TRAINING OF MANAGERS IN THE RUSSIAN FEDERATION: TRENDS AND CURRENT CHALLENGES

Over the past thirty years, the training of management personnel for business in the Russian Federation has undergone a significant transformation, caused both by the specifics of the Russian economy itself and by the changes taking place on the world stage in the context of the formation of a post-industrial society. The scientific literature still lacks periodization of training of Russian managers, as well as the identification of key trends in this process. Some attempts are being made in this direction by A. I. Naumov, O. S. Vikhanski, A. P. Prokhorov. On the basis of historical and system approaches the author singles out three stages of development of the Russian educational system in the field of management. Each of these stages is characterized by its own peculiarities, both within the management itself as a discipline and in the processes of training professional managers at the level of the entire educational system of the Russian Federation. The first stage-the stage of the origin of business education in Russia (1991-1999). During this period, the market economy is developing. It is connected with the import of advanced foreign experience and an attempt to build a "Russian" management model. The second stage is the stage of active integration of Russian management into international business and world business education environment (2000-2007). During this period of time, the legislative basis for business education is formed, and its differentiation in terms of the level and quality of education occurs. The third stage is the exhaustion of the extensive model of development of Russian business education (2008-to date). Within this period of time a number of important events are taking place: the global financial and economic crisis, the political crisis in the relations between Russia and the leading Western countries, the active introduction of digital economy. This required a radical change in business education and its intensification according to the most advanced requirements. In conclusion, the author proposes possible directions for the development of business education in Russia, taking into account the requirements of post-industrial society, namely: training in innovative thinking, active study and implementation of SCRUM technology, development of leadership skills, the ability to work in a team, tolerance, transition to a new model of interaction "man-nature".