Gavrilova Julia V.

Introduction. Performance management (PM) plays a critical role in achieving organizational goals, but traditional research has focused on its technical aspects, ignoring employee perceptions and the contextual features of developing countries. This study focuses on the education sector, where performance management effectiveness (PMSE) faces unique challenges: conflict between academic and administrative goals, low trust in formal assessments. Purpose. The aim of the work is to empirically test a comprehensive PM model combining technical accuracy (PMSA) and perceived fairness (PMSF) and assess their impact on employee engagement (WE) and productivity (Task Performance (TP); Contextual Performance (CP). Methods. The study combines theoretical analysis of the conceptual models of performance management system Job Demands-Resources Model (JD-R), Ability-Motivation-Opportunity (AMO), Social Exchange and quantitative approach. The data were collected through anonymous surveys of 500 employees of educational organizations in Russia. To test the hypotheses, second-order structural modeling was used to evaluate the direct and indirect effects of the influence of performance-management system accuracy and perceived fairness on employees' involvement in decision-making, task performance, and their extra-role behavior. The analysis included an assessment of the reliability of the scales, convergent and discriminant validity. Results. The effectiveness of the performance-management system shows a significant effect on employee involvement in the decision-making process (β = 0.58, p < 0.01) and on their productivity (TP: β = 0.42; CP: β = 0.35). Involvement partially mediated the correlation of performance management resultivity and extra-role performance, 41% of the effect, and fully mediated the correlation of performance management resultivity and task performance, the effect was 63%. The key determinant of performance-management resultivity was found to be perceived fairness (β = 0.47) vs. accuracy of the management system (β = 0.21), especially in the context of academic uncertainty. The model explained 52% of the variance in employee engagement, and 45% of the variance in task completion, confirming its relevance to the educational sector. Conclusions. The results highlight that performance management in education requires a balance between goal accuracy and procedural fairness. Practical recommendations include the introduction of anonymous fairness assessments and training for managers using the Situation-Behavior-Impact (SBI) methodology, the integration of contextual performance into key performance indicators by taking into account mentoring and research initiatives, and the use of OKR (Objectives and Key Results) platforms for joint goal setting. Limitations of the study include the regional specificity of the sample (Russia) and the focus on the education sector. Prospects include studying PMSE in the context of digitalization and cross-cultural comparisons.

The article researches the problem of adaptive incentives as a significant element of an effective human resource management system of a higher education institution. The purpose of the study is to provide a methodological analysis of key aspects of team adaptation incentives using in HRM and justification of a set of measures aimed at achieving strategic goals in the field of human resource management of an educational organization. The research methodology is based on the conceptual provisions of management theory and HRM, identifying alternative approaches to resolving individual problematic components of human resource management in educational organizations. It is demonstrated that in the conditions of talent competition the focus of the system of adaptation incentives to the changing parametric characteristics of competitive socio-economic dynamics applied in HRM of higher education institution is team adaptation, which ensures the improvement of management efficiency in achieving strategic goals. The significance of the research results lies in the proposal and justification of adaptive measures that stimulate teamwork of employees of an educational organization by developing leadership and management skills, building up the system of feedback and communication, creating a favorable educational environment, etc. The implementation of the proposed activities will contribute to the improvement of HRM quality, to building competencies and motivation for teamwork.

The article discusses theoretical-conceptual approaches to the development of personnel management measures in innovation-oriented educational organizations. The purpose of the study is to identify the most relevant theoretical-conceptual approaches to improving the efficiency of management of higher educational institutions at this stage of social development, taking into account the needs of employers and development strategies of the Russian Federation. The study's methodology relied on analytical, comparative, and deductive theoretical approaches, drawing from recent research by both domestic and international scholars focused on examining management practices within different educational institutions. It is analyzed that universities use not only innovative methods, but also strict directive approaches, which provide for the application of sanctions to senior management in case of low performance indicators, up to their replacement with new personnel. It is shown that in an increasingly competitive environment, the concept of building human resource management capacity in an educational organization is to find and retain talented employees in the workplace, as well as to select optimal approaches and methods of human resource management.