Factors influencing professional development

Positive factors:

1. Personal characteristics and desire to develop.

2. The factor of professional activity itself, which forces the development of certain personal qualities as professionally significant, necessary and obligatory.

3. Method of entering the profession.

4. Duration of stay in professional activity, i.e., length of service.

In addition to the positive ones, there are also negative factors, complicating the process of professional development of a teacher.

First of all, such factors include presence of crises. R.A. Akhmerov highlighted some of them:

1. Crisis of unfulfillment.

2. Crisis of emptiness.

3. Crisis of futility.

In the most severe cases, these crises can arise in different variants (“emptiness + futility”, “unfulfillment + emptiness”) and each person experiences them in his own way. But, if the teacher is prepared for them, knows about their existence, it is easier for him to cope with them or help others overcome them.

Let's move on to the second one, external side of professional growth teacher and will also consider factors influencing it. In very general terms they can be divided into three main groups.

1. Individual characteristics of a person.

2. The needs of society for certain specialists, the demand for people of certain professions and a certain level of qualifications.

3. Nearby opportunities. These include those resources that a person has when choosing his profession: real knowledge about future work from family members, the possibility of patronage, the proximity of an educational institution to his place of residence, a certain level of knowledge that limits the choice of a particular educational institution, financial situation, etc. .

Currently, in science there is no generally accepted breakdown of a professional’s life path into components. Let's use one of the options proposed by E.A. Klimov.

OPTANT(or optant phase ).The stage of choosing a profession.

ADEPT(or adept phase ). A person who masters a profession in a vocational educational institution (training in a specialized educational institution: university, college, etc.).

ADAPTANT(or adaptation phase ). The stage of adaptation of a young specialist to work.

INTERNAL(or internalization phase ). The stage of independent professional performance of functional duties.

MASTER(or mastery phase ). The stage of acquiring an individual, unique style of activity.

MENTOR(or mentoring phase ). The stage of transferring accumulated experience.

If we enlarge the presented stages a little, they might look like this:

Pre-university stage.

Vuzovsky.

Postgraduate.

E.F. Zeer identifies the following stages of professional development:

Formation of professional intentions – conscious choice of profession;

Professional training – mastering a system of professional knowledge, skills, abilities, formation of socially significant and professionally important qualities;

Professionalization – adaptation to the profession, professional self-determination, acquisition of professional experience, development of personality traits and qualities necessary for the qualified performance of professional activities;

Mastery is the high-quality, creative performance of professional activities.

V.G. Maralov in professional development, he distinguishes the following stages: self-awareness (awareness of oneself as a professional), self-knowledge (understanding who I am, what professional qualities I have), self-affirmation (discovering and confirming one’s professional qualities), self-improvement (the process of consciously managing the development of one’s own professionalism, qualities, abilities), self-actualization (the ability to become what one is capable of becoming).

Ways to master a profession :1. Theoretical - study of the theory and methodology of modern science, mastery of humanitarian, ideological and professional knowledge.2. Practical. The future teacher must learn to: diagnose the level of personal development and analyze the educational situation, formulate a pedagogical task and design interaction adequate to it; implement pedagogical interaction, sensitively reacting to emerging nuances during it and being able to adapt in accordance with them; analyze the results, being able to identify cause-and-effect relationships.3. Research, which includes: studying the theory, methodology and methods of scientific pedagogical research, participation in student research work and in educational research work: writing abstracts, reports, reviews, completing coursework and dissertations.

The main ways to master the teaching profession are:

1. systematic and in-depth study of the subject, all academic disciplines, accumulation of general cultural baggage;

2. studying the heritage of teachers of the past, innovators of our time;

3. practical work with students;

4. mastery of skills and abilities in various related fields of activity;

5. self-development of cognitive skills;

6. auto-training, self-regulation of mental state, etc.

1

Kutugina V.I.

The article discusses the concepts of “self-determination”, “self-realization”, “professional development of personality”. The problem of becoming a professional, the problem of personal and social development of a future specialist as a subject of social action and the main factors influencing the choice of profession are updated.

In recent years, against the backdrop of economic and political stabilization of Russian society, the “gap” in the field of work motivation, which was characteristic of the state of economic and economic life in Russia in the early 90s, is gradually being filled. The priority place in work motivation in modern Russia is occupied by the desire for professional improvement and professional growth. There is a huge need for highly professional, socially active people with initiative, organization and creativity.

The problem of becoming a professional is, first of all, the problem of personal and social development of the future specialist as a subject of social action. A modern professional must see his profession in the totality of its broad social connections, know the requirements placed on it and its representatives, understand the content and specifics of his professional activity, navigate the range of professional tasks and be ready to resolve them in changing social conditions.

Choosing a profession should be treated as one of the most important life events. There are main factors influencing the choice of profession, which are usually divided into two groups: subjective and objective. Subjective ones include interests, abilities, characteristics of temperament and character. Objective ones include the level of training (performance), health status and awareness of the world of professions. Closely related to objective factors are social characteristics, for example, the educational level of parents, social environment, etc.

The concept of “self-determination” is fully correlated with such concepts as “self-actualization”, “self-realization”, “self-realization”... At the same time, many thinkers associate self-realization, self-actualization with labor activity, with work.

E.A. Klimov identifies two levels of professional self-determination: 1) gnostic (restructuring of consciousness and self-awareness); 2) practical (real changes in a person’s social status)

Self-determination presupposes not only “self-realization”, but also the expansion of one’s original capabilities - “self-transcendence” (according to Frankl): the fullness of human life is determined through its transcendence, i.e. the ability to go beyond oneself, and most importantly - in a person’s ability to find new meanings in a specific matter and in his entire life. Thus, it is the meaning that determines the essence of self-determination, self-realization and self-transcendence...

The concept of professional development of personality is understood as a process of progressive change in personality under the influence of social influences, professional activity and one’s own activity aimed at self-improvement. Professional development is a rather complex, lengthy, very dynamic, multifaceted and sometimes contradictory process, in which four stages are clearly distinguished.

The first stage of professional development of an individual is associated with the emergence and formation of professional intentions under the influence of the general development of the individual and initial orientation in various areas of work activity, in the world of work and the world of professions.

The second stage is a period of vocational training and education, that is, targeted training in a chosen professional activity and mastery of all the intricacies of professional skill.

The third stage is active entry into the professional environment, reflecting the student’s transition to a new type of activity - professional work in its various forms in real production conditions, performing official duties.

The fourth stage involves the full or partial realization of professional aspirations and capabilities of the individual in independent work

Almost throughout the entire process of professional formation and development, the transition from one stage to another can often be accompanied by the emergence of certain difficulties and contradictions in a person, and often crisis situations. It is significant that the replacement of one stage of the process of professional development by another is not always strictly tied to a certain age stage or biographical period. It reflects the psychological age of professional and personal formation, development and maturity of a person. Similar problems and crises can and often do arise not only during the transition from one stage of the process of professional development to another, but also within individual stages of this process.

Research shows that the exact age boundaries of the periods of professional self-determination are difficult to establish, since there are large individual differences in the timing of social maturation - some are determined by the choice of profession even before leaving school, for others the maturity of professional choice comes only at the age of 30.

In addition to individual personal characteristics that influence the timing of professional self-determination, the factors determining such a choice include belonging to one or another social group, as well as gender differences in professional self-determination. According to one of the leading experts in the field of labor psychology E.A. Klimov, professional choice is determined by eight main factors. These are: the position of elders, family; peer position; position of the school teaching staff (teachers, class teachers, etc.); personal professional and life plans; abilities and their manifestations; claim to public recognition; awareness of a particular professional activity; inclinations.

Among the subjective factors influencing the choice of profession, special mention is made of a person’s level of intelligence, his abilities and the direction of his interests. A number of experts believe that each profession has its own critical parameters of intelligence, so people with lower mental indicators cannot successfully cope with the functional content of a given profession. In addition, developed intelligence allows a person to critically and realistically relate himself to the requirements and successfully learn, taking into account the experience of his professional activities. It is known that the choice of profession, professional self-determination requires high activity of the subject and depends on the degree of development of his control and evaluation sphere.

E.A. Klimov, analyzing the concept of “professional self-determination,” emphasizes that this is not a one-time act of decision-making, but constantly alternating elections. The most relevant choice of profession becomes in adolescence and early youth, but in subsequent years the problem of revision and correction of a person’s professional life arises.

Primary professionalization (includes the acquisition of professional skills and abilities necessary for the successful start of professional activity, i.e., the acquisition of a specialty) of an individual begins in childhood, within the framework of preschool and school preparation. Its essence lies in the assimilation of generally significant social and professional values, such as the prestige of a particular profession and its social significance.

Professionalization of an individual is inherently a social process, which is an integral component of the general socialization of an individual. The social nature of professionalization is determined by the social meaning of professional activity, which arose in the course of the social division of labor and is institutional in nature.

Professional socialization is the process through which a person becomes familiar with certain professional values, includes them in his inner world, forms professional consciousness and culture, and objectively and subjectively prepares for professional activity.

Due to its social nature, the professionalization of the individual is carried out through the activities of certain public structures and social institutions. Social agents of professionalization are the family, general educational institutions, social organizations and work collectives, and the state as a whole.

Since, at the present stage, the problem of becoming a professional is, first of all, the problem of the personal and social development of the future specialist as a subject of social action. The development of the individual (its focus, competence, flexibility, self-awareness) determines the choice and preparation for a profession, and at the same time this very choice and development of a particular professional activity determines the strategy for the development of the individual.

The sooner personal and professional development begins, the more it is possible to predict the psychological well-being, life satisfaction and personal growth of every person in the modern world.

Literature

1. Zeer E.F. Psychology of professions. - Ekaterinburg, 1997.
2. Klimov E.A. Psychology of professional self-determination. - M., 2004.
3. Kon I.S. Psychology of high school students. M., 1980.
4. Pryazhnikov N.S. Career guidance. - M., 2005.
5. Psychological Dictionary./Ed. V.V. Davydova, A.V. Zaporozhets, B.F. Lomova and others - M., 1983.
6. Stolyarenko L.D. Pedagogical psychology. Rostov n/d, 2000.

Bibliographic link

Kutugina V.I. FACTORS OF PROFESSIONAL SELF-DETERMINATION OF PERSONALITY IN MODERN CONDITIONS // Modern problems of science and education. – 2007. – No. 1.;
URL: http://science-education.ru/ru/article/view?id=270 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

In the formation of personality, staged and so-called functional development are distinguished, carried out within a certain stage and leading to the quantitative accumulation of qualitatively new elements that form a potential reserve.

The creation of internal potential for professional development of a specialist is the result of active interaction of the individual with socio-professional groups and means of labor. At the same time, the psyche is enriched. The result of activity is not only the creation of material and spiritual values, but also the development of personality.

Not every professional activity develops personality. Monotonous, monotonous, algorithmic work contributes to the professional development of an employee only at the stages of professional training and adaptation. Subsequently, professional stagnation sets in. Diverse, non-algorithmic work provides great opportunities for the professional development of a specialist and the formation of a professional. The leading factor in the professional development of an individual is a system of objective requirements for him, determined by professional activity, in the process of which new properties and qualities arise. A change or restructuring of the methods of its implementation, a change in attitude towards leading activities determine the staged nature of personality development.

In professional development, socio-economic conditions, socio-professional groups and the activity of the individual themselves are also of great importance. A person’s subjective activity is determined by a system of persistently dominant needs, motives, interests, orientations, etc.

Professional development involves the use of a set of methods of social influence on an individual developed over time, including it in a variety of professionally significant types of activity (cognitive, educational and professional, etc.) in order to form in it a system of professionally important knowledge, skills, qualities, forms of behavior and individual ways of performing professional activities. In other words, professional development is the “shaping” of a personality that is adequate to the requirements of professional activity.

The determination of professional development of an individual is interpreted differently by different psychological schools. Socio-psychological theories consider professional development as a result of social selection and socialization preceding the choice of profession. Randomness is given great importance. Psychodynamic theories consider instinctive impulses and emotionally charged experiences gained in early childhood as determinants of professional development. An important role is played by the real situation in the world of professions, which is observed by the individual in childhood and early adolescence. Representatives of developmental psychology consider the child’s previous (before choosing a profession) education and mental development to be factors in professional development.

The professional development of a specialist is mainly determined by external influences. However, it cannot be directly derived from external conditions and circumstances, since they are always refracted in a person’s life experience, individual mental characteristics, and mental makeup. In this sense, external influence is mediated by internal conditions, which include the uniqueness of the individual’s psyche, his social and professional experience.

In the process of becoming a professional, increasing the scale of personality, the subject increasingly acts as a factor in his development, change, transformation of objective circumstances in accordance with his personal properties. In other words, a professional can consciously change his professional biography, engage in self-development, self-improvement, but in this case, this process is motivated by the social environment and economic conditions of life. The influence of the considered factors on the scenario (trajectory and pace) of a person’s professional development depends on age, gender and stages of development.

In conclusion, it should be emphasized that the decisive importance in the professional development of an individual belongs to her professional activity; socio-economic conditions play an important role; biological factors serve as prerequisites for professional development, influence its pace, as well as professional suitability and effectiveness.

The current stage of development of society is characterized by automation and computerization of production, the introduction of new technical means and technologies, and the change from mono-professionalism to multi-professionalism. This leads to the fact that the professional and business world needs specialists who are able to successfully and effectively find and realize themselves in changing socio-economic conditions in connection with planning and organizing their careers. Thus, the problem of professional development of personality is one of the actively developed psychological problems.

Professional development of the individual takes place in its development four main stages (phases): formation of professional intentions, vocational training, professional adaptation and partial or complete realization of personality in professional work. In accordance with these stages, stages of professional self-determination are distinguished.

Quite well studied in the psychological literature First stage professional self-determination – the stage of formation of professional intentions and choice of profession by secondary school graduates. As numerous studies show, the desire to find one’s place in life (including in professional activity), the need for professional self-determination is one of the important psychological new formations of high school age. Responding to new expectations of society, high school students are intensifying the search for a profession that can satisfy these expectations, as well as their personal needs, which are largely determined by the level of development of the motivational sphere. To this end, they analyze their capabilities from the point of view of developing professionally significant qualities in themselves, and form a self-assessment of their own professional suitability (in the broad sense of this term).

The content of subsequent stages of professional self The definition of personality, coinciding in time with the corresponding stages of professional development, is the formation of its attitude towards itself as a subject of its own professional activity. It is these stages that seem to be the most important both from the point of view of understanding the basic mechanisms and dynamics of a person’s professional development, and from the point of view of pedagogical influence on his future fate.

In the process of professional development of a person, the criteria for her attitude towards herself also change intensively. In experimental terms, this is expressed in the dynamics of the professional’s subjective reference model.

It should be noted that the reference model of a professional is not the equivalent of a person’s ideas about a profession, since by creating it, the person to some extent expresses himself in it, and in this sense, the reference model is a kind of projection of its orientation. Changes in individual reference models of a professional observed in the process of professional training are an indicator of changes in the criteria of an individual’s attitude towards himself as a subject of professional activity.

Such a change is often a consequence of some restructuring of the motivational-need sphere of the individual as a result of direct participation in educational, professional and professional activities and under the influence of the social environment. A change in the criteria for one’s attitude towards oneself often manifests itself in the form of a change in the criteria for the validity of a choice of profession.

The next level of formation of psychological readiness for work is the result of vocational training, during which the actively developing operational substructure causes qualitative changes in the personal substructure. This level is expressed in the readiness of the individual for specific professional activities, for joining the work team, in the system of professional and industrial relationships and is a prerequisite for successful professional adaptation, and also largely determines the dynamics of the professional self-determination of the individual at this stage of his professional development.

Professional development is accompanied by professional crises that correspond to age periods. The crisis refers to the difficulties of professionalization of the individual, the inconsistency of professional life and career realization. Crises of professional development are short-term periods (up to a year) of radical restructuring of the individual, changes in the vector of his professional development.

These crises, as a rule, occur without pronounced changes in professional behavior. However, the ongoing restructuring of the semantic structures of professional consciousness, reorientation towards new goals, correction and revision of the individual professional position prepares for a change in the ways of performing activities, leads to a change in relationships with other people, and in some cases, a change of profession.

Let's consider the factors that initiate crises of professional development. First of all, they can be gradual qualitative changes (improvement) in the ways of performing activities. At the stage of professionalization, a moment comes when further evolutionary development of activity and the formation of its individual style are impossible without a radical change in the normatively approved activity. The individual must commit a professional act, show above-standard activity, which can be expressed in the transition to a new educational qualification level, or to a qualitatively new innovative level of activity performance.

Another factor that initiates crises of professional development can be the increased social and professional activity of an individual. Dissatisfaction with one's social, professional and educational status often leads to the search for new ways of performing professional activities, improving them, as well as changing professions or places of work.

Factors that give rise to professional crises can be the socio-economic conditions of a person’s life: liquidation of an enterprise, job cuts, unsatisfactory salaries, moving to a new place of residence, etc. Professional development crises are often associated with age-related psychological changes: deterioration of health, decreased performance, weakening mental processes, professional fatigue, intellectual helplessness, “emotional burnout” syndrome, etc. Professional crises often arise when taking on a new position, participating in competitions to fill a vacant position, or certifying specialists.

Finally, complete absorption in professional activities can become a factor in a long-term crisis phenomenon. Fanatic specialists, obsessed with work as a means of achieving recognition and success, sometimes seriously violate professional ethics, become conflicted, and show rigidity in relationships.

Crisis events may be accompanied by a vague awareness of an insufficient level of competence and professional helplessness. Sometimes crisis phenomena are observed at a level of professional competence that is higher than that required to perform standard work. As a consequence, a state of professional apathy and passivity arises.

Let us determine the main contradictions that are the source and driving force for the development of the process of professional self-determination at different stages of a person’s professional development.

The most general contradiction underlying the dynamics of a person’s professional self-determination at all stages of his professional development is the dialectical contradiction between a person’s need for professional self-determination (which in different cases can be expressed as the need to acquire a certain social status, self-realization, self-affirmation) and the lack of necessary professional knowledge, skills and abilities to satisfy it.

At the same time, each stage of a person’s professional development is also characterized by specific contradictions that determine its characteristic features of the dynamics of professional self-determination, as well as the psychological mechanisms of changing its stages.

At different stages of a person’s professional development, the place of the professional’s “I” image in the general “I” concept changes, and the problem of their correlation with each other is a projection or a special case of a more general problem concerning the place of professional self-determination in life self-determination. Its resolution is impossible without research into the laws governing the formation of a scientific worldview. A person must consider himself as an active subject, actively transforming the world with his professional work, in it he must find a way to realize his need for self-affirmation. It is the level of development of the worldview, the degree of formation of the system of views on the world, society, oneself, the depth of beliefs that determine the choice of a place in life, the attitude towards work and towards oneself as a subject of labor (and, consequently, professional) activity.

27. Psychological features of vocational training

Most often, learning is considered as a process of interaction between teachers and students, as a result of which knowledge, skills and abilities are formed in students. This definition is incomplete, since the requirements for the education of the individual and the development of thinking are also formulated as learning objectives.

I. A. Zimnyaya gives the following definition: “Teaching in the most common sense of this term means the purposeful, but research-based transfer (translation) of socio-historical, socio-cultural experience to another person (people) and in specially organized conditions of the family, school, university, community.”

The most general concept is learning, which is defined as an appropriate change in activity and behavior in the process of performing any action: physical or mental. Distinguish spontaneous learning when there is no goal of acquiring new knowledge and skills, and specially organized teaching. A person, interacting with other people, listening to radio and television programs, reading books, acquires a wide variety of useful and socially significant knowledge and skills. The final result - the acquisition of experience - does not directly coincide with the goals of activity and behavior. In these cases, there is a concomitant unintentional learning. Its result is “non-systemic knowledge and skills.” In those cases when activities are specially organized, the purpose of which is the formation of new knowledge, skills and abilities, specially organized training. So, learning takes place when a person sets a goal to acquire certain knowledge, skills, forms of behavior and activity.

Like any activity, learning is stimulated motives, aimed at satisfying specific needs. These can be cognitive needs, needs for development and self-development, and achievements. Stimuli for learning can be external sources of activity: demand, expectation, encouragement, punishment, etc. The next component of educational activities is learning situation. Any learning situation must be problematic. Learning as an activity consists of generalized methods of action. Finally, learning activities include control on ways of performing educational actions and assessment their correctness, as well as an assessment of the final result of the exercise.

More recently, in the 1960s*, the formation of knowledge, skills and abilities was considered as the main goal of education. In the subsequent period, learning goals began to be interpreted much more broadly. V. S. Lednev identifies the following learning goals: physical development, development of functional mechanisms of the psyche, formation of knowledge, abilities, skills and general typological qualities of a person, development of positive individual properties of a person: his abilities, interests, inclinations.

Psychological features of the formation of knowledge, skills and abilities in vocational education have their own characteristics.

Traditionally, the main goal of education comes down to mastering the generalized results of what has been created by the previous experience of mankind. Intensive psychological and pedagogical research on the problems of programmed, problem-based learning, the gradual formation of mental actions, which were carried out in the 1960s, was largely aimed at finding effective pedagogical technologies for developing ways of activity in students.

V.V. Davydov, in his fundamental work “Types of Generalization in Teaching,” wrote that the most effective way of personality development is the use of a variety of forms of subject-related activity, the consistent implementation of the principle of activity in training, and not simply the assimilation of a set of knowledge. Learning as a process consists in the fact that the student not only assimilates specific knowledge, but also masters methods of action in relation to the acquired content. Mastering the methods of mental activity is aimed at the mental development of students. Mastering the methods of subject activity is directly related to the formation of professional practical skills.

Human activity is carried out on the basis of knowledge of two kinds: knowledge about the surrounding reality (knowledge about the object) and knowledge about methods of activity. The first includes, for example, knowledge in the field of physical and chemical laws; about the design and principles of operation of machines, devices, the properties of materials, etc. Knowledge of the second type includes knowledge about methods of performing work operations, actions with technical objects, operating machines, etc. Since it is impossible to develop labor skills without such knowledge, they are used during instruction , in the process of showing the execution of actions, etc.

The way to form knowledge, information in some cases can be demonstrated by a teacher,

others - are discovered or created by students themselves when studying literature, during practical work, exercises, excursions, and, finally, can be a product of students’ independent cognitive activity in problem situations.

The labor skills used by a person in his activities are quite multifaceted. Depending on which aspects of the action are automated, we talk about different types of skills. The following skills are highlighted: mental (accounts, reading instrument readings, etc.); sensory (determining distances by eye, monitoring the operation of engines by ear, etc.); sensorimotor. Among sensorimotor labor skills, it is advisable to distinguish two main types: motor skills related to the fact that in order to achieve the goal of an action, the student must expend relatively large quantities of his own muscular energy (filing, chopping metal, laying bricks, etc.); sensory-motor skills - skills in managing a variety of installations, units, machines.

For vocational training, the formation of sensorimotor (motor and sensory-motor) skills is of greatest importance, since, first of all, they form the operational basis for the training of workers in mass professions.

The basis for mastering any new actions is the knowledge acquired by students. Certain components of the necessary knowledge system (mostly theoretical) are formed during the study of general education subjects, special technologies, etc. However, in order to learn how to work, for example, on a machine, it is also necessary to obtain specific knowledge about how to perform work on it, study the composition and structure of techniques, operations, receive instructions in the form of instructions on the practical implementation of the task and, what is especially important when developing skills, have specific visual and other ideas about the process of performing the technique or operation being studied.

A. N. Krestovnikov considers the process of skill formation as the natural development of conditioned reflexes, which during the exercise are combined into a certain system - a sequential chain of conditioned reflex acts carried out in a strictly fixed order in time, which is dynamic stereotype.

K. K. Platonov examines in detail the process of formation of motor skills. He provides the most complete picture of the process, which is also typical for the most complex types of labor skills (for example, flying an airplane). The author identifies six stages of skill formation:

1. The beginning of comprehension. This stage is characterized by a clear understanding of the goal, but a vague idea of ​​how to achieve it, and gross mistakes when trying to perform an action.

2. Conscious but inept execution. Students have a clear understanding of how to perform an action, but the execution itself is still imprecise and unstable, with many unnecessary movements.

3. Skill automation. Everything happens at this stage
better performance of actions with weakening
sometimes voluntary attention, unnecessary movements are eliminated, opportunities for positive transfer of skills appear

4. Highly automated skill. The stage is characterized by precise, economical, and sustainable execution of actions.

5. Optional. There is a temporary deterioration in the performance of actions, and the revival of old errors. This stage can occur during the formation of complex skills. He's tied up
with the student’s independent search for an individual work style that is optimal for him.

6. Secondary skill automation. At this stage about in
there is a restoration of the features of the fourth stage, but with a characteristic manifestation of individual handwriting in the execution of the action.

The next most important factor in the formation of labor skills is self-control.

Self-control is understood as a set of sensory, motor and mental components of activity necessary to assess the feasibility and effectiveness of planning, implementation and regulation of work actions performed.

Self-control can also be considered in a broader sense - as a quality of personality, as a person’s conscious assessment and regulation of all activities and behavior from the point of view of their compliance with set goals, requirements imposed by the team, ethical standards, etc.

Current and test self-monitoring are distinguished. Current self-control is carried out in the process of performing actions and movements and serves to regulate them. To denote the current self-control of movements in the process of their execution, the term “self-regulation”, proposed by N. A. Bernstein, is often used. Test self-control - totality. self-control techniques based on intermediate and final results of actions - serves to correct and regulate the following actions and movements. It relies both on direct perception and on the use of control and measuring instruments and devices.

The main factors determining the success of mastering work skills are: the formation in students of a fairly complete initial mode of action and its clarification in the process of performing exercises; the formation of all necessary methods of self-control, including, what is most difficult, methods of current self-control - self-regulation, the formation of a rational internal psychophysiological structure of actions.

Technical training tools play a significant role in improving self-control techniques. An important place in industrial training is given to simulators, which make it possible to increase the efficiency of developing students’ skills in managing technological processes, identifying the causes of malfunctions in technical objects, performing complex movements, and primarily by increasing the ability to develop the necessary self-control techniques.

The success of students’ development of work skills largely depends on the development of such qualities as the accuracy of visual and kinesthetic analysis of the position of hands and tools in space; the ability to correct movements during their execution; eye gauge; sensation of time intervals (the so-called sense of time); auditory perception, and in particular the development of technical hearing. Mastery of the totality of these components can be expressed by the general concept "sensorimotor qualification".

Further development of self-regulated teaching led to the development of the method of guiding texts. Its essence is in managing independent learning based on step-by-step (step-by-step) instructions.

The main stages of solving a problem independently: 1) informational (what needs to be done?); 2) planning (how can this be achieved?); 3) decision making (determined ways and means of implementation); 4) implementation; 5) control (correct

was the task completed?); 6) evaluation (what needs to be done better next time?).

The peculiarity of the method of guiding texts lies in the systematic development of professional thinking and ways of performing professionally significant actions. At the same time, at the beginning of industrial training, the duration of the stages (steps) is colored, later the steps are lengthened.

The success of developing labor skills is determined both by the effectiveness of teaching methods and by the level of development of the corresponding components of sensorimotor key qualifications in students.

In labor psychology, skill is considered as a complex structural formation, including sensual, intellectual, volitional, creative, emotional qualities of a person, ensuring the achievement of the set goal of activity in the changing conditions of its course.

Labor skills must be considered from the standpoint of one of the most fundamental categories of modern psychology - activity, since, firstly, the ultimate goal of any training, including the formation of skills, is the mastery of certain types of activity; secondly, the formation of the skills themselves is carried out in the process of students’ activities - educational and work.

Professional skills are characterized by high accuracy and speed of action; stability - the ability to maintain accuracy and pace of action, despite side effects; flexibility - the ability to act rationally and creatively in changing conditions, to carry out actions in a variety of ways, each of which is most effective in a particular case; durability - maintaining a skill over a relatively long period of time when it is not used.

General technical or polytechnic skills are the skills of reading and drawing up drawings, performing technical calculations, measurements, setting up and adjusting technical devices, etc.

Polytechnic skills belong to the group polyvalent key qualifications.

In general, in the process of developing skills the following stages can be distinguished:

1. Initial skill- awareness of the purpose of the action and the search for ways to carry it out, based on previously acquired experience. Actions are performed by trial and error.

2. Partially skillful activity- mastering the ability to perform individual techniques, operations, clarifying the necessary system of knowledge, developing skills specific to these actions, and the emergence of creative elements of activity.

3. Skillful activity- creative use of knowledge and skills with awareness of not only the goal, but also the motives for choice; ways and means to achieve it; mastering skills at the level of work tactics.

4. Mastery - mastery of skills at the level of work strategy, creative development of the ability to independently determine goals - goal setting, creative use of various skills in combination with high professional activity, a developed sense of collectivism and the ability to work in a production team.

The labor (professional) skills acquired by students, which are further improved and enriched in the process of professional activity, become key qualifications worker.

graduate work

1.2.1 Stages of professional development

The most important condition for becoming a professional is the orientation of the individual, which includes the following components: motives, value orientations, professional position, professional self-determination, and an idea of ​​the career vector. At different stages of the genesis of the subject of labor, these components have different psychological content.

There is a need to divide this process into periods or stages in order to trace changes in life and professional plans, restructuring of the personality structure and personality orientation. Also, consideration of the stages of professional development will allow us to trace how age-related development tasks are reflected in the profession.

Donald Super (E.V. Okhotsky, 1997) divided the cycle of working life into five stages of the professional path, based on the place work occupies in our life at one time or another. During professional self-determination, a person develops and refines his professional “I-concept”.

1. Growth stage (from birth to 14 years): development of the “I-concept”.

Children play different roles, then try themselves in different activities. They develop some interests that may affect their future professional career.

2. Research stage (from 15 to 24 years): people are trying to understand and determine their needs, interests, abilities, values; identify professional career options; master a profession.

3. Career consolidation stage (from 25 to 44 years): workers try to take a strong position in their chosen field of activity.

4. Stage of maintaining what has been achieved (from 45 to 64 years): people strive to maintain the position in production or service that they achieved at the previous stage.

5. Decline stage (after 65 years).

Robert Hayvighurst (Tolochek V.A., 2005) was interested in the stages of acquiring attitudes and work skills that are necessary in order to become a full-fledged worker.

1. Identification with the employee (5-10 years). Children identify with working fathers and mothers, and the intention to work in the future becomes part of their self-concept.

2. Acquisition of basic labor skills and development of hard work (10-15 years). Schoolchildren learn to organize their time and make efforts to complete various tasks; in certain circumstances, they begin to follow the principle: first work, then play.

3. Acquisition of a specific professional identity (15-25 years). A person chooses a profession, prepares for it, gains work experience that helps him make a choice and start a career.

4. Becoming a professional (25-40 years old). A person improves his professional skills within the framework of the opportunities provided by work and moves up the career ladder.

5. Work for the benefit of society (40-70 years). After reaching the peak of their professional career, people begin to think about the civic and social responsibility that their work entails, and find time to fulfill their obligations to society and the new generation.

6. Reflections on the productive period of professional activity (after 70 years). After retirement, people look back with satisfaction on their professional achievements.

Building the general logic of the main crises of human development, B. Livehud focuses on changes in the value-semantic sphere of the individual, highlighting the following phases:

1) assimilation, integration, mental perception, growth (up to 20 years);

2) expansion: processing of experience, characterized by a balance between the biological and spiritual lines of development (20-40 years);

3) social, or leadership phase (after 40 years): the transfer of one’s experience to others presupposes the continuation of mental, spiritual development, but the extinction of biological development. Spiritual development is decisive for the last phase of life; it, as it were, compensates for the extinction of biological development (Livehud B., 1993).

Recognized domestic periodizations are presented in the works of V.A. Bodrova, E.A. Klimova, T.V. Kudryavtseva and others. Summarizing them, E.F. Zeer identifies the following stages of professional development of an individual: The developed concept distinguishes stages (Zeer E.F., 2005):

1) Professional development of an individual begins with the stage of option - the formation of professional intentions. At the age of 14-16, at the age of early adolescence, optants begin to define themselves professionally. Mastering a system of socially significant value ideas about building a life and professional path. Leading activity: Educational and professional. Within its framework, cognitive and professional interests develop.

2) The next stage of professional development begins with admission to a vocational educational institution (vocational school, technical school, university). Formation of value ideas about this professional community, development and filling with substantive content of future professional activity. Leading activity: professional and educational, focused on obtaining a specific profession.

3) After graduation, the stage of professional adaptation begins. Further development of self-determination in the chosen profession, self-awareness of the correctness of choice, coordination of life and professional goals and attitudes. Leading activity: professional. But the level of its implementation, as a rule, is of a normative and reproductive nature.

4) As the person masters the profession, he becomes more and more immersed in the professional environment. The stage of primary professionalization and the formation of a specialist begins. Addition of intentions, correction of the development plan. Stabilization of professional activity leads to the formation of a new system of relationships of the individual to the surrounding reality and to himself.

Leading activity: professional activity, characterized by individual, personality-appropriate technologies of implementation.

5) Second level of professionalization. This is where the formation of a professional takes place. Realization of professional potential, life goals are adjusted. Further training, development of one’s own professional position, high labor productivity. Leading activity: professional activity is gradually stabilizing, the level of its manifestation is individualized and depends on the psychological characteristics of the individual.

6) And only a portion of workers who have creative potential, a developed need for self-fulfillment and self-realization, move on to the next stage - professional mastery. Changing established relationships with the team, attempts to overcome, break traditionally established management methods, the desire to go beyond oneself. Leading activity: Creative and social activity of the individual; searching for new, more efficient ways to perform activities.

The phase pattern identified by the scientist in the professional development of a subject allows for a more differentiated representation of the life path of a professional as a certain kind of integrity. It can be noted that the highlighted periodization also emphasizes the transition in the level of activity from the stage of professionalism to the stage of mastery; a person approaches these stages at approximately 35-45 years of age. Differences will be observed in the excessive approach to performing activities, the desire to create, which should also be determined by the direction of the individual’s professional activity.

Summarizing the consideration of periodizations of professional development, we can conclude that by the age period of 35-45 years people are at a fairly high level of mastery of the profession. Approaching the age of 40, a person should shift the vector of activity from himself (developing personal and professional qualities, career, maintaining a position in the organization, ensuring material well-being) to others (transferring experience, giving back to the enterprise in the form of creating qualitatively new labor products, etc. ). Now it is important for us to analyze what features accompany this transition in professional activity.

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