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VOLUME 06 ISSUE09
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PUBLISHED DATE: - 11-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-05
PAGE NO.: - 36-43
THE IMPACT OF THE MENTOR-APPRENTICE
SYSTEM ON LABOR PRODUCTIVITY AND
MANAGEMENT EFFICIENCY IN
UZBEKISTAN’S CIVIL SERVICE
Nadirjan E. Maksumov
Independent researcher of the Academy of Public Administration under the
President of the Republic of Uzbekistan
INTRODUCTION
The methodological foundations of the effective
organization of the state civil service in the
conditions of the establishment of the new
Uzbekistan and ensuring the effectiveness of the
activities of civil servants are based on the works
of the President of the Republic of Uzbekistan Sh.M.
Mirziyoev. In this regard, the principle that “the
people should serve our people, not the public
authorities, the public authorities should serve our
people” is of great importance.
Historically and now, the institution
of “mentor
-
apprentice” is used mainly in the spheres of
production and business management, and it is
hardly used in the process of management
activities (except in special cases). The “mentor
-
apprentice” relationship dates back to ancient
times and is associated with the tradition of
experienced masters passing on their knowledge,
skills and abilities to their students. For example,
in ancient Greece, mentoring was the main element
of philosophical education, and philosophers such
as Aristotle, Socrates, and Plato attached special
RESEARCH ARTICLE
Open Access
Abstract
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importance to educating their students based on
their experiences and skills based on dialogue and
discussion. In the Middle Ages, the institution of
“mentor
-
apprentice” existed, including craft rooms
(workshops), where masters taught their
apprentices the secrets of craftsmanship.
The economic aspects of the “mentor
-
apprentice”
institute are generally analyzed in the works of
classical scientific researchers, and relevant
conclusions are based. Adam Smith, a
representative of the classical school, in his work
entitled “Inquiry into the Nature and Causes of the
Wealth of Nations”, mentions the importance of
division of labor and training on the job, which can
be seen as an indirect recognition of mentorship.
He emphasized that the experience gained during
training and work significantly increases labor
productivity. Alfred Marshall, representative of the
neoclassical school, focused on the role of human
capital and education in economic development in
his book “Principles of Economics” [1], his ideas
are focused on supporting the concept of
mentorship, that imparting knowledge and
accumulated experience to followers in turn plays
an important role in economic growth and
increased production. The founder of the theory of
innovation
and
entrepreneurship,
Joseph
Schumpeter, in his work entitled “Theory of
Economic Development”[2], stated that mentoring
is a mechanism for the transfer of knowledge and
experience by experienced entrepreneurs to new,
unskilled entrepreneurs, which helps the creation
and development of innovative companies.
Friedrich Hayek, a representative of the Austrian
school, paid great attention to the process of
dissemination of knowledge in society, including in
his work entitled “The Application of Knowledge in
Soci
ety”[3], he emphasized the importance of
informal structures and mechanisms that help
transfer knowledge and experience, which can be
seen as supporting the institution of mentoring.
THE MAIN FINDINGS AND RESULTS
In the scientific literature, the mentor-apprentice
mechanism is considered as an important tool for
economic and professional development, and its
importance
in
the
development
of
entrepreneurship and increase in production
efficiency is shown. For example, according to a
study by the National Bureau of Economic
Research
(NBER),
mentoring
significantly
increases the chances of success, especially in the
early stages of startups. It helps entrepreneurs
avoid common mistakes, accelerate access to
funding and encourage faster time-to-market[4].
Also, systematic reviews show that mentor-
apprentice programs significantly improve
educational and social outcomes. These programs
reduce the likelihood of engaging in antisocial
behavior and increase the chances of achieving a
successful career. These will have a positive effect
on the overall economy in the long run[5].
Historically, the tradition of “mentor
-
apprentice”
in Uzbekistan has a very rich history, and the
opportunities of this institution were widely used
in entrepreneurship, agriculture, trade and other
fields. It should be noted that this tradition is
widespread in private, that is, between father and
son, mother and daughter, close relatives and close
people. There is also rich experience in the
direction of the “mentor
-
apprentice” institute.
Acco
rding to Sohibqiran Amir Temur, “in my
experience, a businessman, a man of courage and
determination, a determined, enterprising and
alert person is better than thousands and
thousands of inactive and indifferent people.
Because one experienced person gives work to a
thousand people” [6],
The generalization of foreign and national
experience and the results of our research on the
“mentor
-
apprentice” Institute show that this
institute has a significant impact on the labor
productivity of the civil service employee, and the
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internal spiritual and spiritual need related to the
transfer of the knowledge, experience and skills
accumulated by the teacher over the years to the
student. , is manifested as a synthesis of many
factors, such as satisfaction with the
student’s
results, competition and competition in a positive
sense, and ultimately has a significant impact on
his and his student’s labor productivity.
In the management process, labor productivity is
manifested in the ratio of the amount of labor spent
in the process and the obtained (obtained)
social/economic
result
(product
volume)
according to the management decision on
directing the work team (employee) to the
execution of a specific goal (task). That is, labor
productivity represents the effectiveness of
employees (workforce) in the management
process, and ultimately the effectiveness
(usefulness) of management decisions.
It should be noted that labor productivity in the
management process has a two-sided nature, first
of all, it depends on the knowledge, professional
skills, level of training, motivational factors,
organization of production in accordance with the
requirements of modernization of the employee
(employees). On the other hand, labor productivity
depends on the level of justification of the decision
taken by the public civil service employee on a
specific problem (issue), because the level of
justification of the management decision is
proportionally reflected in the performance. In
other words, according to the two-sided nature,
the extent to which the management decision
(teacher’s activity) is professionally implemented
is an important factor determining the high labor
productivity. Accordingly, the results of achieving
the goal (task) set on the basis of management
decisions, or producing products according to the
target parameters, with the optimal effort of the
employees participating in the process, will be
high. This increases the efficiency of the
management process and reduces production
costs. Classically, labor productivity is defined
according to
LPm
=
PP
ALP
, it is defined in the ratio
of the results to management decisions (tasks,
assignments), (LPm
–
labor productivity in
management; PP - the volume of the produced
product (the social/economic result or the total
value or amount of the product produced or the
service provided during the period or unit of time
determined by the management); ALP - amount of
labor spent (total working time spent).
Based on the essence of this methodical approach,
according to the two-sided nature of labor
productivity, the management decision and the
overall efficiency of the labor force are expressed,
and the introduction of the “mentor
-
apprentice”
institution is generally or in a unit of time, the total
activity spent by the master on the employee-
apprentice and the productivity of the working
time of the apprentice. It is expressed by being
determined according to the result of the activity.
The impact of the “mentor
-
apprentice” institute on
the employee’s work activity and the chain process
related to the increase in labor productivity can be
observed through Table 1.
Methodologically, quantitative assessment of labor
productivity is important in ensuring the
effectiveness
of
the
“mentor
-
apprentice”
institution. Accordingly, it is appropriate to
calculate labor productivity as the cornerstone of
the efficiency of the state civil service employee's
activity.
The analysis shows that in the scientific literature
and special instructions, there are different
approaches to the evaluation methodology of
manager (employee) competencies, and most of
them are proposed to be viewed in relation to the
efficiency - KPI system. In this regard, there are
views that connecting the effectiveness of the
leader’s activity to the KPI system does not allow
for a full (complex) evaluation of the effectiveness.
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After all, the effectiveness of a leader’s activity
depends not only on the level of performance of his
duties, but also on the qualities of the leader, such
as his communication culture, management
potential, organizational ability, and feeling that he
is involved in the fate of others. “...A real leader, is
not appointed to test the endurance of people, but
to create suitable conditions for them, to lighten
their burden. Leaders at all levels should set an
example for everyone with their manners and
culture”[7].
Based on the methodological basis and
methodological approaches, it is appropriate to
evaluate the labor productivity (in a broad sense)
of the state civil service employee in the following
methodological sequence:
а) the following methodological procedure is
appropriate for the quantitative evaluation of the
labor productivity of the civil service employee-
apprentice:
- labor productivity related to the position of
apprentice - based on the system of performance
indicators (KPI) (the system of indicators is
formed according to the content and specific
characteristics of the activity related to the duties
of the position);
- activities not related to the position of an
apprentice based on the assessment of labor
productivity - efficiency indicators according to
social relations;
-
evaluation of the student’s labor productivity
directly according to the teacher’s opinion;
- based on the comparative assessment of the
student’s labor productivity (based on
the results
before and after the implementation of the
“master
-
apprentice” institute);
- assessment of student labor productivity
(results) in a complex, i.e. generalized based on the
above.
b) Quantitative assessment of the teacher’s work
productivity based on the evaluation of the
comprehensive results of the student’s work.
In both cases, on the basis of the “mentor
-
apprentice”institution, the results of the labor
productivity of the master and the student can be
quantitatively determined according to the
following formula:
Т
МБ
= ∑
𝐾
𝐶𝑖
− ∑
𝐾
𝐴𝑖
𝑛
𝑖=1
𝑛
𝑖=1
,
here: TMB - quantitative assessment of the impact
of the
“
mentor-apprentice
” institution on
employee labor productivity
; К
Аi
–
the value of
performance indicators before the implementation
of the
“
mentor-apprentice
”
institution;
К
Сi
–
value
of
productivity
indicators
after
the
implementation of the
“
mentor-apprentice
”
institution; i
–
number of key performance
indicators (i = 1 to n).
Table 1
To the work activity of the employee of the “
mentor-apprentice
” institute
effect and the chain process of this effect related to the increase in labor
productivity
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The influence of the “
mentor-
apprentice
” institute on the
employee’s work
With the increase of labor productivity of influence
linked chain process
Improvement of
qualifications and skills
selection of necessary and important knowledge and skills by the
teacher;
“direct transfer” of selected knowledge and skills based on the
student’s personal abilities;
Increasing employee
activity and motivation
activation of the student’s teamwork skills by the teacher,
removal of mental barriers;
“Transfer” and
preservation of
professional and
organizational knowledge
transfer of professional and organizational knowledge from more
experienced employees to less experienced or new employees;
preservation of valuable information and practices within the
organization, prevention of “knowledge leakage” from the organization
even if employees leave;
Early identification of
leaders and training for
leadership
early identification and appropriate development of the student’s
leadership skills by the teacher;
preparation of future leaders for leadership roles in advance;
Orienting the employee to
the organization’s mission
and goals
the promotion and strengthening of the values and culture
associated with the activity of his organization by the mentor;
helping the employee to adapt to the organization’s mission and
goals;
Generation of creative
thinking and innovative
solutions
the responsibility of mentoring to encourage them to think
creatively and develop new solutions to problems;
leading to the development of innovative culture in the
organization, improvement of the quality of services offered by the
organization.
When determining the main performance
indicators, it is important to pay attention to such
indicators as the effectiveness of work, the quality
of work, the level of efficiency and the contribution
to the achievement of the organizat
ion’s goal.
In order to determine the qualitative-quantitative
changes defined above and to evaluate the impact
of the “mentor
-
apprentice” institution on the
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results (productivity), a survey was conducted
with 150 new masters and apprentices in the state
service. Based on the conducted research, the
following conclusion was formed: the mentor-
apprentice
system
is
a
socio-economic,
organizational and legal measure that provides for
the creation of conditions for their professional
development in order to prepare them for effective
professional activity in order to ensure the
implementation of the powers of state bodies in
the civil service positions is a set. In this case, the
period of master-apprenticeship refers to the time
spent on the implementation of activities at this
institute (according to the law, this period is
introduced for a period of three months).
According to the results of the conducted studies,
the mentor-apprentice system includes a system of
socio-economic, organizational and legal measures
that provide for the creation of conditions for their
professional development in order to prepare
them for effective professional activity in order to
ensure the implementation of the powers of state
bodies in the civil service positions.
The implementation of this system in the
organization of state civil services shows its high
efficiency, and it is appropriate to pay attention to
the following main directions in its organization:
- wide use of opportunities of the mentor-
apprentice system in adapting the civil servant to
new working conditions and team;
- targeted support for the professional
development of the employee, teaching a
conscientious and disciplined approach to the
performance of job duties;
- development of abilities to independently,
effectively and responsibly perform the duties of a
civil servant.
In organizing the “mentor
-
apprentice” sys
tem
efficiently from an organizational and economic
point of view, its leadership is carried out by the
leader or his deputies based on the subordination
in the organizational structure of the state div.
The implementation of this system is coordinated
by the human resources development unit
(responsible officer) of the state div.
According to the results of the research, the
application of this system to the following
categories of employees is considered the most
appropriate for socio-economic purposes:
employees hired for the first time in the civil
service;
employees who previously worked in the civil
service and were re-employed in the civil service
after a long break (at least 3 years);
employees appointed to the relevant position due
to a positive change from the position they hold in
the civil service to another field.
The teacher’s activity is not only socially
important, but also economically important,
because it has a significant impact on economic
activity (result). Candidates for the position of
stethoscope are selected according to the
requirements developed based on their
experience.
When introducing the mentor-apprentice system,
if the state div does not have the opportunity to
assign a qualified mentor, it is possible to assign a
mentor b
ased on the apprentice’s position in the
relevant fields upon mutual agreement with
another state agency. The period of apprenticeship
does not include the periods when the employee is
on a business trip, retraining and improving his
skills, and is unable to engage in work due to his
health.
According to the specific nature of the proposed
“mentor
-
apprentice”system, the student has the
right to choose his teacher. A maximum of 2
apprentices will be assigned to one mentor, taking
into account the time spent on the selected mentor
to fully perform his duties at his workplace and at
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the same time deal with the young employees
assigned to him. Activity in the master-apprentice
system does not exempt the state civil servant
from the obligation to perform the duties of the
position. The mentor-apprentice system can be
conducted remotely through a special electronic
platform at the initiative of a state div.
Each apprentice is attached to an experienced civil
servant who is senior to him. As an exception, at
the initiative of the head of the state div, an
employee with long-term experience and high
reputation in the team can be attached as a mentor.
As the final stage of the implementation of the
“mentor
-
apprentice” system in the civil service, the
results of each individual case are finally
evaluated, and the following procedure is
recommended in this regard:
1) assessment of the student’s level of mastery in
this period is carried out by the teacher in
electronic or paper form through the assessment
sheet;
2) within 3 working days from the end of the
mentor-apprenticeship period, the mentor must
submit to the human resources development
department a report on the level of mastery of the
apprentice, an evaluation sheet and a personal
summary about the employee, as well as reports on
the knowledge and skills acquired by the
apprentice;
3) review and discuss the relevant documents
submitted by the human resources development
unit (responsible employee) of the ethics
commission of the state div at a meeting with the
participation of the teacher and the student;
4) presentation of the minutes of the meeting and
the general conclusion to the head of the state
div;
5) making a decision based on the documents
submitted by the head of the state div.
In the decision made by the head of the state div,
the mentor and the student can be encouraged as
follows:
- additional payments to wages;
- award recommendation.
CONCLUSION
In accordance with Article 43 of the Law of the
Republic of Uzbekistan “On State Civil Service”, the
effectiveness of the employee’s work as a teacher,
the completion of special important tasks and
complex tasks, and other conditions, are taken into
account in the payment of incentive additional
payments and bonuses to his basic salary.
Pursuant to Article 44 of the Law of the Republic of
Uzbekistan “On State Civil Service”, his activity a
s a
mentor may be taken into account when deciding
issues related to incentives or rewards for special
services of an employee.
REFERENCES
1.
Marshall, A. (1890). Principles of Economics.
London: Macmillan and Co., Ltd.
2.
Schumpeter, J. A. (1911). The Theory of
Economic Development: An Inquiry into
Profits, Capital, Credit, Interest, and the
Business Cycle. Cambridge: Harvard University
Press.
3.
Hayek, F. A. (1945). “The Use of Knowledge in
Society”. The American Economic Review,
35(4), 519-530.
4.
https://www.nber.org/system/files/working_
papers/w29148/w29148.pdf
5.
https://link.springer.com/article/10.1007/s1
0964-019-00982-8
6.
Timur’s
rules.
-T.:
Publishing-printing
association named after Gafur Ghulam, 1991. -
87 b.
7.
Meeting chaired by the President of the
Republic of Uzbekistan Shavkat Mirziyoyev.
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Strengthening discipline and responsibility,
strengthening
the
crime
prevention
environment is the main factor in the
effectiveness of crime prevention. //
http://uza.uz. 15-11-2017.
