Report on the completion of scientific research work. Internship report forms. Student's classroom and extracurricular work

03.01.2022

Faculty of Mathematics, Computer Science, Physics and Technology

Department of Informatics and Informatics Teaching Methods

REPORT

according to scientific research practice

Performed):

1st year master's student

Faculty of MIFIT

Agreed: scientific adviser

Doctor of Pedagogical Sciences, Professor

Omsk – 2013

PLAN

undergraduate research practice

Gordeychik Elena Ivanovna

for the period from 01/07/2013 to 01/19/2013

(master's program "IT in Education", 1st year of study)

Dissertation topic: “Distance educational technologies as a means of developing children’s talent (primary school)”

Research tasks

(in accordance with the topic of the master's thesis)

Dates and deadlines

Planned results

Conclusion on implementation

(vised by the supervisor upon completion of the internship)

Conduct a theoretical justification for the direction of master's research. Formulate a contradiction, identify a scientific problem, formulate a goal, hypothesis and research objectives.

Manuscript 8-10 pp.

Formulate the purpose and objectives of the ascertaining stage of the pedagogical experiment.

Determine research methods.

Select an experimental research base.

Manuscript 3–5 pp.

Head of Master's Program____________________

Head of practice _______________________

Scientific adviser _______________________

The relevance of research

The development of a system for searching, supporting and accompanying talented children is the basis for the modernization of Russian education.

The former educational translational-reproductive paradigm, which prepared personnel for the outgoing industrial society, in modern conditions global uncertainty, instability, constant changes turns out to be ineffective.

Working with gifted children is a key link through which it is possible to overcome the educational, cultural, ideological, and anthropological crisis experienced by modern civilization, in dire need of creative, independent, responsible, competent, holistic individuals.

An interdisciplinary approach to the construction of educational content and a model of creative education, having emerged and clearly manifested itself in pedagogical work with gifted children, can and should be used in broad educational practice, since the majority of children are potentially gifted.

The current social and economic situation in the country has contributed to the emergence of a new education strategy, the development of a technological approach to learning, and a new understanding of the content and goals themselves school education. IN this period the system of person-centered education is several orders of magnitude ahead of the knowledge model of education.

Improving quality general education, corresponding to the level of scientific and technological progress and social development, has always been the primary task of the education system. It is especially acute today – in the era of socio-economic transformations and the expansion of informatization of the educational space.

In addition, the problem of working with gifted students is extremely relevant for modern Russian society. That is why it is so important to determine the main tasks and directions of work with gifted children in the general education system, as well as in terms of application e-learning, distance educational technologies.

Controversies

Between the traditional content of education and the modernization of this content in accordance with the new opportunities and demands of modern information civilization;

Between the traditional classical teaching of computer science at school and a differentiated approach aimed at developing children's talent;

Between the simplified, stereotypical understanding of informatization as the “organization of computer classes” and the complexity of the real process of integrating ICT into school life;

Between effective models of using ICT in the educational process and the existing regulatory framework that constrains such use;

Between the high potential of information technologies and the lack of analysis of best practices in their use in public schools.

Problem

Theoretical and practical justification for solving organizational and pedagogical problems of introducing distance educational technologies in the general education system when working with gifted children.

Research topic:“Distance educational technologies as a means of developing children's talent (primary school)”

Object and subject of research

The object of the study is the process of teaching gifted primary school students using distance learning technologies.

The subject of the study is the use of distance learning technologies, aimed at effectively solving the problem of working with gifted children in primary schools.

Purpose of the study: to identify and substantiate methodological principles, to develop scientific and pedagogical support (model) for the effective use of distance educational technologies for teaching gifted children (primary school).

Research hypothesis

The methodology and practice of DET as a means of developing children's giftedness can be built as a design system, subject to coordination and balance in time, funding and other parameters for the implementation of the following processes:

Changing the content of education and certification, taking into account new priorities in relation to the goals of education and processes taking place in the social environment;

Formation and support in the education system of human resources with professional ICT competence, involvement of parents, the public, and government officials in the process of working with gifted children;

Providing access for students and teachers to an open information space controlled for educational purposes;

Providing students and teachers with tools for searching, collecting, analyzing, organizing, presenting, transmitting information, modeling and design, organizing the educational process;

Changes in the regulatory framework of general education and the local regulatory framework of educational institutions, including educational standards and programs, norms regulating the structure of the school, subject to the coexistence of both an updated regulatory framework and a traditional one;

Transformation of the educational process professionally implemented by ICT-competent teaching staff, whose activities must be provided with technical and methodological support in order to effectively achieve priority and long-term educational goals.

Research objectives

To develop and justify a project for scientific and pedagogical support of the process of working with gifted children, focused on priority, socially motivated educational goals and results achieved through the use of ICT and DET tools.

To develop organizational and pedagogical requirements for a systematic and harmonious process of working with gifted children, optimizing the impact of the main factors that influence the effectiveness of working with gifted children.

To develop a pedagogical model “Program of work with gifted children of primary school”, implementing a modern system of priorities for general education based on information and communication technologies.

To develop and implement a model of general education using distance learning technologies for gifted children in primary school.

Research methods

Theoretical analysis of philosophical, psychological, pedagogical, methodological, educational and technical literature on the research problem;

Analysis and synthesis theoretical research on the introduction of certain distance educational technologies, on the methodological principles of using information and communication tools in general education;

Analysis of practical experience of Russian and foreign schools;

Carrying out comparative international studies, including SITES, and analysis of their results in accordance with international methods;

Analysis and discussion of research results with specialists, psychologists, class teachers, subject teachers at scientific and methodological conferences, meetings and seminars;

Observation, conversations, questioning, testing of students and teachers;

Pedagogical experiment on the basis of a secondary school.

Research in the field of theory and teaching methods (, , etc.);

Fundamental works dedicated to history and the current state of education in the world (,);

scientific and methodological works on the problems of activating students’ cognitive activity, on humanization, differentiation and individualization of education, on the development of students’ creative abilities (, , etc.);

Research on general implementation issues information technologies in education (, , etc.);

Works on special psychology and pedagogy (, etc.)

As well as various scientific and pedagogical articles, monographs and textbooks by domestic and foreign scientists on the problem under study; normative and legal acts; research in the field of computer science and technical aspects of the functioning of information technologies in education; publications in periodicals on relevant topics; proceedings of Russian and international conferences, seminars, working groups; statistical materials; standardization documents; Internet sites covering current state informatization of general education.

Materials for the ascertaining stage of the experiment

The purpose of the ascertaining stage of the pedagogical experiment is to determine the level of giftedness of primary school students.

Objectives of the ascertaining experiment

1) determine the criteria for the level of giftedness of primary school students;

2) select diagnostic material and equipment;

3) diagnose the level of giftedness in the experimental and control groups.

Research methods

Identifying children with extraordinary abilities is a complex and multifaceted problem. Still in science and pedagogical practice two opposing points of view on giftedness are presented. Supporters of one of them believe that every normal child is gifted and that it is only necessary to notice a specific type of ability in time and develop it. According to researchers who share the opposite point of view, giftedness is a very rare phenomenon, inherent in only a small percentage of people, so the phenomenon of a gifted child is like a painstaking search for grains of gold.

Considering the problems of giftedness, I identified the following main stages through which the development of the idea of general giftedness passed:

The desire to identify giftedness with a separate mental function;

Recognition that giftedness can manifest itself in a whole group of mental functions;

Differentiation in any intelligent activity of two factors: specific to a given type of activity and general, which Charles Spearman considered giftedness;

Giftedness as the average of a number of different functions;

Recognizing that there are multiple types of giftedness.

One of the ways to assess children's giftedness is the result of their participation in various Olympiads, projects and competitions, including distance ones. Typically these results are reflected in the student's Portfolio.

A powerful modern means of diagnosing giftedness are tests aimed at assessing intelligence and creativity. The use of tests, however, requires professional psychological preparation. In some tests, like D. Wechsler's test, it is necessary to evaluate the respondents' answers in points, which requires significant practical experience. In other cases (for example, with computerized tests), the assessment of answers is carried out automatically, but there still remains the problem of interpreting the results, which can only be competently carried out by a qualified psychologist. The testing findings must be correlated with the results of observing the student’s behavior in the classroom, the opinion of parents, etc. Also, the choice of a particular test or battery of tests for examining a student depends on the testing objectives and the entire context of the school situation.

Prominent American psychologists J. Renzulli, R. Hartman and K. Calahan were the coordinators of the creation of the concept and system of working with gifted children. They collected research works of scientists from all over the world devoted to the problems of children's and youth's talent.

Based on this work, Renzulli, Hartman and Calahan decided to create a reliable and valid objective assessment tool. expert assessment teachers of various aspects of children's giftedness. Four types of giftedness were selected: (1) learning ability, (2) motivational and personal characteristics, (3) Creative skills(creativity) and (4) leadership abilities.

These tests are adapted for experimentation by teachers.

Experimental base

On the basis of the 9th (information) class of the school, 2 control and experimental groups were created. To conduct the ascertaining experiment, scales were selected for rating the behavioral characteristics of gifted schoolchildren by J. Renzulli et al. (1977) in adaptation. (Annex 1)

These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. The assessment should reflect how often the teacher observes each characteristic being demonstrated.

This scale is filled out by all teachers who have worked with a child for quite a long time.

The assessments of different teachers are compared and discussed; in controversial cases, it is necessary to ask to describe specific situations in which this or that characteristic was manifested. In case of doubt, it is better to make a collective decision in favor of the child, that is, give him a chance to show himself in a special program to study the influence distance education for the development of talent.

For the purity of the experiment, this scale is also offered to parents and students themselves, and mutual assessment is also expected.

After identifying the level of giftedness of the 9th grade students in the experimental group, a telecommunications project will be conducted with them, as a result of which they will also be asked to evaluate themselves using these scales.

Last name, first name of the student _________________

Date __________

School No. ______________ Class ______________

Age_________________

How long have you known this child?

______________________

Instructions. These scales are designed to enable teachers to assess student characteristics in the cognitive, motivational, creative and leadership areas. Each item on the scale should be scored independently of the other items. Your score should reflect how often you observed each characteristic occurring. Because the four scales represent relatively different aspects of behavior, scores on different scales are not summed.

Please read the statements carefully and circle the appropriate number as described below:

1 - if you almost never observe this characteristic.

2 - if you observe this characteristic from time to time.

3 - if you observe this characteristic quite often.

4 - if you observe this characteristic almost all the time.

Scale I. Student’s cognitive characteristics

1. Has an unusually large vocabulary for this age or grade level; uses terms with understanding; speech is distinguished by a wealth of expressions, fluency and complexity

2. Has a wide range of information on a variety of topics (outside the usual interests of children of this age)

3. Quickly remembers and reproduces factual information

4. Easily grasps cause-and-effect relationships; tries to understand “how” and “why”; asks a lot of thought-provoking questions (as opposed to fact-seeking questions); wants to know what underlies the phenomena and actions of people

5. Sensitive and quick-witted observer; usually "sees more" or "gets more" than others from a story, a movie, something that happens

Multiply by the appropriate factor

Add the resulting numbers

General indicator

Scale II. Motivational characteristics

1. Completely “goes” into certain topics, Problems; persistently strives to complete what he started (difficult to involve in another topic or task)

2. Gets bored easily with routine tasks.

3. Strives for excellence; is self-critical

4. Prefers to work independently; requires only minimal direction from the teacher

5. Has a tendency to organize people, objects, situations

Count the number of circled numbers in each column _ _ _ _

Add the resulting numbers

General indicator

Scale III. Leadership Characteristics

1. Shows responsibility; does what it promises and usually does it well

2. Feels confident both with peers and with adults; feels good when she/he is asked to show her/his work to the class

3. Expresses thoughts and feelings clearly; speaks well and usually clearly

4. Likes to be with people, is sociable/outgoing and prefers not to be alone

5. Has a tendency to dominate others; usually manages the activities in which he participates

Count the number of circled numbers in each column _ _ _ _

Multiply by the corresponding weight

Add the resulting numbers

General indicator

Scale IV. Creative characteristics

1. Shows great curiosity about many things; constantly asks questions about everything

2. Pulls out big number ideas or solutions to problems and answers to questions; offers unusual, original, smart answers

3. Expresses his opinion without hesitation; sometimes radical and ardent in discussions; persistent

4. Likes to take risks; has a penchant for adventure

5. Tendency to play with ideas; fantasizes, invents (“I wonder what will happen if...”); engaged in the adaptation, improvement and change of social institutions, objects and systems

6. Shows a subtle sense of humor and sees humor in situations that do not seem funny to others

7. Unusually sensitive to internal impulses and more open to the irrational in oneself (more free expression of “girlish” interests in boys, greater independence in girls); emotionally sensitive

8. Sensitive/sensitive to beauty; pays attention to the aesthetic aspects of life

9. Not influenced by the group; accepts disorder; not interested in details; not afraid to be different from others

10. Gives constructive criticism; disinclined/disinclined to accept authority without critical examination

Count the number of circled numbers in each column _ _ _ _

Multiply by the corresponding weight

Add the resulting numbers

General indicator

Bibliography

1. Government Order Russian Federation dated 01.01.2001 “On the implementation of the national educational initiative “Our New School”;

2. Decree of the President of the Russian Federation dated 07. No. 000 “On measures to implement public policy in the field of education and science";

3. The concept of a nationwide system for identifying and developing young talents, adopted on April 3, 2012;

4. A set of measures to implement the Concept of the Russian national system for identifying and developing young talents dated January 1, 2001.

5. Federal Law of 01.01.2001 N 11-FZ “On Amendments to the Law of the Russian Federation “On Education” regarding the use of e-learning, distance educational technologies”;

6. Letter of the Ministry of Education and Science of the Russian Federation dated January 1, 2001 No. 06-1260 “ Guidelines on issues of interaction between institutions of general, additional and vocational education on the formation of an individual educational trajectory for gifted children.”

7. Diagnosis of creativity. Torrance test. Methodical manual. St. Petersburg: Imaton, 1998.

8. Psychodiagnostics creative thinking. Creative tests. St. Petersburg: SPbUPM, 1997. 2nd edition: St. Petersburg: Didactics Plus, 2002.

9. Johnson Creativity Questionnaire. St. Petersburg: SPbUPM, 1997.

10. Modified Williams creative tests. St. Petersburg: Rech, 2003.

11. J. S. Renzulli, R. K. Hartman. Scale for rating behavioral characteristic of superior students. Exceptional Children, 1971, p. 38, 243–248.

Performed:

1st year master's student

Faculty of MIFIT

Platonova Irina Innokentievna

Agreed: scientific adviser

Omsk – 2013

II. The relevance of research

necessity lack of necessity lack of development

Research problem is to remove the contradiction

necessity professional development of school librarians in a virtual methodological community and lack of

between awareness necessity preparing librarians to work within the virtual methodological community and lack of development the substantive and procedural basis of this type of activity.

Object of study

Subject of research

Purpose of the study

Research hypothesis

1. a model of a virtual methodological community of school librarians will be developed and scientifically substantiated, its structure reflecting the main activities of community participants;

2. a methodology will be developed for organizing the interaction of school librarians in a virtual methodological community, based on student-oriented technologies;

3. the developed model will contribute to the formation of sustainable motivation for the professional networking of librarians in order to improve their professional development.

Research objectives

To achieve the goal and confirm the formulated hypothesis, it is necessary to solve the following tasks:

1. Study modern requirements to the level of professional development of school librarians in the context of informatization of education

2. Explore the main directions activities of the virtual community of school librarians and summarize the positive experience of their network interaction.

3. Theoretically substantiate and develop model of a virtual methodological community of school librarians.

4. Develop a methodology organizing the interaction of school librarians in a virtual methodological community, identifying the types of activities of school librarians that contribute to their professional development.

5. Organize experimental activities school librarians in the information environment for the purpose of professional development.

Research methods

To solve the problems and test the initial assumptions, a set of complementary research methods was used:

– theoretical analysis of scientific, methodological, pedagogical literature on the research problem;

– analysis of strategic and regulatory documents regulating the processes of modernization (informatization) of education at the federal and regional levels;

– study and analysis scientific knowledge in information theory, information systems, library science;

– study and generalization of best practices in creating virtual methodological communities;

– methods of written survey (questioning);

– content analysis of technical and pedagogical documentation,

– mathematical and statistical methods of data processing.

Scientific novelty

It is determined by the fact that during the study a model of a virtual methodological community of school librarians was built,

The conditions for the successful functioning of a virtual methodological community have been determined

The ideas about the specifics and social significance of the activities of school librarians in the conditions of a virtual methodological community were concretized.

Theoretical significance research is that

· a theoretical justification is given for the feasibility of organizing interaction between school librarians in a virtual methodological community as one of the ways to improve their professional development;

· the types of activities of school librarians in the virtual community have been identified;

Practical significance conducted research is determined by the fact that

· developed information resource on the basis of which organized professional interaction of school librarians;

· virtual methodological community will allow summarize and systematize professional experience in the library community.

Provisions for defense:

1. First the feasibility of development has been proven models of a virtual methodological community, taking into account modern requirements for school librarians, to organize their interaction on the network as one of the ways to improve their professional development. The model of a virtual methodological community is a virtual space that we have allocated, containing information and thematic resources of a professional nature with the possibility of free access to them, as well as interactive tools for professional interaction and communication between community members.

2. Methods of interaction between school librarians in a virtual methodological community based on the integrated use of interactive resources and Internet capabilities: virtual libraries, teleconferences, chats, blogs, forums, etc., as well as modern pedagogical technologies, reflecting the basic principles of humanistic pedagogy, a person-oriented approach (discussions, business games, collaborative learning, etc.).

3. Developed through research model virtual methodological community contributes to the formation sustainable motivation school librarians to network interaction for the purpose of professional development, self-education, self-realization.

Dissertation structure

Introduction (5-6 pages)

Chapter 1. Theoretical basis professional development of school librarians in a virtual methodological community (15-20 pp.)

1.1.Psychological and pedagogical foundations of professional development of school librarians.

1.2 Main activities of the virtual methodological community of school librarians

1.3 Structure of the information educational environment of the virtual methodological community of school librarians

Conclusions on the first chapter

Chapter 2. Methodology for professional development of school librarians in a virtual methodological community (20-30 pages)

2.1 Content structure of the educational environment of the virtual methodological community of school librarians.

2.2 Forms and methods of interaction between school librarians in a virtual methodological community.

2.2 Results of experimental activities.

Conclusions on the second chapter

Conclusion (3-4 pages)

Bibliography

Application

III. Materials for the ascertaining stage of the experiment

During scientific research the goals and objectives of the methods of the ascertaining stage were determined.

Objectives and methods

No.	Task	Method	Result
	Study and analysis regulatory documents regulating the processes of modernizing the school library to identify new requirements for the professional qualities of librarians	Study of regulatory documents + Questionnaire	Appendix No. 1.
	Analysis of regulatory documents Questionnaire “Information needs of a school librarian”	Study and analysis of best practices for creating a virtual methodological community of school librarians	Study and analysis of Internet resources.
	Appendix No. 2 Table “Professional communities on the INTERNET” Studying regional experience in organizing methodological support professional activity	Interviewing. The determining factor here is the interaction between the interviewer and the respondent. Success largely depends on whether the interviewer manages to create a friendly atmosphere. In library research, there are 3 types of interviews: standardized, non-standardized, or semi-standardized (or “focused”). In standardized interviewing, the wording of questions, the plan, and the order of the conversation are predetermined, brought to a certain standard, and the interviewer has no right to change them. Options for pre-planned possible answers are offered to the respondent to choose from; his answers should not go beyond the suggested options. In a non-standardized interview, the interviewer, having only	general theme , formulates and outlines the approximate order of the survey. Here the interviewer is required to have: great knowledge, a high level of culture, creativity, even art.
	In a semi-standardized (or “focused”) interview, the interviewer centers the entire conversation, “focuses” it around a specific issue. Compiled	rough plan	necessary and possible questions. This is a type of non-standardized interview in which the order and wording of questions may vary. Appendix No. 3 Interview Questions ( in developing)
	Study of the level of ICT competence of school librarians	Questioning This is the most common method of collecting information, which allows you to quickly register facts of people’s behavior and opinions of various representatives of age, professional, social groups and information about the process and results of their activities and any other.	Appendix No. 4 Questionnaire on ICT

(in developing)

Professional competencies of a school library specialist

Study of the creative potential and readiness of school librarians to solve professional problems

Survey This is a method of collecting primary information, based on direct or indirect interaction of the researcher with those surveyed (respondents).

With direct interaction, the survey acts as a conversation or interview, and with indirect interaction, it acts as a questionnaire.Appendix No. 3 Interview Questions (

The source of information in this case is the verbal or written judgment of the respondent

Appendix No. 5 Input diagnostics “What is your creative potential?” Intermediate diagnostics.Appendix No. 3 Interview Questions (

	“Behavioral flexibility scale”, “Contactfulness scale”, “Creativity scale”,	Applications
Appendix No. 1.
2. Do you have access to the Internet?
3. Do you use ICT when planning your work?
4. Do you conduct library lessons and other activities using ICT?
5. Do you know how to choose software for professional purposes?
6. Find the necessary materials on the Internet
7. Use ICT to monitor students’ reading activity
8. Effectively use ICT for explanations in a library lesson
9. Use ICT to interact with colleagues or parents
10. Do you know how to input and output information, including printing documents and writing information to a flash drive, disk, floppy disk?
11. Do you know the techniques and methods for preparing didactic materials in Microsoft Word: · Entering text from the keyboard and techniques for formatting it · Inserting and formatting tables · Preparing simple text documents containing graphic elements · Techniques for working with text styles, superscript and subscript characters
12. Do you know the techniques and methods of preparation? educational materials in Microsoft Power Point.
· Scanning techniques · Techniques for constructing graphs and diagrams · Simple techniques for using audio-video formats in presentations · Techniques for using hyperlinks

13. Knowledge of techniques and methods for preparing educational materials in Microsoft Excel.

· Simple calculations · Creation of graphs, diagrams

School library	(table for adjusting the ICT questionnaire)	Traditional activities	Updated activity
Librarian competencies and skills	Reader competencies and skills	Formation of a paper fund and working with it	Formation of a media fund and Internet resources, work with them
Information and communication	Information and communication
Formation of a card catalog	Formation of an electronic catalog
Organization of a traditional workplace	Organization of automated workplace (automated workstation)
Formation of paper orders and inventory of educational equipment	Formation of electronic order and inventory of teaching materials
Applications	Creating paper library guides
Creation of websites or web pages for school libraries	Providing new library services using ICT: – Internet services;	– replication of materials on users’ electronic media;	– replication of materials on users’ electronic media;
– copying materials; literary evenings;	– literary and musical compositions	Mass forms of work: – active, discussion;	– new forms using ICT
Communication; organizational; reader's; information and communication	Communication; reader's; information and communication	Preparation of library reports

Compiling or conducting: – library presentations; – SWOT analysis; – analytical reports; – monitoring maps; – research forms

Analytical; research

Appendix No. 5

Input diagnostics

"What is your creative potential"

1. Do you think that the modern system of training and education in the gymnasium can be improved?

b) no, she’s already good enough;

c) yes, but in some cases (for example).

2. Do you think that you yourself can participate in changing the system of education and upbringing in the gymnasium?

c) in some cases.

3. Do you think that some of your ideas would contribute to significant progress in changing the system of education and upbringing in the gymnasium?

b) under favorable circumstances;

3. Do you think that some of your ideas would contribute to significant progress in changing the system of education and upbringing in the gymnasium?

c) sometimes.

4. When you decide to take an action, do you think it will improve your current position among your peers?

5. Do you have a desire to study something new and unusual for yourself?

c) it all depends on the purposes of the study.

9. Immediately after the conversation, can you remember everything you said?

a) yes, without difficulty; b) I remember only what interests me; c) I can’t remember everything. 10.B

free time

you prefer:

a) think in private;

b) be in company;

c) you don't care.

b) trying to find a specific activity at any cost;

c) I’m trying to solve the problem that has arisen.

12. When an idea grabs your attention, you think about it:

a) no matter where and with whom you are;

b) only alone;

c) only where it is not too noisy

13. When you defend an idea, then:

a) you can refuse it if you listen to convincing arguments from your opponents;

b) you will remain unconvinced, no matter what arguments you put forward;

c) change your mind if the pressure is strong.

for answer “a” - 3 points;

for answer “b” - 1 point;

for answer “c” - 2 points.

Define questions:

1, 5, 6 – the limit of your curiosity;

2, 3, 4 – self-confidence;

7 – constancy; 8 – visual memory;

9 – auditory memory;

10 – your desire to be independent;

11, 12 – ability to abstract;

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

No.

13 - degree of concentration

There is normal creativity in the group. The group has the qualities that allow it to create, but there are also problems that can slow down the creative process. In any case, the potential of this group will allow them to express themselves creatively if the members of this group wish and the situation for this activity is created.

Intermediate.

Behavioral Flexibility Scale

1. I think that a person can live life the way he wants (yes, no)

2.I can put off until tomorrow what I have to do today without any remorse (yes, no)

3. There are situations when, when a person has the right to be dishonest (yes, no)

4. If a stranger does me a favor, then I don’t feel obligated to him (yes, no)

5. I don’t feel obligated to do everything in my power to ensure that those with whom I interact are in a good mood (yes, no)

6. I don’t think it’s necessary to follow the “don’t waste time” rule (yes, no)

7.I rarely worry about not doing anything significant at the moment (yes, no)

8. It seems to me that I cannot judge how other people should behave (yes, no)

9.I don’t care much about the problem of self-improvement (yes, no)

10. I don’t feel obligated to always tell the truth (yes, no)

Contact scale

1. I don’t feel remorse when I’m angry with those I love (yes, no)

2. It is not too important for me that others share my point of view (yes, no)

3. I would not want to deviate from my principles even in order to do something for which people would be grateful to me (yes, no)

4. I don’t think that any person is by nature capable of overcoming the difficulties that life puts before him (yes, no)

5. Two people get along best if each of them tries, first of all, to express their feelings as opposed to the desire to please the other (yes, no)

6. I don’t feel obligated to do everything in my power to ensure that those with whom I communicate are in a good mood (yes, no)

7. It seems to me that people should openly show their dissatisfaction with others when communicating with others (yes, no)

8. I don’t feel obligated to act as others expect of me (yes, no)

9. In most situations, I first of all want to understand what I myself want, and not those around me (yes, no)

10. Sometimes I don’t mind being bossed around (yes, no)

Creativity scale

1.B difficult situations we must always look for fundamentally new solutions (yes, no)

2. The main thing in our life is to benefit people (yes, no)

3. It seems to me that the most valuable thing for a person is his favorite job (yes, no)

4.I often make spontaneous decisions (yes, no)

5.If necessary, a person can quite easily get rid of his habits (yes, no)

6.I often reread books I like several times (yes, no)

7.I am very passionate about my work (yes, no)

8. Most of what I have to do gives me pleasure (yes, no)

9.I easily make risky decisions (yes, no)

10.A person receives the greatest satisfaction in the process of work itself (yes, no).

Key: All “correct” answers are “yes” - 1 point (max-10 points),

level of expression (flexibility of behavior, contact, creativity)

9.10 b – v.sr. 7.8b – Wed. 1-6b – bottom.

REPORT on research practice

Performed:

1st year master's student

Faculty of MIFIT

Platonova Irina Innokentievna

Agreed: scientific adviser

Candidate of Pedagogical Sciences, Associate Professor of the Department of Informatics and Methods of Teaching Informatics Fedorova Galina Arkadyevna

Omsk – 2013

undergraduate research practice

Platonova Irina Innokentievna

for the period from 01/07/2013 to 01/19/2013

(master's program "IT in Education", 1st year of study)

Dissertation topic: Professional Development school librarians in a virtual methodological community

Head of the master's program____________________ M.P. Lapchik

Head of practice _______________________ M.I. Ragulina

Scientific supervisor _______________________ G.A. Fedorov

II. The relevance of research

Modern education makes new demands on all participants in the educational process.

The Federal Program for the Development of Education and the new Federal State Educational Standards reflect an explicit social order for the education and formation of successful, active, computer-literate and generally information-cultural participants in the information society.

A feature of the new generation standards, as is known, in addition to defining uniform requirements for the structure and results of mastering the basic educational programs, is to establish requirements for the conditions of implementation, including personnel, financial, material and technical. These norms are enshrined in Article 11 of the Law of the Russian Federation “On Education” and have been in force since 2013.

With the introduction of information and communication technologies (ICT), the education process is carried out in a fundamentally different environment. It means that modern means education (computers, multimedia training programs, Internet resources) do not just complement, they transform education in accordance with the needs of the information society. ICT allows school librarians to improve methods and organizational forms operation of library processes in accordance with basic requirements modern system education.

The Internet offers school librarians a variety of distance courses, virtual conferences, online communities with the opportunity for professional communication, exchange of experience, etc. But not many librarians know where and how to find the necessary information on the Internet, how to use Internet resources in their professional activities. Activities held online are often scattered and unsystematic. In general, the activities of school librarians on the network are not yet sufficiently organized; there is no scientific and methodological justification for the network interaction of librarians aimed at improving professional development. In this regard, it seems optimal to develop a model of a professional virtual methodological community of school librarians and resolve the existing contradiction between the development of the information society necessity professional development of school librarians in a virtual methodological community and lack of virtual platform for providing methodological support within the professional community, between awareness necessity preparing librarians to work within the virtual methodological community and lack of development the substantive and procedural basis of this type of activity.

These contradictions determined the problem of the dissertation research.

Research problem is to remove the contradiction

between the development of the information society necessity professional development of school librarians in a virtual methodological community and lack of virtual platform for providing methodological support within the professional community,

between awareness necessity preparing librarians to work within the virtual methodological community and lack of development the substantive and procedural basis of this type of activity.

Object of study is the professional activity of school librarians

Subject of research is a virtual methodological community of school librarians.

Purpose of the study

Professional development of school librarians in a virtual teaching community.

Research hypothesis

Professional development of school librarians occurs effectively if:

1. a model will be developed and scientifically substantiated

After completing a research practice, each student needs not only to fill out a diary and prepare the collected materials, but also an important part of this work is to create a report on the research practice. This is quite a painstaking job, which differs from writing a regular practice report, as it has a number of basic requirements and specific rules.

Basic criteria for writing a report on research practice

So, before you start writing a report, you need not only to study the basic requirements, select the necessary and appropriate literary sources, and also prepare and adjust your diary. Having made all the necessary preparations, it is worth starting to prepare the report itself, which must include approximately 30 pages without taking into account additional materials attached to it. It is worth noting that the requirements for the list of references, which relates to the final part of your work, are quite strict, so it is recommended to take a responsible approach to creating a list of books used, including at least thirty sources and format it in accordance with the requirements stipulated by the standards. It is very important to keep in touch with your practice manager to avoid unnecessary mistakes when writing your report.

Structure of a report on scientific practice

In order for your report on the undergraduate research practice to be written concisely and correctly, it is very important to structure it. By dividing it into certain parts, you will be able to correctly present all the necessary information about the completed practice. You can structure your report using the following example:

Title page.
Summary.
Epithets and designations.
Introductory part.
The main part, divided into several sections.
Final part.
List of used literature.
Additional documents (applications).

Having structured your report in this way, you can begin writing it.

What should be the first and introductory part of the report on the research practice of a master's student?

It is quite difficult to create a detailed structure for the sections of this report, since each specialty and educational institution has its own individual requirements for writing this type of work. However, there are a number of recommendations that will certainly help in writing scientifically - research report on master's student practice.

Constant communication with the practice director is very important. It will help in solving many questions that arise when writing this work.
This type of practice also implies participation in various conferences that are suitable for the topic. It is worth mentioning this in your report, indicating the time, topic and number of visits.
It is recommended to describe in detail the process of studying and analyzing very important information from literary and information sources.
After conducting at least two experiments, you can begin to prove and describe the actions performed.

Learn more about writing report text

The report on the master's student's research practice should include your personal data, such as: full name of the master's student, type, place and period of the internship, as well as the topic of the qualifying work. After presenting the general data, you can begin writing the main text. First of all, it should reflect the work carried out by the undergraduate in research practice. It is important to remember that your report should cover:

The object that is selected for research.
Primary goal.
Methods used to carry out the work.
Results of the implemented scientific research.

Using these recommendations, you will certainly be able to write a correct and informative report on scientific research practice (an example can be found on our website). However, if you have any difficulties or are not confident in your abilities, our specialists are ready at any time to write for you a report that will meet all standards.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Ministry of Education and Science of the Russian Federation

FSBEI HE "KubSU"

Faculty of Economics

Department of Enterprise Economics, Regional and Personnel Management

REPORT

on the implementation of research practice at OJSC Bank UralSib

I've done the work

Vasiliev D.I.

Scientific adviser:

Vanyan D.N.

Krasnodar 2016

Introduction

In the process of undergoing research practice, a targeted collection of materials was carried out at OJSC Bank UralSib, including from its official website. The purpose of the practice was to study the organizational structure of personnel management, enterprise finance, accounting, reporting, and collect other necessary information.

The need for research practice lies in the fact that during the internship, the necessary information is collected for the subsequent high-quality assimilation of professional, special disciplines, high-quality execution of the report. Also, during the internship, one gets acquainted not only with the theoretical, but also with the practical aspects of the organization’s activities, which in turn also has a positive impact on the further learning process.

The objectives of the research practice were:

Establish normal business relationships with managers and specialists of the organization;

Determine the type (model) of the organizational structure and management structure of the enterprise, regulatory documents (charter or other constituent documents);

Collect general information about the enterprise, forms of accounting and statistical reporting on the official website;

Gain practical skills in your chosen specialty;

Prepare a report on the internship;

Successfully defend the results of research practice with a supervisor within the prescribed period.

1. Organizational and economic characteristics of OJSC BANK URALSIB

bank financial statements

1.1 General information about the bank

Open Joint Stock Company "BANK URALSIB" is a credit organization, the legal successor of the Open Joint Stock Company "Republican Investment and Credit Bank "Bashkreditbank", (RIKB "Bashkreditbank"), reg. number 2275 dated January 28, 1993

OJSC BANK URALSIB is one of the ten largest Russian banks, providing its retail and corporate clients with a wide range of banking products and services in 51 regions of the Russian Federation. The Southern region accounts for 13% of the total number of sales points of OJSC BANK URALSIB (2nd place after the Volga region).

The work of OJSC BANK URALSIB is organized according to the principle of a financial supermarket. Under a single brand, services are provided to private clients, small businesses, corporate clients, and financial institutions. The service line includes more than 40 products. These include deposits, mortgage, consumer and car loans, investment services, mutual fund shares. According to Expert RA, at the end of 2012, OJSC BANK URALSIB ranks first in the small and medium-sized business lending market, is among the top five among Russian banks in terms of the size of its branch network and in the top three in terms of the number of its own ATMs, and also ranks 3rd in terms of the number of issued plastic cards.

Let us consider in detail the history of the creation of OJSC URALSIB. 1988 -- Founding of an industry bank serving the automotive industry, OJSC JSCB Avtobank. The bank was issued license No. 30, which was subsequently assigned to URALSIB OJSC. The founder of this bank was Tsvetkov Nikolai Alesandrovich. Currently, Vladimir Kogan has replaced him as Chairman of the Board of Directors of the BANK. 1993 -- Founding of the Oil Investment Company "NIKoil" (NIKoil). 1996 -- Creation of the NIKoil Group of Companies. Entry into the Rodina Commercial Bank Group. 1998 -- Integration of the brokerage company RINACO Plus into the NIKoil Group. 2000-2001 -- Completion of the restructuring of NIK-Oil as a diversified financial corporation. 2002 -- Acquisition of Avtobank and development of the insurance business through the acquisition of OJSC Industrial Insurance Company. 2003 -- Acquisition of Ural-Sibirsky Bank with a wide branch network. 2004 -- Rebranding of the group under the single name "URALSIB". 2005 -- As a result of the merger of five banks of the Corporation, a universal network bank of the federal level was formed - URALSIB Bank. Along with it, the Corporation's banking group includes a number of other regional banks. Registration number 2275, the bank was included in the State Register Book on January 28, 1993, legal address: Moscow, st. Efremova 8 (119048).

Having adopted a growth strategy through the development of a regional network, in 2002 Bashkerditbank changed its name to OJSC Ural-Sibirsky Bank (short name UralSib) and, as part of the same expansion beyond Bashkortostan, UralSib acquired controlling stakes in Kuzbassugolbank (Kemerovo) banks. , Bashprombank (Ufa), Eurasia (Izhevsk), Dorozhnik (Chelyabinsk), Stroyvestbank (Kaliningrad), Dzerzhinsky (Perm).

In 2004, 72.5% of the shares of UralSib were bought by Nikolai Tsvetkov’s corporation NIKoil. By this time, NIKoil (created in 1993 under the name “Complex Investments”), which had earned initial capital through consulting and investment services to NK LUKoil, had already acquired Rodina Bank (later IBG NIKoil, see “Book memory"), broker "Rinako Plus", Avtobank (later "Avtobank-Nikoil", see "Book of Memory"), "Bryansk Narodny Bank", Industrial Insurance Company (PSK, later Uralsib Insurance Group) and other financial assets.

In 2005, all banks of the financial supermarket “Financial Corporation “NIKoil” (in May 2004, renamed FC “UralSib”) were united under the auspices and license of “UralSib”, and the headquarters of the merged bank officially moved to Moscow. As of June 30, 2005, total assets and adjusted equity capital on the balance sheets of integrated banks amounted to 169.4 billion rubles ($5.9 billion) and 27 billion rubles, respectively.

Financial Corporation URALSIB announced the completion of the integration of the business of five banks included in the Corporation and the successful start of the operating activities of OJSC URALSIB. An unprecedented transaction for the Russian financial market to integrate the business of five banks that are part of FC URALSIB has been successfully completed. Formed as a result of integration, URALSIB (Open Joint Stock Company BANK URALSIB) was registered on September 20, 2005.

By the decision of the meeting of shareholders of all banks participating in the reorganization, Nikolai Aleksandrovich Tsvetkov, President of the Financial Corporation URALSIB, was elected Chairman of the Management Board of OJSC URALSIB.

October 3 marked the beginning of the operating activities of OJSC URALSIB. The first days showed that all systems supporting the bank’s activities, including the regional network, are operating as normal. The transition of banks to a single balance sheet was carried out without stopping operating activities. Currently, bank clients everywhere are served according to uniform standards.

The reorganization of the banking business of the URALSIB Financial Corporation took place in line with the policy of the Government of the Russian Federation and the Bank of Russia, aimed at strengthening and further developing the Russian financial sector and increasing the competitiveness of domestic business abroad.

The determining conditions for the reorganization of the banks of FC URALSIB were strict observance of the rights and legitimate interests of clients and shareholders of the reorganized banks, the preservation by the merged bank of financial stability and the ability to comply with all prudential standards of activity and mandatory standards of the Bank of Russia.

Consolidation of the banking business of FC URALSIB made it possible to significantly optimize the management of business processes and increase their efficiency. From an organizational point of view, the combined structure has become more mobile and manageable, which will certainly have a positive impact on the quality of customer service.

After the merger, FC UralSib directly or indirectly increased its stake in the merged bank to almost 90%. At the same time, the shareholding of the Government of the Republic of Bashkortostan was reduced to 8.4%. The merged bank received the name OJSC BankUralSib (“UralSib”). By the end of 2006, the Government of Bashkortostan's stake in UralSib Bank decreased again - to 7.41% of shares, 48.92% of shares belonged to FC UralSib, 32.32% to Aktiv-Holding, and 5, 06% -- joint stock company"UralSib - Capital Management". The consolidated assets of the UralSib banking group according to international standards as of 01/01/2007 amounted to 305.6 billion rubles, and the capital - 45.2 billion rubles.

The top 20 depositors accounted for approximately 37% of its total deposits as of June 30, 2006 legal entities, and the 20 largest borrowers accounted for about 117% of capital, which is a quarter of the entire loan portfolio (the latter forms 64% of net assets). Various loans to individuals in the loan portfolio occupy a share of 28%, and deposits and accounts of individuals are approximately equal to the volume of corporate deposits and the amount of balances on current accounts of legal entities (about 20% of liabilities, 5th place among Russian banks in terms of the amount of funds of individuals persons).

Noteworthy is the shareholding of more than 27 billion rubles, which is uncharacteristic in size for Russian banks (almost 9% of net assets; shares and ADRs of LUKoil - about 10 billion rubles).

2008 -- The Bank's strategy until 2014, developed jointly with BostonConsultingGroup, was approved. DeutscheBank and MorganStanley each acquired a 2.1% stake in URALSIB Bank.

2009 -- Increase in the Bank's authorized capital in the second quarter by 30% to 26.5 billion rubles as a result of an additional issue of shares.

2010 - Decision to merge JSCB Stroyvestbank and JSCB URAL-SIB-Yug Bank into OJSC URALSIB.

Mission of OJSC BANK URALSIB: to improve the quality of life of the population, develop entrepreneurial activity, providing clients with a range of financial products and services; to be an example of business efficiency in key sectors of the Russian financial market.

URALSIB Bank is positioned in the financial market as the largest universal network bank at the Federal level, providing the widest range of financial products and services throughout the Russian Federation. These include traditional deposits, consumer, mortgage and car loans, investment services, leasing, the opportunity to participate in collective investment funds, insurance products and many others.

URALSIB Bank is one of the TOP-10 largest Russian banks and provides its retail and corporate clients with a wide range of banking products and services in 51 regions of the Russian Federation. The Bank's sales network includes more than 613 points in Russia, 2.8 thousand ATMs, 8.7 thousand payment terminals, 3.7 million plastic cards have been issued.

According to rating studies, BANK URALSIB occupies a leading position among Russian banks in terms of assets, capital, corporate and retail loans and deposits.

According to the RBC.Rating website, at the end of 2015, URALSIB took 14th place in terms of net assets and 20th place in terms of balance sheet profit. In accordance with the rating of the Profile magazine, at the end of 2015, URALSIB ranks 6th in terms of the volume of loans issued to individuals, and 8th in terms of the volume of deposits attracted from individuals. The Bank is in 9th place in terms of balances on corporate client accounts, and in 11th place in terms of profitability.

In accordance with the results of a study conducted by Comcon Investment Company and the National Agency for Financial Research (NAFI), URALSIB is confidently in the top 5 in the recognition rating of Russian banks, as well as in the top 5 in the rating of the most customer-oriented, reliable and socially responsible financial brands. In terms of the size of liquid assets, the Bank occupies the 10th position in the ranking, and in terms of the volume of net assets - 12th place.

In 2014, the bank was assigned ratings from international rating agencies:

- “ВВ” Fitch Ratings - The level of creditworthiness is below sufficient

- “BB” Standard & Poor's - the issuer is solvent, but unfavorable economic conditions may negatively affect the possibility of payments

- “B1” Moody's Invstors Service - debt obligations are considered speculative and subject to high credit risk.

As of the end of 2015, the Bank’s integrated regional sales network of financial products and services includes:

- 35 branches

- 451 points of sale

- 2914 ATMs

- 13866 payment terminals

OJSC URALSIB carries out operations in accordance with the following types of licenses:

· General license of the Bank of Russia N 30 (issued on September 20, 2005).

· License for banking operations No. 30 (issued on September 20, 2005 for attracting deposits and placing precious metals).

· License of a professional participant in the securities market to carry out depository activities, issued by the Federal Service for Financial Markets dated 03/07/2003. No. 177-06473-000100 (unlimited term), etc.

Cooperation with credit institutions of the Russian Federation, CIS and Baltic countries is one of the key activities of the Banks of the URALSIB Financial Corporation. Within this direction, work is based on the principle of creating a wide network of correspondent banks and counterparties, ensuring the implementation of the strategic objectives of the entire Financial Corporation.

The Bank maintains partnerships with leading banks in the CIS and Baltic countries, as well as with leading global banks. Among the foreign counterparties are such banks as: RAIFFEISEN ZENTRALBANK OSTERREICH AG (RZB-AUSTRIA), Vienna; HSBC BANK PLC, London; COMMERZBANK AG, Frankfurt am Main; DEUTSCHE BANK AG, Frankfurt am Main; ABN AMRO BANK NV, Amsterdam; AMERICAN EXPRESS BANK LTD, New York; CITIBANK N.A., New York; THE BANK OF TOKYO-MITSUBISHI LTD, Tokyo.

The bank's regional network is represented by seven regional directorates. The Yuzhny branch of OJSC BANK URALSIB in Krasnodar is part of the Southern Regional Directorate, along with branches in Rostov-on-Don, Volgograd, Astrakhan, Stavropol.

The Yuzhny branch of URALSIB OJSC in Krasnodar is consistently among the top five banks in the region in terms of key performance indicators and confidently holds the bar of the leading branch of URALSIB BANK OJSC in Krasnodar. The financial services of the Yuzhny branch are popular and trusted among residents of the Krasnodar Territory.

OJSC BANK URALSIB pursues an active policy in the social sphere. One of the main elements of this policy is joint programs with the Victoria Children's Fund under the Strategic Partnership Agreement.

The fund for helping disadvantaged children and children deprived of parental affection - the Victoria Children's Fund - was created in November 2004 with the goal of qualitatively improving the lives of children in unfavorable life situations, primarily orphaned children and children left without care parents.

Having analyzed the activities of the Yuzhny Branch of OJSC BANK URALSIB and compared it with the main technical ones. directorates, we can conclude that the Yuzhny Branch is at a very high level in the retail business, inferior in key indicators to the Republic and the Moscow Technical Directorate.

1.2 Organizational structure of the bank

The organizational structure is aimed, first of all, at establishing clear relationships between individual divisions of the organization, distributing rights and responsibilities between them. It implements various requirements for improving management systems, which are expressed in certain management principles.

Like any organizational and management structure, OJSC BANK URALSIB has three levels of management: top, middle and operational. At the highest level of management, the most general solutions on enterprise management and carries out the functions of strategic planning, general control and communication with external structures. At the middle level, top-level decisions are detailed, converted into specific plans, the functions of current planning, communication between the highest and lower levels of management, control, production management and resource flows are carried out. The result of the activities of employees at the operational level is the implementation of the production program, the functions of managing main and auxiliary production, operational management and local control are implemented.

The basis of the personnel management policy is the construction of a system that involves the creation of specific measures:

· to motivate each employee to achieve goals determined by the bank's strategy;

· to determine criteria for assessing the degree of achievement of results;
· Remuneration and encouragement of employees.

The bank's central office is located at: Moscow, st. Efremova, no. 8. In Ufa, st. Revolyutsionnaya, 41 operates a remote central office and branch of OJSC BANK URALSIB, which provides a full range of financial services for clients of legal entities and individuals.

The structure of the bank management apparatus is presented in Figure 1.

The Supervisory Board includes: Vladimir Kogan (Chairman), Douglas Weir Gardner, Natalia Zvereva, Denis Korobkov, Ildar Muslimov, Lyudmila Shabalkina, Dmitry Shmelev, Mikhail Molokovsky, Ilkka Salonen.

Board: Ilkka Salonen (Chairman), Airat Gaskarov, Evgeniy Guryev, Alexey Sazonov, Ilya Filatov, Konstantin Kolpakov, Lidiya Plytnik, Svetlana Bastrykina.

Chief Accountant Service: Reat Koneev (chief accountant), Nadezhda Simakova, Sergey Baydak, Alfiya Zarafutdinova, Alla Kukharenko.

Members of the OJSC Financial Corporation URALSIB group are primarily shareholders of the Bank.

As for the Southern branch in the city of Krasnodar, where the internship was completed, the management structure is as follows.

Figure 2 Structure of the management staff in the head department of the southern branch of the bank

More details about some departments. The accounting department is engaged in: developing and approving accounting policies, reflecting transactions carried out by the bank in accounting, preparing accounting documentation, developing bank balance sheets and other forms of reporting.

The legal department includes the following functions:

- develops regulatory documents and changes to the bank’s charter

- controls the implementation of the bank’s charter and the correctness of execution of banking transactions and other contractual transactions of a non-banking type

- draws up bank transactions

- draws up contracts, acts of pledge, sureties and guarantees, and other business documents.

The Computer Operations Department is responsible for organizing the bank’s computer systems and carrying out electronic payments and settlements between clients and the bank.

The bank's security department determines the confidentiality of certain categories of bank information that constitute bank secrecy.

The personnel service plans the number and use of bank personnel, organizes the selection and placement of personnel, and organizes personnel certification.

Cash services department:

- opening and maintaining customer accounts;

- carrying out incoming and outgoing cash transactions of the bank;

- conducting settlement transactions;

- carrying out transactions with checks;

- carrying out operations on corr. account;

- preparation of settlement and cash documents;

- formation of daily bank balances.

The lending department includes the following functions:

- develops the main directions of lending and investment (credit and investment policy of the bank);

- develops mechanisms for implementing credit and investment policies;

- organizes short-term and long-term lending to legal entities and individuals - entrepreneurs.

The foreign exchange operations department carries out currency purchase and sale operations, maintains clients' foreign currency accounts, and accepts funds for foreign currency deposits.

Thus, we can conclude that the branch has a linear-functional management structure. Linear authority is transferred directly from the boss to the subordinate and then to other subordinates. Divisions are formed according to the types of activities of the bank. Functional departments are divided into smaller departments, each of which performs a limited list of functions.

2. Analysis of the bank’s financial results

2.1 Analysis of the structure of liabilities

The resources of a commercial bank are the totality of all funds available to the bank and used to carry out active operations. According to the method of formation, the resources of a commercial bank are divided into own and attracted (borrowed) funds.

Own funds are funds received from the shareholders of the bank during its creation and formed in the process of its activities, which are at the disposal of the bank without any time limit. In banking practice, the share of own funds accounts for a small part of resources.

Raised funds are client funds received for a certain period or on demand.

The economic characteristics of OJSC BANK URALSIB must begin with a study of the structure of the bank’s balance sheet, namely with liabilities, which characterize the sources of funds, since passive operations largely predetermine the conditions, forms and directions of use of banking resources, that is, the composition and structure of assets. We will carry out the dynamics of the structure and composition of assets and liabilities of OJSC BANK URALSIB based on the balance sheet data in Appendix 1 for the period from 2013 to 2015. An analysis of the structure of resources of OJSC BANK URALSIB is presented in Table 1.

Analyzing these indicators, a number of conclusions can be drawn, namely: in the structure of liabilities, the largest share is occupied by the bank's attracted funds (liabilities), which is determined by the essence of the bank and its role in the market. At the beginning of the analyzed period they amounted to 332 billion rubles. (89.8% of the value of liabilities), and by the end they increased to a level of 378 billion rubles. (90.1%), i.e. increased by 46 billion rubles. This suggests that, with an increase in the volume of raised funds, the bank slightly reduced its activity in its main areas of business.

Among the liabilities at the end of the analyzed period, the largest share in 2014 was accounted for by customer funds, which in value terms amounted to RUB 311,521 million.

Table 1 Structure of resources of OJSC BANK URALSIB for 2013-2015, million rubles.

Article title
			million
Loans from the Central Bank of the Russian Federation
Funds from credit institutions
Client funds
incl. deposits of individuals
Financial liabilities at fair value through profit or loss
Debt issued
Other obligations
Provisions for possible losses on contingent credit obligations, other possible losses and transactions with residents of offshore zones
Total liabilities
Funds of shareholders (participants)
Share premium
Reserve Fund
Revaluation at fair value of securities available for sale
Revaluation of fixed assets
Funds and unused profits from previous years
Profit for distribution (loss) for the reporting period
Total sources of own funds
Balance currency

Second place belongs to funds from credit institutions: if in 2013 in value terms they amounted to 37,840 million rubles, then by 2015 they increased to 48,963 million rubles. In share terms, their level increased by 1.5 times.

In the structure of the bank's own funds, the largest share is occupied by shareholders' funds; during the period under study they tend to grow both in relative (increased by 2,660 million rubles) and in absolute terms by 10 percentage points.

Items other liabilities, reserves for possible losses, revaluation of fixed assets, share premium in share terms amount to no more than 4-6% of the share of the amount of all liabilities.

2.2 Analysis of asset structure

The main component of assets in OJSC BANK URALSIB is the bank's net loan debt, i.e. volume of outstanding loans to customers. Thus, at the beginning of the study period, this figure was 227,504 million rubles, and at the end - 278,182 million rubles; we observe an increase in this indicator both in relative (22.3%) and in absolute terms. In our opinion, this trend may indicate an increase in lending volumes in both retail and corporate business.

Table 3 Structure of assets of OJSC BANK URALSIB for 2013-2015, million rubles.

			Growth rates 2015 to 2013, %
	million	million
Cash
Funds from credit institutions in the Central Bank of the Russian Federation
Required reserves
Funds in credit institutions
Net investments in securities measured at fair value through profit or loss
Net loans outstanding
Net investments in securities and other financial assets available for sale
Net investments in securities held to maturity
Fixed assets, intangible assets and inventories
Other assets
Total assets

In order to replenish banking liquidity, the Bank of Russia has repeatedly decided to reduce required reserve ratios. As a result of these measures, in 2013 there was a significant decrease in the bank’s funds in the Central Bank compared to 2015. In 2014, this figure increased slightly and reached 20.6 billion rubles. The Bank does not position itself as an active participant in the stock market, where OJSC BANK URALSIB acts both as an issuer, placing its own shares, and as an investor, purchasing securities both for resale and for the purpose of long-term investment.

Having analyzed the composition of the resources of the commercial bank OJSC BANK URALSIB, the following conclusions can be drawn:

1. The bank is steadily growing, so it has an actively growing balance sheet (due to an increase in the amount of attracted resources).

2. The bank has a high potential for growth of its resource base, since the share of equity capital is 9.9% at the end of the analyzed period.

3. Measures to improve processes and management methods in the bank

As a result of studying the existing personnel management strategy, it was concluded that it is necessary to improve this strategy. Recommendations for improving the personnel management strategy include its adjustment in connection with changing environmental requirements.

In today's conditions, the overall strategy of the Bank must correspond to the strategy of limited growth, which will allow Uralsib OJSC, despite restrictions in the form of economic factors, to develop and achieve the strategic goals set earlier.

The second most important, after the corporate strategy, is the product marketing strategy, which should be aimed at retaining existing customers and developing budget options for placing/raising funds and other basic services for customers.

After determining the corporate strategy and product and marketing strategy of Uralsib Bank, the personnel management strategy, as a functioning strategy, should solve the problem of supporting the general line of development of the company.

Thus, the main goal of the personnel management strategy is the formation of highly qualified, professional and mobile personnel at all levels, ready to adequately respond to any changes, both in the internal structure of the enterprise and in the industry as a whole.

Within the framework of the main goal, as well as based on the identified shortcomings of the existing strategy, the following tasks can be identified that must be solved using a personnel management strategy:

* development of a system for adaptation to changes in the external and internal environment;

* development of adaptation mechanisms for new employees, as well as employees who have changed job responsibilities within the Bank;

* development of a multilateral motivation system for the Bank OJSC Uralsib.

The personnel management strategy of Uralsib Bank should provide for a clear program for adapting personnel to possible changes, as well as smoothing out the negative reaction of personnel to these changes.
The main tasks of the HR department are:

- knowledge and understanding of the characteristics of Bank employees;

- development of a change program based on environmental requirements;
- anticipating employee reactions to planned changes;
- development of proposals for leveling negative reactions to planned changes;

- training managers in the change management process;

- development and implementation of changes in the organizational structure that corresponds to current business goals;

- development and implementation of regulations in corporate culture;

- development and implementation of key performance indicators;

- development of professional or personal profiles of new employees.

It should be noted that the implementation of personnel management procedures in conditions of change presupposes a whole system, including: motivation for change, adaptation and training of new skills. Changes will be easier and more effective if, at the beginning of their implementation, preference is given to new employees, in particular, middle managers who have experience working with technologies similar to those being introduced. In any case, the personnel department at all stages of changes (rumors, beginning, immediate process transformations, response) it is necessary to respond sensitively to the level of psychological climate in the team. Possession of information about different lines of behavior of personnel will allow you to quickly respond to a possible reaction.

Be it an incorrect process of understanding the changes, which will require additional clarification, or non-acceptance of the changes, or a system of one’s own opinion about the changes.

The next point in improving the personnel management strategy is the process of personnel adaptation. Most experts rightly believe that certification is one of the most effective tools for personnel management.

The adaptation process should be aimed at ensuring a faster entry into the position of a new employee, training, creating a positive image of the organization, reducing the discomfort of the first days of work, increasing motivation, as well as assessing the level of qualifications and potential of the employee during his probationary period. The introduction of this personnel management strategy will help the bank mobilize labor resources and identify shortcomings in personnel performance.

Conclusion

The process of merging banks and creating a large-scale distribution network at the federal level affected the financial performance of the merged Bank. The rapid growth of assets in 2005 is the result of an extensive process of merging banks under a single brand, URALSIB. Following the merger, asset growth continued at a pace reflecting an intensive process.

The greatest increase in the Bank's equity capital was observed in the mid-2000s. It is mainly associated, according to many experts, with extensive factors: the merger of five banks under the URALSIB brand and an increase in share capital by converting shares of the merged banks into shares of the merged Bank. In 2006, in the absence of additional share issues, the dynamics of the Bank's equity capital was determined exclusively by intensive factors: the growth of funds and retained earnings of previous years. According to RBC.Rating, at the end of 2014, URAL-SIB Bank ranked 6th in equity capital. The dynamics of equity capital is generally adequate to the dynamics of assets and corresponds to the capital adequacy standard.

At the end of 2014, two leading world rating agencies - Standard & Poor's and Fitch Ratings - increased the credit ratings of URALSIB Bank on the international scale. The increase in international credit ratings was due to the following factors:

- successful completion of the merger of five banks, minimizing integration risks;

- growing diversification of business areas;

- significant growth potential in the rapidly developing Russian banking services market;

- high-quality client base;

- high level of capitalization;

- a tendency to increase the profitability of core banking activities;

- high quality of the loan portfolio;

- high level of asset liquidity.

In the process of research practice, the set objectives of the practice were completed, the main economic and financial indicators were collected and analyzed, the structure of the bank's management apparatus was determined, and the history of the bank's creation was studied. During the internship, I gained invaluable experience working in a bank.

Sources

URL: http://barfin.ru/company/uralsib/history (Date of access: 04/05/2016).

URL: http://lf.rbc.ru/reviews/507/(Access date: 04/02/2016).

URL: http://www.genon.ru/GetAnswer (Date of access: 03/16/2016).

URL: www.bankuralsib.ru/bank/index.wbp (Date of access: 03/20/2016).

URL: http://www.kuap.ru/banks/2275/balances/(Access date: 04/01/2016).

Posted on Allbest.ru

Similar documents

Bank reporting as an object of economic analysis, goals, objectives and problems of its completeness and reliability. Brief financial and economic characteristics, analysis of the composition, structure and dynamics of assets and liabilities, income and expenses, ways of improvement.

course work, added 11/13/2013

Methods of personnel management in a commercial bank. Analysis of personnel management methods in a commercial bank. Program and plans to improve existing methods of personnel management in a commercial bank.

course work, added 04/19/2004

Organizational and economic characteristics of a bank in the Russian Federation. Analysis financial indicators activities and structure of the bank's loan portfolio. Assessment of the structure of assets-liabilities, income-expenses, profit. Development of a credit organization.

practice report, added 04/24/2018

Studying the process of lending to legal entities in a bank. Analysis of customer credit assessments. Organizational, legal and economic characteristics of OJSC Rosselkhozbank. Developing ways to improve credit management.

course work, added 06/03/2015

Determining the essence and content of banking operations. Consideration of the doctrine and policy of managing assets and liabilities of banks. Analysis of the gap model. Study of the composition, dynamics of assets and liabilities, liquidity and profitability of CJSC "Bank of Russian Etalon".

thesis, added 05/07/2015

presentation, added 09/16/2013

The concept of risk of a credit institution. The process of credit risk management in a commercial bank. Analysis of the quality and riskiness of the loan portfolio and the quality of its management. Comparative analysis methods for identifying and assessing risk in a commercial bank.

thesis, added 06/25/2013

The concept and main characteristics of financial management in a commercial bank. Ways of influencing monetary relations on the object of management. Disadvantages of the collection form of payment. Types of lending. Analysis of the dynamics of the structure of capital sources.

thesis, added 09/11/2011

The concept of business processes in a bank and their effective management. Stages of implementation and principles of reengineering. Comparative analysis of the effectiveness of priority business processes of commercial banks OJSC National Bank "Trust" and OJSC VTB Bank, the reasons for their lack of formalization.

course work, added 05/29/2014

Essence, objects and subjects of banking management. Problems and prospects of financial management, its role in organizing finance in a commercial bank, measures for improvement. Features of human resource management in an institution.

Federal State Budgetary Educational Institution of Higher Professional Education

State Autonomous Institution of the Northern Trans-Urals

Department of Statistics and Economic Analysis

Guidelines for doing independent work

on educational practice in research work

for bachelors directions 080100 “Economics”

profile "Statistics"

form of training: "full-time, correspondence"

Tyumen-2013

Federal State Budgetary Educational Institution of Higher Professional Education State Autonomous Institution of the Northern Trans-Ural Region

INSTITUTE OF ECONOMICS AND FINANCE

Department of Statistics and Economic Analysis

I APPROVED

Vice-Rector

On educational and methodological work

______________________

"_____"_____________2012

Research internship program

Direction of training

080100.68 "Economics"

Tyumen 2014

Goals of undergraduate research practice is a type of research work aimed at introducing the basics scientific activity and scientific research, consolidation of theoretical and practical knowledge acquired directly in the learning process.

Objectives of research practice:

Drawing up a plan for an empirical study, setting a goal, formulating the main objectives of the study;

Mastery of basic methods of collecting and processing received information;

Acquiring basic skills in working with bibliographic literature, compiling a list of used bibliographic literature

Generalization and preparation of the main results of research work.

Place of research practice in bachelor's educational programs:

Research practice of bachelors studying in accordance with federal state educational standards of higher education vocational education, is a mandatory section of the main bachelor’s educational program and is aimed at general cultural and professional competencies in accordance with the requirements of this Federal State Educational Standard for Higher Professional Education and the University’s General Educational Standards.

“Input” knowledge, skills and readiness of the student necessary for successful completion of research internship:

The student must know:

Basic patterns of functioning of the modern economy;

The student must be able to:

Independently acquire and use new knowledge and skills in practical activities, including new areas of knowledge not directly related to the field of activity;

Ability to present research results in the form of an article or report;

Summarize and critically evaluate the results obtained by domestic and foreign researchers.

The student must own:

Possess public and scientific speaking skills

Possess the ability to substantiate the relevance, theoretical and practical significance of the chosen topic of scientific research

Independent research skills.

Forms of conducting research practice:

Faculty members of the department are appointed as heads of research practice from the Academy.

Research practice takes place in accordance with the internship schedule. The bachelor independently chooses a research topic from the presented topics.

Student competencies developed as a result of undergraduate research internships in the field of study “Economics”:

1. General cultural competencies(OK):

1.1ability to independently master new research methods, to change the scientific and scientific-production profile of their professional activities (OK-2);

1.2. the ability to independently acquire and use new knowledge and skills in practical activities, including new areas of knowledge not directly related to the field of activity (OK-3);

1.3 possess the skills of public and scientific speech (OK-6).

Professional competencies (PC):

the ability to generalize and critically evaluate the results obtained by domestic and foreign researchers, to identify promising directions, draw up a research program (PC-1);

the ability to substantiate the relevance, theoretical and practical significance of the chosen topic of scientific research (PC-2);

ability to conduct independent research in accordance with the developed program (PC-3);

the ability to present research results in the form of an article or report (PC-4).

Basic didactic units (sections of the research practice program)

Organizational work. Participation in orientation and final meetings and consultations on practice. Preparation of the necessary documentation based on the results of the internship.

Theoretical work involves familiarization with the main scientific literature on the chosen research topic. Justification of the relevance of the research topic, setting the purpose of the research and formulation of the main objectives of the research and the plan for conducting research activities.

Practical work consists of organizing, conducting and monitoring research procedures, collecting information, and conducting your own research.

Generalization of the results obtained includes generalization of the obtained data, presentation of theoretical materials in the form of a scientific report.

Structure and content of research practice.

The total labor intensity of research practice is...weeks,...credit units,...hours.

Educational, research and scientific-production technologies used in research practice.

In the process of organizing research practice, the head of the department must use modern educational and scientific-production technologies.

- Multimedia technologies when conducting an introductory lecture and instruction for students during practice, classrooms must be equipped with a screen, video projector, and personal computer.

- Computer techologies and software products necessary for collating and systematizing information and carrying out the necessary calculations.

- Digital library and necessary Internet resources.

Internship report forms.

Research practice is assessed by the supervisor based on a written scientific report.

Certification is carried out based on the results of practice based on the defense of a prepared scientific report. Based on the results of a positive assessment, a grade (excellent, good, satisfactory) is given on a five-point scale in the statement and grade book.

A scientific report on practice should have the following structure:

Since scientific work is a qualifying work (dissertation, diploma, course work), it is assessed not only by its theoretical scientific value, practical significance, relevance of the topic and applied significance of the results obtained, but also by the level of general methodological preparation of this scientific work, which, first of all, is reflected in his composition.

Of course, there is not and cannot be any standard for choosing the composition of a scientific work, since each author is free to choose any structure and order of organization of scientific materials in order to obtain their external arrangement and internal logical connection in the form that he considers the best, most convincing for disclosure your creative idea. Traditionally, a certain compositional structure of a scientific work has developed, the main elements of which, in order of arrangement, are the following:

1. Title page

3. Introduction

4. Main chapters

5. Conclusion

6. Bibliography

7. Applications

8. Auxiliary pointers

The title page is the first page of a scientific work and is filled out according to strictly defined rules, separate for a scientific report, dissertation, thesis (project), course work.

At the optical middle title page title is given scientific work, which, if possible, should be short, precise and consistent with its main content.

After the title page there is a table of contents, which lists all the headings of the work (sections, chapters, paragraphs), except for subheadings that go along with the text, and indicates the pages from which they begin. The headings in the table of contents should exactly match the headings in the text. They cannot be shortened or given in a different wording, sequence or subordination compared to the headings in the text.

Headings of the same categories of categories must be placed one below the other. It is recommended to shift the headings of each subsequent stage by 3–5 characters to the right in relation to the headings of the previous stage.

The numbering of headings is done according to the indexing system, that is, with digital designations containing in all stages, except the first, the number of both its own heading and the headings to which it is subordinated.

To the introduction the work includes a justification for the relevance of the chosen topic, the purpose and content of the tasks, the object and subject of the research is formulated, the methodological basis (basis) of the study is indicated with the names of leading scientists in this field of research and the main sources of information (official, scientific, literary, bibliographic), the chosen research method (or methods), it is reported what the theoretical significance and applied value of the results obtained are, and the main provisions that are submitted for defense are noted.

At the end of the introduction, it is advisable to reveal the structure of the work, i.e. give a list of its structural elements and justify the sequence of their location.

The chapters of the main part of the scientific work discuss in detail the research methodology and technique and summarize the results. All materials that are not vital for understanding the solution to a scientific problem are included in the appendix.

At the end of the scientific report (work), a conclusion is drawn up, which is a synthesis of a consistent, logically coherent presentation of the final results obtained and their relationship with the general goal and specific tasks set in the introduction. It is here that the so-called “inferential” knowledge is contained, which is new in relation to the original knowledge and which is submitted for discussion and evaluation by the scientific community, and the defense of scientific work.

This new knowledge should not be replaced by a mechanical summation of conclusions at the end of chapters, but should contain something new and essential that reflects and constitutes the final results of the study, while not only its scientific novelty and theoretical significance, but also its practical value arising from the final results, is indicated.

The conclusion also presupposes the presence of a generalized final assessment of the work done, especially what its main meaning is, what important side results were obtained, what new scientific problems arise in connection with the research, all this complements the characteristics of the theoretical level of the study, shows the level of professional and scientific maturity author.

After the conclusion, it is customary to place a bibliographic list of used literature. This list is one of the essential parts of the work and reflects the independent creative work of the researcher.

Each literary source included in such a list must be reflected in the research manuscript. If the author makes a reference to some borrowed facts or quotes the works of other authors, then he must indicate in the text where the cited materials were taken from. You should not include in the bibliographic list those publications that are not referenced in the text of the research work and that have not actually been used.

Auxiliary or Additional materials, which clutter up the text of the main part of the work, are usually placed in the appendix. The content of the applications is very diverse. These may be copies of original documents, excerpts from reporting materials, production plans and protocols, individual provisions from instructions and rules, previously unpublished texts, business correspondence, etc. In form they can be text, tables, pictures, charts, graphs, charts, maps, plans, etc. Applications are designed as a continuation of the scientific work on its last pages. If the volume or format is large, the applications are drawn up as a separate block in a special folder (or binder), on the front side of which the heading “Appendices” is made and then all the elements of the title page of the work are repeated. Each application must begin on a new sheet (page) with the word “Appendix” indicated in the upper right corner and have a thematic heading; if there is more than one application in the work, they are numbered Arabic numerals(without the No. sign), for example, “Appendix 1”, “Appendix 2”, etc. The numbering of the pages on which appendices are given must be continuous and continue the general numbering of the pages of the main text. The connection between the main text and appendices is carried out through links, which are formatted as follows (see Appendix 3).

Categorization of the text of a scientific work is the division of the text into its component parts, the graphic separation of one part from another, as well as the use of headings, numbering, etc. Categories in the work reflect the logic of scientific research and therefore presuppose a clear division of the manuscript into separate logically subordinate parts. The simplest rubric is a paragraph - it begins with an indent to the right at the beginning of the first line of each part of the text. A paragraph is considered as a compositional device used to combine a number of sentences that have a common subject of presentation; it is highlighted so that thoughts appear more visibly, and their presentation is more complete. Paragraphs of one paragraph or chapter must be consistently connected with each other in meaning; the number of independent sentences in them can fluctuate within very wide limits, determined by the complexity of the idea being conveyed.

In each paragraph, one should maintain systematicity and consistency in the presentation of facts, and observe the internal logic of their presentation, which is largely determined by the nature of the text. Correctly dividing the text of a scientific work into paragraphs greatly facilitates its reading and comprehension.

In narrative texts, which are intended to present a series of sequential events, the order of presentation of facts is most often determined by the chronological sequence of facts and their semantic connection with each other. The text contains only key events, taking into account their duration in time and semantic significance for the disclosure of the topic. In descriptive texts, when an object (phenomenon) is revealed by listing its signs and properties, it is customary to first give a general description of the fact being described, taken as a whole, and only after that the characteristics of its individual parts.

These are the general rules for dividing the text of a scientific paper into paragraphs. As for dividing the text of such a work into larger parts, the division cannot be done by mechanically dividing the text. It should be divided into structural parts taking into account the logical rules for dividing the concept. Let's consider the use of such rules using the example of dividing the chapters of the main part of the work into paragraphs. Since the choice of a research topic guides the bachelor towards further work on writing a thesis, therefore the chosen research topic reflects the topic of the thesis design. The main part of the scientific report should consist of:

Theoretical foundations of the chosen research topic;

Normative and legal regulation of the research topic

Methodology of the research topic.

Title page (Appendix 1)

The volume of a scientific report (work) is 20-25 pages of typewritten text (14 font, 1.5 spacing, justified, Times New Roman)

The head of practice from the department ensures the organization of its defense. Based on the results of defending the practice, a grade is given, about which appropriate entries are made in the grade book and statement.

Practical materials after defense are stored at the department.

Approximate topics for diploma design at the Department of Statistics and Economic Analysis

Analysis of the effectiveness of the enterprise's accounting policy.

Analysis of financial results and return on assets of a commercial organization.

Financial analysis of the activities of a commercial organization.

Analysis and diagnostics of the personnel, technical, production and financial potential of the enterprise.

Comprehensive analysis of the level of use of the economic potential of an economic entity and business assessment.

Analysis of the enterprise's investment policy and assessment of the degree of production and financial risk.

Comparative analysis of the financial results of the enterprise based on domestic methods and international standards.

Marginal analysis of sales volume and enterprise safety zone.

Justification of entrepreneurial choice based on predictive analysis of prices, income, costs and financial results.

Analysis of the marketing activities of the enterprise.

Analysis of the company's dividend policy.

Assessment of production and financial leverage.

Financial statements of an enterprise as an information base for financial analysis.

Analysis of the efficiency of use of enterprise capital and the effect of financial leverage.

Financial analysis of the issuing organization's activities on the securities market.

Analysis of the activities of a commercial bank.

Accounting and analysis of foreign exchange transactions.

Financial analysis of the activities of the consumer society.

Analysis of financial results and financial condition of a trading organization.

Analysis of the financial strategy of a commercial organization.

Financial reporting and assessment of the analyticalness of PBU of the Russian Federation.

Analytical use of balance sheet materials to assess the financial condition of an enterprise.

Analytical use of the profit and loss statement in assessing the profitability of an enterprise

Analytical use of statistical reports and tax calculations in analyzing the financial condition of an organization.

Analysis of currency transactions and foreign trade transactions.

Analysis of the balance sheet in assessing the financial condition of the enterprise.

Analysis of financial stability and assessment of the enterprise's security zone.

Express analysis of the financial condition of an enterprise based on domestic and foreign methods.

Analysis of the economic potential of the enterprise and assessment of the effectiveness of its use.

Profit and profitability analysis using international standards.

Analysis of the financial results of a commercial enterprise according to international standards.

Justification of management decisions in business based on marginal analysis.

Financial analysis of the enterprise’s activities and diagnosis of bankruptcy risk.

Analysis of the efficiency and intensity of use of enterprise capital.

Accounting and analysis of production and financial results from sales of products (crop production, livestock production).

Accounting and analysis of production and financial results from sales of products (works, services).

Accounting and analysis of the formation and use of enterprise profits.

Analysis of the use of fixed and working capital of an enterprise.

Analysis of financial stability and diagnosis of the risk of bankruptcy of an enterprise.

Analysis of the enterprise's balance sheet and assessment of its liquidity.

Analysis of financial results and financial condition of a trading enterprise.

Financial condition of the enterprise: assessment and ways of recovery.

Analysis of the enterprise's supply of working capital and the financial condition of the enterprise.

Financial analysis and ways of financial recovery of the enterprise.

Analysis of financial results and profitability of the enterprise.

Annual financial statements of an enterprise: financial analysis of its main indicators.

Analysis of product processing and its sale for example...

Cost accounting and analysis of product costs (industry or type).

Accounting and analysis of the enterprise's fixed production assets.

Analysis of the enterprise's creditworthiness.

Analysis and audit in extra-budgetary funds.

Analysis and audit in insurance organizations.

Analysis of financial and economic activities in budgetary organizations.

Approximate topics diploma projects Department of Accounting, Finance and Audit

1. Accounting and audit of fixed assets using the example of.....

2. Accounting and analysis of the use of fixed assets using the example of......

3.Accounting and taxation of fixed assets using the example of......

4. Accounting and taxation of leasing operations using the example of......

5. Accounting for leasing operations and analysis of trade and supply activities using the example of…….

6.Accounting and taxation of intangible assets using the example of…….

7.Accounting and auditing of intangible assets using the example of……..

8. Accounting and analysis of long-term investments using the example of…….

9. Accounting and audit of inventories using the example of......

10. Accounting and analysis of the use of inventories using the example of......

11. Cost accounting and analysis of the cost of crop production using the example of…….

12. Cost accounting and analysis of the cost of grain using the example of......

13. Cost accounting and analysis of the cost of dairy products using the example of…….

14. Cost accounting and analysis of the cost of processed products using the example of......

15. Cost accounting and analysis of the activities of auxiliary production using the example of......

16. Cost accounting and analysis of the cost of services of a repair shop using the example of…….

17. Cost accounting and cost analysis of road transport services using the example of…….

18. Cost accounting and analysis of the cost of services using the example of a motor transport enterprise using the example of…….

19. Cost accounting and analysis of the cost of housing and communal services (details: water supply, heat supply, garbage removal, sewerage, etc.)……..

20. Cost accounting and cost analysis of hotel business services using the example of……..

21. Accounting for the production and sale of crop (livestock) products using the example of......

22. Accounting for processing and sale of finished products using the example of……..

23. Accounting for finished products and their sales using the example of……..

24. Accounting for product sales………. and the procedure for determining financial results using the example of........

25. Accounting for the sale of transport services and the procedure for determining financial results using the example of......

26. Accounting and analysis of the sale of crop (livestock) products using the example of…….

27. Accounting and audit of sales of finished products using the example of…….

28. Accounting and analysis of the use of funds and settlements with suppliers and customers using the example of......

29. Accounting and analysis of the use of funds and settlements with individuals using the example of…….

30. Accounting and audit of funds and settlements with individuals using the example of......

31. Accounting for cash and transactions in foreign currency using the example………

32. Accounting and audit of exports of goods (products, works, services) using the example of……….

33. Accounting and audit of imports of goods (products, works, services) using the example of……….

34. Accounting and auditing of foreign exchange transactions using the example of………

35. Accounting and taxation of financial investments in securities using the example of......

36. Accounting and tax accounting of loans and borrowings (fixed assets, inventories, etc.) using the example of……..

37. Accounting and audit of settlements with suppliers and customers using the example of......

38. Accounting and analysis of settlements with suppliers and customers using the example of…….

39. Accounting and audit of settlements for loans and borrowings using the example………

40. Accounting and analysis of lending to individuals using the example of a banking institution using the example of…….

Basic criteria for writing a report on research practice

Structure of a report on scientific practice

What should be the first and introductory part of the report on the research practice of a master's student?

Learn more about writing report text

Send your good work in the knowledge base is simple. Use the form below

REPORT

on the implementation of research practice at OJSC Bank UralSib

I've done the work

Vasiliev D.I.

Scientific adviser:

Vanyan D.N.

Krasnodar 2016

Introduction

The objectives of the research practice were:

Establish normal business relationships with managers and specialists of the organization;

Determine the type (model) of the organizational structure and management structure of the enterprise, regulatory documents (charter or other constituent documents);

Collect general information about the enterprise, forms of accounting and statistical reporting on the official website;

Gain practical skills in your chosen specialty;

Prepare a report on the internship;

Successfully defend the results of research practice with a supervisor within the prescribed period.

1. Organizational and economic characteristics of OJSC BANK URALSIB

bank financial statements

1.1 General information about the bank

Open Joint Stock Company "BANK URALSIB" is a credit organization, the legal successor of the Open Joint Stock Company "Republican Investment and Credit Bank "Bashkreditbank", (RIKB "Bashkreditbank"), reg. number 2275 dated January 28, 1993

By the decision of the meeting of shareholders of all banks participating in the reorganization, Nikolai Aleksandrovich Tsvetkov, President of the Financial Corporation URALSIB, was elected Chairman of the Management Board of OJSC URALSIB.

Noteworthy is the shareholding of more than 27 billion rubles, which is uncharacteristic in size for Russian banks (almost 9% of net assets; shares and ADRs of LUKoil - about 10 billion rubles).

2008 -- The Bank's strategy until 2014, developed jointly with BostonConsultingGroup, was approved. DeutscheBank and MorganStanley each acquired a 2.1% stake in URALSIB Bank.

2009 -- Increase in the Bank's authorized capital in the second quarter by 30% to 26.5 billion rubles as a result of an additional issue of shares.

2010 - Decision to merge JSCB Stroyvestbank and JSCB URAL-SIB-Yug Bank into OJSC URALSIB.

Mission of OJSC BANK URALSIB: to improve the quality of life of the population, develop entrepreneurial activity, providing clients with a range of financial products and services; to be an example of business efficiency in key sectors of the Russian financial market.

According to rating studies, BANK URALSIB occupies a leading position among Russian banks in terms of assets, capital, corporate and retail loans and deposits.

In 2014, the bank was assigned ratings from international rating agencies:

- “ВВ” Fitch Ratings - The level of creditworthiness is below sufficient

- “BB” Standard & Poor's - the issuer is solvent, but unfavorable economic conditions may negatively affect the possibility of payments

- “B1” Moody's Invstors Service - debt obligations are considered speculative and subject to high credit risk.

As of the end of 2015, the Bank’s integrated regional sales network of financial products and services includes:

- 35 branches

- 451 points of sale

- 2914 ATMs

- 13866 payment terminals

OJSC URALSIB carries out operations in accordance with the following types of licenses:

· General license of the Bank of Russia N 30 (issued on September 20, 2005).

· License for banking operations No. 30 (issued on September 20, 2005 for attracting deposits and placing precious metals).

· License of a professional participant in the securities market to carry out depository activities, issued by the Federal Service for Financial Markets dated 03/07/2003. No. 177-06473-000100 (unlimited term), etc.

The bank's regional network is represented by seven regional directorates. The Yuzhny branch of OJSC BANK URALSIB in Krasnodar is part of the Southern Regional Directorate, along with branches in Rostov-on-Don, Volgograd, Astrakhan, Stavropol.

OJSC BANK URALSIB pursues an active policy in the social sphere. One of the main elements of this policy is joint programs with the Victoria Children's Fund under the Strategic Partnership Agreement.

1.2 Organizational structure of the bank

The basis of the personnel management policy is the construction of a system that involves the creation of specific measures:

· to motivate each employee to achieve goals determined by the bank's strategy;

· to determine criteria for assessing the degree of achievement of results; · Remuneration and encouragement of employees.

The bank's central office is located at: Moscow, st. Efremova, no. 8. In Ufa, st. Revolyutsionnaya, 41 operates a remote central office and branch of OJSC BANK URALSIB, which provides a full range of financial services for clients of legal entities and individuals.

The structure of the bank management apparatus is presented in Figure 1.

The Supervisory Board includes: Vladimir Kogan (Chairman), Douglas Weir Gardner, Natalia Zvereva, Denis Korobkov, Ildar Muslimov, Lyudmila Shabalkina, Dmitry Shmelev, Mikhail Molokovsky, Ilkka Salonen.

Board: Ilkka Salonen (Chairman), Airat Gaskarov, Evgeniy Guryev, Alexey Sazonov, Ilya Filatov, Konstantin Kolpakov, Lidiya Plytnik, Svetlana Bastrykina.

Chief Accountant Service: Reat Koneev (chief accountant), Nadezhda Simakova, Sergey Baydak, Alfiya Zarafutdinova, Alla Kukharenko.

Members of the OJSC Financial Corporation URALSIB group are primarily shareholders of the Bank.

As for the Southern branch in the city of Krasnodar, where the internship was completed, the management structure is as follows.

Figure 2 Structure of the management staff in the head department of the southern branch of the bank

More details about some departments. The accounting department is engaged in: developing and approving accounting policies, reflecting transactions carried out by the bank in accounting, preparing accounting documentation, developing bank balance sheets and other forms of reporting.

The legal department includes the following functions:

- develops regulatory documents and changes to the bank’s charter

- controls the implementation of the bank’s charter and the correctness of execution of banking transactions and other contractual transactions of a non-banking type

- draws up bank transactions

- draws up contracts, acts of pledge, sureties and guarantees, and other business documents.

The Computer Operations Department is responsible for organizing the bank’s computer systems and carrying out electronic payments and settlements between clients and the bank.

The bank's security department determines the confidentiality of certain categories of bank information that constitute bank secrecy.

The personnel service plans the number and use of bank personnel, organizes the selection and placement of personnel, and organizes personnel certification.

Cash services department:

- opening and maintaining customer accounts;

- carrying out incoming and outgoing cash transactions of the bank;

- conducting settlement transactions;

- carrying out transactions with checks;

- carrying out operations on corr. account;

- preparation of settlement and cash documents;

- formation of daily bank balances.

The lending department includes the following functions:

- develops the main directions of lending and investment (credit and investment policy of the bank);

- develops mechanisms for implementing credit and investment policies;

- organizes short-term and long-term lending to legal entities and individuals - entrepreneurs.

The foreign exchange operations department carries out currency purchase and sale operations, maintains clients' foreign currency accounts, and accepts funds for foreign currency deposits.

· to determine criteria for assessing the degree of achievement of results;
· Remuneration and encouragement of employees.

The personnel management strategy of Uralsib Bank should provide for a clear program for adapting personnel to possible changes, as well as smoothing out the negative reaction of personnel to these changes.
The main tasks of the HR department are:

- development of a change program based on environmental requirements;
- anticipating employee reactions to planned changes;
- development of proposals for leveling negative reactions to planned changes;