In man-years of training, human capital was measured. Basic methods for assessing human capital. This method is based on an analog of the asset accumulation method. Within the framework of this method, when assessing knowledge, it is necessary to estimate the volume of accumulated

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Introduction

The theme of the course work is "Assessment of human capital."

The concept itself was introduced into economic theory only in the twentieth century. But the content has been thought about since ancient times. The works of the great philosophers of ancient times have come down to us, devoted to the role of man in the economy, or as they said then: - economy. Man was one of the central figures in the economy.

In the era of industrialization, the role of man in the economy and wealth of the country was redefined. Physical capital comes first. Under the conditions of mechanization, human labor was replaced by cheaper and better quality mechanical, automated labor.

In our modern, information age, the role of a person again comes to the first and decisive role. We need professional personnel who can manage and operate high-tech equipment.

Most countries are investing more and more in human development, or as we will discuss in our term paper - in the development of human capital.

But by investing money, the state and investors expect a return on their investments, and the question arises: "How to measure and evaluate human capital?" Currently, there are many concepts, and we will look at the main ones.

In our time, the state, whose people will have better human capital, has more chances to get ahead in the race of scientific and technological development (STD). As a result, it will give a higher standard of living and more opportunities for human development.

That is why the issue of assessing human capital is one of the most important topics. If we can objectively evaluate human capital, then, based on the results obtained, it will be possible to build an effective plan for further development.

Our course work divided into 3 chapters. In them, we will consider the very concept of human capital, its structure.

We will also touch on methods for assessing human capital, as well as criteria for assessing human capital. We will measure human capital using the UN method. Let's write out and analyze the equations that will be used to measure human capital.

At the end of our work, we will follow the formation of human capital in Russia, give its assessment and see the development of this assessment with the help of the latest statistical data.

1. Basicstheorieshumancapital

1.1 concepthumancapitalandhisstructure

AT modern world The concept of human capital has a very broad meaning. Many scientists either include new characteristics in the concept of Human Capital, or, on the contrary, remove them from their complex and long definitions. Although there is such a thing as human capital for a long time, it began to take its form only in the sixties of the twentieth century. At this time, the first theories on the topic of human capital appeared. The most famous scientists who received the Nobel Prize in economics for this discipline were Theodor W. Schultz in 1979 and Gary Becker in 1992.

In modern economic dictionary such formulations of human capital are given. Human capital:

1) The capital resources of society invested in people, man; human capabilities to participate in production, create, build, create value.

2) Human knowledge and skills, representing the conditions, resource, tool of creative activity

We believe that human capital can be identified as individual and social view capital.

Individual human capital is a set of knowledge, skills and health of a person, characterized by belonging only to this individual, who is able to freely choose how to use his capabilities.

In the social sense of this concept, human capital is the totality of knowledge, health and professional skills of all individuals, considered as a whole. This should also include the number of able-bodied population, dependents and the unemployed.

Such a concept as maternity capital should also be introduced into the structure of the Cheka. This is an indicator characterized by the possibility or impossibility of giving birth to children, giving them education, and providing all kinds of material assistance.

All this creates national human capital.

It is formed through investments in upbringing, education, culture, health of the population, in improving the professionalism, level and quality of life of the population, in science, knowledge and intellectual capital, in entrepreneurial ability, in information support and security of citizens, in economic freedom in its international definition, in the tools of intellectual labor, in the environment of the functioning of human capital as a factor in the development of the economy and society.

Human capital as a store of knowledge, skills, experience can not only accumulate in the process of investment, but also materially and morally wear out.

The integral return on investment in human capital in an efficient state increases over time. Human capital is an intensive development factor, and the law of diminishing returns does not apply to it with a correctly chosen strategy for the development of human capital, the economy, statehood and civil defense. For example, in a criminalized and corrupt country, the Cheka cannot function effectively by definition. Even if it is an "imported" external high-quality Cheka, provided by its inflow. It either degrades, getting involved in corruption and other counterproductive schemes, or “works” inefficiently.

At present, on the basis of the theory and practice of human capital, a successful paradigm for the development of the United States and leading European countries. Based on the theory and practice of the Cheka, Sweden, which lagged behind, modernized its economy and returned its leadership position in the world economy in the 2000s. Finland, in a historically short period of time, has managed to move from a predominantly resource-based economy to an innovative economy.

All this took place not because the theory and practice of human capital implemented a kind of magic wand, but because it became the answer of economic theory and practice to the challenges of the time, to the challenges of the innovative economy emerging in the second half of the 20th century, to the challenges of its highest stage - the knowledge economy , as well as venture scientific and technical business.

In the context of the globalization of the world economy, in the context of the free flow of any capital, including the Cheka, from country to country, from region to region, from city to city in conditions of intense international competition, accelerated development high technology HC serves as the main intensive competitive factor in the development of those countries of the world that carry out advanced investment of high-quality HC, organize and finance its inflow into the country, create Better conditions for the work and life of leading specialists of the world and the country.

The choice of human capital as the main development factor for a developing country literally dictates a systematic and integrated approach when developing a concept or strategy for the development of both human capital itself and overall strategy development of the country. Requires linking all other documents with them strategic planning. This dictate follows from the essence of the national Cheka as a synthetic and complex factor of development. Moreover, this dictate emphasizes high quality and labor productivity, high quality of life, work and tools of specialists that determine the creativity and creative energy of human capital.

An analysis of the processes of scientific and technological development shows that human capital, the cycles of its growth and development are the main factors and drivers of the generation of innovative waves of development and the cyclical development of the world economy and society. Knowledge gradually accumulated. Education and science developed on their basis. A layer of highly professional scientific, technical, managerial and, in general, intellectual elite was formed, under whose leadership another breakthrough was made in the development of the country. Moreover, the level and quality of the national Cheka determine the upper bar in the development of science and economics. And without raising the quality of the national HC to the level required by the innovative economy of quality and work ethics, it is impossible to jump into the innovative economy and, moreover, into the knowledge economy.

At the same time, the share of unskilled labor in the GDP of developed and developing countries is becoming smaller, and in technologically advanced countries it is already vanishingly small. Any work now in a civilized country requires education and knowledge.

The locomotive for the development of HC in the economy is competition in all types of activities. Competition forms and selects the best specialists, the most effective management, and improves the quality of human capital. Competition stimulates entrepreneurs and management to create innovative products and services. Free competition, economic freedom in its international definition are the main stimulators and drivers of the growth of the quality and competitiveness of the national human capital, the growth of knowledge production, the generation of innovations and the creation of effective innovative products.

There is also a negative, passive and positive CC. The concepts of negative, passive and creative (innovative) human capital help to better understand and interpret the huge differences in the cost, quality and productivity of national human capital of the countries of the world. The main indicators and parameters of national HC are calculated according to integral macro-indicators, reflect the processes, final characteristics and results at the macro level. The introduction of types, types and characteristics at the microlevels and at the level of the individual, family and organization makes it possible to detail the essence of the processes of integration of human capital at all levels.

Individual negative human capital is the accumulated stock of special and specific knowledge, pseudo-knowledge, skills, moral and psychological deviations of the individual, allowing him to receive income and other benefits for himself through illegal, immoral, fraudulent or incompetent activities that interfere with the creative activities of others and their creation of new goods and incomes.

An individual with a negative HC is only a consumer, a destroyer and a dependent for the creative part of the population. Such an individual, through criminal, corrupt, fraudulent and other similar activities, lives by appropriating part of the national wealth, without making his personal contribution to it, and prevents effective work other people. Moreover, the negative part of the Cheka includes people with higher education, with diplomas of doctors of sciences and various academies.

The composition of the negative human capital includes incompetent managers and incompetent specialists in all types of activities, pseudoscientists and pseudoinnovators whose activities harm science, the economy and society.

The negative part of the national human capital is the negative shares of individual and corporate human capital, corrupt state institutions, incompetent and corrupt officials, inefficient state management technologies and systems, inefficient part of the systems of education, education, science, healthcare, security, low quality life and outdated and inefficient tools of intellectual work.

From the point of view of the theory of economic and other changes, we formulate the concept of negative human capital as follows.

Negative human capital is such changes in human capital that lead to negative qualitative changes in the individual, in the family, in organizations, in education, science and other components of human capital, in the economy, in state institutions and in society. They reduce the cost and effectiveness of human capital at the appropriate level, and generally reduce the productivity and quality of national human capital.

An example of negative human capital is presented in chapter 3.

Passive human capital is the share of low competitive and non-creative HC of any level, which is mainly aimed at self-survival and self-reproduction and does not participate in innovative development processes.

Thus, according to the degree of creativity, creativity and efficiency as a productive factor, human capital can be divided into negative HC (destructive, actively interfering with development processes), passive HC - purely consumer, not creative, not participating in innovative processes, and positive - creative, creative, innovative Cheka. Between these states and the components of the total HC, there are states and components of the HC that are intermediate in terms of efficiency.

A significant contribution to the accumulated negative HC is made by corrupt officials, criminals, drug addicts, excessive drinkers, loafers, loafers and thieving people. And, on the contrary, a significant share of the positive part of the Cheka is made by workaholics, professionals, world-class specialists. The negative accumulated human capital is formed on the basis of the negative aspects of the nation's mentality, on the low culture of the population, including its market components (in particular, the ethics of work and entrepreneurship). Contribute to it are the negative traditions of the state structure and the functioning of state institutions on the basis of lack of freedom and underdevelopment of civil society, on the basis of investments in pseudo-education, pseudo-education and pseudo-knowledge, in pseudo-science and pseudo-culture. A particularly significant contribution to the negative accumulated human capital can be made by the active part of the nation - its elite, since it is she who determines the policy and strategy of the country's development, leads the nation along the path of either progress, or stagnation (stagnation) or even regression.

Negative human capital requires additional investment in the national HC to change the essence of knowledge and experience. For change educational process, to change the innovative and investment potential, to change for the better the mentality of the population and improve its culture. In this case, additional investments are required to compensate for the negative capital accumulated in the past. Positive human capital is defined as the accumulated human capital that provides a useful return on investment in it in the development and growth processes. In particular, from investments in improving and maintaining the quality of life of the population, in the growth of innovative and institutional potentials.

The fact that the Cheka cannot be changed in short time, especially with a significant amount of negative accumulated human capital, in fact, is the main problem in the development of the Russian economy from the point of view of the theory of development of human capital.

The most important component of human capital is labor, its quality and productivity. The quality of labor, in turn, is significantly determined by the mentality of the population, the quality of life and the index of economic freedom. Low-productivity and low-quality labor significantly reduces the cost and quality of the accumulated national HC.

1.2 Indicatorsestimateshumancapital

When calculating the cost and effectiveness of the national human capital through the share of the innovative sector of the economy in GDP, through the efficiency of labor and accumulated human capital, the impact of negative and passive human capital on the indicators of national human capital is taken into account automatically through integral indices and macro indicators, including GDP, the share of the innovative economy in GDP, the index of economic freedom , quality of life index and others.

Currently, more and more supporters are gaining the point of view that human capital is the most valuable resource. modern society far more important than natural resources or accumulated wealth.

Symptomatic in this sense is the statement of one of the prominent theorists of human capital, L. Thurow: "The concept of human capital plays a central role in modern economic analysis." A.M. Bowman called "the discovery of human capital a revolution in economic thought".

Of particular relevance today is the problem of assessing human capital, which concerns everyone - from scientists, financial analysts to HR consultants. Organizations are interested in those processes and practical technologies that help increase profits. "Firms recognize the fact that intangible assets increase the difference between a company's net value and market value," concludes Mark Thompson of Templeton College, Oxford. An example is the manufacturing giant mobile phones Corporation "Nokia", whose tangible assets account for only 5%. The remaining 95% of its assets are intangible, including the qualifications, skills and talents of employees, as well as know-how.

It should be noted that the total amount of human capital should be considered both for an individual, for a firm and for the whole society as a whole. Human capital has its complex internal structure, each of whose components consists of different assets, which, in turn, have their own qualitative and quantitative

characteristics. To assess human capital, both natural and cost indicators are used. Natural (and temporary) indicators are relatively simple, they can be calculated at different levels: individual, firm and state, respectively, to various components. To assess the health fund, the average life expectancy, mortality for various reasons, the intensity of mortality, natural population growth, life expectancy at birth, the proportion of the working population, specific gravity older people in the population structure, the level of disability in the country, the level of diseases with temporary disability, prevalence bad habits, physical development of the population, etc. To assess the fund of education, these are: the level of formal education (number of years of study), the level of knowledge and intelligence (IQ coefficient), - at the level of the individual; the share of specialists with higher and secondary education, the share of personnel engaged in R&D, the number of inventions, patents - at the firm level; average number of person-years of study, number of graduates educational institutions, the number of scientific personnel and organizations, the level of functional literacy, the volume of production of new information - at the state level, and a number of others.

In the first half of the XX century. I. Fisher, S.Kh. Forsyth, F. Crush, Yu.L. Fish et al. also attempted to calculate the value of an individual and the entire population of a country.

Thus, cost indicators are the most obvious and simple, in terms of the possibility of their definition and calculation. However, the cost of producing human capital is not the value of human capital, but the value of investments in human capital, and investments are never identical to the value, since they are often unproductive.

The value of human capital is determined not by the price of its production, but by the economic effect of its use.

Consider the category wages in the aspect of human capital assessment. Note that Western economic science has largely revised the category of wages. The structure of wages has undergone significant changes due to a significant increase in investment in people. Thus, most of it is a product of human capital, and not just a product of the labor that each individual possesses. In this regard, G. Becker proposed to consider each person as a combination of one unit of simple labor and a certain amount of human capital embodied in it. Then the wages received by any worker can also be considered as a combination of the market price of his “flesh” and the rental income from the human capital invested in this “flesh”.

With a monetary approach to the assessment of human capital, the value of human capital is understood as a certain fund that provides labor with a constant income. It is a weighted average of expected, future earnings.

M. Friedman considers human capital as one of the forms of assets, alternative to money. This gives him reason to include human capital in the money demand equation for individual wealth holders.

So, in our opinion, the value of human capital, as noted above, is not the cost of its production, but its potential - a probabilistic return. If the value of human capital is equal to its potential, which exceeds costs, then it is necessary to calculate it, remaining on the basis of the theory of productivity of production factors. It is known that, in accordance with the theory of productivity of factors of production, each of them creates a certain share in the value (price) of the goods, and their owners receive a corresponding share, which takes the form of their income.

Based on this, in order to answer the question about the value of human capital, it is necessary to find out what it consists of, i.e. assess the components of human capital. Currently, there is no single, generally accepted approach to the structure of human capital. Nevertheless, in our opinion, the main, most important components of human capital include, first of all, health capital, as the fundamental basis of human capital in general, as well as education capital and motivation capital. In this regard, of interest is the methodology for assessing the value of human capital, proposed by Associate Professor of the Russian Chemical Technical University. DI. Mendeleev, T.G. Myasoedova, she considers the totality of natural abilities, health, acquired knowledge, professional skills, motivations for work and continuous development, and a common culture as elements of human capital. She believes that human capital is a probabilistic value. Each of the components of human capital is also probabilistic in nature, and depends on many

factors. Some components of human capital can be considered as independent quantities, and some - as conditionally dependent. For example, the presence of good or bad natural abilities does not change the likelihood of good or bad health, the presence of certain knowledge, good or bad motivation for continuous development or productive work. The presence of professional knowledge may increase the likelihood of a high motivation to work, but (in the absence of a high general culture) may not have any effect on it.

The author assumes that all components of human capital are independent events. In accordance with the rule of multiplication of independent events, the probability of the joint occurrence of several independent events in the aggregate is equal to the product of the probabilities of these events. In relation to human capital, this means that HC = Natural abilities, health, knowledge, motivation, general culture.

P? R CH R CH R CH R CH R,

where Р i , are the probabilistic values of the components of human capital.

The greater the probabilistic value of each of the components of human capital, the greater the human capital itself. A decrease in any of the variables will lead to a decrease in human capital as a whole. Moreover, an increase in one of the components without a corresponding increase in the others will lead to only a small overall increase in human capital.

An attempt to more fully reflect the parameters of human development is also a new concept of national wealth. The World Bank put forward the interpretation of national wealth as a combination of accumulated human, natural and reproducible capital and made experimental estimates of these components for 192 countries.

According to World Bank estimates, the share of physical capital (accumulated material assets) accounts for an average of 16% of total wealth, natural capital - 20%, and human capital - 64%. For Russia, this proportion is 14, 72 and 14%, while in Germany, Japan and Sweden the share of human capital reaches 80%. However, per capita Russia had the highest accumulated national wealth - 400 thousand US dollars, which is 4 times higher than the global indicator.

The indicators show that the share of human capital in Russia is significantly lower than in developed countries. It must be recognized that “today much has been destroyed. In terms of human development, we have fallen below what we were under Soviet rule. But our basic capabilities are still preserved. Therefore, the task of the state, the political elite is to bring human potential out of its latent state. One cannot but agree with this statement. It should be noted that along with a variety of methods for assessing human capital, there are a number of researchers who deny the very possibility of assessing human capital.

As an example, we can cite the following conclusion of A.O. Verenikina: on the one hand, due to the “inalienability of the totality of capital powers” from human capital, and on the other hand, due to the fact that “the human personality is priceless ... human capital in the long term, strategic plan taking into account the interests of society and civilization as a whole, it cannot have an exchange value and price. At the same time, the author explains: “market principles cannot fully ensure the reproduction of human capital, the costs, and often the return on its functioning, do not have an integral price characteristic, monetary value human capital assets tend to be at odds with the public necessary costs on its reproduction and its social value. In our opinion, the denial of the very possibility of assessing human capital seems to be incorrect, in this case there is a substitution economic categories ethical.

No one questions the fact that the human personality is priceless from the point of view of ethics, however, a person receives a salary, which is also a kind of assessment of his human capital, which is a generally recognized norm.

There is no doubt that at present the problems of assessing human capital are increasingly coming to the fore, although the unified principles for calculating this complex indicator have not yet been developed. Nevertheless, in the study of the UN Economic and Social Council (ECOSOC), the most important unified principles for calculating such components as the average life expectancy of one generation, active working period, net balance work force, cycle family life etc. In the assessment of human capital, an essential point is the consideration of the cost of educating, training and training new employees, along with advanced training, lengthening the period labor activity, losses due to diseases, mortality and other factors, etc.

Thus, we can conclude that the quantitative measurement of human capital is possible, despite significant discrepancies in the methods of such measurements. Moreover, undoubtedly, quantitative (monetary) measurements of human capital in general and its components in particular are extremely necessary and important not only from the point of view of the development of economic theory, but, first of all, for the effective functioning of the economy of any country as a whole. Also, for successful functioning, it is necessary to develop methods for measuring the assessment of human capital.

2. Problemsmeasurementsandestimateshumancapital

2.1 Methodsestimateshumancapital

With all the variety of methods, there are several basic approaches to the assessment of human capital, based on: investment in the development of human capital; return capitalization; natural indicators (skills, competencies and literacy of the population). Features of each of the approaches will be presented below. It should be noted that in each approach there are a number of difficulties and contradictions. So, when assessing human capital on the basis of investments, many scientists are of the opinion that the formation of human capital requires all the costs that are aimed at maintaining human life. supporter this method was Ernst Engel, he believed that the costs of raising children can be estimated and taken as a measure of the monetary value of children for society.

The view of others is that the cost of producing human capital is only equated with costs that increase the productive capacity of people, such as investment in formal education. Formal learning refers to the education system. However, although this type of cost is relatively easy to determine, it is only a fraction of the total accumulated HC.

The educational component of HC, according to Kendrick, in addition to formal education, also includes non-formal education (self-education, the media, cultural and educational institutions, etc.), family education, in general, the entire infrastructure that forms a person. Estimation at the "initial" cost by the method of continuous inventory of costs, proposed by J. Kendrick, involves the calculation of current costs for the entire education system per year, divided by the average annual population of the i-th age, in proportion to the coefficients of cost distribution in the age groups from 0 to 30 years and the cost of a conventional unit of costs for formal education. Costs in the field of non-formal education are calculated on the basis of data on per capita investments in cultural and educational activities, art.

Costs in the field family education and out-of-school services for children are calculated similarly to the cost of human capital obtained in the formal education system, with the essential difference that the cost of family education is estimated either by opportunity costs (forgone earnings of women on parental leave) or by taking into account the time spent on the upbringing of one child with their equalization to the average cost of an hour of working time.

It should be noted that the Kendrick method, despite the completeness of accounting for the costs of forming human capital, is of little use in practical calculations. It does not reflect the real amount of human capital involved in labor process, is imperfect due to the conventionality and lack of statistical support for the included costs, gives overestimated results due to the attribution of the costs of the cultural development of the individual to the educational, and not to the cultural component of human capital, without taking into account the obsolescence of human capital (obsolescence of knowledge and skills). In addition, in the Russian conditions of unstable prices, the method does not allow making an inventory of the costs of different periods without taking into account the inflationary component and subsequently comparing them with the cost of the episodically revalued fixed production capital.

Another method based on the assessment of the educational component, developed by T. Schultz, is significantly inferior to the previous one in terms of cost coverage (only formal education is included), gives more adequate (calculation is made in the prices of the year of calculation) and more comparable results. Valuation involves capital calculation labor resources, and not just the entire population, and comparing it with the fixed production capital, expressed in prices of the same year. According to T. Schultz, the costs of the formation of human capital consist mainly of the direct costs of the state and private individuals in the field of education and the labor costs of the students themselves for the production of their qualifications.

It is known that health and education are the main factors involved in the formation of national human capital. The results of recent studies indicate that the level of human health is only 8-10% dependent on health care, 20% on environmental conditions, 20% determined by genetic factors and 50% depends on the lifestyle of the person himself. It should be noted that in the well-being of a person, his health, according to the WHO definition, is 10%, respectively, and the same contribution can be indicated in human capital. Based on the foregoing, it follows that the components of health and education not only belong to the totality of HC, but are also its forming factors.

Thus, each of the assessment methods discussed above is far from fully capable of measuring the entire scale of the HC value. Most existing estimates do not take into account investments that do not have a monetary value, such as students' own labor in the course of the educational process. In this case, it is customary to talk about the lost earnings of students. However, when constructing estimates, the question arises: from what age should lost earnings be taken into account, how to estimate the size of the HC in the case of “informal part-time work”? The last point is also directly related to the benefits received from the HC for any age category of the population.

The profit received by an individual in economic theory is expressed mainly in value terms, we believe that these are one-sided methods that do not take into account such an indicator as utility - the satisfaction of an individual from the use of any benefits, services and resources. Therefore, when speaking “On the lost earnings of students”, it means only the value of this. In fact, any act of a person that brings him usefulness is also expressed in the natural and psychological aspects.

And if in economic theory the situation with natural indicators is at least somehow understandable, i.e. we know that these are health, intellectual capital, etc., not isolated from the individual. Psychological usefulness from the use of goods and services is considered only indirectly. In the theory of human capital, we met with the concept of motivation, i.e. with the desire of the individual to perform any action. What underlies motivation is considered superficially and is usually done with the help of Abraham Maslow's pyramid. There are no methods for measuring the psychological component, because it is connected with the great differentiation of the needs of the population. And what indicators to use? If only to take them from the bible? But they will still be probabilistic.

So, the investment method is limited due to incomplete accounting of implicit costs, and also difficult due to the inability to trace the relationship between the investment spent and the level of accumulated HC. For example, the need for health services is determined by the need to correct deviations from the norm in the state of health. Therefore, it is the higher, the worse the state of health, which means that there may not be a direct relationship between the volume of investments in health care and “health capital” .

Along with this, the reverse situation is real, when special targeted investments are not required to increase human capital: “For each this moment time, the stock of human capital accumulated by an individual is the cumulative result of a stream of events that have occurred in the course of his entire life.

When talking about an approach built on the results of past efforts, it is worth distinguishing between monetary and non-monetary benefits. Methodological difficulties in accounting for monetary returns, unlike non-monetary ones, practically do not arise. Monetary benefits refers to the amount of lifetime earnings. Carl Thurow said that "to distinguish between good and bad decisions, one has to take into account only the maximization of monetary income" . However, in practice, such an assessment will not fully reproduce the entire real volume of human capital. It is rather problematic to assess non-monetary benefits associated with reduced unemployment risk, career prospects, and it is almost impossible to give market valuation the level of satisfaction with the content and working conditions.

Benefits that are not related to the sphere can also be attributed to a reliable type of return. market relations. Thus, many studies prove the correlation between the level of health and overall life expectancy on the number of years of education. This relationship varies depending on work and economic conditions, socio-psychological resources, a person's lifestyle, and the impact of environmental factors.

Along with the two previous approaches to assessing human capital, the assessment of natural indicators is also practiced, which involves the analysis of population parameters. As variables, various elements are used that are formed in the system of formal education, with vocational training: the level of literacy and education of the population, the average number of years of schooling, the number of students in educational institutions various. The most popular is the indicator reflecting the average number of years of education. However, the technical side of this method contains a number of difficulties associated with the processing of statistical data that are not available for all countries. Statistics are collected in a population census about once every 10 years. There are no such data for Russia, therefore, based on the data on the level of education and the duration of education at each level, the total number of years of education is calculated. The obtained values for the number of years of schooling are adjusted at each subsequent time point using the method of continuous data inventory, taking into account the number of students of different age cohorts, the share of dropouts, repetitions, mortality, etc. At the same time, the disadvantage of this technique is that, firstly, the procedure itself is quite laborious, and secondly, minor changes in the technique used, associated with insufficient corrective data, can lead to significant discrepancies in the results.

As additional indicators of HC, parameters such as the number of researchers with scientific degrees, employed in research and development work, investments in the development of science and education, etc. are often used. The disadvantage of the developed methods for calculating the parameters of the population is the inability to assess the qualitative characteristics of the population. For this purpose, functional literacy indicators have now been developed, which are special tests, for example, PISA and TIMMS - a program for assessing the knowledge of schoolchildren and students; IALS are tests developed to assess the functional literacy of the adult population. investment society human capital

However practical use representative estimates based on the direct parameters of the population is a rather costly and time-consuming procedure. In addition, for the assessment, the parameters of the population included in the system of formal education are used, which, as mentioned earlier, make up only a part of the human capital, therefore, the result of this assessment cannot reflect the real volume of the human capital. These methods are used by scientists such as Gary Becker, Pavel Dyatlov, etc.

The advantage of this method is that it is often used to compare inter-regional, inter-country. However, estimates obtained on the basis of direct parameters of the population are not able to cover the entire range of human knowledge.

However, despite all the problems considered in assessing human capital and the sufficiency of data, it was found that the investment-based approach is the most popular and has the most adequate estimates.

Despite all the variety of approaches to the assessment of human capital, any of them lose sight of certain important aspects. This is primarily due to the fact that not all structural components of HC can be quantified. To solve this problem, one has to resort to various indirect assessment methods, which in turn is a rather laborious process. However, this is not the only difficulty in constructing HC estimates; the collection, processing and statistical accounting of information data at all levels of the study is a great difficulty.

There is also a method for assessing human capital, used by the UN. The organization uses in its methodology a comparative analysis based on statistical data. The result is an index called the HDI.

Human Development Index, until 2013 "Human Development Index" (HDI) - an integral indicator calculated annually for cross-country comparison and measurement of living standards, literacy, education and longevity as the main characteristics of the human potential of the study area. It is a standard tool for general comparison of living standards in different countries and regions. The index is published by the United Nations Development Program in Human Development Reports and was developed in 1990 by a group of economists led by Pakistani Mahbub-ul-Haq. However, the conceptual structure of the index was created thanks to the work of Amartya Sen. The index has been published by the United Nations in its annual Human Development Report since 1990.

When calculating the HDI, 3 types of indicators are taken into account:

Life expectancy - evaluates longevity.

The literacy rate of the country's population (average number of years spent studying) and the expected duration of schooling.

Standard of living measured in terms of GNI per capita at purchasing power parity (PPP) in US dollars.

A generalized system of indicators has been developed and scientifically substantiated, characterizing the quantitative and quality characteristics socio-economic differentiation social development, including:

coefficient of differentiation of the human development index, which characterizes the degree of difference in the socio-economic development of the analyzed countries, regions within the country, social groups;

coefficient of differentiation of the index of health (longevity), showing how much the state of health in one country, region is better than in another;

coefficient of education index differentiation. This indicator determines the degree to which the level of education of the population in one country (region or other object of study) exceeds the level of education (literacy) of the population of another country;

income index differentiation coefficient, which determines the degree of economic differentiation of the analyzed countries or regions;

coefficient of differentiation of the mortality index, as an indicator of differences in the health status of the compared countries or regions;

level differentiation factor vocational education, which reflects the differences in the degree of enrollment in the second and third stage of education in the countries or regions studied.

In 2010, the family of indicators that measure the HDI was expanded, and the index itself underwent a significant adjustment. In addition to the current HDI, which is a composite measure based on country-average statistics and does not take into account internal inequalities, three new indicators have been introduced: the Human Development Index adjusted for socio-economic inequality (HDI), the Gender Inequality Index (GII) and Multidimensional Poverty Index (MPI).

Depending on the HDI value, countries are usually classified according to the level of development: very high (42 countries), high (43 countries), medium (42 countries) and low (42 countries) level.

In some translations of the original term Human Development Index (HDI), it is also referred to as the Human Development Index (HDI).

The Human Development Index (HDI) is calculated in 2 stages:

At the first stage, longevity, education and GNI indices are calculated. To normalize all variables in the interval (0,1), it is necessary to set their minimum and maximum values. The highest value of each parameter in the time interval 1989--TTTT is used as the maximum value, where TTTT is the year for which the HDI is calculated. In this report, the HDI was calculated for 2012, so TTTT = 2012. Minimum values are set separately for each component of the HDI. For years of schooling, this value is assumed to be 0, for life expectancy at birth, 20, and for gross national income, $100.

Each of the Human Development Indexes is calculated as follows:

I - index of this species;

D f - the actual value of the indicator;

D min - the value of the indicator, taken as the minimum;

D max - the value of the indicator, taken as the maximum.

At the second stage, the Human Development Index is calculated, the value of which is determined as the geometric mean of the above indicators:

The HDI is calculated in three steps.

At the first stage, the unevenness of human development is measured, which is subsequently taken into account in the calculation of the HDI.

The HDI is based on the measure of Atkinson's inequality (1970), in which the parameter characterizing the attitude of society towards inequality is taken equal to 1. In this case, the measure of inequality is calculated as A=1-g/m, where g is the geometric mean and m is the arithmetic mean of the distribution . This can be written as

where (X1,...,Xn) is the distribution.

Ah is calculated for all parameters: life expectancy, average years of schooling, and net income or per capita consumption.

The geometric mean in the formula does not allow the use of zero values. Therefore, when calculating the average duration of schooling, one year is added to all observed values when determining inequality. When calculating the GNI index, the confluence was reduced too big income and vice versa, too little income by cutting off the top 0.5 percentile, and replacing negative and zero values with minimum values from the bottom 0.5 percentile.

2.2 Criteriaestimateshumancapital

When we got acquainted with the methods for calculating the HC score, we already applied some evaluation criteria. Such as the maximum and minimum set by the UN. Table 1 shows the minimum and maximum thresholds for these indicators.

Table 1

Comparing HDI and HDI we can draw an analogy with comparing potential and real GDP. The HDI is a potential indicator, while the HDI is a real one. Due to existing gender and social inequalities in society, not everyone can realize their abilities. For example, a woman in a Muslim country will have much more difficulty finding a job than the same woman would find one in Western Europe. If the HDI is equal to the HDI, then there are no inequalities in society in the country. And society can progress further. If they are not equal, then there are reserves that can be pulled up. In practice, this is difficult to implement, because of the established traditions and mentality of the people.

If the HDI is 1, then all people are educated, have lived to the maximum life expectancy recorded in the country with the highest rate, and have a GNI higher than the maximum recorded in the previous year in the country that moved up to 1 place in this ranking.

If the indicator is equal to zero, then all indicators have reached the minimum mark set by the UN on three main parameters. Therefore, the closer a country is to 1, the more developed its population is considered. AT recent times the highest ranking is Norway = 0.955 for 2013, and the lowest is Niger = 0.377. Russia occupies the 57th place with a rating of = 0.778. The report is published every year, it contains figures for the past.

There are also criteria for evaluating the effectiveness of investments in HC.

The figures obtained as a result of assessing human capital are used by economists to determine the economic efficiency of investments in education, the expediency of migration to prevent premature deaths, etc.

A method for calculating the present (current) value of the future income stream and comparing the amount of investment in education with it.

Internal rate of return method showing at what rate of interest the present value of the future income stream is equal to investment in education (analogous to the rate of return)

And now let's consider the formation of human capital in Russia and its assessment.

3. ProblemsformationandestimateshumancapitalinRussia

Human capital is formed by investing in improving the level and quality of life of the population. Including - in upbringing, education, health, knowledge (science), entrepreneurial ability and climate, information support, elite formation, security and economic freedom, as well as culture and art. The Cheka is also formed due to the influx from other countries. Or it decreases due to its outflow, which is observed so far in Russia. Cheka is not a simple sum of workers of simple labor. Cheka is professionalism, knowledge, education, information service, health and optimism, law-abiding citizens, creativity and non-corruption of the elite.

In the draft Strategy for Innovative Development Russian Federation for the period up to 2020, grandiose tasks have been set to increase the output of innovative products and accelerate the development of human capital, but these good goals and objectives are not sufficiently financed. In the draft strategy, Russian human capital is cited as competitive advantage. In fact, due to its degradation due to extremely low investment, it has become a competitive disadvantage.

For 20 years, investments in culture, education and science in Russia have been among the lowest in the world among countries comparable in terms of potential.

In 2010, Russia ranked 65th in the world in terms of human development, between Albania and Kazakhstan. It is best with this in Norway and Australia. And in the ranking of state spending per person, Russia took 72nd place.

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Currently, more and more supporters are gaining the point of view that human capital is the most valuable resource of modern society, much more important than natural resources or accumulated wealth.

Of particular relevance today is the problem of assessing human capital, which concerns everyone - from scientists, financial analysts to personnel consultants. Organizations are interested in those processes and practical technologies that help increase profits. "Firms recognize the fact that intangible assets increase the difference between a company's net value and market value," concludes Mark Thompson of Templeton College, Oxford. An example is the mobile phone giant Nokia Corporation, whose tangible assets account for only 5%. The remaining 95% of its assets are intangible, including the qualifications, skills and talents of employees, as well as know-how.

It should be noted that the total amount of human capital should be considered both for an individual, for a firm and for the whole society as a whole. Human capital has its own complex internal structure, each of the components of which consists of different assets, which, in turn, have their own qualitative and quantitative

characteristics. To assess human capital, both natural and cost indicators are used. Natural (and temporary) indicators are relatively simple, they can be calculated at different levels: individual, firm and state, respectively, to various components. To assess the health fund, the average life expectancy, mortality of the population for various reasons, the intensity of mortality, natural population growth, life expectancy at the time of birth, the share of the working-age population, the proportion of older people in the population structure, the level of disability in the country, the level of diseases with temporary disability, prevalence of bad habits, physical development of the population, etc. To assess the fund of education, these are: the level of formal education (number of years of study), the level of knowledge and intelligence (IQ coefficient), - at the level of the individual; the share of specialists with higher and secondary education, the share of personnel engaged in R&D, the number of inventions, patents - at the firm level; the average number of person-years of study, the number of graduates of educational institutions, the number of scientific personnel and organizations, the level of functional literacy, the volume of production of new information - at the state level, and a number of others.

In the first half of the XX century. I. Fisher, S.Kh. Forsyth, F. Crush, Yu.L. Fish et al. also attempted to calculate the value of an individual and the entire population of a country.

The value of human capital is determined not by the price of its production, but by the economic effect of its use.

Consider the category of wages in terms of assessing human capital. Note that Western economic science has largely revised the category of wages. The structure of wages has undergone significant changes due to a significant increase in investment in people. Thus, most of it is a product of human capital, and not just a product of the labor that each individual possesses. In this regard, G. Becker proposed to consider each person as a combination of one unit of simple labor and a certain amount of human capital embodied in it. Then the wages received by any worker can also be considered as a combination of the market price of his “flesh” and the rental income from the human capital invested in this “flesh”.

M. Friedman considers human capital as one of the forms of assets, alternative to money. This gives him reason to include human capital in the money demand equation for individual wealth holders.

P? R CH R CH R CH R CH R,

where Р i , are the probabilistic values of the components of human capital.

As an example, we can cite the following conclusion of A.O. Verenikina: on the one hand, due to the “inalienability of the totality of capital powers” from human capital, and on the other hand, due to the fact that “the human personality is priceless ... human capital in the long term, strategic plan, taking into account the interests of society and civilization as a whole, cannot have an exchange value and price". At the same time, the author explains: “market principles cannot fully ensure the reproduction of human capital, the costs, and often the return on its functioning, do not have an integral price characteristic, the monetary valuation of human capital assets, as a rule, diverges from socially necessary costs for its reproduction and with its social value. In our opinion, the denial of the very possibility of assessing human capital seems to be wrong; in this case, economic categories are replaced by ethical ones.

There is no doubt that at present the problems of assessing human capital are increasingly coming to the fore, although the unified principles for calculating this complex indicator have not yet been developed. Nevertheless, the study of the UN Economic and Social Council (ECOSOC) fixed the most important unified principles for calculating such components as the average life expectancy of one generation, the active working period, the net balance of the labor force, the family life cycle, etc. In assessing human capital, an essential point is the consideration of the cost of educating, training and training new employees along with advanced training, lengthening the period of employment, losses due to illness, mortality and other factors, etc.

The article presents the results of a study of approaches and methods for assessing human capital used in Russian and foreign practice. An attempt was made to make a general classification of methods for assessing human capital. Assessment methods differ in terms of the level of consideration of human capital (mega-, macro-, meso-, micro-levels), at the micro level depending on the allocated components (the entire capital is assessed as a whole or individual components are assessed and then their sum), depending on the approach - costly or profitable. The authors formulated an approach to the classification of methods for assessing human capital according to the objectives of the assessment. When evaluating a company for the purpose of further merger or acquisition, an assessment of human capital as a whole is required; for making a decision in the field of personnel management, it is required to evaluate an individual (most often using an income approach).

human capital

methods for assessing human capital

approaches to assessing human capital

Danilovskikh T.E., Sakeyan A.G. Determination of the essence of human capital in order to evaluate it // International magazine applied and fundamental research. - 2015. - No. 1–1. – P. 113–116.

Dobrynin A.I. Human capital in a transitive economy: formation, assessment of efficiency of use / A.I. Dobrynin, S.A. Dyatlov, E.D. Tsyrenova. - St. Petersburg: Nauka, 1999. - 309 p.

Kuzmicheva I.A., Flik E.G. Formation of evaluation and evaluation activity in the world and in Russia // Territory of new opportunities. Bulletin of the Vladivostok State University of Economics and Service. - 2012. - No. 2. - P. 119–123.

Nosaleva N.S. The problem of assessing human capital // Proceedings of the VI International Student Electronic Scientific Conference "Student Scientific Forum" URL: / http://www.scienceforum.ru/2014/502/1044 (date of access: 04/06/2015).

Semenova M.V. Assessment of human capital // electronic resource: access mode: http://www.cons-s.ru/articles/88.

Tuguskina G.N. Methodology for assessing the human capital of enterprises // Personnel management. - 2009. - No. 5. P. 42–46.

Sam-Ho Lee Being knowledgeable or sociable?: Differences in human capital development and evaluation // electronic resource: access mode: http://www.business.uwa. edu.au/__data/assets/pdf_f ... Cognitive-Skills.pdf.

The development of the knowledge economy currently poses new challenges for appraisers, namely: the creation of technologies for valuation of intangible assets, intellectual capital, etc. The complexity of assessing these categories is due, among other things, to the ambiguity of their wording.

Human capital in the structure of a company's intellectual capital is the basic one that determines the successful development of other components, so intellectual capital, or intangible assets, is an important component in business valuation.

In modern conditions, economic growth is largely influenced by such factors as the innovative susceptibility of the economy, intellectual capital, the quality of human potential, that is, a person and his capabilities are of key importance. AT scientific literature approaches to the study of the role of man in economic processes have changed from the use of categories of labor force, labor resources, human factor before applying the category of human capital. Human capital is one of the structural components of intellectual capital, which also includes relationship capital (consumer, client, brand, market) and structural (organizational) capital.

Despite the fact that a number of researchers believe that the formulation of the problem of assessing human capital is fundamentally incorrect, the need to assess human capital, in our opinion, is an indisputable fact. However, as G.N. Tuguskin, when assessing human capital, financial indicators are mainly used, and quite separately. There are various approaches to assessing individual components of human capital, however, a clear methodology for its comprehensive assessment has not been developed to date, and there are also no clear recommendations for choosing methods in various situations. In addition, the experience of assessing human capital on Russian enterprises insufficient.

The analysis of approaches and methods for assessing human capital in Russian and foreign practice made it possible to identify the following criteria for their classification: by economic level (macro-, micro-), by the interpretation of human capital used, by the approach used.

At the micro level, the human capital of an individual is assessed, which is then summed up to obtain a general assessment of the human capital of an organization or the human capital of an organization as a whole is assessed; human capital on a global, world scale.

The main method for assessing human capital at the macro level (mega-, meso-) is the calculation of the human development index. This is an integrative indicator that takes into account: factors of the well-being of the population (GDP per capita); health factors (life expectancy), the level of education of the population and others.

Most often, this technique is used government bodies authorities of different levels as a tool for evaluating the effectiveness of investments in improving the quality of human capital.

The vast majority of methods allow assessing human capital at the micro level, most of them are presented in the table.

Different groups of methods for assessing human capital are also distinguished depending on the interpretation used: a person in itself is capital, or capital is a combination of abilities inherited and acquired by a person, or human capital is a resource used by firms to obtain their income. The calculation of the cost of human capital based on tests in a business environment can be obtained on the basis of two business games, seminars, professional courses with the help of high information technologies. Adding to this an assessment of the cost of the prospective competitiveness of human capital, we obtain a comprehensive assessment of the organization's human capital.

Foreign researchers, considering human capital as a set of accumulated knowledge, skills and abilities, single out educational skills and socialization skills in its composition. At the same time, the following feature stands out: in the United States, socialization skills are more in demand: the ability to work in a team, leadership qualities, and in the countries of Southeast Asia - learning skills, namely discipline, learning ability, academic performance. As a result, there are different approaches to assessing human capital (building testing, interviews, etc.).

Methods used in the United States for assessing individual human capital are aimed at assessing the availability and development of socialization skills. In the countries of Southeast Asia, assessment methods test knowledge, ability to acquire new knowledge, etc.

The study of existing methods for assessing human capital made it possible to following output: the first thing you need to decide before choosing a methodology is the level of study of human capital. At the micro level, the second question arises - what is the purpose of assessing human capital: buying a business or managing personnel, and then the approach used (amortization, income, cost, etc.) is determined.

Assessment method selection procedure:

1. Determining the level of evaluation.

2. Choice of the purpose of the study.

3. Choice of research approach.

The assessment of human capital in personnel management is used mainly to determine the adequate wages of employees, in order to interest a person in further professional development, increase production efficiency (productivity), and also motivate further career and work for this company.

When buying a business, one of the first places in the assessment of its potential profitability is the staff of the acquired company. This circumstance is due to the fact that the carriers of value are not only real estate, buildings, structures, machines, equipment, but also the image, logo, past achievements, the prestige of the organization - everything that is created by the employees of the enterprise. The professional and qualification potential of employees determines the possibility of effective use of the acquired property. From the point of view of assessing human capital as part of the acquired asset, adapted methods for assessing intangible assets prevail (table). However, it must be understood that the value of human capital will be high only if employees are interested in further work with the new management.

Methods for assessing human capital at the micro level

Classification sign	Evaluation Methods Considered (Evaluation Indicators)	Source in which the methods are presented
Structure of human capital	There are two components in the structure of human capital: basic and developed human capital, which differ in the methods of formation, content and, as a result, in the methods of assessment used.	Kritsky M.M. Human capital. L .: Publishing house Leningrad. university 1991. Stukach F.V., Lalova E.Yu. Formation and evaluation of basic human capital Agriculture// Omsk Scientific Bulletin. No. 4-111/2012
Depreciation estimate by type of asset	Considers human capital as an inseparable intangible asset of the second category, accordingly applying methods for evaluating intangible assets to its assessment	Leontiev B.B., Mamadzhanov Kh.A. Control intellectual property at the enterprise: monograph. Yekaterinburg, 2011
	Associated with the assessment of depreciation of each type of investment in human capital multiplied by the time of their real turnover	Tuguskina G.N. Basic approaches and methods for assessing human capital in business value // http://www. rusnauka.com /20_ AND_2009 /Economics /49162.doc.htm
	asset models; involve keeping records of capital costs (similar to fixed capital) and its depreciation
Factors that determine the cost of human capital	Income factor, expenditure factor, value added of human capital, return on investment	Noskova K.A. Assessment of the human capital of the i-th employee of the organization // Topical issues of economic sciences: Ufa: Summer, 2013. - P. 4-8.
Assessment type: quantitative and qualitative	Methods are divided into monetary (monetary assessment) and non-monetary (qualitative assessment of human capital). One of the main monetary methods is the net value added model.	Milost F. Net value added monetary model for evaluating human capital // European scientific journal. 2014. - No. 1
Assessment type: quantitative and qualitative	Economic valuation is the valuation of income generated by human capital (individual); price assessment of human capital in terms of investment volume; reflection of the total value in the currency of the firm's (enterprise's) balance sheet. The integral assessment of human capital includes both natural and cost indicators for assessing human capital	Tuguskina G.N. Basic approaches and methods for assessing human capital in business value // http://www. rusnauka.com /20_ AND_2009 / Economics /49162.doc.htm
Cost type incurred	Method for assessing human capital based on the calculation of the cost of human capital; method for determining the initial and replacement costs for personnel; Method of measurement individual value worker, etc.	Kastrulina Yu.M. Analysis of methods for assessing the value of human capital of economic entities // http://economics.ihbt. ifmo.ru/file/article/19.pdf
Type of income received	utility models. They allow assessing the economic consequences of changes in the labor behavior of employees as a result of certain activities, as well as the ability of an employee to bring more or less surplus value to the enterprise	Krakovskaya I.N. Measurement and evaluation of the human capital of an organization: approaches and problems // Economic analysis: theory and practice. - 2008. - No. 19. - S. 41-50.

As a result of the study, approaches to the classification of methods for assessing human capital existing in Russian and foreign practice were identified. The main criteria for classification are the economic level and the purpose of assessing human capital.

Reviewers:

Mazelis L.S., Doctor of Economics, Professor, Head of the Department of Mathematics and Modeling, Vladivostok State University economics and service, Vladivostok;

Osipov V.A., Doctor of Economics, Professor of the Department international business and Finance, Vladivostok State University of Economics and Service, Vladivostok.

Bibliographic link

Danilovskikh T.E., Avakyan A.G. METHODOLOGIES FOR ASSESSING HUMAN CAPITAL: APPROACHES TO CLASSIFICATION // Fundamental Research. - 2015. - No. 6-1. - S. 108-111;
URL: http://fundamental-research.ru/ru/article/view?id=38403 (date of access: 11/24/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The World Bank specialists proposed a methodology for assessing "human capital", based on the broad concept of national wealth, which is formed through the use of three forms of capital, respectively: human, natural and material.

Human capital is considered by some experts as the main factor of socio-economic growth. The essence of the proposed concept of sustainable development and the accumulation of national wealth is that it is the personality of a person that determines their state and prospects. It is the development of man that serves ultimate goal functioning of society, and economic growth is a means to achieve this goal. At the same time, the measure of human development should not be the quantity of goods and services at its disposal, but the freedom of its development, and in particular, the freedom of spiritual and creative life, as well as the possibility of choosing ways to improve his abilities.

To calculate indicators of national wealth in accordance with the expansion concept, it is necessary to develop uniform principles for determining all its constituent parts and common methodological approaches to assessing the role of these elements in the reproduction process. It is necessary to clarify the boundary between the consumed and accumulated parts of GDP, especially in connection with estimates of human capital.

International statistics solved the problem of quantifying the worker - the carrier of human capital in the following way. In 1966, at the XI International Conference on Labor Statistics in Geneva, a Resolution on Labor Costs was adopted, based on which the International Standard Classification of Labor Costs includes the following main groups:

2) payment for unworked time;

3) bonuses and cash gifts;

4) expenses for food, drinks, fuel and other payments in kind;

5) the expenses of the employer for providing the worker with housing;

6) employer's expenses for social protection;

7) professional training expenses;

8) expenses for social needs;

9) other labor costs not related to the above qualification groups (for example, work clothes);

10) taxes treated as labor costs (for example, taxes on headcount or payroll).

Standard quantitative indicators for assessing the functioning of human capital include the following:

The rate of return on investment in human capital, which is calculated on the basis of the standard wage equation by J. Mintzer (1974). Here, the individual's earnings act as the dependent variable and are presented in logarithmic form;

Number of years of study (level of education). In 1990 in Russia, the average number of years of training per worker was 10.28 years. According to the All-Russian census of 2002, in each five-year age group of the economically active population, the share of people with higher and postgraduate education averaged 18.05%;

Potential experience in the labor market;

Professional experience in this workplace.

Also, when quantitatively analyzing the functioning of the human capital system, Russian researchers use the cost approach, which involves the division of costs into initial and recovery costs, and which, in our opinion, is more acceptable for the level of enterprises than for the state. Initial costs include the costs of finding, acquiring and pre-training employees, the costs of preparing and organizing a workplace for a new employee, and costs at the workplace. Replacement costs (replacement costs) are the current costs required to replace an employee with another employee who can more effectively perform the same functions. Recovery costs consist of the costs of acquiring a new specialist, his training (orientation) and the costs associated with the departure of a working employee.

A measurable indicator of the quality of human capital can be innovative activity, which underlies the creation and implementation of innovations. Quite often in the economic literature, the terms "innovative activity" and "innovative activity" are used interchangeably. The innovative activity of the company largely depends on the innovative activity of its employees.

As a scientific hypothesis, it can be assumed that each employee has an innovative potential, but this potential is not always realized. Some mechanism is needed to make it work. In the role of such a tool, in our opinion, is innovative susceptibility.

The innovative activity of the enterprise is formed due to the innovative activity of the personnel through the implementation of innovative potential due to innovative susceptibility. In relation to the innovation receptivity of an organization, the assessment is made on the following structural components: strategy, innovation process, organizational structure, organizational culture, external relations, training and development.

So, for example, the following basic indicators can be used to evaluate the innovation process:

The share of those employed in research and development (the ratio of the number of employees engaged in research and development to the total average headcount);

The share of acquired research and development fixed assets in their total value (the ratio of the cost of acquired research and development fixed assets to the total value of fixed assets);

The share of research and development costs in the company's revenue (the ratio of research and development costs to the company's revenue).

To determine the weight of each structural indicator, the method of expert evaluation is used. Weight coefficients are expressed as a percentage, the values vary from 0 to 100%. Structural indicators are assessed on a 100-point scale.

Thus, in the knowledge economy, an important role is played by the innovative activity of personnel, which can be assessed on the basis of such structural components as innovative potential and innovative susceptibility.

The development of modern economic theory is characterized by a colossal increase in the number of works devoted to the problem of expanded reproduction of the labor force. The neoclassical school develops the theory of consumer activity, including the theory of "investment in people" and the theory of "production of human capital". As V. Goylo notes; “The authors of these doctrines give a significant place in their research to technical and economic developments for applied purposes, and in some cases their representations in this area reflect real natural-science, including technical, elements, both of the very structure of the main productive force of society, and of processes, structures and the limits of its production and reproduction.

The neoclassical school builds models of individual consumption based on consumer functions that depend on the size of income, the interest rate, the ratio of wealth to income, and other factors related to consumer tastes and preferences for current consumption through accumulation. The theory of consumer activity developed by this school is used to study "consumer behavior" from the point of view of the individual capitalist.

In the 60s, Calvin Lancaster put forward a new concept in the theory of "consumer activity", including in the scope of consideration the work of the consumer himself and his family members, in particular "work in the household." Proponents of the new concept note that only about 30% of the time spent by employees is during working hours, the remaining 70% of the time is spent in leisure and consumption.

If we take the entire population, amateur and non-amateur, then no more than 15% of all social time falls on working time, the rest of the time is spent in the sphere of reproduction of labor power.

Among the names of Western economists who considered people or their skills as capital, there are such well-known authors in the history of Western economic thought, in addition to William Petty and Adam Smith, as Jean-Baptiste Say, Nassau Senior, Friedrich List, Johann von Thünen, Walter Bagehot , Ernst Engel, Henry Sidgwick, Leon Walras and Irving Fisher. Basically, two methods of valuation of human beings were used: the cost of production and the procedure for capitalizing earnings. The first procedure is to estimate the real costs (usually net of maintenance) for the "production" of a person; the second is to evaluate the present (reduced to the present moment of time) value of the individual's future income stream (net or gross income).

William Petty estimated the value of the stock of human capital by capitalization of earnings as a life annuity, with a market rate of interest; he determined the amount of earnings by deducting personal income from the national income.

William Farr improved W. Petty's methodology for assessing human capital. His method was to calculate the present value of an individual's future net earnings (future earnings minus personal living costs), with Farr adjusting for the possibility of death according to mortality rates.

Ernst Engel preferred the production price method for estimating the monetary value of human beings. He believed that raising children was worth the cost to their parents, these costs can be valued and taken as a measure of the monetary value of children to society.

Be that as it may, there is no simple and immediate relationship between the cost of production and the corresponding economic value. All this is especially true of human beings, whose production costs are not directly envisaged from the point of view of an economic goal.

American economists and sociologists Louis Dublin and Alfred Lotka worked in the field of life insurance and noted the value of the approaches of W. Farr and T. Witstein to the calculation of human capital to determine the amounts for life insurance.

They came up with the following formula:

, (1) where V 0 - the value of the individual at the time of birth;

- the value at the moment of one dollar received in x years;

P x - the probability of a person surviving to age x;

Y x - annual earnings of a person from the moment x to x+1;

E x - the share of those employed in production aged from x to x + 1 (W. Farr assumed full employment);

C x - the value of the cost of a person's life aged from x to x + 1.

To determine the monetary value of a person of a certain age (for example, a), the formula can be converted to the form:

(2)

This method of capitalizing an individual's earnings, minus the cost of consuming or maintaining them, provides a useful estimate for many purposes. For example, the economic value of a person to his family is calculated, which was the goal for Dublin and Lotka.

If the worker died, the family became poorer by the amount of his contribution to it, which is equal to the amount of the worker's income minus the cost of his maintenance. In addition, the economic value of a person for himself and for society can be determined in a similar way. In calculating a person's assessments for these purposes, the method of capitalization of gross earnings (including subsistence costs) or the capitalization of taxes paid to the state by this person can be used.

The cost of production (education) of a person aged a - C a, according to Dublin and Lotka, is equal to:

(3)

This formula can be simplified to the form:

(4)

Therefore, the value of producing a person up to age a is equal to the difference between his value at age a and his value at birth, multiplied by
one . This is an improved version of the E. Engel method.

From the point of view of supporters of the theory of human capital, the work of Farr, Dublin and Lotka is the starting point for scientists involved in methods for estimating the value of human capital or its components. L. Dublin and A. Lotka's analysis of the income capitalization method (both with net and gross subsistence costs) is clear, concise and one of the best expositions of this method. Although there are clear conceptual difficulties associated with this approach, it gives the most accurate results if the necessary data for the calculations are available. Indeed, the methods developed by these authors for assessing the economic significance of a person's ability to work (or human capital) are technically perfect and suitable for practical use on real information.

Many economists have pointed to the need and possibility of economic valuation of the labor force, and also talked about the use of these valuations for specific purposes. Many of them considered human beings or their acquired abilities and skills as a component of capital. Moreover, some have tried to estimate the value of this capital both at the microeconomic and macroeconomic levels and use these estimates for private purposes (for example, to estimate the total economic losses as a result of wars); others simply included human beings (or their acquired abilities and skills) in their definition of capital and recognized the importance of investing in human beings as a means of increasing their productivity. This is the second group of theorists who have never tried to evaluate human capital, nor to apply this concept for any private purposes.

Most economists believed that human beings should be included in the category of capital for three reasons:

1) the costs of raising and educating human beings are real costs;

2) the product of their labor increases national wealth;

3) spending per person that increases this product will increase national wealth.

Adam Smith, although he did not precisely define the concept of "capital", included in this category of fixed capital the skill and useful abilities of human beings. Man's skill, he said, can be considered as if corresponding to the properties of a machine that has a true value and a turnover of profit. Jean-Baptiste Say argued that since skill and ability are acquired at a price and increase the productivity of workers, they should be considered as capital. This topic was also considered in the works of John Stuart Mill, William Roscher, Walter Bagehot and at the microeconomic level by Henry Sidgwick.

According to Friedrich List, the skill and acquired abilities of human beings, inherited for the most part from past labor and self-restraint, are the most important component of the national capital stock. He argued that in both production and consumption, the contribution of human capital to output can be considered.

There are six main methods for measuring human capital for an enterprise:

1 Watson-Wyatt human capital index. Based on data from a survey of companies that linked management practices by human resourses and market value, Watson and Wyatt (2001) identified four main categories practical methods in the field of human resources, which provided a 30% increase in shareholder value. They are presented in table 2.

2 Organizational performance model - Mercer HR Consulting. Nalbantyan et al. (2004) describe in their work an organizational performance model created by Mercer HR Consulting based on the following elements: people, work processes, management structure, information and knowledge, decision making and rewards; each of these elements manifests in its own way in the context of each particular organization, which creates a completely unique "DNA".

3 Monitoring human capital Andrew Mayo. Mayo (2001) developed a "human capital monitor" that measures the value of an enterprise's employees or "human asset value" which is equal to "employment cost x individual asset multiplier". The latter is a weighted average of opportunities, potential for growth, personal quality of work (contribution) and compliance with a set of organizational values in the context of a particular work environment.

4 Model Sears Roebuck. This model describes the chain "employee - buyer - profit". This model is sometimes referred to as the "commitment model". It relies on the definition of collective group attitudes to measure job commitment and job satisfaction and is widely used by many organizations in the UK.

5 Balanced scorecard. This model was developed by Kaplan and Norton (1992, 1996) and is often used as the basis for measurements. The authors adhered to the point of view that "what you measure is what you get." To complete the original scorecard, managers had to answer four basic questions; this required looking at the business from four interrelated perspectives:

From the point of view of the buyer (How does the buyer see us?),

From a financial point of view (What do we look like in the eyes of a shareholder?),

From an internal point of view (What should we excel at?),

In terms of innovation and people learning (Can we keep improving?).

6 Quality model of the European Foundation for Quality Management (EFQM). This model includes measures of customer satisfaction, employee satisfaction and impact on society, which are achieved by management. All this determines the policy and strategy, people management, resources and processes needed in order to achieve excellent business performance.