each of the elements of the category under consideration and the relationship between them.

A person’s performance in any sphere of the economy, in any position, largely depends on his health. The “health” element can be divided into two components: moral health and physical health. Physical is everything that a person receives at birth and acquires later, affecting his physiology, namely, heredity, age, environmental conditions and working conditions. Moral health is ensured by the moral and psychological climate in the family and in the team.

Vocational training includes qualifications, skills and work experience.

Motivation can be both for learning and for economic and labor activities.

By income we mean a certain percentage of profit per person or per person, that is, the result of the use of human capital. In this case, the income of one person will be considered, that is, his salary at the enterprise.

General culture includes all those individualities that distinguish one person from another, and in particular this is intelligence, creativity, upbringing, which forms certain moral principles, as well as all those human qualities that can affect the activities of an enterprise: responsibility, communication, creativity and even, as L. Thurow writes, “respect for political and social stability.”

All elements of human capital are interconnected, for example, by increasing one’s education, a person increases both capital and health, and the percentage of his income, and improves general culture. The knowledge and skills possessed by a worker and acquired through education and training, including the skill acquired through work experience, constitute a certain stock of capital. The monetary value of this capital stock is determined by the wage rates at which human capital can be “rented” by employers in the labor market. Job search and migration increase the value of specific people's human capital by increasing the price (the rate of wages received per unit of time for the use of a worker's knowledge and skills).

Thus, human capital is the main value of modern society, as well as a fundamental factor in the economic growth of both the country as a whole and an individual enterprise. And in order to increase human capital, it is necessary to pay attention to each of its components.

2. Problems of human capital formation in Russia

2.1 Main characteristics of human capital of the Russian economy

Today, issues of growing the intellectual potential of society directly affect both the development of national human capital and the human capital of enterprises.

Total human capital has certain qualitative and quantitative characteristics, the most important of which are the following:

Firstly, this is the population of Russia. Statistics show that this figure began to grow since 2010. According to the Federal State Statistics Service, the resident population of the Russian Federation as of November 1, 2010. amounted to 142.8 million people. In 2014, the population was 143.7 million people, which shows an increase of 0.6%.

For a long time, one of the most serious medical and demographic problems of the social development of modern Russia remained high level mortality rate, directly dependent on social economic development country, welfare of the population, development of the healthcare system, accessibility of medical care, etc.

In terms of the unfavorable dynamics of mortality of its population, Russia differs significantly from most developed countries, where life expectancy for almost all age groups of the population increased throughout the twentieth century and especially intensively in its last third.

Thanks to the implementation government programs aimed at improving the demographic situation in the country, the birth rate exceeded the death rate for the first time in many years.

The most dangerous, according to scientists, is the process of falling birth rates, i.e. population crisis. More precisely, this process is defined as a crisis of the nation's vitality, characterized by a vitality coefficient calculated as the ratio of birth and death rates. The Russian ethnic group was unviable for about 15 years, but since 2010-2011 it has become viable, and at the moment the positive dynamics remain.

The most important characteristics of total human capital are the number of labor resources and their distribution by area of ​​employment, as well as the professional and qualification structure of the workforce. The economically active population aged 15-72 years at the end of 2013 amounted to 75.5 million people, or more than 53.5% of the total population of the country. Of the economically active population, 70.6 million people were classified as employed in economic activities and 4.9 million people were classified as unemployed using ILO criteria (i.e., did not have a job or gainful occupation, were looking for work and were ready to start work during the survey week).

At the end of 2013, compared to November 2010, the number of employed people increased by 1,457,000 people (or 1%), the number of unemployed people decreased by 1,407,000 people, or 26%. The number of unemployed decreased from 5.5 million people in October 2010. up to 4.1 million people in November 2013; the unemployment rate, calculated as the ratio of the number of unemployed to the number of economically active population - from 7.3% to 5.5%.

Currently, there is a shortage of qualified personnel in certain professions and specialties. One of the reasons for this is the discrepancy between the structure of vocational education and the current and future needs of the labor market in terms of qualification level and professional structure. An analysis of the state of labor resources in regional labor markets showed the following. The observed shortage of qualified specialists and the increase in their cost in the labor market is one of the key factors hindering business development.

In addition, as the study showed, there is a structural imbalance between the professional qualities of personnel in the labor market and the demand characteristics presented by business.

Recently, significant attention has been paid by the state to improving the quality of life of Russian citizens. Specific priority steps have been taken in the field of healthcare, education, and housing policy, since these are the areas that affect every person, determine the quality of life and form human capital.

At the same time, Vladimir Putin, in his speech at the extended meeting of the State Council “On the Development Strategy of Russia until 2020” in February 2008, stated that the transition to an innovative path of development is associated, first of all, with large-scale investments in human capital. Human development is both the main goal and a necessary condition for the progress of modern society. The future of Russia depends on the education and health of people, on their desire for self-improvement and the use of their skills and talents. This is an urgent need for the development of the country. The future of Russia will depend on the motivation for innovative behavior of citizens and on the return that each person’s work brings. The development of national education systems is becoming a key element of global competition and one of the most important values ​​in life.

The state of human capital of enterprises directly depends on the quality of national human capital. The formation of human capital of an enterprise is carried out on the basis of the personal qualities and characteristics of employees. The main indicators used to study human capital are: qualification composition of employees, average level of education, age composition of personnel, average length of service in their specialty, personnel costs.

Let us analyze the state of human capital using the example of a number of enterprises in the city of Severouralsk of various forms of ownership, engaged in both production and sale of products and provision of services.

The assessment of professional level showed the following results: the average work experience in the specialty is: in industrial enterprises - 12 years, in trade and service enterprises - 10 years. An analysis of the age composition of employees of the enterprises under study showed that the average age of employees of industrial enterprises is 42 years, while those of trade and service enterprises are much less - 29 years.

In the process of studying the educational level of personnel, the following results were obtained: 28% of employees at industrial enterprises have higher professional education, 36% of employees have specialized secondary education, and 36% of personnel have general secondary education. At trade and service enterprises, the situation is more favorable: 52% of employees have higher vocational education, 32% have specialized secondary education, and only 16% of employees have general secondary education.

Data obtained from the analysis of personnel training costs indicate that the costs of training, advanced training and retraining of personnel at industrial enterprises significantly exceed similar costs at trade and service enterprises. This situation is explained by the fact that at industrial enterprises, work to improve the qualifications of personnel is carried out on an ongoing basis. We operate our own training centers, which allows workers and specialists to undergo training on-the-job.

Analyzing staff turnover, it should be noted that in industrial enterprises it averages about 10% per year, while in trade and service enterprises it is over 20%.

The main indicators for assessing personnel costs were: annual wage fund, costs of retaining specialists, payments not related to production, costs of training, retraining and advanced training, costs of medical examination, payment for medical and other social services for an enterprise employee, voluntary health insurance, paid by the enterprise, costs for occupational health and safety measures, costs for ensuring compliance with sanitary and hygienic requirements, costs for recreational and sports activities, payment for food, payment for workwear, payment of transportation costs. Average costs per employee at industrial enterprises significantly exceed similar indicators at trade and service enterprises.

To summarize, we can draw the following conclusions. Most of the enterprises under study are characterized by a low level of wages (compared to the average monthly wages, both in the Sverdlovsk region and in Russia as a whole). This circumstance negatively affects the quality of human capital, in particular its reproduction. Almost all enterprises, in addition to the basic expenses for staff salaries, incur additional expenses related to personnel, however, the share of funds invested in employee training remains low, which leads to restraining the growth of the cost of human capital. Some enterprises (mainly trading ones) practically do not improve the educational and professional level of their employees. As a result, the educational level of personnel is below the industry average, and there is a drop in labor productivity.

Thus, in today’s conditions, in order to finally overcome the crisis and achieve sustainable growth, enterprises first of all need highly professional personnel. And this requires competent personnel policies and investments in the development of human capital.

2.2 Trends and problems in the formation of human capital in the Russian economy

Based on fundamental economic categories, the main factors of production are labor, land and capital. Let us dwell in more detail on such a factor of production as labor, because it represents one of the most complex, multifaceted, constantly evolving concepts.

In itself, this simple word, understandable to everyone, includes many different components, such as skills, experience, knowledge, competencies, aspirations, and ambitions of a specific individual person. In addition, for quite a long time scientists have been saying that it is labor activity and its subject - the person - that is the key factor of success, the key to development and the main competitive advantage in the market.

The concept of “labor” itself is closely related to the concept of “human capital”, but it is absolutely impossible to talk about their complete coincidence. To understand, let’s return to the definition of human capital.

There are several “sources” of acquiring experience, knowledge and skills. No one will dispute the fact that education received in educational institutions is one of the steps in acquiring this knowledge, even if it is mainly theoretical. A person receives further improvement, honing, replenishment and development of knowledge in his organization, directly at the workplace. Most authors today consider an organization precisely as a place for a person to apply his knowledge, skills, and abilities, a place for self-development and self-realization.

However, the category of human capital itself is very controversial. For example, a number of researchers consider exclusively quantitative indicators (such as level of education, experience in an organization in the same position, etc.) to be sufficiently objective indicators for assessing human capital. But the concept of human capital itself is not a purely mathematical quantity that can be calculated using a formula. After all, human capital is not an isolated concept - it is influenced by a person’s culture, the quality of an individual’s knowledge, and internal motivation. In addition, if revolutionary upheavals occur or have occurred in a country, then the entire socio-political system changes, the thread of traditions breaks, the usual way of life collapses, and the conditions of cultural and social reproduction change. All of this has a profound impact on people and human capital.

In addition, if we talk about the problems of reproduction of human capital in Russia, we can say that the level of socio-economic development of the country as a whole largely depends on the quality of human capital.

So what are the main problems arising in the process of reproduction of human capital? Obviously, this is due to the negative influences currently taking place. Let's look at some of them:

The first negative factor is the poor development of adaptation mechanisms in the internal labor markets of companies, as well as the transfer of accumulated experience and professional skills to new employees. No one argues that there are mentoring methods, advanced training courses, self-education, internal regulations of the organization, etc. But, on the one hand, the first few points are usually typical only for large organizations that have the appropriate organizational structure and a rich history, a stable large staff of employees and ready to make certain investments (organizational, financial) in employees already at the initial stage. Again, this is quite risky, because... no one is immune from the fact that an employee does not complete the probationary period or is simply not satisfied with the working conditions, which will lead to dismissal.

On the other hand, here comes the second negative factor - the reluctance or lack of opportunity of an individual to develop, improve existing qualifications, or receive additional education required at this particular place of work.

Returning to the issue of investments on the part of the employer in employees, we cannot consider only the initial stage of their relationship. After all, knowledge quickly becomes outdated, which means that in order to maintain the knowledge and skills of employees at the appropriate level, the organization will in any case have to “invest” in its employees.

The next negative factor is the discrepancy between the supply from the labor market and the demand for certain professions. It's not a secret for anyone (this is also evidenced by the statistics of the number of applications submitted by applicants) that there are certain specialties that are considered the most prestigious, financially secure, status and, accordingly, which if not the majority, then a fairly large proportion of applicants strive to get into. Ultimately, we have a large number of graduates with diplomas in economics, law, psychology (for example), who, unfortunately, cannot find a job in their specialty. Thus, in the labor market there are specialists with a certain level of knowledge that they do not need at the place of work that they currently occupy. In addition, it should be noted that the requests of employers when searching for candidates for a vacant position are becoming more and more overstated. So, basically, in each vacancy there will be a requirement for a certain work experience in the specialty. For a specialist who has just graduated from a university, it is extremely difficult to immediately get a desired job, if only because of this requirement. In this situation, one can understand the head of the organization - it is much easier to take an employee with work experience who already has a certain amount of knowledge than a young specialist. But at the same time, one should not forget that a young graduate has certain advantages, such as a fresh look at some problems and, possibly, more effective ways to solve them, an easier perception of changes and innovations, the ability to learn, the absence of stereotypes, relevant, " fresh" theoretical knowledge and, in the end, as yet unrealized labor potential. It is precisely the failure to use these factors that may ultimately lead to a decrease in the labor potential of the organization and the country as a whole.

Thus, having considered several main negative factors affecting the reproduction of human capital in Russia, we can conclude that at present in our country there are certain problems not only with the reproduction of human capital, but also with the effective use of existing capital. But, knowing the existing problems, you can look for ways to overcome them. Most likely, the solutions will require significant material and labor costs, but the result of their implementation will far exceed the indicated investments.

For the development of human capital at the country level, it is necessary to solve two groups of problems: on the one hand, to find an opportunity to allocate additional resources to support workers in relevant industries and population groups; on the other hand, to implement structural reforms in these sectors. But again, the important point here is that these two groups of problems need to be solved in parallel, not separately. The solution of only one of the problems is absolutely ineffective and is a waste of resources - time, money, human. Thus, with the effective use of human capital, as well as with the creation of opportunities for its reproduction, we can look into the future with confidence and believe that Russia will have at least one more competitive advantage.

Conclusion

The economic and social development of Russia in the future will largely depend on the attitude of society towards the processes of reproduction of human capital.

Problems in the social and labor sphere, of course, cannot be solved without the involvement of employers, workers, their unions and associations and society as a whole. At the same time, it is extremely dangerous for the state to withdraw itself from regulating the processes of reproduction of human capital.

If they are not created economic mechanisms, ensuring that personnel training meets production requirements, then even in conditions of economic growth, the employment situation is unlikely to change dramatically: a shortage of jobs may well be combined with significant levels of unemployment.

In addition, not only the quantity, but also the quality of jobs plays a critical role.

An increase in the number of jobs with a deterioration in their quality structure will lead to a “brain drain” abroad and an increase in immigration to Russia of unskilled labor from neighboring countries. Unfortunately, such a pessimistic scenario is quite possible.

The development of events according to the optimistic scenario presupposes comprehensive regulation by society of all processes occurring in the sphere of reproduction of human capital.

The theory of human capital is in the initial stage of its development, applying in practice existing methods for calculating and assessing human capital, it is necessary to compare, test and identify the most appropriate methods for assessing human capital.

What is needed is not isolated measures, no matter how radical they may seem, but the implementation of a systemic state policy that actively influences the processes of reproduction of human capital in order to transition the economy to an innovative path of development.

List of sources used

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The system for the formation of competitive human capital reflects the relations that arise between the subjects of the formation of human capital regarding its carrier, arising for the purpose of formation, accumulation and use of the individual’s human capital to obtain the benefits necessary to restore the resources of family members and reproduce high-quality human capital that meets the requirements National economy, and having sufficient potential to preserve and improve the abilities of its bearer throughout the period of active life, to maximize the total amount of benefits received by the individual and the total amount of resources given by him, which contributes to the economic development of both the enterprise where he works and the national economy generally.

Figure 2.1 - Subject-object structure of human capital formation

The interaction of subjects of the formation, accumulation, use and reproduction of human capital is illustrated by the subject-object structure of the formation of human capital, shown in (Fig. 2.1), where the relationships of subjects influencing the formed human capital are indicated by an indexed letter. (Table 2.1).

Table 2.1 - Contents of the stages of formation and use of human capital

Investment activities:
	Becoming	Accumulation	Usage	Reproduction
Upbringing		Inherited qualities of an individual: health, memory; a penchant for creativity and science, which are the result of investments in the development of previous generations.	The family and the state bear the costs associated with upbringing, education, and the formation of individual health potential Ida.	Education influences the effective use of an individual's human capital.	The family, the state, and enterprises are interested in the health of the employee and parent and spend money on various health programs.
Education		The family spends money on the education of their children in order to increase the benefits they receive in the future.	The state strives to invest more in the education of the individual if the family cannot cope with this.	Education plays an important role in the professional activity of an individual; the further use of human capital depends on its level.	An individual's education influences his lifestyle and the lifestyle of those around him. The actual abilities of the individual are reproduced.
Ensuring individual health		Providing favorable conditions for parents and children in order to obtain a healthy carrier of human capital.	The family and the state provide the sports, spiritual, moral and psychological education of the individual, which helps ensure his moral and psychological stability.	Carrying out by enterprises and the state appropriate preventive measures for the individual, treatment of occupational diseases, occupational stress.	Conducting health-improving treatment using family, state and enterprise funds in order to extend the period of an individual’s working life and the birth of a healthy generation.
Production preparation		Providing conditions that allow improving the professional and qualification level of individuals in order to obtain a full-fledged carrier of human capital.	Industrial training of workers at the company makes it possible to increase production efficiency and increase the professional and qualification level of workers.	Industrial training allows a company to improve the qualification level of workers while spending less Money than in the case of inviting an outside specialist.	Investments in the well-being of personnel, their health to reduce the loss of working time and ensure full reproduction of the population.
Migration and identification of information necessary for the use of human capital		The family and the state carry out certain activities to ensure healthy image parents' lives.	Investments of the family and the state in order to choose a place for a child’s education, taking into account his inclinations and abilities.	The family relocates and employs the person in attractive organizations. The state promotes the employment of the unemployed.	Family migration in order to maintain and preserve health necessary for work and reproduction of a healthy generation.

Note: Source:

The subjects of human capital formation are the family, the state, the enterprise and the market infrastructure, which enter into socio-economic relations with each other regarding targeted influences on the bearer of innate ability.

It should be noted the interconnection and interdependence of all subjects in the formation of competitive human capital, especially educational institutions, employment services and enterprises. The state cannot independently establish connections between production and education. In turn, business cannot, even with its deep interest in a highly qualified workforce, develop a clear strategic direction for the development of education, although it can have a serious impact on improving the resource base of educational institutions, modernizing programs and teaching technologies used. By coming into contact with educational institutions, businesses solve their own problems in each specific case, often these are short-term production problems. Therefore, the effectiveness of the functioning of the entire education system depends on the directions of state policy in the field of education, employment and the degree of coordination of the activities of educational institutions with production structures. In light of the above, it becomes especially relevant to coordinate the targets and measures of state policy in the labor market and education policy, that is, the desire to match the professional training of highly qualified specialists and improve their qualifications, taking into account the requirements of the labor market of today.

It should be noted that there are contradictions between the social and professional orientations of young professionals and the real labor needs of enterprises, organizations and firms; between the existing system of university training and the real content of future professional activity and the expectations of employers, between the theoretical training of graduates and weak practical skills and abilities to use knowledge.

In order to be competitive in the labor market, graduates and young professionals must meet new requirements, take into account modern realities and market trends when planning their education and career, and keep abreast of ongoing changes. Society is moving towards the point where almost every able-bodied person will have to combine their life plans with constantly changing circumstances. Success in finding a job in such a dynamic environment can only be achieved by those who are open to change, communicative, and have developed the ability to constantly learn and retrain.

To be competitive in the labor market, now, often, it is no longer enough to be a specialist in one field: knowledge in related fields, a second or third higher education are required. In addition to work experience and other requirements, a necessary condition is a combination of basic education in the field of specialization of the employer company (for example: construction, telecommunications, chemistry, transport) with a diploma from one of the leading business schools.

It should be noted that the state plays an active role in the formation of the country’s competitive human capital. The state ensures investment in the health of family members, which is the key to the formation of a full-fledged new carrier of human capital, and the further development of its potential, participates in vocational training, retraining, and retraining of the carrier of human capital, since it is a decisive factor in the intensive development of the economic system.

The state-led workforce development policy is divided into two stages:

• 1) training of labor resources in the formal education system;
• 2) involving further professional specialization and retraining of personnel through scientific and training centers, special courses organized in companies or subsidized by the state.

State labor policy is implemented with broad financial, organizational and other participation of business circles and social institutions. This policy contributes to the formation of a qualified flexible workforce.

An important source of human capital formation is the accumulation of experience in the process of work. Education acts as a by-product of capital accumulation. This source of human capital accumulation is extremely difficult to measure. In this regard, the Nelson-Phelps model mentioned above considers human capital accumulated in the educational process as a prerequisite for the development of skills necessary to adapt to technological change. From this perspective, human capital becomes the basis for industrial learning and understanding technological development. Educated people become good innovators, so education accelerates the process of technological diffusion. High-tech capital structure is positively associated with increased white-collar employment. Technological innovation has been found to shift demand in favor of more highly educated workers because the latter have a comparative advantage in using new technologies. In the course of studying the economic consequences of investments in training and retraining, it was discovered that there is a positive feedback between the implementation of training programs and the growth of labor productivity not only at the individual level, but also at the organizational level. Training also has a significant impact on salary growth, which is reflected in the growth of the company’s profit margin. In addition, the rate of return on investment in training tends to be higher than that typically associated with investment in schooling, so job training remains profitable for firms even during periods of increasing labor mobility.

Economists give another definition of human capital (Halperin): the amount of human capital is the sum of all expected income from labor reduced to a given moment, through discounting. That is, Galperin applies an economic assessment of human capital and its abilities.

The accumulation of human capital consists of certain expenses of a person (family, company, state) aimed at:

• - to maintain health;
• - to receive general or special education;
• - to search for a job;
• - for vocational training and retraining in production;
• - migration for reasons dependent and independent of the person;
• - for the birth and upbringing of children;
• - to search for acceptable information about prices and earnings, etc. .

The dynamics of human capital accumulation are determined by individual decisions; Moreover, education is the main (but not the only) component of the stock of human capital. An individual's decisions about investing in education are in many ways similar to a company's investment decisions. Individual investment in education can be viewed as a cost in terms of direct costs and opportunity costs. Because investment in human capital increases individual productivity, the benefits of education are equal to the present value of expected higher earnings after education.

It is generally accepted that to calculate economic efficiency investments in human capital must take into account the vital important indicators characterizing the socio-economic situation in the country (region). This indicator is GDP for the country as a whole or GRP for the region.

Human capital is assessed quantitatively: the total number of people, the number of active population, the number of students, etc. Qualitative characteristics: skill, education and also that which influences a person’s performance and helps to increase labor productivity.

Competitive human capital allows you to receive the greatest income in the field of activity chosen by its owner, that is, it has the greatest efficiency. For targeted activities on the formation and use of human capital, it is necessary to determine the criterion expression of its effectiveness. This task is complicated by the fact that there are many factors influencing the efficiency of human capital, however, it is not possible to characterize it with one criterion. Determining the criterion expression of the effectiveness of human capital is possible by identifying particular performance criteria and combining them into one generalized one. The expression of a general efficiency criterion will allow us to determine the determinants that correspond to particular efficiency criteria and detail the characteristics on which they depend.

Researchers highlight education, health, industrial training and migration as the main indicators of human capital, that is, they note their importance as particular criteria for the effectiveness of human capital. Thus, A. Dobrynin and others note that the level of general education and special training is one of the most significant criteria characterizing total human capital. This criterion allows us to identify typological qualification features of the total labor force and determine their role in the system of economic growth. General and special education improve the level and quantity of a person’s knowledge, thereby increasing the quality of human capital. Higher education contributes to the formation of highly qualified specialists, whose highly productive work has the greatest impact on the rate of economic growth. A high level of individual health contributes to the effective use of qualified specialists in a particular area of ​​production. At the same time, migration contributes to the movement of an individual to regions and industries where work is better paid, i.e. where human capital is used more productively and the price of its use is higher. Yu. Bychenko draws attention to the level of health and level of education. Other than that equal conditions The better the physical and psychological condition of a worker, the higher his productivity and earnings, the higher the level of human capital he has formed. The level of education is the skills, abilities, and qualifications that are used or can be used to generate income. The level of education influences the process of improving an individual’s human capital and contributes to the growth of labor productivity and production in general.

All characteristics of human capital efficiency criteria are summarized in Table 2.2, with their definition at the level of the individual, firm and state. It should be noted that these characteristics of human capital were obtained based on an analysis of existing sources.

A general criterion for the effectiveness of human capital, which is a function of particular criteria (education, health, professional training, migration), can be presented in the following form.

W = f (W1, W2, W3, W4), (2.1)

where W is a general criterion for the effectiveness of human capital; W1, - private criteria for the effectiveness of education in the integrative effect of human capital; W2, W3, W4 - respectively, private criteria for health, professional training and migration.

Table 2.2 - Criteria for the effectiveness of human capital

Performance criteria human capital	Characteristics of performance criteria human capital
		State
1. Education	1. Level of formal education (number of years of education). 2. Knowledge and intelligence. 3. Scientific results and status.	1. Number and share of specialists with higher education. 2. Educational capacity of production.	1. Number of graduates of educational institutions. 2. The share of people with higher and secondary specialized education. 3. Average duration of training.
2. Health	1. Heredity. 2. Lifestyle. 3. Environmental conditions. 4. Efficiency of the healthcare system.	1. Number of recreational and sports activities for employees. 2. Number of occupational safety measures.	1. Average life expectancy. 2. Ecological living conditions. 3. The scale of preventive measures. 4. Level of development of mass physical culture and sports.
3. Production preparation	1. Literacy level 2. Duration of on-the-job training.	1. Preparation time fund at the workplace.	1. Professional qualification structure. 2. Expected working life.
4. Migration	1. Personal mobility (professional, intersectoral, territorial). 2. Average length of service in one place.	1. Intra-company mobility (personnel rotation) - horizontal and vertical. 2. Staff turnover. 3. Average production experience of personnel.	1. The scale of professional, intersectoral, territorial mobility. 2. The scale of international mobility (emigration, immigration, “brain drain”). 3. Average duration of work at one workplace.

The monograph examines approaches to studying the relationship between human capital and innovative development of the territory, theoretical aspects of the study of labor potential as a component of human capital and labor behavior as a way to realize labor potential. An analysis of the formation and use of human capital at the regional level was carried out. The main directions for improving the labor potential of the territory and regulating the labor behavior of the region's population in the conditions of the country's transition to an innovative economy have been developed. The book is intended for researchers, specialists in the field of education and employment, teachers of higher educational institutions, students, as well as a wide range of readers interested in the problems of the formation and use of human capital of the population.

* * *

This is an introductory fragment of the book Problems of Public Administration Efficiency. Human capital of territories: problems of formation and use (G.V. Leonidova, 2013) provided by our book partner - the company liters.

1. Human capital: theoretical aspects

1.1. Economic essence of the category “human capital”

The Concept of long-term socio-economic development of the Russian Federation until 2020 emphasizes that in order to transition from the export of raw materials to an innovative socially oriented type of economic development, it is necessary to implement a number of areas, one of which is the formation and development of human capital.

The basic ideas about the formation of human capital and its components were outlined by A. Smith, but they were formalized and developed in the second half of the twentieth century in the works of T. Schultz, G. Becker, J. Mintzer and others. An analysis of the theoretical and methodological foundations of human capital research has shown the presence of different approaches to defining this concept.

Firstly, consideration of human capital with an emphasis on the totality of a person’s stock of abilities and qualities used in the process of producing goods.

Secondly, the “investment” approach, which emphasizes the fact of capital accumulation as a result of investments in people or human activity in various forms.

And thirdly, the study of human capital as a factor of economic growth.

Common to existing approaches is the conclusion that human capital represents a source of future income or satisfaction of both.

Analysis of scientific publications made it possible to identify three stages in the development of theoretical provisions on human capital.

The first stage (early 1960s) is characterized by the emergence of the concept of “human capital” and increased interest in the study of this category. At the first stage, researchers (Hekimian, 1963; Hermanson, 1964; Becker, 1993; Topel, 1990 and others; Beattie, Smith, 2010) interpreted human capital narrowly - as various knowledge, skills, and abilities of an individual. The analysis process used financial methods for assessing human capital. The works of foreign researchers (Hermanson, 1964; Flamboltz, 1999, etc.) considered the problems of accounting for investments in human capital and assessing their effectiveness (however, solving measurement problems in this way was not achieved).

The second stage of scientific views on human capital (1970–1990) was characterized by taking into account in the structure of human capital such components as investments (investments in the protection and maintenance of health, in vocational training and development, population mobility in order to change employment conditions, search for necessary information ) and ensuring professional mobility.

At the third stage of the evolution of the concept of “human capital” (early 1990s to the present), researchers practice its broad interpretation - as a source competitive advantage territories (G. Ward, 2000). Since the problem of measuring human capital through the use of financial indicators has not been solved, a number of scientists (Roslender and Dyson, 1992) have proposed to calculate not only the amount of human capital, but also what was created using it (at the same time, a more flexible approach to the measurement process, taking into account both financial indicators and the intangible component; Fig. 1.1.1).

During the designated time period, a transformation of the concept took place (including in content): the initial components of human capital (education, health maintenance, professional mobility) were supplemented with motives, obligations, and behavioral characteristics of the employee. Thus, characterizing the change in the concept under consideration in a historical context, it should be noted that during the identified stages, the structure of human capital became more complex - from one basic component (education) to the inclusion of health, culture and economic components. As a result of changes that took place in the direction of measuring human capital, the initially existing indicators that took into account financial aspects were supplemented with indicators characterizing the intangible side of human capital.

Figure 1.1.1. The evolution of the concept of “human capital” (HC) and changes in approaches to its assessment

In our study human capital is considered as formed as a result of investments and an accumulated stock of abilities, skills, health status, level of culture, expediently used in activities and contributing to an increase in individual income, growth of the competitiveness of the organization and the region.

Defining human capital and gaining a deeper understanding of its purpose, as well as studying aspects related to its use, is impossible without studying its structure.

Human capital is studied at levels of formation: micro-, meso-, macro- (V. T. Smirnov, I. V. Skoblyakova, etc.). At the same time, at the individual level, health capital, cultural and moral capital, labor capital, intellectual capital, and entrepreneurial capital are distinguished; at the company level - branded intangible assets, organizational capital, structural capital; at the national level – national intellectual assets, national competitive advantages.

Based on the definitions of human capital, we can conclude that its fundamental components are educational capital (knowledge, abilities, skills, competencies), cultural capital and health capital. Each of the components includes a number of elements arranged according to the degree of their development - from naturally developed (general and specialized knowledge) to more advanced (a complex of creative innovative abilities) (Fig. 1.1.2).

Figure 1.1.2.

An analysis of human capital research has made it possible to identify both its general structural components and specific ones, found only in some formulations: for example, entrepreneurial and creative abilities, features of individual socialization, the degree of inclusion in corporate culture, etc., that is, those that characterize potential for human social interaction (Table 1.1.1). In the structure of human capital, psychological and ideological characteristics and a spiritual component are also distinguished (A. S. Akopyan, V. V. Bushuev, V. S. Golubev, S. L. Yashina, A. N. Vasilyeva).

Despite the fact that researchers periodically introduce new components into the structure of human capital, education remains one of the fundamental ones. This is due to a number of reasons.

Firstly, knowledge, skills and abilities initially determined the basis of human capital as the properties of a person that generate income for him. Although components such as health, culture, etc. were subsequently included in the structure of human capital, the educational component remained in the structure of human capital throughout the entire evolution of the concept.

Secondly, effective and competitive production requires a worker with the necessary qualifications and professional skills, which are formed directly in the education system.

Table 1.1.1. Components of human capital

Thirdly, education not only contributes to the functioning of production and the economy as a whole, but is also one of the most important factors in economic growth and innovative development at the country and regional levels.

Fourthly, an increase in the educational level of the population is accompanied by an increase in social stability, a decrease in crime and other positive social consequences.

The study of the components that make up the structure of human capital, from our point of view, will be more complete and systematically organized if we take into account the features of the formation of human capital, as well as the factors influencing this process.

Formation of human capital connected, firstly, with the creation of productive abilities of the population (improving human potential with which he enters into social production) through investments in health, education, advanced training, retraining (T. I. Ovchinnikova, O. V. Goncharova, M G. Khorev), secondly, with knowledge of the surrounding reality through the creation and consumption of the final product of production, thirdly, with the satisfaction of physiological and spiritual needs and thereby reimbursement of the resources spent on the production of products (Yu. G. Bychenko).

The formation of human capital is a long-term process that has two stages: the formation of basic capital and the formation of capital based on vocational training, through the acquisition of abilities and skills necessary for specialized production (or general and specific human capital).

Table 1.1.2. Stages of formation of specific human capital depending on areas of investment

To implement these stages of human capital formation, investments are required in its components, ensuring the development of individual abilities that contribute to economic growth. Depending on the level of investment in the components of human capital, a number of directions for its formation can be identified (Table 1.1.2).

Each direction of human capital formation is determined by a number of factors, including: personal abilities of students, family traditions, socio-economic situation, social connections, level of education of parents, investment in children’s education, distance from schools, quality of educational materials and teaching, etc. .

Domestic researchers (V.V. Lozhko, V.A. Zhuk, etc.) consider the quality of vocational education, reproduction of physical and mental health of the population, accessible and high-quality medical care, rational relationships with nature, as positive factors influencing the formation of human capital, labor, entrepreneurial and social activity of the population, developed science and innovation, high culture, quality of life that meets established state standards, decent wages and pension provision, moral and efficient public administration. In addition, such factors as the formation and use of individual abilities, in-demand professional education, rational, conservation use of natural resources, social humanism, progress in the field of engineering and technology are also mentioned ( information Technology and remote forms of work organization), demographic situation, changes in labor demand (D. Cherneiko ).

Negative factors include an ill-conceived employment policy, Russia's unfavorable position in the international labor migration system (exit of qualified personnel from the country and entry of unskilled personnel), the reluctance of the managers of many enterprises to seriously engage in the training of qualified workers, the ineffectiveness of the vocational education system, and the persistence of a gap between the demands of investors. to the professional qualities of workers and the capabilities of the training and retraining system to meet these requirements.

In general terms, we can identify several groups of factors that influence the formation of human capital, including demographic, environmental, socio-economic, technical and technological, institutional, and cultural. Each of the factors included in one or another of the designated groups can both promote and hinder the formation of human capital. For example, an ill-conceived employment policy may be accompanied by negative consequences for the population and society as a whole, while the use of a differentiated approach (depending on categories of the population) when creating employment programs can lead to a positive effect.

The impact of factors is mediated by one or another entity - family, employer organizations, regional and federal authorities authorities and others. One of the subjects of human capital formation is the family. The results of the formation and development of human capital in a family can take economic, social, natural, cost and other forms and, in general, represent the degree of demand by society for personality traits formed in labor and other activities.

An employer can participate in the formation of human capital, relying on existing models: paternalistic, based on maximizing the needs of the workforce in social protection and economic well-being; a model based on “cutting social investments” (restructuring of the organization), and a mixed one (selective approach to personnel: professionals have high wages, low-skilled people do not have benefits and privileges). The actions of federal and regional authorities play an important role in the process of human capital formation. The impact of subjects can be both direct and indirect. In addition, they can use both economic and non-economic levers in carrying out their actions.

For the state, the main goal of forming human capital is to develop the competitiveness of the economy, which is achieved by ensuring a decent quality of life for the population, a high level of entrepreneurial culture, implementing an effective employment policy, creating a system for providing the economy with qualified personnel, introducing industrial production innovative developments and technologies (Fig. 1.1.3).

The formation of human capital is the result of the implementation of a system of interconnected processes that involve not only taking into account the contribution of education and healthcare, but also the influence of the family, non-governmental and industrial organizations, and society as a whole. At the same time, the influence of these actors at different stages was different and changed over time. Differences in the formation of human capital became especially pronounced during industrial revolution, which was accompanied by significant transformations in the production process and a change in the role of the state in the formation of human capital.

Figure 1.1.3. Subjects involved in the formation of human capital

Sources Pliskevich N. M. Dynamics of human capital in a transforming society - URL: http://www.kapital-rus.ru/articles/article/179043/ ; Bychenko Yu. G. Socio-economic mobility of human capital - URL: http://www.tstu.ru/education/elib/pdf/2006/saratov.pdf

An analysis of the scientific research literature made it possible to determine that during the Industrial Revolution, the role of human capital in economic growth increased, which is primarily due to the acceleration of technological development. At the first stage of the revolution, the influence of human capital on manufacturing process was characterized as insignificant: the majority of workers were illiterate. The growth in the level of education was determined mainly by non-economic factors, such as ensuring political stability, compliance with moral standards, and religion (Table 1.1.3).

Table 1.1.3. Features of the formation of the educational component of human capital

At the second stage of the industrial revolution, the level of qualifications of workers increased, income growth contributed to the growth of investments in human capital, the influence of the state in organizing the educational process increased, which was reflected in the legislative consolidation of compulsory primary education, the establishment mandatory financing education, increased investment in education at the federal and regional levels and etc. .

Thus, the transition from one stage of the industrial revolution to another was accompanied by changes in the formation of human capital: if literacy was initially considered as a cultural phenomenon, the low level of education did not prevent the use of existing technologies, and the state did not pay attention to the educational process, which was expressed in the absence of legislative and financial his support, then at the second stage the situation was exactly the opposite.

Historical examples of the formation of human capital and analysis of theoretical sources have made it possible to establish that the result of this process is accumulated abilities and skills that are expediently used in a particular activity.

Human capital and education as its component have a positive impact on the rate and quality of economic growth, subject to effective use. The abilities and personal qualities formed through investments in the components of human capital are manifested in work activity. However, their use can be both effective and ineffective.

Among the conditions conducive to the effective use of human capital are a flexible system of remuneration for workers, the removal of barriers to professional and territorial mobility, the use of the experience of older generations, the training of highly qualified specialists capable of creating new work methods, and a fundamental renewal of the entire system of labor relations ( transforming labor relations into partnerships), development and implementation of new equipment, advanced technologies, scientific research, creation of the environment necessary for the production of innovations.

As the main parameters of ineffective use of human capital, we highlight the excess of idle hours over time worked, failure to fulfill planned tasks (reduction in the volume of work performed), a decrease in the quality of work, disruption of vertical and horizontal cooperative ties between employees, a mismatch between the structure of demand and supply in the labor market in in general (in one case the required education turns out to be lower than the actual one, in the second - vice versa). Among the main reasons for the ineffective use of human capital in the scientific literature, the following are considered: the discrepancy between the existing type of employment and the requirements of economic development associated with a new level of labor relations and the use of more advanced equipment and technology; low price labor (the sharp reduction in the free and subsidized components of labor costs during the reform process created a threat to the reproduction of the labor force); socio-economic situation of the organization (ineffective, uncompetitive organizations, even under favorable external conditions conducive to economic growth, are unable to provide full employment and fulfill the necessary social guarantees for workers).

Ineffective use of human capital leads to the spread of unemployment, informal employment, is accompanied by a low level of income for the majority of workers and thereby encourages them to agree to work in any working conditions in order to receive additional earnings. In a number of cases, there is underutilization of human capital, which is associated with a discrepancy between the level of education of the employee and his professional qualification status. Underutilization of human capital may manifest itself as follows: an employee with high formal training is engaged in low-skilled types of work (this is due either to the low quality of educational training or to the irrational use of acquired skills and knowledge) or the specialty in which the employee works may not correspond to the one in which was received at an educational institution. In these situations, the potential accumulated by the employee is not fully manifested in production activities.

The problem of inefficient use of human capital has been common in the historical past. In the USSR, the level of development of human capital (mainly due to a high educational level) and technical achievements was one of the highest in the world. At the same time, the efficiency of using labor and other production resources was low. This was due to the use of planning and directive methods by public authorities, the result of which was uneven distribution resources, including labor.

In addition, in an administrative-command economy, the sizes of tariff rates and official salaries were strictly fixed by the center, and incentive measures for personnel on the part of enterprises were limited. This led to the fact that the level of workers’ wages as a reward for realizing the accumulated potential was determined not on the basis of their abilities and skills, but taking into account political, sectoral, and territorial priorities for the development of the national economy.

Thus, the analysis of theoretical sources showed the following:

– the concept of “human capital” has gone through a number of evolutionary stages in its development (from the early 1960s to the present), which differ in the level of interest in the problem under study, the interpretation of this concept, and the methods used to assess the level of human capital , and the results of activities created using this human capital;

– scientific researchers emphasize not only the need to study the reserves of human capital and the level of its development, but also to analyze its structure, identifying the fundamental components, which include the educational achievements of the population.

At the same time, the results of the analysis revealed:

– functions of human capital formation, which consist in creating productive abilities of the population, knowledge of the surrounding reality, satisfying the physiological and spiritual needs of the population;

– key stages of human capital formation: formation of basic capital And formation of capital based on professional training;

– factors influencing the formation of human capital: personal abilities of students, level of education of parents, reproduction of physical and mental health of the population, affordable and high-quality health care, quality of professional education, developed science and innovation, high level of culture and etc.;

– conditions conducive to the effective use of human capital: a flexible system of remuneration for workers, elimination of barriers to professional and territorial mobility, training of highly qualified specialists; fundamental renewal of the entire system of labor relations (transformation of labor relations into partnerships), development and implementation of new equipment, progressive technologies, scientific research results, creation of an environment necessary for the production of innovations;

– parameters of ineffective use of human capital: reduction in the volume of work performed, decline in the quality of work, disruption of cooperative ties between employees, mismatch between the structures of supply and demand in the labor market.

1.2. Labor potential and human capital: general and specific

The need for theoretical understanding of the latest aspects of the category of human potential and its subsystems - labor potential, human capital - is based on a significant strengthening of the role of the human factor in all areas of economic and social development. These problems are of significant research interest and require systematic conceptual study and search for ways to solve them.

Labor potential is one of the key subsystems of human potential, its core. Not only the effective reproduction of the country’s human potential, but also the possibility of accelerating the pace of catching-up development and transition from the category of “developing economies” to “developed ones” depends on the formation, distribution and use of the labor potential of the regions. In addition, in the context of a protracted demographic crisis, the search for reserves and potential opportunities for sustainable economic growth in a situation of labor shortage becomes strategically important. Such reserves are hidden in the process of realizing labor potential.

Labor potential is the totality of all labor capabilities of both an individual and various groups of workers and society as a whole. Unlike labor resources, which determine the quantity and structure of labor, labor potential characterizes its quality and potential capabilities. The qualitative characteristics of labor potential include physical, intellectual and social components. The development of labor potential is determined by the intellectual component, namely the development of the country's education system and the accumulation of human capital on this basis.

Labor potential and human capital are interconnected, which is determined by the inclusion of a person in social production. The structure of human potential is based on labor force, which is understood as the totality of physical and spiritual abilities that a person’s living personality possesses and which are used by him whenever he produces any use value (Fig. 1.2.1).

Figure 1.2.1. The structure of human potential and the main factors of its development

In modern conditions, when intelligence, creativity, and individual identity are highly valued in the world, the quality of the workforce becomes one of the decisive factors in modern production. At the same time, for the total workforce there should be a natural interest in creativity and constant participation in innovative searches. This can only be expected from a highly developed, highly cultural workforce, the labor potential of society.

The concept of “labor potential” appeared in scientific publications of the early 1980s of the twentieth century. Issues of its formation and use were discussed not only by economists, but also by demographers, philosophers, sociologists and specialists in other fields of knowledge. As a result, a large number of points of view have emerged on the interpretation of the new economic category. Discussions about the essence of labor potential contributed to the deepening of its specific economic analysis and laid the foundations for the transition to a detailed study of labor resources according to various characteristics. The problem of labor potential is addressed in the monographs of A. S. Pankratov “Managing the Reproduction of Labor Potential” (M., 1988), R. P. Kolosova “Labor Potential of Industry” (M., 1987), N. A. Ivanova, Yu. G. Odegov and K.L. Andreev “Labor potential of an industrial enterprise” (Saransk, 1988), etc.

Domestic economists distinguish two main approaches to understanding the category of “labor potential”: resource and factor.

Some economists define labor potential as a general characteristic of labor resources (E. Sagindikov, N. Dorogov); others - as resources and reserves of living labor, that is, the full potential aggregate ability to work that the working population has in the conditions of a given social system (V. Volkov, S. Pirozhkov). Most authors (N. Volgin, G. Boyarkin, etc.) link the concept of labor potential with labor resources, since they personify labor potential. However, whole line researchers interpret this category in an expanded manner, that is, they link labor resources with the means of production, as well as with the organization of personal and material elements of productive forces (V. Vrublevsky, B. Sukharevsky). In particular, G. Sergeeva and L. Chizhova note that labor potential is the labor resources that society has.

In this regard, we should dwell on the definition of this category proposed by V. Adamchuk, O. Romashov and M. Sorokina: “Labor potential is a resource category that includes sources, means, labor resources that can be used to solve any problem. tasks, achievement of a certain goal, capabilities of an individual, society, state in a specific area." V. Kostakov and A. Popov note that the labor potential of the country and its regions is the corresponding labor resources, considered in terms of the unity of their qualitative and quantitative aspects.

Thus, in the opinion of adherents of the “resource” approach, “labor potential is the labor resources available to society” and “a tool for studying the distribution of labor resources.” At the same time, the real value of labor potential is determined, as scientists believe, by the size of the working population and its qualitative characteristics (gender, age, education, professional training, etc.).

In contrast, representatives of the “factor” approach characterize labor potential as a form of personal or human factor, expanding its purely resource interpretation by assessing society’s capabilities in using the abilities of workers as an active subject of production. Thus, in the works of M.I. Goldin, labor potential is understood as “the form of manifestation of the human factor, an integral measure of ability to work.” In the opinion of R.P. Kolosova, labor potential is the most important general indicator of the level of development of the creative activity capabilities of the human factor. A similar understanding of labor potential was presented by A. S. Pankratov. He interprets the concept under consideration as an integral form that quantitatively and qualitatively characterizes society’s ability to dynamically provide the human factor of production in accordance with the requirements of its development.

However, there is a third (combined) approach to understanding the essence of the category “labor potential of the region”, which is a kind of fusion of the first and second approaches. Representatives of the combined approach include I. S. Maslova, M. M. Magomedov, S. I. Pirozhkov, M. S. Toksanbaeva and some others.

In our opinion, a comprehensive analysis of the region’s labor potential requires a combined approach to understanding this economic category, taking into account its resource and factor essence in their unity.

A weak aspect of labor potential research is the assessment of its qualitative components and the extent of their use in the economy. The relevance and significance of solving this problem is due to the fact that a reliable measurement of the state of labor potential will make it possible to objectively assess the existing opportunities for using labor in the internal and external labor markets, as well as effectively manage them, constantly improving the quality aspects of the labor force.

In our opinion, all methodological approaches to assessing the quality of labor potential can be combined into two main groups:

1. Assessment of the quality of labor potential based on official statistics.

Examples of the use of this approach are the Human Development Index and the Labor Potential Development Index.

The Human Development Index (HDI) is actively used by the United Nations (UN) for cross-country and cross-regional comparisons and is calculated based on the following indicators:

Longevity: life expectancy at birth (minimum value on the scale - 25 years; maximum - 85 years);

Level of education: literacy rate of the country's adult population (from 0 to 100%; weighted 2/3) and gross enrollment ratio in primary, secondary and higher education institutions (from 0 to 100%; weighted 1/3);

Standard of living: GDP per capita at purchasing power parity in US dollars (from 100 to 40 thousand dollars).

Each of the listed indicators is converted to a scale from 0 to 1:

Then their arithmetic mean is calculated:

The Labor Potential Development Index (LDPI) is similar to the Human Development Index. The RITP of a country, region, or workforce is calculated based on indicators such as:

Share of the working-age population in the total population;

Level of education, professional training and retraining;

Wage level;

Equipping labor with the necessary means;

Level of employment, labor activity of the population.

For each component of labor potential, the corresponding indices are calculated on a scale from 0 to 1, after which the arithmetic mean of five partial indices is found:

The methodology used in the presented study is based on the methodology for calculating the human potential index. These approaches were adapted by Russian researchers (S.P. Gorisov) to calculate the integral index of labor potential in the regions of Russia by aggregating data on health status, vocational education, material well-being and opportunities for realizing labor potential (Table 1.2.1).

Table 1.2.1. Indicators used to assess the quality of labor potential of regions of the Russian Federation

The state of labor potential is largely determined by the intellectual component, namely the state of the education system. If, when assessing human potential, an indicator such as population literacy is used, then in relation to labor potential we should rather talk about the presence of vocational education. As basic indicators To assess the level of education of labor potential, coverage of professional and, in particular, higher professional education was chosen. The emphasis on higher education is associated with the requirement of an innovative economy, in which the intellectual component takes on particularly high importance.

Population health is one of the most important components of both human and labor potential. Mortality of the working-age population, reflecting the health status of that part of the population involved in social production, was used as a general indicator of health status. When calculating the index, we used the inverse of this indicator – the number of people who have lived through the entire period of working age.

Financial situation determines the conditions for the reproduction and development of the workforce, affects health and work motivation. To assess it, this study uses average monthly cash income per capita, adjusted to take into account the cost of a fixed set of consumer goods and services calculated by Rosstat.

The labor potential of the population of a given territory is realized in the labor market, the state of which is an important condition for the development of this potential. To assess the possibilities of its implementation in the labor market, we used such indicators as the level of general unemployment, calculated according to the ILO methodology, and the level of long-term unemployment (the share of unemployed people looking for work for 12 months or more in the total number of unemployed).

Thus, the formula for the composite labor potential index (ILP) is as follows:

where: ILP (Index of Labor Potential) – index of labor potential;

HLI (Health and Longevity Index) – health status index (longevity of labor potential);

II (Income Index) – labor potential income index;

LMI (Labor Market Index) – labor market condition index.

Partial indices were calculated using the formula:

Where: x-index– index of one of the four indicators;

x(min)– the minimum value of this indicator,

x(max)– its maximum value.

An important methodological problem of the technique is the establishment of benchmark indicators characterizing the minimum and maximum values. The values ​​established by the UN are unsuitable for calculating the rating of a certain range of territories, so we set the minimum and maximum values ​​based on the indicators of the regions under study.

The main advantage of methods using official statistics is working with a general population.

Disadvantages include receiving information with a lag; significant difficulties with analyzing the labor potential of the population in the context of socio-demographic groups, identifying the causes and factors determining the qualitative characteristics of the workforce.

The second group of methodological approaches allows us to avoid these shortcomings.

2. Assessment of the quality of labor potential based on sociological surveys.

Examples of the use of this approach are the methodology of T.V. Khlopova and M.P. Dyakovich and the methodology for assessing labor potential, presented in the research of the Institute of Socio-Economic Problems of Population of the Russian Academy of Sciences (N.M. Rimashevskaya) and used since 1996 by the Institute socio-economic development of the territories of the Russian Academy of Sciences (V. A. Ilyin, G. V. Leonidova, E. A. Chekmareva, etc.) to assess the labor potential of the population of the Vologda region.

According to the concept of ISEPS RAS, the system of components of labor potential is presented in the form of a “tree” of properties, the top of which is the most general property - social capacity (an integral indicator of the quality of labor potential).

Components first level are qualitative characteristics that are subject to direct measurement:

Physical health;

Mental Health;

Cognitive (educational and qualification) potential;

Creative abilities (creativity);

sociability;

Cultural level;

Moral level;

The need for achievement (social aspirations), i.e. a person’s desire to occupy a certain place in the social structure of society (Fig. 1.2.2).

The properties of the second, third and fourth levels are integrative, their measurement is possible only on the basis of the above primary elements.

Figure 1.2.2. Components of labor potential (according to the concept of ISEPS RAS)

Qualities second level:

Psychophysiological potential (components – physical and mental health);

Intellectual potential (level of general and professional knowledge, creative abilities);

Communication potential (communication skills and cultural level);

Social activity (morality and social aspirations).

Qualities third level:

Energy potential, or functional capabilities of the employee (components - psychophysiological and intellectual potentials);

Socio-psychological potential, or a person’s ability to influence social conditions their activities (components – communicative potential and social activity).

Fourth level– social capacity or quality of labor potential, components – energy (the natural basis of human development) and socio-psychological potential.

There are other approaches to determining the structure of a region’s labor potential, but the concept developed by specialists from the Institute of Economics and Social Sciences of the Russian Academy of Sciences seems to us the most logical and holistic.

Monitoring of the region's labor potential is carried out by surveying the working-age population. According to the ISEPS RAS methodology, the following structural components of labor potential are measured on the basis of monitoring: physical and mental health of the population, cognitive potential, creativity, communication skills, cultural and moral level, need for achievement. To assess the listed qualities, a Likert scale is used. The questionnaire consists of blocks of statements, mostly with five-point rating scales (based on the degree of agreement of the respondent with the statements proposed to him). Each of the qualities has its own set of questions. As a result of monitoring, the components of labor potential receive a numerical assessment in the form of indices from zero to one, which are calculated as the ratio of the actual number of points on the scale to the maximum possible (Fig. 1.2.3).

The assessment of the components of the labor potential of the upper levels (psychophysiological, intellectual, communication potential, social activity, etc.) is carried out on the basis of the lower levels by calculating the geometric mean. In this case, the index of social capacity is calculated as the geometric mean of the indices of energy and socio-psychological potentials. That is, social capacity is a kind of function of primary qualities. In our opinion, the concept of labor potential presented by scientists from the Institute of Socio-Economic Problems of Population is the most justified, and the methodology they proposed is best suited for assessing the qualitative side of the region’s labor potential. The results of assessing the quality of the labor potential of the Vologda region, described in this work, were obtained based on the application of just such a methodological approach. However, we should not forget that monitoring has, along with such obvious advantages as the speed of collecting information and the possibility of detailed analysis of the database, and some disadvantages, namely the need for serious preliminary work on the preparation of questionnaires and terms of reference, competent determination of the sample, organization of the survey and formation of the database.

Figure 1.2.3. Private property measurement scale

Note. The characteristics of the scale for measuring a particular property are presented in the work: Labor potential of the region: state and development / V. A. Ilyin, K. A. Gulin, G. V. Leonidova, V. V. Davydova. – Vologda: VNKTs TsEMI RAS, 2004. – P. 23.

1.3. Labor behavior as a way to realize individual labor potential and human capital

Human potential becomes capital only if the accumulated stock of knowledge, skills and abilities is effectively implemented in practice, that is, the population must be included in labor activity. And only then can we expect that investments will be able to bring social benefit and profit.

Currently, labor resources and labor potential from the point of view of behavioral aspects are the subject of research in many disciplines, including sociology, labor economics, psychology, etc. The variety of criteria for labor behavior has given rise to a large number of conceptual and methodological approaches to its definition.

One of the first definitions of labor behavior in 1991 was formulated by V. I. Verkhovin and A. S. Afonin. The first believed that this is “an appropriate complex of individual and group actions and actions that determine the direction; vector, the intensity of implementation of the human factor in a production organization,” differentiating it according to the following characteristics:

Subject-target orientation, i.e. according to what it is aimed at;

The depth of the spatio-temporal perspective of achieving a certain goal, i.e., according to the “limit of achievement”;

The context of the implementation of the line of labor behavior;

Methods, ways and means of achieving a specific result;

The intensity of achieving the goals and actions formulated by the subject;

Sociocultural patterns underlying certain methods of achieving results;

The depth and type of rationalization, justification for specific tactics and strategies of labor behavior.

In the approach of V.I. Verkhovin, we are talking about the fact that the employee treats his labor functions as a means and conditions for achieving private goals, interests and needs. A. S. Afonin assessed the essence of labor behavior by the completeness of individuals’ realization of physical and spiritual abilities in the process of labor.

Considering the essence of labor behavior, we identified the following approaches to its definition: functional, reactionary, socio-economic (Table 1.3.1).

Table 1.3.1. Approaches to defining work behavior

They have both strengths and weaknesses. For example, the authors of the functional approach pay the greatest attention to the issues of synchronizing the employee’s actions with the functions, goals and objectives of the organization, leaving without attention to behavior in the labor market (job search, additional employment, etc.).

The advantage of the reactionary approach is a comprehensive study of the factors influencing employee behavior. At the same time, the authors’ focus only on the analysis of externally observable employee reactions without reference to work functions can lead to the fact that any action during work will be interpreted as work behavior.

The socio-economic approach, in our opinion, more fully reflects the subject of our research, as it shows the relationship between the categories “labor behavior” and “labor potential” and allows us to give an in-depth qualitative assessment of labor behavior based on an analysis of the components of labor potential.

Within the framework of this approach, N. I. Shatalova characterizes labor behavior from the point of view of a socially significant way of practical implementation of the employee’s labor potential as a measure of available resources and capabilities, continuously formed in the process of the entire socialization. An employee’s labor potential is embodied in labor behavior, therefore, by studying labor behavior, one can get an idea of ​​the state of labor potential; by studying its condition, it is possible to predict behavior (Fig. 1.3.1).

Figure 1.3.1. Interaction between labor behavior and labor potential