Анализ социологических концепций института наставничества

Abstract

In the article, the author conducted a review of modern research on the stated topic and concluded that from the standpoint of sociology, the category of mentoring seems insufficiently researched (in this vein, it is given much less attention in the scientific literature). Mentoring, studied by specialists within the framework of the sociological sciences, was usually considered from the standpoint of the concepts of structural functionalism and social exchange (A. Goffman; J. Allan; E. Gardiner, etc.). For the sociological concepts of the mentoring institute, the basic factor is the category of socialization. Mentoring, along with the processes of education and upbringing, is an integral component of socialization. The practice of introducing mentoring allows us to state the ambiguity and vagueness of the mentor's ideas about himself and his role, as well as the image of the mentor for his wards, which creates obstacles to instilling standards of mentoring in terms of its organization and successful implementation, both at the individual and group levels. It should be noted that the focus of mentoring has shifted from its representation as a conductor of power and holder of a certain structure to its importance in the education and development of the corporate culture of a modern organization. The processes of socialization are also related to the mechanisms of adaptation and motivation. If adaptation is considered as part of the socialization process, then, as for motivation, its role in the sociological mechanism of the mentoring institute is debatable.