“There is no doubt that much depends on the general routine in the institution,

but the main thing will always depend on the personality of the immediate

teacher standing face to face with the pupil: the influence of personality

educator for a young soul is that educational force,

which cannot be replaced either by a textbook, or by moral maxims, or by a system of punishments and rewards.

K. D. Ushinsky

Moral qualities occupy the most important place among all social qualities of a person. Manifested through concrete activity to defend the Fatherland, they are expressed in the concept of the moral character of a military man.

In this way, moral character of an officer- this is a system of certain moral traits in its creation and behavior, which, having relative stability, determine the character of the individual.

An analysis of the results of pedagogical research conducted in the troops and universities made it possible to identify moral qualities professionally necessary for an officer. It is advisable to classify them on the following grounds:

a) qualities shown by an officer in relation to the Motherland: patriotism, devotion to the Fatherland, loyalty to military duty, responsibility, selflessness;

b) qualities shown by officers in relation to military labor, service activities: courage, endurance, self-control, steadfastness, determination, discipline, adherence to principles, courage, courage, courage, initiative, military camaraderie, military friendship, honesty, disinterestedness, openness, diligence, diligence, efficiency, independence;

in) qualities shown by an officer in relation to other people: collectivism, justice, generosity, tolerance, exactingness, truthfulness, directness, politeness, delicacy, goodwill, sociability, decency;

G) officer's personal qualities: modesty, pride, exactingness, self-criticism, self-esteem and honor.

A special quality that has absorbed most of the moral traits of an officer's personality is officer honor.

Activities for the formation of these moral qualities are based on a number of principles, including:

• purposefulness of educational influences;
• humanism and democracy in solving problems of personal development;
• education in the process of military labor;
• education in the team and through the team by creating in it an atmosphere of mutual understanding, friendship, camaraderie, social justice, a high culture of relationships;
• an individual approach to the education of the personality of an officer;
• ensuring the unity of word and deed, scientific theory and practice in the process of education;
• unity of exactingness and respect for the individual;
• consistency and continuity of educational influences and influences;
• stimulation of educational activities and self-improvement of the officer's personality.

The effectiveness of the process of forming the moral character of an officer depends on: humanization of the way of life of troops; affirmations of social justice in them; combining the democratic foundations of the relationship of military personnel with one-man command; creating a healthy moral atmosphere in military teams; ensuring personal exemplification of command personnel, as well as stimulating their activity in self-improvement.

Formation of morality - The process is complex and multifaceted. It cannot be instilled or introduced into the consciousness and behavior of an officer automatically. It is formed by systematic educational influences in the course of solving three interrelated groups of psychological and pedagogical tasks.

The first one associated with the development of moral consciousness: professional and ethical knowledge, beliefs and attitudes, moral motives for activity, a sense of duty, honor, conscience, responsibility for one's deeds and actions, for the results of one's work and the training of subordinates.

Moral consciousness, fixed in the relevant views and ideas, ideas, traditions and habits, determines the officer's attitude to professional activities. The unity of ideological and moral convictions allows him to choose the right line of conduct in the educational process, to successfully solve official tasks.

Second- is to form the professional pride of an officer and improve the ethics of his relationships.

The success of an officer's work is ensured primarily by his attitude to his profession. This is expressed in pride in belonging to it, in the conscientious fulfillment of one's military duty, in the constant creative search for effective ways to solve educational problems.

No less important are the moral relations of an officer with the military team, higher commanders, the local population, family members of military personnel, parents of subordinates, and his own family.

To do this, an officer must improve his communication skills with people, show restraint, courtesy, pedagogical tact and moral culture in relationships with them. This requires a thorough psychological and professional preparation from him.

The third group of tasks covers issues of moral behavior of an officer. It is a concrete expression of the level of development of moral qualities and traits of his personality as a military leader, teacher and educator of his subordinates. In practice, this is manifested in moral actions and deeds, skills and abilities, methods and techniques of the officer's educational influence, moral habits that have been formed and established in his life.

The profession of defender of the Fatherland has always been honorable in Russia. Historically, our people had to fight for centuries against foreign invaders for their national existence. One of the best achievements of the past is the developed code of morality in the Russian army - the basis of the moral character of an officer. We are talking, first of all, about such enduring values ​​as honor and military duty, the system for educating these excellent qualities among Russian officers.

The moral traditions of the officer corps have been preserved to this day. To develop them, to make them the foundation of the emerging new Russian army is the most important task of the state.

Ideal officer...

“Very bold, but without rashness, quick without recklessness, active without frivolity, submissive without humiliation, at ease without slyness, firm without stubbornness, thorough without pedantry, pleasant without frivolity, benevolent without deceit, insightful without innocence (stupidity), affable without roundaboutness helpful without greed."

Special issue "Officer of the Armed Forces in modern Russian society"

Kepel O.V.

THE ROLE OF OFFICERS IN MAINTAINING MILITARY DISCIPLINE: HISTORICAL EXPERIENCE AND LESSONS

The history of military construction shows that the main burden of ensuring discipline in the army was borne by command personnel, and, above all, officers. In this article, the author presents the results of a study of the activities of the officers in maintaining the discipline of the military personnel of the Russian army from 1874 to 1914.

Until the middle of the XIX century. the domestic officer corps was formed mainly at the expense of the nobility. Subsequently, in connection with the abolition of class restrictions, representatives of the raznochintsy joined it. Before World War I, the Russian career officers were all-class in origin. A common type of officer during this period was a hereditary military man (in many cases, a hereditary nobleman), wearing shoulder straps from the age of ten, who came to the school from the cadet corps and was brought up in the spirit of boundless devotion to the throne and fatherland.

The system of training officers in Russia fully met the requirements of the time, as a result of which, until the revolution of 1917, the attitude towards officers in Russian society, although shaken at the end of the 19th century, remained quite honorable, and the quality of the officer corps was maintained at a level not inferior to the level of other professional groups that together form the cultural layer of the country.

Developed and introduced in the second half of the XIX - early XX centuries. the system of education and upbringing contributed to the fact that the quality of training of the officers of the Russian army before the First World War was not inferior to the level of education in the armies of European states. The moral and psychological state of university graduates was also high. Olkhovsky, a former cadet of the Pavlovsk School, recalled: “After being promoted to officer, service in the regiment seemed quite easy to me ... I had to finish my studies, but not re-educate”2.

The entire ideological machine of the state, military legislation, traditions, environment contributed to the formation of a highly moral officer. Brought up in terms of knightly honor, the officers, like the apple of their eye, cherished the honor of their uniform, the honor of the regiment, their personal honor. The guardian of officer honor was in each regiment a court of honor.

The officers were brought up and brought up the army and navy in the consciousness that the army is not only the defender of the Fatherland from external enemies, but also the support of the tsarist system from internal enemies.

In connection with the reduction in the service life of the lower ranks, the role of officers in the training and education of subordinates is changing. At a time when a soldier served in the army for 25 years, the main job of an officer was to "die in the war." However, at the beginning of the 20th century, and especially after the Russo-Japanese War, officers became "hard-working." It took a lot of work to turn a semi-literate recruit into a mentally and physically developed and morally strong warrior in three years of soldier's service.

In the disciplinary practice of those years, commanders had at their disposal three main methods of restoring statutory order in entrusted subunits: the method of coercion, based on an unconscious fear “before the arbitrariness of an individual chief”3; a method of coercion based on fear “before a known law”4, a method of persuasion based on morality and a conscious attitude to one's military duty.

The first method, which existed contrary to military legislation, was inherited from the serf era of Nicholas I. The supporters of this method of strengthening discipline were generals and officers - opponents of everything new and progressive. Contrary to the progressive principles of education enshrined in the statutes, they still proceeded from the fact that discipline in the army should be based on fear of punishment, and the main forms of its strengthening were considered arming, punishment cell, corporal punishment, etc.

However, since the late 80s - early 90s of the XIX century. the situation began to change. At the initiative of the Kyiv military district, a movement began against this phenomenon. District Commander M.I. Dragomirov, in Order No. 319 dated October 27, 1889, noted: “In some parts they are fighting. Please remember that the Disciplinary Charter says what penalties can be imposed on the lower ranks, and which no one else has to impose. I recommend that hunters before manual reprisals familiarize themselves with the XXII volume of the Code of V.P. 1867, Art. 185, from which they will discover what

can expect in the future, if they allow themselves to continue, next to the disciplinary regulations, to compose their own”5.

Gradually, the "fist reprisals" began to stop, especially after 1904, when corporal punishment in the troops was finally abolished - simultaneously with the abolition of flogging by the verdicts of the volost courts. “Fist violence has become the wrong side of barracks life - hidden, condemned and persecuted. In any case, by the time of the Great War, assault, where it existed among us, was only a sick relic of an obsolete system and an obsolete custom.

The improvement of the legislative base of military discipline, the creation of a system of law enforcement agencies assumed the use of the method of coercion in the disciplinary practice of the Russian army, applied to those persons who violated "... the rules prescribed by military laws."

In the second half of the XIX - early XX centuries. thanks to the efforts of state and military bodies, the best representatives of the officer corps, the method of persuasion becomes the most important method of maintaining military discipline in the army. Military discipline is beginning to be strengthened through the moral education of military personnel, the formation of a conscious attitude towards the performance of their official duty.

In the top leadership of the country and the army, the opinion prevailed that corporal punishment, and even more so illegal, is not the maintenance of discipline, but, on the contrary, is "an extremely relaxing element of it." Gradually, the “stick discipline” became a thing of the past and was replaced by a discipline based on legal awareness and morality.

In accordance with the law, officers could be subjected to both disciplinary sanctions related to the specifics of military service, and punishments under general criminal law on an equal basis with representatives of other groups of the population. By 1914, the following disciplinary sanctions could be imposed on officers: 1) remarks and reprimands, announced verbally or in an order; 2) comments and reprimands announced at a meeting of officers; 3) remarks and reprimands announced in the order; 4) house arrest or detention in a guardhouse for up to one month; 5) failure to honor officers and civil officials for vacancies or for length of service, until the approval of the authorities; removal from office or command of a unit.

In general, at this time, the officers as a whole were distinguished by high discipline. This is evidenced by objective statistics. The number of officers brought to trial was insignificant, especially if we take the ratio of the number of officers tried and their total number for the corresponding years. So in 1825-1850. one defendant accounted for an average of 213 officers. In 1881-1885. - for 222 officers, in 1886-1890. - by 326 and in 1891-1894. - for 411 officers. At the beginning of the XX century. it slightly increased: in 1910, 245 officers were on trial (0.6% of their total number), in 1911. - 317 (0.8%)8.

As is clear from the data, for decades the number of officers subjected to serious punishments (related to deprivation of liberty, exile) remained very small and usually did not exceed 2-3 dozen cases per year. Even short-term arrests with detention in a guardhouse or in prison departments amounted to several dozen cases.

Thus, it can be stated that in the second half of the XIX - early XX centuries. the officer corps as a whole corresponded to the level of tasks facing it, it was assigned a decisive role in the process of strengthening military discipline. At the same time, there were a number of factors that reduced the effectiveness of officer work.

One of them was the insufficient material and financial support of the officers. Since the middle of the XIX century. “The maintenance of the officer was beggarly” (N. Obruchev), his spirit was constantly undermined by “daily everyday need and deprivation of his family” (A. Gerua). There was a catastrophic lack of money for life and needs corresponding to the high status of an officer and his hard work. So, a second lieutenant of the Russian army at the turn of the 19th - 20th centuries received only 600 rubles a year, i.e. much less than the wages of a skilled worker (3 rubles a day). The company commander received 1,200, and the battalion commander - 1,740 rubles a year9.

The disastrous financial situation of the middle officers had a negative impact on the moral climate in the officer environment, on the attitude of officers to the service, training and education of subordinates, the level of combat readiness of the troops, and the state of military discipline.

The fact that not everything was all right in the officer environment is also evidenced by the results of a survey of the opinions of high-level commanders (generals, from the head of the brigade and above) on the state of military discipline and law and order and

rah to strengthen it, carried out by the Committee on the education and organization of troops in 1907 10

Among the reasons negatively affecting the state of military discipline, the highest ranks of the army named the following: the decline in the prestige of officer service; a decrease in the intellectual, moral and business levels of officers; the lack of advancement among officers in the service, whence - general apathy; difficult material conditions of officers; impunity of the top bosses; the cowardice of some officers in "time of troubles"; the predilection of the authorities for some officers, love for serving and external servility, intolerance for people with an independent character; drunkenness among officers; the lowered morale of the officer corps; the problem of high turnover of staff officers in the regiments; a trend of "false pride of indiscipline" among young officers; aging of the officer corps; inequality of discipline requirements for junior officers and generals; flaws in the award system: a significant part of the awards in the Russo-Japanese War was incorrect, unfair, immoral, and their number was prohibitive; the lack of good combat experience among many top leaders, which subsequently helps commanders maintain the proper state of discipline and order, etc. Many senior military leaders quite rightly believed that the decline in discipline among the lower ranks during the period of the first Russian revolution was undoubtedly a direct consequence of the decline in discipline among officers.

The result of the influence of negative trends was the fact that the outflow of officers from the army consistently exceeded its replenishment. This led to a constant shortage of officers. So in 1897, 3,700 officers left the army, 3,415 entered, i.e. 7.71% less! This especially affected the combat units, where, in fact, the power of the army was formed. There was a mass departure from the army of young officers who did not see any prospects for their service. The calculations carried out by A. Gerua showed that only in the cavalry units for the period 1896 - 1906. 2,526 school graduates arrived at the service, and 1,169 (43.5%)11 left, and the bulk left precisely the combat units.

The leadership of the military department knew about these problems and tried to solve them. But as subsequent events showed, it was not possible to completely eliminate them.

An important role in the system of maintaining military discipline, along with officers, was played by non-commissioned officers. To train competent, disciplined and demanding non-commissioned officers, fireworks and watchmen, according to the leadership of the Military Department, meant in many respects to solve the complex tasks of training and educating army soldiers. “My long-term practice shows,” wrote A.F. Rediger, - that a non-commissioned officer should be a teacher of a soldier, therefore, he himself must firmly know the elementary information about the service, weapons that he must teach - he must be the first soldier. without good non-commissioned officers, we will get an army without teachers, and one can fear that an increase in the size of the army will be done at the expense of its quality.

Realizing that a good commander can be one who serves for a long time, the authorities and the army command took measures to keep non-commissioned officers in extended service. “For a non-commissioned officer, a long service is desirable; we can assume that after three years he is just

begins to be useful as a teacher and educator. The leadership of the Military Department, interested in a strong and well-trained non-commissioned officer cadre, demanded that military commanders pay due attention to the selection of junior commanders and the recruitment of their units14.

As a result of the measures taken at the end of the XIX century. the troops had about 10 thousand non-commissioned officers of extra-long service15. However, a comparison of the number of long-term servicemen in Russia and European armies was clearly not in our favor. So, in Germany there were about 12 per company, in France - 6, in the Austro-Hungarian army - 3, and in Russia there were only 2 non-commissioned officers for extra-long-term service16.

The subject of concern of the military authorities was the training of junior commanders, which was carried out in higher or regimental schools to prepare

non-commissioned officers.

In the troops, non-commissioned officers carried the main burden in the solitary training of a soldier, as well as in his upbringing, instilling service skills and discipline. Therefore, they played a major role in the army in the formation of a recruit and turning him into a soldier. The charter of the internal service of 1910 defined the status of a non-commissioned officer as follows: “With the current development of small arms combat, platoon non-commissioned officers, separated chiefs, must be valid

chiefs of the lower ranks subordinate to them. In the same place, the duties of the detached chief, platoon non-commissioned officer and sergeant major were described in some detail and thoroughly. Military regulations provided significant dis-

tciplinary powers to non-commissioned officers. In particular, the sergeant major could arrest a soldier for a period of one day.

The most numerous object of disciplinary influence of commanders of all degrees were the lower ranks. It was they who, first of all, determined the state of discipline in the troops.

Military reforms of the second half of the 19th - early 20th centuries. led to a reduction in the term of active service on conscription, the abolition of corporal punishment, changed the psychology of an ordinary soldier, made higher demands on his military training and discipline.

We find important information about the features of the service of the lower ranks in the memoirs of A.I. Denikin "The Old Army"19. Their study allows us to draw a number of conclusions about the quality of the draft contingent in the Russian army on the eve of the First World War.

First, the army during this period remained predominantly peasant. Before the war, the contingent of the lower ranks was 1,350 thousand, and the annual conscription was 450 thousand people.

Secondly, despite the measures taken earlier, there was a high percentage of illiterates among the recruits (in Germany in the years preceding the First World War, less than 1% of illiterate recruits were admitted, in France - 2-3, in Russia - about 45%), which forced "the commanding staff spend a lot of time and effort on the work that the neighbors did a school teacher."

Thirdly, the Russian soldier was exceptionally hardy, but distinguished by a complete lack of ideas about sports. "A strong man - horseshoe oppression - cannot pull himself up 5-6 steps up an inclined staircase: sweat rolls in hail, bursts at the seams" 4th term ", and helplessly and guiltily lowers a heavy body."

Fourthly, the conscript was distinguished by the complete absence of the qualities necessary for military service. “With few exceptions, young soldiers came to the barracks in the full sense of the word “raw”.

Fifthly, the political unreliability of the lower ranks was evident. “Reports of military censorship on soldier moods, cited excerpts from letters from the war contained very often signs of great observation and psychological analysis of ongoing events; and at the same time, vague signs of the impending - disturbing and dark. ".

Sixthly, military service, even after the reduction of terms to 3-4 years, was only a heavy duty for the bulk of the soldiers. The reason for this, in my opinion,

Thus, the analysis of the moral and business qualities of the military personnel of the Russian army in the second half of the 19th - early 20th centuries. indicates that if the officer corps as a whole met the requirements of military discipline, then the moral and psychological state of the lower ranks left much to be desired. This caused certain difficulties in the course of the work of the officers in restoring order and organization in the troops. Nevertheless, at critical moments for the country, Russian soldiers, like officers, showed their best side. Historical materials convincingly indicate that in the shameful outcome of the war, the Russo-Japanese War of 1904-1905. there was no fault of the Russian soldiers, sailors and most of the officers. On the battlefields, they showed exceptional courage, self-sacrifice and heroism, loyalty to their military duty. The army remained loyal to the autocracy in the revolutionary events of 1905-1907. The crisis of autocracy in Russia, political agitation undermined the discipline of the lower ranks of the army, which, in the end, led it to decay.

The study of the level of moral and psychological state and discipline of officers and lower ranks in the second half of the 19th - early 20th centuries, the comprehension and critical processing of the historical experience of military education of military personnel made it possible to draw a number of lessons from it.

First lesson. The political leadership of the country must understand that only a real change in attitude towards a serviceman, respect for his personality and selfless service to the Fatherland, concern for his material well-being can raise the prestige of military service and strengthen law and order in the troops.

Lesson two. Historical experience teaches that the effectiveness of work to strengthen military discipline to a large extent depends on the presence in the Armed Forces of a coherent system of military command and control bodies and officials who are directly responsible for the state of organization and order in the troops. In this regard, the concern of the state for the formation, training and education of command personnel of the Armed Forces is of paramount importance for today. As soon as the leadership of the country and the army ceases to pay due attention to the problems of the officer corps,

pusa, this immediately affects the prestige of the officer service, and as a result, leads to serious failures in maintaining high military discipline.

Lesson three. The most important component of maintaining discipline is the military, spiritual and moral education of servicemen. Without a scientifically based ideology, without a single center of education, without a system of social and humanitarian training of commanders and chiefs, officer-educators, without using the multifaceted experience of religious and moral education, without organizing pre-conscription training of young people for military service, without constant research and scientific and educational work, this task impossible to solve.

Lesson four. Historical experience teaches and convinces again and again that maintaining strong military discipline and order requires an uncompromising struggle against the negative phenomena of army life (“hazing”, protectionism, aging officers, dismissal of young officers, etc.), constant work to raise prestige and attractiveness of military service.

1. A successful solution to the problem of strengthening military discipline must inevitably involve the corresponding development of the legislative framework. In the draft Disciplinary Charter, which is currently being developed, in the opinion of the author, it would be necessary to separate disciplinary, administrative and criminal liability in military activities, rework the system of disciplinary sanctions for contract servicemen, strengthen the disciplinary rights of junior commanders, and introduce the newly used in pre-revolutionary charters the provision on responsibility of subordinates for the execution of the criminal order of the commander.

2. The organization of work to strengthen military discipline presupposes the presence of well-trained junior commanders in the field. Taking into account the possibility of creating a professional corps of contract sergeants in the near future, it would be advisable for the relevant department of the General Staff of the RF Armed Forces to develop a special regulation on the institute of sergeants.

zhants (foremen) of the Armed Forces, taking into account the experience of selection, training and distribution of non-commissioned officers of the Russian army of the period under study.

3. Regimental military (military disciplinary) courts could become an important link in the system of military justice. The purpose of their introduction is to consider minor offenses.

A means of preventing and preventing gross disciplinary offenses. as prerequisites for the commission of crimes, could be the social disciplinary commissions created in military units.

4. In order to neutralize the causes of violations of military discipline and the conditions accompanying them, it is expedient for state and military bodies to use the spiritual and moral potential of religious confessions traditional for Russia.

5. In order to ensure a permanent impact on the consciousness, feelings and behavior of the officer corps, it seems important to return to the creation of officer courts of honor and officer meetings as places for leisure, communication, education of honor and dignity based on the spiritual and moral amateur performance of officers.

1 By 1912, the social composition of army officers was as follows: 53.6% of officers (in the infantry - 44.3%) came from the nobility, 25.7% - from the townspeople and peasants, 13.6% - from honorary citizens, 3 .6% - from the clergy and 3.5% - from the merchants. See: Volkov S.V. Russian officers as a service class // Russian Military Collection. Moscow: Military University, 2000. Issue. 17. S. 521.

2 P.D. Olkhovsky. Military education // Russian military collection. Moscow: Military University, 1997. Issue. 13. S. 200.

3 See: A. Popov. The concept of military discipline // Military Collection. 1924. Book. 5. S. 144.

4 See: Ibid. S. 145.

6Denikin A.I. Old army. Paris, 1929. Vol. 1. P.123.

7 See: Disciplinary Charter. SPb., 1912.

8 See: Military Statistical Yearbook of the Army for 1910, St. Petersburg, 1911, pp. 318-319; Military Statistical Yearbook of the Army for 1911, St. Petersburg, 1912, pp. 428-429.

9 See: Smirnov A.A. Moral and psychological support of the activities of the Russian army in the second half of the 19th - early 20th centuries: Dis. ... cand. ist. Sciences. M., 1997. S. 35.

10 See: RomanovN. N. The eternal problem of the Russian army // Nezavisimaya gazeta. 2001. No. 9.

11 See: GeruaA. To the knowledge of the army. SPb., 1907. S. 37.

12 Rediger A.F. Non-commissioned officer question in the main European armies. SPb., 1880. S. 10.

13 Ibid. S. 7.

14 RGVIA, f. 1, op. 2, d. 19, l. 26.

15 RGVIA, f. 868, op. 2, d. 163, l. 12rev.

16 See: A.F. Rediger. Manning and organization of the armed forces. SPb., 1914. S. 206.

17 See: V.N. Ostashkin. Cultural and leisure work in the Russian army in the second half of the 19th century:

Dis. .d-ra ist. Sciences. M., 1997. S. 220.

18 Charter of internal service in infantry troops. // Military collection. 1887. No. 10. S. 98.

19 See: A.I. Denikin. Decree. op. pp. 75-153.

In providing information for the reform process, it is extremely important to project the general tasks of the military reform onto the problems of a specific unit (unit). It is important to help people see the reform not only from above, but also from below. For this purpose, it is expedient to make maximum use, first of all, of combat training.

It is no secret that at present the combat training of troops is associated with well-known difficulties. Moreover, the responsibility of officers for its organization increases. In the course of combat training, all training material should be viewed through the prism of the problems of reforming the Armed Forces, and the plan, goals and expected results of the military reform should be explained to the personnel.

Public-state training is called upon to play a key role in providing information to the reform process. It has the most systemic organization, has a certain depth of content, and has great potential to influence the consciousness of personnel.

In accordance with the order of the Minister of Defense of 1993 No. 250, OCP classes are held with officers for at least 4-6 hours a month, with female military personnel - 2 hours a week, with other categories of military personnel - at least 3 hours a week. Training is also provided for civilian personnel.

In comparison with other types of information impact, the UCP has the most developed educational and methodological base, it allows convincingly and thoroughly to bring to the audience the issues of state policy, national history, law, etc.

It should be taken into account that many officers of the units (ships) are the leaders of the UCP groups. They are faced with the task of effectively using the opportunities of their studies for the purpose of in-depth and comprehensive coverage of the tasks and progress of military reform.

The plans for public-state training of personnel for the 1998 academic year provide for a block of topics directly devoted to military reform. There are topics that highlight the experience of military reforms of the past. Of particular importance are topics that reflect today's problems of military reform in Russia. One cannot do without highlighting certain aspects of the reform in the study of other topics. Much here depends on the preparedness and methodological skill of the leaders of the classes.

Another effective form of information support for the reform process is informing personnel. According to the order of the Minister of Defense of the Russian Federation No. 235 of 1995, informing soldiers, sailors, sergeants and foremen serving on conscription is organized 2 times a week for 30 minutes; ensigns (midshipmen), cadets (listeners) of military educational institutions - once a week for 1 hour; officers - 2 times a month for 1 hour; civilian personnel, family members of military personnel - at least once a month.

Thus, informing, being an operational form, makes it possible to timely explain the measures taken by state bodies for military reform, the facts of the successful implementation of tasks within the framework, reforms in the troops (forces), and the relevant decisions of commanders and chiefs.

It is very important to hold common information days. Their competent and creative organization allows not only to highlight individual issues of reform, but also provides feedback. An experienced commanding officer gets the opportunity to study the mood of subordinate personnel, their attitude to specific measures in the framework of reforming the Armed Forces of the Russian Federation.

From the point of view of information support for the military reform, military social work plays an important role. An important place in it is occupied by bringing to the attention of subordinates and explaining legal documents, both of a more general nature and directly related to the reform of the army and navy. It is especially valuable when an officer not only carries out this work himself, but also attracts law enforcement specialists, representatives of the military leadership, government, and local administration to it. Of course, such work should be supported by an increase in the level of social protection of military personnel, observance of the principles of social justice in the unit (unit). To do everything possible to fulfill the assigned tasks, to solve the problems of subordinates - the primary task of the commander (chief) of any rank.

It is also important to use such forms as evenings of questions and answers, honoring the foremost workers in service and study, summing up the results of work to strengthen law and order and military discipline.

The effectiveness of the information support of the military reform will not be high enough without individual work with subordinates. It makes it possible to most accurately convey to each serviceman, worker and employee the reform strategy, as well as to set subordinates specific tasks arising from the general logic and goals of military reform.

Along with the listed forms, in the interests of information support, cultural and leisure work should be used. This includes themed evenings, oral magazines, amateur performances, quizzes and more. In a word, we are talking about those measures in which the troops have accumulated vast experience. The list of forms of information work would be incomplete without mentioning wall printing. All that remains is to introduce new ideas and fresh factual material into this work, to adjust it, figuratively speaking, to the pulse of the reform.

Improving the level and focus of informing various categories of military personnel, it is advisable to use the appropriate dates and anniversaries, primarily public holidays and the days of Russia's military glory. The latter are determined by the Federal Law "On the days of military glory (victory days) of Russia" dated March 16, 1995.

In order to achieve a greater effect in the information support of the reform, one should not be confined within the framework of a unit (subdivision). The success of the reform largely depends on the attitude towards it not only of the personnel of the Armed Forces, but of the whole society. It is necessary to actively work with the local population, at sponsored enterprises, organizations and institutions.

Conducting information work, the officer must take into account the socio-political reality of today. One of its conditions is a multi-party society. This causes an ideological confrontation between parties and movements, and is the reason for different interpretations of the problems of reform in the media. A complete distortion of the facts is not ruled out. Counteracting such phenomena is one of the most important tasks of officers in the framework of information support for military reform. In this case, it is preferable to work "ahead of the curve", to prevent negative, harmful reform of information. The most effective means of prevention is the timely, systematic and objective informing the personnel of the unit (subdivision) about the events, facts, and problems of the progress of the reform. The more convincing the information, the less reason for the appearance of various conjectures.

Undoubtedly, speaking about the information support of the reform of the Armed Forces, it is impossible to foresee everything. However, the main thing in this work is creativity and foresight, initiative and perseverance.

At all times, success in battle was decided not by the most advanced technology, but by people. They control powerful equipment, and the solution of the assigned tasks ultimately depends on their military and fighting spirit, patriotism, and moral strength.

Therefore, the issues of educating military personnel of all categories, maintaining their high professional training and strong military discipline, constant readiness and ability to fulfill their duty to protect the interests of the Russian people were, are and will be the main content of educational work in the Armed Forces of the Russian Federation. .

The object of educational influence in a military unit is the entire personnel, but special attention is paid to the education of the officer team, which forms the basis of the entire military team of the unit and contains huge educational opportunities.

opportunities.

In the history of the development of the Russian Armed Forces, great importance has always been attached to officer cadres. At different stages, in different historical conditions of our country, the issues of officer training were raised in different ways, but the understanding of one immutable truth was unchanged: officers are the basis of human

factor of the army, the foundation of the morale of the troops. Success in combat directly depends on the level of professional training of officer cadres, their readiness and ability to carry out the tasks assigned to them with full responsibility. Thousands of examples from the history of our army and navy confirm this. The basis of the regiment, brigade in social, professional and moral terms is always composed of

lyal officer team. The officer team has always acted as a highly organized group of professional military men, united by common goals and interests, joint socially useful activities, military discipline, mutual demands

diligence, responsibility, help. It is called upon to maintain the high combat readiness of the regiment (ship) in every possible way, and to effectively solve training and educational tasks. This circumstance predetermines the need for constant purposeful work with a team of officers in the interests of increasing its pedagogical potential. It is carried out on the basis of pedagogically reasoned influences of the organizational and substantive order, including a set of measures aimed at ensuring the comprehensive and harmonious development of the officer's personality and the unity of the officer team.

The functioning of the officer education system presupposes the close unity of all the components (directions) of education, the use of the maximum possible arsenal of forms and methods of work, the coordination of the efforts of all interacting subjects of the educational process in terms of time, events, etc.

In a regiment (on a ship), such activities are carried out in two main directions. The first of them involves the improvement of the personal qualities of an officer with a special military social status, the social significance of his activities, as well as as a leader and military specialist.

Officers, as leaders and participants in the educational process, have always been characterized by selfless devotion to the ideals of defense and service to the Fatherland, a democratic style of work, deep, comprehensive, professional preparedness, brilliant knowledge and masterful use of weapons and military equipment, high organizational skills, and a broad outlook. , the scale of thinking, a sense of the new, the ability to fully use the power

new intellectual potential in military professional activity.

The second direction is the rallying of the officer team, increasing the strength of its educational influence on the entire personnel of the regiment (ship).

Solidarity is an important characteristic of the officer corps, an indicator of its maturity and capability. It represents the ideological, socio-political, moral-ethical, psychological and organizational unity of officers. It is on the basis of the strong unity of the named components of the cohesion of the officer team that it is possible to implement effective educational measures in the interests of the combat readiness of the unit. And above all measures to

ensuring a healthy moral and psychological climate in the team, fostering a sense of pride in belonging to one's team, introducing and developing the traditions of the officer corps of the Russian army.

Consequently, the education of the officer team is the process of forming its qualitative characteristics, which are most

to a greater extent would correspond to the needs of military affairs, combat readiness, the improvement of the personal qualities of an officer in a team, the performance of his characteristic functions in the field of educational work and the social life of the unit.

The personal qualities of an officer are formed and developed directly while studying at a military educational institution, professional development and his further development as a commander, teacher and mentor of his subordinates occurs while serving in units (subdivisions). It is in the process

official activity reveals the officer's personality in many ways, his qualities, abilities and inclinations are manifested.

While serving in the army, an officer performs many tasks, one

However, the main content of its activities is reduced to the implementation of the following main functions: socio-political, organizational and managerial, military-pedagogical, military-special and administrative-economic.

One of the most important functions of an officer's activity is socio-political. The complexity of the implementation of this function is due to the following factors.

First, Russian military construction is carried out in a complex and contradictory socio-political, socio-economic, national-demographic, informational, criminal and religious environment.

Secondly, the social portrait of the army has changed significantly in recent years. Among the young recruits coming

military service, the level of education dropped significantly. The physical health and mental state of conscripts deteriorated. Pacifist and anti-army sentiments increased. Religious and national factors, the problems of drunkenness and drug addiction among young people are becoming increasingly important. The criminal situation in the country has a serious influence on the personnel. The dynamics of crime in the Armed Forces correlates with the general direction of the development of crime in the country. intensifies

tendency of penetration of organized crime into the military environment.

Thirdly, the implementation of the socio-political function is of an acute contradictory nature. The main components of the contradictions are: a) the contradiction between the necessity, the duty of each officer to steadily implement the state's policy in the field of defense construction and the uncertainty, vagueness, lack of clear guidelines for this policy; b) the contradiction between the interest of the state in a strong, combat-ready army and the lack of decisive measures in creating such an army; c) the contradiction between the constitutional obligation of every citizen to defend the Fatherland and the deliberate destruction of the ideals of military service through anti-army campaigns in the media; d) the contradiction between the need to staff the Armed Forces with the best representatives of the people and the decline in the prestige of the officer's service; e) the contradiction between the constitutional duties of an officer and social lack of rights, social insecurity, etc.

There are a number of contradictions that complicate the implementation of the socio-political function of the officer's activity, namely: between military duty and civil rights; between the need for an officer to have a formed scientific worldview and the conditions, ways of its formation; between officer duty, official duties and ensuring the democratic rights of the individual, etc.

At present, in units (subdivisions) it is necessary to sharply raise questions of the formation and development of a scientific worldview among officers, ideological conviction and political maturity, development

their political culture, which in its most general form is considered as the unity of political consciousness and political action (behavior), as a comprehensive political awareness and ability to defend their political convictions in a reasoned and convincing manner.

Each officer is primarily a military leader, so the organizational and managerial function is of great importance in his professional activities. The content of this function includes organizing, planning, conducting training sessions and educational activities, streamlining, regulating various

activities of subordinates, setting tasks and their implementation, monitoring the execution of their orders, mobilizing subordinates to solve specific tasks, managing various social processes in subordinate units, leading military teams and individual military personnel, etc. The inconsistency of the implementation of this important function in the activities of an officer lies in the fact that, on the one hand, the processes of organizing the activities of units and units have become much more complicated, and on the other hand, new requirements are imposed on the managerial activities of officers. An attempt to solve new, complex problems with old approaches and methods does not always give a positive result. Therefore, the personality of a modern leader should be characterized by a high ideological and theoretical outlook and political maturity, strong moral principles, the ability to convince and lead people, competence, organization, efficiency, discipline, independence, the ability to create conditions for highly productive work of people, to establish in the collectives an atmosphere of creative search, intolerance for manifestations of rudeness, inattention to a person.

Officers carry out combat and public-state training, educational process, carry out individual work with subordinates. Here, a commander's success is not possible without the ability to study the personal characteristics of soldiers, their social, national and other characteristics, observe the principles of education and training, correctly use their methods and forms, and personal example. It is important for a commander to know how to plan combat and public-state training, independent work of his subordinates. A well-thought-out plan disciplines people and mobilizes them for high-quality performance of the tasks assigned to them.

At present, the importance of the all-round development, erudition and general culture of officers is increasing. The outstanding Russian commander M. V. Frunze emphasized that only the commander who would inspire respect with his knowledge and experience would be able to truly educate, train and discipline his subordinate unit. Only when the appropriate commander relies on knowledge can true discipline be achieved. When this knowledge is not available, then you can only rely on

compulsion. In modern conditions, this indication of M. V. Frunze is especially relevant.

Many officers - commanders of subdivisions, military collectives, today lack special knowledge in management theory, they sometimes have insufficiently formed organizational skills, the ability to effectively manage subordinates. Official authority in work with subordinates is preferred to the authority of the personality of the leader, exactingness towards subordinates is sometimes not combined with respect for the personal dignity of a serviceman and the manifestation of care for him. Rudeness, rudeness, arrogance are often allowed in relations with subordinates. For many leaders, words are at odds with deeds; there is no personal example in service, behavior, communication, etc. This causes serious harm to the authority of the officer in charge and undermines the moral foundations of the managerial activity of officer cadres. Formation and improvement

instilling in officers a managerial culture based on democratic and moral principles is the most important task in educational work with officers of units and ships.

The implementation of the military-pedagogical function in the activities of an officer occupies a special place. The organization, implementation of training and education of subordinates, in order to qualitatively solve the tasks of service activities, maintain combat readiness, strengthen military discipline, form the moral, political, combat and psychological qualities of military personnel, requires the officer to have special knowledge of pedagogy and psychology, methodological skills and abilities , pedagogical culture. The complexity and inconsistency of the pedagogical activity of an officer in a unit (unit) lies in the fact that, on the one hand, the training and education of

military personnel are subject to high demands, and on the other hand, for the implementation of the tasks of training and education, not only are there not enough material resources, an educational base, but there are also no opportunities to organize the educational process in a quality manner. The reduction of personnel does not allow the deployment of full-fledged combat training activities, the personnel are busy with service, performing various household and other work. Household problems take away all the time, study remains only a good intention. Under these conditions, military personnel do not receive full-fledged combat training, training is carried out formally, and officers lose the qualifications of teachers and participants in the educational process, they

all interest in military pedagogical activity is lost. It cannot be allowed to continue like this. A whole generation of officers can grow up in the army who will have only a vague idea of ​​real combat training.

The military special function in the activities of an officer involves the fulfillment of the tasks of a military specialist, knowledge of the theory and practice of military affairs, weapons and military equipment of his unit, unit, ship and potential enemy, his strengths and weaknesses. The inconsistency of the implementation of this function lies in the fact that every year there are changes in the qualitative and quantitative characteristics of equipment and weapons. Less and less new equipment enters the troops, more and more remains old, which has served its due date. New complex equipment requires large material and financial costs, highly qualified specialists. Failure to comply with these requirements leads to accidents. The use of old equipment that has served its time also becomes a cause of accidents. Violation of the established rules for the operation of equipment and weapons is also associated with the qualifications of specialists, which is noticeably reduced due to the reduction in the training time for specialists, the material insecurity of their training. Flights, hikes, combat firing, driving equipment are carried out less and less.

In his activities, the officer also implements an administrative and economic function. The life of servicemen, food, clothing, accommodation, accommodation, the ecology of the military unit and camps of residence of members of the families of servicemen and many other issues are the subject of attention of officers. There are also many problems here, and it takes a lot of time, material and financial resources to solve them. The manifestation of concern for subordinates, their social security, knowledge of the needs, interests, problems of each serviceman, rendering assistance to them largely contribute to the qualitative solution of other very important problems related to the service.

To implement all of the above functions, it is not enough for an officer to be only a good commander or a specialist, an expert in military affairs, and be able to manage a unit. It is also necessary to be a person with a high moral potential, a model for subordinates. Concepts such as honesty, honor, modesty, simplicity, accessibility, respect, benevolence,

adherence to principles, conviction, justice, officer's duty must be filled for him with deep content. The high professionalism of an officer, combined with moral purity, is undoubtedly attractive to subordinates and causes them respect and desire to imitate.

A professional portrait of a modern officer in general can be schematically represented

The social portrait of an officer is very diverse, there is one part of the officers who have abandoned the ideals of military service and continue to serve, but do not show due interest in the service, many of them are ready to quit the army without hesitation. Not-

In the history of the development of the Armed Forces of Russia, great importance has always been attached to officer cadres. At different stages, in different historical conditions of our country, the issues of officer training were raised in different ways, but the understanding of one indisputable truth remained unchanged: officers are the basis of the human factor of the army, the foundation of the morale of the troops. Success in combat directly depends on the level of professional training of officer cadres, their readiness and ability to carry out the tasks assigned to them with full responsibility. Thousands of examples from the history of our army and navy confirm this.

The qualities of an officer's personality are formed and developed directly while studying at a military educational institution, but his professional development and further development as an officer-commander, teacher and educator of his subordinates occur while serving in units and units. It is in the process of official activity that the personality of an officer is revealed in many ways, his qualities, abilities and inclinations are manifested.

While serving in the troops, an officer performs many tasks, but the main content of his activity is reduced to the implementation of the following main functions. One of the most important functions is socio-political. In the recent past, the long-term discussion about whether the army is "in politics" or "out of politics" was groundless, pointless and meaningless. The army has always been “in politics”, because it is a “tool”, “means” for solving political problems by the state (one of the main tasks of state policy is to protect the state interests of the country, ensure the security of the people, etc.). This is the main task of the foreign policy of the state. But lately, the army has been solving the tasks of domestic policy as well - it has been fighting against bandit formations, terrorists, and illegal armed formations. Firm and consistent implementation of the policy of the Russian Federation, military-political decisions to protect the interests of our people is the main thing in the activities of officers in the implementation of this function.

However, it is important to understand something else: the army is outside the political activities of parties and movements, and this aspect is the most complex in the socio-political function, and it gives it a contradictory character. What are the main contradictions in the implementation of this function?

Firstly, the contradiction between the need to steadily implement the policy of the state and the uncertainty of the course of the state, the blurring of its policy. Many officers (up to 30% of those surveyed in the course of various sociological studies) pose a logical question: which state needs to be protected? Democratic? But today's state in practice bears little resemblance to a democratic one, because it does not express the interests of most of the various segments of the population, which barely make ends meet (officers also belong to these layers). There is corruption in many ministries, departments, in various echelons of power; theft, embezzlement of material and financial resources of the state; socio-psychological tension in society (uncertainty about the future, bureaucracy and bureaucratic arbitrariness, terrorist acts, rampant banditry, murders of high-ranking officials, the inability of the Ministry of Internal Affairs to protect the lives and interests of ordinary citizens, etc.). Negative tendencies are intensifying, but the state does not take decisive measures to restore order in the country and strengthen its democratic foundations.

Secondly, the contradiction between the state's interest in a strong, combat-ready army and the state's unprincipled military policy in the field of defense construction. An unreasonable reduction and liquidation of combat-ready units and formations is being carried out, officers are dismissed, including the best professionals.

Thirdly, the contradiction between the preservation of the constitutional duty of every citizen associated with the performance of military duty and the deliberate destruction of the ideals of military service through anti-army campaigns in many media. This contributes to the evasion of a significant part of the draft youth from military service at any cost.

Fourthly, the contradiction between the need to equip the army and navy with the best representatives of the people and the decline in the prestige of the officer's service. Social insecurity, the lack of a clear and distinct perspective led to a significant outflow of officers (especially young ones) from the ranks of the Armed Forces.

There are a number of contradictions that complicate the implementation of the socio-political function of the officer's activity, namely: between military duty and civil rights; between the need for an officer to have a formed scientific outlook and the conditions, ways of its formation; between officer duty, official duties and ensuring the democratic rights of the individual, etc.

To resolve these contradictions, the political will of the leaders and their moral responsibility for the fate of the country are needed. The country will rise from its knees, the former power of the army and navy will be revived - the officer corps of the army will perk up, the prestige of the officer's service will rise.

Even now, in parts, it is necessary to sharply raise questions of the formation and development of a scientific worldview, ideological conviction and political maturity among officers, the development of their political culture, which in its most general form is considered as a unity of political consciousness and political action (behavior), as a comprehensive political awareness and the ability to defend one's political beliefs with reason and persuasiveness, and not with the help of emotions.

Each officer is primarily a military leader, so the organizational and managerial function is of great importance in his professional activities. The content of this function includes organizing, planning, conducting training sessions and educational activities, streamlining, regulating various types of activities of subordinates, setting tasks and their implementation, monitoring the execution of their orders, mobilizing subordinates to solve specific problems, managing various social processes in subordinate units, leadership military groups and individual military personnel, etc. The inconsistency in the implementation of this important function in the activities of an officer lies in the fact that, on the one hand, the processes of organizing the activities of subunits and units have become much more complicated, and on the other hand, new requirements are imposed on the managerial activities of officers. An attempt to solve new, complex problems with old approaches and methods does not always give a positive result.

Many officers who lead subdivisions and various military teams today lack special knowledge of management theory, they sometimes have poorly developed organizational qualities and the ability to effectively lead subordinates. Official authority in work with subordinates is preferred to the authority of the leader's personality; exactingness towards subordinates is sometimes not combined with respect for the personal dignity of a serviceman and taking care of him. Rudeness, rudeness, arrogance are often allowed in relation to subordinates. For many leaders, words are at odds with deeds; there is no personal example in service, behavior, communication, etc. This causes serious harm to the authority of the officer in charge and undermines the moral foundations of the managerial activity of officer cadres. The formation and improvement of a managerial culture among officers based on democratic and moral principles is the most important task in educational work with officers of units and ships.

The implementation of the military-pedagogical function in the activities of an officer occupies a special place. The organization and implementation of training and education of subordinates in order to qualitatively solve the problems of service activities, maintain combat readiness, strengthen military discipline, form the moral, political, combat and psychological qualities of military personnel require special knowledge of pedagogy and psychology, methodological skills and pedagogical culture from the officer. The complexity and inconsistency of the pedagogical activity of an officer in part lies in the fact that, on the one hand, high demands are placed on the training and education of military personnel, and on the other hand, not only material resources, training base, but also no opportunities to qualitatively organize the educational process. The reduction of personnel does not allow the deployment of full-fledged combat training activities, the personnel are busy with service, performing various chores. Household problems take away all the time, study remains only a good intention. Under these conditions, military personnel do not receive full-fledged combat training, training is carried out formally, and officers lose their qualifications as teachers and educators, they lose all interest in military pedagogical activity. It cannot be allowed to continue like this. A whole generation of officers may grow up in the army who will have a mediocre idea of ​​real combat training.

The military special function in the activities of an officer involves the fulfillment of the tasks of a military specialist, knowledge of the theory and practice of military affairs, weapons and military equipment of his unit, unit, ship and potential enemy, his strengths and weaknesses. The contradictory nature of the implementation of this function lies in the fact that every year there are changes in the qualitative and quantitative characteristics of equipment and weapons. Less and less new equipment enters the troops, more and more remains old, which has served its due date. New complex equipment requires large material and financial costs, highly qualified specialists. Failure to comply with these requirements leads to accidents. The use of old equipment that has served its deadlines also causes accidents. Violation of the established rules for the operation of equipment and weapons is also associated with the qualifications of specialists, which is noticeably reduced due to the reduction in the training time for specialists, the material insecurity of their training. Flights, hikes, combat firing, driving equipment are carried out less and less.

In his activities, the officer also implements an administrative and economic function. The life of servicemen, food, clothing, accommodation, accommodation, the ecology of the military unit and camps of residence of members of the families of servicemen and many other issues are the subject of attention of officers. There are also many problems here, and it takes a lot of time, material and financial resources to solve them. The manifestation of concern for subordinates, their social security, knowledge of the needs, interests, problems of each serviceman, assistance to them in many ways contribute to the qualitative solution of other very important problems related to the service.

To implement all these functions, it is not enough for an officer to be only a good commander or a specialist, an expert in military affairs, and be able to manage a unit. It is also necessary to be a person with a high moral potential, a model for subordinates. Such concepts as honesty, honor, modesty, simplicity, accessibility, respectfulness, benevolence, adherence to principles, conviction, justice, officer's duty should be filled with deep content for him. The high professionalism of an officer, combined with moral purity, is undoubtedly attractive to subordinates and arouses in them respect and a desire to imitate.

The model of a modern officer, his professional portrait in a general form can be schematically represented as follows.

The social portrait of an officer is very diverse. There is one part of the officers who have abandoned the ideals of military service and continue to serve further, but do not show due interest in the service, many of them are ready to quit the army without hesitation. Some of them are characterized by indifference to the fate of the army, passivity in self-improvement, and a decrease in the level of culture (general, managerial, pedagogical). There is another part of the officers who show high socio-political maturity, improve their military-theoretical training, have diverse interests and erudition, a wide range of spiritual needs and interests. They have a positive impact on the activities of military teams, ensure their well-coordinated work, maintain the level of combat readiness, and show concern for the moral and moral character of their subordinates. Unfortunately, there are fewer and fewer such officers, and measures must be taken to localize this negative trend as quickly as possible. In such difficult conditions of activity of the Armed Forces, a great responsibility falls on the command, staffs and bodies of educational work.

A special role in organizing educational work with unit officers belongs to the deputy commander for educational work. He directs his efforts to the formation of readiness among subordinate officers-educators of the regiment (brigade) to unquestioningly fulfill the order; feelings of officer duty, honor, pride in the Armed Forces of the Russian Federation; striving to improve professional skills, personal responsibility for the training and education of military personnel; caring and respectful attitude towards them. This is the main goal setting in educational work with officers. Responsibilities, areas of educational work of the deputy commander of the regiment (brigade) for educational work are set out in the Charters of the Armed Forces of the Russian Federation, orders and directives of the Minister of Defense and the head of the Main Directorate of Internal Affairs, and other governing documents. There is no need to disclose the content of the activities of the deputy commander of the regiment (brigade) for educational work, set out in these documents. It would be expedient to single out certain features of educational work with officers and to pay attention to a number of essential aspects of this activity.

One of the features is the conduct of educational work aimed at retaining officers in the Armed Forces, who form the backbone of the officer corps, are highly motivated to serve and are ready to continue serving, but due to circumstances (downsizing, dismissal) are forced to quit. It is no secret that personnel agencies often carry out layoffs and layoffs en masse, indiscriminately, without exception, following orders from above. Often, not those officers who need to be fired due to professional unsuitability, lack of motivation for service and other reasons are fired, but professionals who somehow did not please the authorities, openly expressed their opinion, opposed injustice, etc. It is necessary to fight for every honest and fair officer, a good specialist who is able and willing to work with people, to try to convince him to stay in the service, to take care of him.

Another feature of educational work with officers in the unit is the implementation of a differentiated approach. As already noted, many officer collectives in units are heterogeneous, there are positive and negative tendencies in them. Directions, instructions, appeals will not achieve much here. A careful approach to each officer, careful consideration of the specifics of the professional activities of various categories of officers (commanders, engineers, educators, staff and service officers, etc.) is necessary. It is necessary to define specific goals and objectives in educational work with each category of officers. Special attention is required by young officers who arrived in the unit after graduating from high schools. No need to overload them with official duties, work on the principle "from A to Z". It is necessary to give the opportunity to go through the stage of formation in the position, to reveal their best qualities and abilities. The advice of experienced, authoritative officers-methodologists will help with this.

Many young officers are appointed to positions not for their intended purpose (for example: a platoon commander is offered the position of deputy commander for educational work). They need to be provided with comprehensive assistance and support in a new position; be tolerant of their mistakes and failures (they are inevitable); sensitively respond to their requests, moods, desires. For this purpose, the days of young officers are held. It is necessary to stimulate and encourage young officers, even for small successes, to objectively, impartially evaluate the results of their activities. It is impossible to turn various kinds of conferences, meetings of officers into a place for "dispersal".

Demandingness must be justified, fair, expedient, principled and combined with respect for the personal dignity of the subordinate. It is necessary to resume such a form of work with officers as an officer meeting with its traditions and system of educational work with officers.

An important goal of educational work with officers in the unit is to create and maintain such a moral and psychological climate in officer collectives, when every officer will be in the center of attention: young and having served for many years, beginning service and experienced methodologist, master of training, education, single officer and family officer. The main thing is to create an atmosphere of trust and respect for each other, to preserve and increase the best traditions of the officer corps.

The success of educational work with officers depends on many conditions, the main of which include the following: personal exemplification of the leadership of the regiment (brigade) in the performance of officer duty, exactingness and respect for subordinate officers, simplicity and accessibility, modesty and honesty, the manifestation of constant concern for their subordinates, deep interest in each officer; assistance in the formation and professional growth; an objective assessment of the professional activities of each officer and stimulation of his development; careful planning and preparation of each type of activity, classes, meetings, conversations, etc.; systematic analysis and evaluation of performance results, prompt study of difficulties, requests, moods, provision of effective assistance; devotion to the officer corps, loyalty to officer duty, etc.