Daniyar I. Bayanov

In addition to professional duties, an engineer, along with production activities, also needs to act as a mentor. The choice of the category «social and pedagogical risks» is due to the fact that the subjects of this study are mentors who do not have basic psychological and pedagogical education. Accordingly, they, as specialists who do not have basic psychological and pedagogical education and do not know educational technologies and methods of teaching adults, face social and pedagogical risks associated with intra-corporate training and development of trainees. Timely detection and identification of social and pedagogical risks in mentoring activities make it possible to prevent and level out problems arising in the process of socio-professional and industrial adaptation of trainees at earlier stages. In this regard, the purpose of this article is to work out a methodology for designing a map of socio-pedagogical risks in mentoring work. The methodological guidelines for developing the methodology were consistency and logic of the following stages of its design: compiling a register of socio-pedagogical risks with their description based on expert assessment; highlighting the most common critical situations in real mentoring activities; combining risks into several categories; selection of risk assessment parameters; calculation of coordinates of socio-pedagogical risks; graphic design of a map of social and pedagogical risks in mentoring activities, highlighting the green, yellow and red zones of risk influence on the quality of mentoring activities. The author has worked out a step-by-step diagnostic tool for any industry when designing a map of socio-pedagogical risks in mentoring activities. A similar map has been worked out in a number of enterprises in the Republic of Tatarstan, the indicators of which can be of practical value for the system of additional professional education during targeted development of advanced training courses for mentors in various industries, taking into account certain social and pedagogical risks.

The socio-pedagogical activity of a design engineer is far from being of primary importance in the list of his/her main job duties and qualification requirements, which is the decisive factor that creates significant problems for him/her in the process of mentoring activity associated with socio-pedagogical risks. Therefore, the problem of developing mentors' readiness to socio-pedagogical risks arising in the process of internship training requires the development of technological support for this process. In this regard, this article is devoted to designing the technology of development of mentors' readiness to socio-pedagogical risks in the process of intra-corporate training of trainees in the aircraft construction industry. The methodology of designing this technology is based on the ideas of process-technological approach, which involves integrity and step-by-step achieving its purpose accomplished by the formation of socio-personal, organizational, methodological and informational-communicative readiness of mentors to socio-pedagogical risks in the process of internal corporate training of trainees. The proposed in the article technology of mentors' readiness development to socio-pedagogical risks in the process of internship includes cognitive-orientation, needs-research, activity-oriented and evaluation-reflexive stages, as well as phased content of socio-personal, organizational-methodological and informational-communicative readiness of mentors to these types of risks.