Why do higher vocational colleges frequently recruit counselors?

Due to the professional characteristics of the counselor team, it is necessary to recruit more people frequently.

1, high working intensity.

Counselors are the backbone of college students' ideological and political education, and they are the organizers, implementers and instructors of college students' daily ideological and political education and management. Students in higher vocational colleges have poor cultural foundation, low general entrance scores, vague life goals and poor learning initiative. Therefore, it is decided that they have insufficient learning initiative and poor study habits. If the contradiction between the school's infrastructure construction and logistics service quality and students' needs is prominent, and some students have resistance to school management regulations, counselors should do a lot of ideological and political education. The main job of counselors should also be to do a good job in students' ideological and political education. But in practical work, counselors have become "nannies" who take care of almost everything. The work is miscellaneous, chaotic and fragmented, from ideological education, awards and activities, to labor hygiene, morning and evening self-study, morning classes, dormitory maintenance and so on. Everything should be handled well. Call the counselor when there is a power failure in the dormitory, call the counselor when there is no money, let the counselor go to the dormitory for class when there is no class, and go out to play when others have a holiday. Therefore, counselors have to worry that students will not have an accident. Even some teachers are unattractive in class. Students in the same class and different teachers have completely different attendance rates. The responsibility of such students skipping classes can also be blamed on counselors. On the other hand, during working hours, the administrative staff of the same school go to work on time for eight hours every day, or less than eight hours; Full-time teachers follow the working time system of coming to class when there is class, not coming when there is no class, and punching in once a week; Full-time counselors go to work according to administrative personnel and insist on being on standby 24 hours a day. Once there is an emergency, they must rush to the scene at the first time and be in an emergency state at any time. So the busiest time is often not normal working hours, but after work. At the same time, being on duty for at least three days a week, plus class meeting, political study, theme class meeting and being on duty every other week, leads to an average of 4-5 days a week, and the mental state is highly nervous. Psychological counselors' occupational diseases must have phone phobia, because they are awakened by countless phone calls in the morning, noon and evening of working hours. Finally, the management mode. Counselors implement the second-level management of departments. Generally speaking, the department is responsible for direct management, and the college is directly managed by the student affairs office (department). But in practice, counselors are almost always connected with functional departments, such as student affairs office, finance office, employment office, admissions office, general affairs office and security office. As long as there is demand, they can directly assign jobs to counselors. It is impossible to predict that that department will suddenly find something for you anytime and anywhere. This is also one of the reasons for the messy work.

"There is no trivial matter in student work" reflects the great responsibility of college counselors, but the work intensity is high and the nature of work is trivial, which is also a prominent feature of college counselors' work. Compared with undergraduate colleges, student management in higher vocational colleges is much more difficult. Full-time counselors have heavy tasks, heavy responsibilities and high requirements, and they are in a high-load working state for a long time, which will inevitably lead to physical and mental fatigue and affect their mental health, thus affecting the stability of the counselor team.

2. Low income and treatment

Counselors have high work intensity and low corresponding abnormal income. Counselor's salary is generally composed of basic salary and shift allowance. There are two ways to calculate shift allowance, one is according to the number of classes, the other is according to the number of students, and each student is several yuan. Our hospital calculates according to the former, but no matter which calculation method, the final total income level will not be much different. In my own performance, when I entered school in 12, I worked in two classes with a basic salary of 500, plus an average class allowance of 400, and my monthly income did not exceed 1500. 13 three shifts, shift allowance increased by 400. 14 has undergone two basic salary adjustments at school, and the final basic salary is 755 per month, with six classes, four in-school classes and two graduating classes. The allowance is increased to 500 for each class and 50% for the graduating class. Accumulate about 3200 yuan a month. This kind of income belongs to "high income" among full-time counselors. It is conceivable that in the third year of work, the annual assessment is excellent, with many classes, and the monthly comprehensive income is only in the early 3000 s. For counselors who have just joined the work and have few classes, the monthly salary will not exceed 2000, which is still not the ideal level that can be achieved by monthly assessment deduction. Relatively speaking, the current price level, although we are not working for treatment, but the premise of work must also be to make people reach the corresponding living standard. Moreover, due to the nature of work and daily workload, counselors have few classes, no classes and no scientific research projects. Second, it is difficult to have time for a second job, which affects economic income. In addition, because there are no classes, no scientific research and few papers, the titles of counselors are generally low. This kind of work requires high salary and low contrast, which causes psychological imbalance of counselors and affects their work enthusiasm. Coupled with the younger counselor team, the actual needs of young counselors in personal life, such as falling in love, starting a family, supporting a family, etc. , have come, spend more. When the work income of the counselor team cannot support the normal living expenses, it will inevitably affect the stability and development of the counselor team.

There is little room for promotion.

Young teachers can start as teaching assistants and lecturers, and promising ones can eventually become associate professors and professors. And the counselor, no matter how long he works, is just an old counselor in the end. Full-time counselors have limited room for promotion and no obvious promotion route. At present, most counselors are transferred to professional teachers or administrative posts, and it is difficult to be full-time students after the transfer, which brings a disadvantage. Once common sense is formed, the team of counselors is just a transition. When a post becomes a transition post or a floating post, it is difficult for anyone to concentrate on research. In other words, only a few and most people can really change jobs. Moreover, compared with other young teachers, the personal development of counselors does have great limitations, and the school's recognition of counselors' work is not high. The work is trivial and lacks creativity, which is far from being compared with the research of professional teachers. The academic papers and achievements of teachers in colleges and universities who are teaching can be accumulated slowly, but the achievements of counselors can only be said to have brought several students, which is difficult to be recognized by the outside world. Compared with academic research, the social recognition of student work is low. At present, taking our college as an example, the most obvious thing is that there are no senior titles in the team of counselors and even the student management team. The highest is intermediate, which is also rare. Most of them have no professional titles and junior professional titles. Professional titles are self-evident to people in the education system and are linked to everything. In addition, in the substitute class of counselors, although according to the regulations, counselors can undertake the teaching of ideological and moral cultivation and legal basis, situation and policy education, mental health education, employment guidance and other related courses. But in practical work, it is still very difficult to operate. On the one hand, there is no shortage of basic course teachers. While ensuring the basic class hours of professional teachers, the college must consider the substitute of counselors. Therefore, it is difficult to implement the basic course on the premise that the overall class hours are limited, the basic course is not short of teachers and the number of counselors is large. Only individual counselors have teaching tasks, and the number of lectures is also the basis for the evaluation of professional titles. Therefore, teachers, managers and counselors of professional courses all have substitute needs, which eventually forms a vicious circle; On the other hand, at this stage, counselors' majors, academic qualifications and structures are very different, which can not meet the teaching conditions under certain conditions.

4. Low professional recognition

Counselors' social status is not high and they lack professional identity. Although the state has issued various document policies to affirm the importance of counselors, in fact, due to people's long-term misunderstanding, teachers and students from society to colleges and universities do not regard counselors as a kind of teachers. In addition, it is generally believed that the work of counselors has no technical content and anyone can do it well. Moreover, counselors in higher vocational colleges are highly mobile, and major higher vocational colleges recruit new counselors almost every year, which also affects people's recognition of this profession to some extent. In addition, counselors themselves lack professional identity, which is manifested in the following aspects: low professional quality, low salary, less scientific research achievements, generally low professional titles, low social recognition and lack of due attention. Moreover, it is difficult for counselors to clarify their role in the school. Their lack of understanding of professional responsibility, unclear sense of professional role and strong sense of role honor also make them afraid to take the career of counselor as their lifelong dependence. These factors easily make counselors feel frustrated, affect the initiative and enthusiasm of their work, thus affecting the stability of the counselor team and hindering the development of the educational function of colleges and universities.

5. communication is not professional enough.

There are few opportunities for professional exchanges between counselors, which are divided into off-campus exchanges and on-campus exchanges. Let's talk about off campus. At present, the professional exchanges of off-campus counselors mainly include the national backbone training of college counselors organized by the Ministry of Education and the provincial training of counselors organized by the Provincial Department of Education. And can be recommended to participate in the training of ministries and agencies, after all, is a minority. Only a handful of people can participate in the national counselor training organized by the Ministry of Education. And can be recommended to participate in national and provincial counselor training, most of them are also outstanding individuals in the work of counselors in this province or our school; This also limits the achievements of communication to some extent. As for inter-school communication, it mainly focuses on the training of counselors before the start of each academic year and the usual work exchange meeting. On the one hand, the training of counselors before the start of school is more aimed at new counselors, and the training direction is more about working methods and content, and less about the exchange of practical work experience. However, there are few work exchange meetings for counselors in schools, and various problems can easily lead to professional exchange meetings becoming collective reaction problems. This is also because some problems affecting the construction of counselors have not been fundamentally solved. Without solving the worries of counselors, it is difficult for counselors to really concentrate on their work, communicate seriously and practically, explore methods and innovate ideas. On the other hand, most of the current training and professional exchanges are conducted in the form of expert lectures or special reports, which points out some directions for training counselors in the overall situation and macro. However, due to the particularity of counselors' profession, more grass-roots first-line counselors are needed to communicate with the problems existing in practical work, especially those who have worked as first-line counselors for many years. Their experience will be of great help to our practical work.