8.2. Professional development personality of the specialist. Stages of professional development
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In the "Explanatory Dictionary of the Russian Language" S.I. Ozhegova and N.Yu. Shvedova is given the following concepts: professional - a person who does something professionally (as opposed to an amateur), a true professional - a person who works highly professionally, professionalism - good knowledge of his profession, professional - doing something as a profession, and also being a profession. A professional fully meets the requirements of this production, this field of activity, the profession is the main occupation, labor activity.
The substructure of a professional is professional competence. In explanatory dictionaries, competence is defined as awareness, erudition. Under professional competence understand the totality of professional knowledge, skills, as well as ways of performing professional activities. The main components of professional competence are:
social and legal competence - knowledge and skills in the field of interaction with public institutions and people, as well as possession of professional communication and behavior techniques;
special competence - preparedness for the independent implementation of specific activities, the ability to solve typical professional tasks and evaluate the results of one's work, the ability to independently acquire new knowledge and skills in the specialty;
personal competence - the ability for continuous professional growth and advanced training, as well as self-realization in professional work;
autocompetence - an adequate understanding of one's social and professional characteristics and possession of technologies for overcoming professional destruction.
E.F. Zeer identifies another type of competence - extreme professional competence, i.e. the ability to act in suddenly complicated conditions, in case of accidents, violations of technological processes.
T.V. Kudryavtsev distinguishes the following stages of the professional development of a person: the emergence and formation of professional intentions; professional education; active development of the profession and finding oneself in the production team; full realization of personality in professional work. Psychologists offer a different periodization of professional development, highlighting the following stages:
1) options (12 - 17 years), i.e. preparation for a conscious choice of a professional path;
2) vocational training (16 - 23 years old);
3) development of professionalism (from 23 years to retirement age), i.e. entry into the system of interpersonal relations in professional communities and further development subject of activity (E.A. Klimov).
In the late periodization of the life path of the professional E.A. Klimov offers a more detailed grouping of phases:
1) option- the period of choosing a profession in an educational and professional institution;
2) adaptation– entry into the profession and getting used to it;
3) interval phase– acquisition of professional experience;
4) skill- qualified performance of labor activity;
6) mentoring- the transfer of professional experience.
A.K. Markova identified five levels, which include nine stages of becoming a professional.
1. Preprofessionalism includes the stage of initial acquaintance with the profession.
2. Professionalism consists of three stages: adaptation to the profession, self-actualization in it and free possession of the profession in the form of mastery.
3. Superprofessionalism also consists of three stages: free possession of a profession in the form of creativity, mastering a number of related professions, creative self-designing oneself as a person.
4. Unprofessionalism- performance of labor according to professionally distorted standards against the background of personality deformation.
5. Postprofessionalism- completion of professional activity.
In labor psychology, competence is often identified with professionalism. But professionalism as the highest level of performance is provided, in addition to competence, by professional orientation and professionally important abilities. The study of the functional development of professional competence has shown that at the initial stages of the professional development of a specialist, there is a relative autonomy of this process, and at the stage of independent performance of professional activity, competence is increasingly combined with professionally important qualities.
The main levels of professional competence subject of activity become training, professional readiness, professional experience and professionalism.Analysis of professional activity allows us to talk about the presence of three levels of competence - general cultural competence(the level of education sufficient for self-realization of the individual, orientation in the cultural space, based on communication as a special form of activity that ensures the practical and spiritual unity of people and allows one to evaluate specific cultural phenomena); methodological competence(level of education sufficient for independent creative solution of worldview and research problems of a theoretical or applied nature in different areas life activity); pre-professional competence(the level of education sufficient to receive after completion of general education vocational education in the chosen field). It can be assumed that there is professional competence.
The competitive personality model takes into account key qualifications, which were quite convincingly substantiated in the work of E.F. Zeer “Psychology of personality-oriented professional education”.
The most important feature of a professional is the ability to use and apply his knowledge, skills and abilities, as well as generalized ways of performing actions. These psychological and didactic constructs are called competencies. The concept of "core competencies" was introduced in the early 1990s. International Labor Organization in the qualification requirements for specialists in the system of postgraduate education, advanced training and retraining of managerial personnel. In the mid 1990s. this concept is already beginning to define the requirements for the training of specialists in a vocational school.
Competence is considered as the general ability of a specialist to mobilize his knowledge, skills, as well as generalized ways of performing actions in professional activities.
Here are five key competencies that are given particular importance in vocational education in the countries of the European Community:
social competence - the ability to take responsibility, develop a solution together with other people and participate in its implementation, tolerance for different ethnic cultures and religions, the manifestation of the conjugation of personal interests with the needs of the enterprise and society;
communicative competence, determining the possession of technologies for oral and written communication in different languages, including computer programming, including communication via the Internet;
social information competence, characterizing the possession of information technologies and a critical attitude to social information disseminated by the media;
cognitive competence - willingness to constantly improve the educational level, the need to update and realize their personal potential, the ability to independently acquire new knowledge and skills, the ability to self-development;
special competence - readiness for independent performance of professional actions, evaluation of the results of one's own work (E.F. Zeer).
Material prepared - Rytova Olga Aleksandrovna headMADOU Kindergarten combined type No. 11 "Horseshoe".
A variety of terms are used to denote the process of forming a person in labor activity.
Among the concepts that characterize the holistic process of mastering a specialty and cover the entire professional path of the individual, the following should be recognized as the most popular and frequently used:
"Professional development", "Professional self-determination", "Professional fitness", "Professionalization", "Professional development", "Self-realization in the profession", "Professional readiness".
Let us consider how these concepts are revealed in the psychological and pedagogical literature, what are their scope and content.
The concept of professional suitability is most fully and unambiguously defined. In pedagogical and psychological dictionaries, it is a combination (correspondence) of the psychological, pedagogical and psychophysiological characteristics of a person, necessary and sufficient to achieve, in the presence of special knowledge, skills, socially acceptable labor efficiency or the ability to master this professional activity. This objective criterion for the formation of professional suitability, many authors emphasize, should be supplemented by a subjective one, which is considered satisfaction from the activity performed (40). In this understanding of professional suitability, insufficient attention is paid to the personality, its activity, the desire for self-realization in work. The process of mastering a profession is seen as one-sided and adaptive. Apparently, professional suitability is, although important, but only one of the aspects of the formation of a person as a subject of labor activity.
The next term, often used by educational psychologists, especially foreign ones, to characterize professional development - "personal professionalization" is most often understood as a person's mastery of a system of professional knowledge, skills, skills, as a continuous process. professional development a person from the moment of choosing a profession to the termination of active labor activity (42).
The next term is "professional readiness". It is a very complex holistic manifestation of personality, a kind of syndrome that in a certain way affects the dynamics of psychological processes when performing psychological and pedagogical tasks. Professional readiness is in unity with a focus on professional activity and stable attitudes towards work.
Readiness is a form of human activity. There are two main approaches to the readiness problem:
Functional and personal. In accordance with the first, readiness is considered as a psychological function, the formation of which is considered necessary to achieve high results in psychological and pedagogical activity. In the second approach, readiness is considered from the point of view of personal prerequisites that ensure the effectiveness of psychological and pedagogical activity (30).
Professional readiness should be interpreted as a substructure of a person's general readiness, often referred to as life readiness. However, the concept of life readiness is broader than professional readiness. The concept of "vital readiness" covers professional readiness, and readiness to spend free time (family life, self-service, recreation, forms of entertainment, etc.).
The Competency Framework has five main components:
- motivational (professionally significant needs, interests and motives of psychological and pedagogical activity);
- orientational-cognitive-evaluative, that is, knowledge and understanding of the content of the profession and the requirements of professional roles, ways to solve professional psychological and pedagogical problems, self-assessment of professional readiness;
- emotional-volitional (a sense of responsibility for the results of psychological and pedagogical activity; self-control, the ability to manage actions that make up the fulfillment of the professional duties of a teacher-psychologist);
- operationally valid (mobilization and actualization of professional knowledge, skills and professionally significant personality traits, adaptation to the requirements, prescriptions of professional roles and to the conditions of psychological and pedagogical activity);
- attitudinal-behavioral (“setting” for the conscientious work of a teacher-psychologist).
Professional readiness is an essential prerequisite for purposefulness and efficiency of activity. The high level of its formation helps the student to carry out his tasks with high quality. professional duties, reasonably apply knowledge, use experience, restructure professional actions in accordance with the emerging psychological and pedagogical situations.
The essence of professional readiness is that it creates the possibility of making optimal decisions depending on psychological and pedagogical situations, in accordance with motivations, goals and objectives of activity (37).
The next term often used by educational psychologists is “identification of a person with a profession”. The term “professionalization of the personality” should be recognized as closest to it in meaning. Identification of a person with a profession is understood as such a fusion of a person’s life with his professional activity, in which the acquired
his professional traits begin to appear in all spheres of life and determine his attitude to reality. The result of complete identification of a person is the formation of a professional type of personality. The concept of "professionalization of the individual" is most often understood as a person's mastery of a system of professional knowledge, skills, and skills as a continuous process of a person's professional development from the moment of choosing a profession to the termination of active labor activity (14).
In psychological and pedagogical terms, a self-determined personality is a subject who has realized what he wants (goals, life plans, ideals) and what he can (his abilities, inclinations, talents).
In the psychological and pedagogical literature, it is customary to define professional self-determination either as an act, the moment of choosing a profession, or as a long process that takes up most of an individual's life.
The closest in meaning to the so-called professional development is the concept of professional development, which describes the natural changes in the personality in the course of professional activity, that is, the quantitative, qualitative and structural transformations of the individual, which ensure its functioning and development as a subject of labor. Two concepts attract special attention here: the concept of professional development of the American psychologist D.E. Super and the concept of the formation of the domestic psychologist T.V. Kudryavtseva (23).
The main provisions of Super's concept boil down to the following points: people are characterized by different abilities, interests and personality traits. Each person corresponds to a number of professions, and a profession corresponds to a number of individuals. Professional development has a number of successive stages and phases. The features of this development are determined by the socio-economic level of the parents, the properties of the individual, his professional capabilities. On the early stages professional development it can be managed: a) through the formation of interests and abilities; b) through the maintenance of the individual's desire to "try real life» (51).
The main content of the concept of T.V. Kudryavtsev is reflected as "professional development" of a long, multi-level process, which includes several main stages: the formation of professional intentions, vocational training, professional adaptation, partial or complete realization of the personality in professional work. Of course, this is an ideal scheme, but in reality, the formation of professional intentions can continue both during the period of study and during the period of adaptation. In addition, the choice of profession is sometimes forced, and therefore changes in profession are possible. And this means that new intentions are being formed. Within the framework of this concept, three end-to-end lines of professional development have been identified: the development of the motivational and need-based sphere of a professional, the formation of operational and technical elements of professional activity, and professional self-determination (23).
The process of professional development does not end at the stage of full realization of the personality in professional work, but continues throughout the entire active life of a person. This is due, firstly, to the fact that a person can change areas of professional activity (due to dissatisfaction with the chosen profession, for health reasons, for reasons of changing the place of residence). Secondly, the world of professions itself is constantly changing, saturated with new specialties, and even existing ones can be radically transformed (28).
The process of interaction between the individual and the profession in a broad sense is bilateral. Being formed in activity, acquiring typical features characteristic of representatives of a particular professional group, a personality has a transformative effect on the activity itself. Thus, the world of professions is being transformed and developed (30).
By professional development we understand the process of self-realization of the individual in professional activity on the basis of the most full use their abilities and capabilities. This process cannot be limited to just one stage, it occupies the entire period of active labor activity. At each stage of professional development, a person realizes and formulates certain goals and objectives that correlate with socially developed requirements, standards and are implemented in accordance with them and their own “resources”, interests, needs and value orientations (5).
In constructing our own study of the process of professional development, we relied on the general psychological theory of activity (A.N. Leontiev, S.L. Rubinshtein and others), the theory of personality formation at different stages of ontogenesis (L.I. Bozhovich, I.V. Dubrovina, A. .V. Petrovsky and others), the theory of development of abilities and individuality (V.D. Nebylitsyn, B.M. Teplov and others). The activity-personal approach that we tried to implement in our work can become theoretical basis contemporary research professional development of the individual. It is in the process of professional activity, which is the leading one in an adult, that a personality is formed and develops as the subject of this activity (15).
The professional development of a person is an important component of personality formation. A.I. Leontiev emphasized that the key to the scientific psychological and pedagogical understanding of a person's personality is the study of the process of generation and transformation of personality in its activities taking place in specific social conditions (31).
S.L. Rubinstein noted that the "line" that goes from what a person was at one stage of his history to what he became at the next, passes through what he did. In human activity spiritual development not only manifested, but also accomplished (44).
Professional activity serves as one of the most significant ways of connecting a person with the world, for many this method becomes the core of building relationships of a person with the world and other people. Professional activity makes a very significant contribution to maintaining a person's sense of well-being, peace of mind, happiness (19).
In the course of professional activity,
professional development of the individual.
Professional development- this, on the one hand, is the process of forming attitudes towards the profession, the degree of emotional and personal involvement in it, on the other hand, the accumulation of experience in practical activities, professional improvement and the acquisition of mastery.In the process of professional development, the following stages can be distinguished: the formation of professional intentions, vocational training, entry into the profession, partial or full implementation in independent labor activity. The results of each stage of professional development are, respectively, the choice of a profession, professional competence (learning, skill), professional skills and creativity. Graphically, these stages can be represented as follows:
Let us briefly characterize the stages of professional development. The choice of a profession in accordance with one's abilities and capabilities (professional self-determination) must; be completed by the end of high school. Then professional competence is formed. The term “competent*” in the dictionary of S.I. Ozhegov is interpreted as "knowledgeable, knowledgeable, authoritative in some area."
Under professional competence is understood as a deep knowledge of the matter and fluency in the content of professional work, as well as awareness of the correspondence of this work to one's capabilities. Thus, professional competence implies professional training, skill and good breeding, adequate self-esteem. Briefly, professional competence can be defined as the level of skill that a person has achieved on the path of professional development. Professional Competence depends on many factors. One of them is the level of theoretical and practical training, as well as technological culture, achieved in school years.
professional excellence- this is the highest level of mastery of professional activity.
Professional skill is not limited to professional knowledge, skills and abilities. The process of mastering the skill is at the same time the process of forming the personality of a person, his interests, moral values and ideals. Professional excellence comes from personal qualities as broad public interests, professional knowledge and skills that ensure the successful implementation of complex work activities; high level general and technological culture; professional mobility; independence and high professional stability; striving for self-improvement: creativity to work.
Climbing to mastery is a complex and lengthy process. A lot of time and effort will be required for a person to reach the heights in professional activity.
But, unfortunately, there are people who are “satisfied with little”, simply fulfill their functional duties, not striving to achieve high professional results. The reasons for this may be different. Among them - unsuccessful professional self-determination, lack of professional knowledge and skills ( low level competence), etc. It must be remembered that the potential of a person is great, and everyone can become a master of his craft.
Professional skill is associated with professional creativity.
Professional creativity is the creation by a person of a new, original product in the course of professional activity.
Creativity in professional activity can contribute to the development of both the process of activity itself and its content. Any creative activity, including professional, is the creation of objectively and subjectively new things.
Objectively new- this is all that was not in the history of mankind.
Subjectively new- this is everything that is new for a given person or group of people (for example, transferring known methods of work to new conditions, including new means, methods and techniques in their activities, expanding the boundaries of functioning, and much more).
Professional creativity, as a rule, begins with the creation of a subjectively new one. Most clearly, professional creativity is manifested in invention and rationalization. All the benefits of our civilization, without which humanity cannot imagine its existence, are created on the basis of technology and technical means which are invented by creative people. Previously, it was believed that creativity, invention is the lot of the elite, marked by talents from birth. Now millions of inventors and innovators are known who, as a result of long work in their specialty, developed creative abilities and became the “engines of progress” of their time.
Modern man it is hard to imagine that almost everything around him, which has now become simple and familiar, was considered impossible just 150-200 years ago. This concerned electricity and photography, sound and image transmission, automobiles and aircraft and many, many more.
“Impossible” - this insidious barrier arises in the mind of the inventor when he retreats from the task that the recognized authorities tried before him, but could not solve. The ascent to creativity in any profession begins, first of all, with overcoming this barrier of “impossibility and overpowering”.
It should not be forgotten that each person is characterized by fantasy, imagination, the ability to create ideas and mental situations that do not exist in reality. And often the most daring projects were born from the words “like in a fairy tale”.
The "Hyperboloid of engineer Garin" was A.N.'s fantasy for a very short time. Tolstoy. Basov, Prokhorov and Gaut - the authors of the laser - made fantasy a reality. Therefore, the development of the ability to be creative is completely feasible and feasible task. Everyone can become a creative person if he strives to create something new, unprecedented for the benefit of other people and himself.
Professional development, professional competence, professional skills, professional creativity, objectively new, subjectively new.
Terms! Professional development, professional competence, professional mastery, professional creativity, objective new, subjectively new.
Practical work. Make a list of professional knowledge and skills that a person of your chosen profession should have.
1. Name the main stages of the professional development of a person.
2. What is professional competence?
3. What should be understood as professional skill?
4. Expand the content of professional creativity.
Professional development of personality
1. Are there any among your comrades about whom you could say with certainty that he can make a good engineer, good teacher, diplomat, trade worker?
2. What do you think is self-awareness? Understanding another? Formation of the image of "I"? Education? Strive for objectivity?
In the process of professional activity, the professional development of the individual takes place.
Professional development is, on the one hand, the process of forming attitudes towards the profession, the degree of emotional and personal involvement in it, on the other hand, the accumulation of experience in practical activities, professional improvement and the acquisition of mastery.
In the process of professional development, the following stages can be distinguished: the formation of professional intentions, vocational training, entry into the profession, partial or full implementation in independent labor activity. The results of each stage of professional development are, respectively, the choice of a profession, professional competence (learning, skill), professional skills and creativity. These stages can be represented graphically (see graph).
Let us briefly characterize the stages of professional development.
The choice of a profession in accordance with one's abilities and capabilities (professional self-determination) must be made by the time of graduation from a general education school. School graduate further acquires professional education- professional training. And already in the process of professional activity, professional competence is formed. The term "competent" in the dictionary of S.I. Ozhegov is interpreted as "knowledgeable, knowledgeable, authoritative in any field."
Professional competence is understood as a deep knowledge of the matter and fluency in the content of professional work, as well as awareness of the compliance of this work with one's capabilities. Thus, professional competence includes professional training, skill and good breeding, adequate self-esteem. Professional competence depends on many factors. One of them is the level of theoretical and practical training, as well as technological culture, achieved, including during the years of schooling.
The next step in the professional development of a person is professional mastery, which is the highest level of mastery of professional activity. Professional skill is not limited to professional knowledge, skills and abilities. The process of mastering the skill is at the same time the process of shaping the personality of a person, his interests, moral values and ideals.
Professional excellence is due to the following personal qualities:
□ professional knowledge and skills that ensure the successful completion of complex work activities;
□ high level of general and technological culture;
□ professional mobility;
□ professional independence;
□ desire for self-improvement;
□ creative approach to work.
Climbing to mastery is a complex and lengthy process. A lot of time and effort will be required for a person to reach the heights in professional activity. But, unfortunately, there are people who are “satisfied with little”, simply fulfill their functional duties, not striving to achieve high professional results. The reasons for this may be different. Among them - unsuccessful professional self-determination, lack of professional knowledge and skills (low level of competence), etc. It must be remembered that the potential of a person is great and everyone can become a master of his craft.
The quality of professional skill implies an element of professional creativity.
Professional creativity is the creation by a person of a new, original product in the course of professional activity.
Creativity in professional activity can contribute to the development of both the process of activity itself and its content. Any creative activity, including professional, is the creation of objectively and subjectively new things.
Professional creativity, as a rule, begins with the creation of a subjectively new. Professional creativity is most clearly manifested in invention and rationalization. All the benefits of our civilization, without which humanity cannot imagine its existence, are created on the basis of technologies and technical means that were invented by creative people.
It was once believed that creativity, invention is the lot of the elite, marked by talents from birth. Now millions of inventors and innovators are known who, as a result of a deep study of their specialty, developed their creative abilities and became the “engines of progress” of their time.
It is difficult for a modern person to imagine that almost the entire artificial objective world surrounding him today, which has become simple and familiar, was considered fantastic only 150-200 years ago. This applies to electricity and photography, sound and image transmission, cars and aircraft, and much more.
"Impossible" - this psychological barrier arises in the mind of an inventor when he retreats from a task that was tried before him, but could not be solved by recognized authorities. The ascent to creativity in any profession begins, first of all, with overcoming this barrier of "impossibility and unbearableness".
We must not forget that each person has a fantasy, imagination, the ability to create ideas and mental situations that do not exist in reality. And often the most daring projects were born from the words “like in a fairy tale”.
The "Hyperboloid of engineer Garin" was A.N.'s fantasy for a very short time. Tolstoy. The authors of the laser are A.G. Basov and A.M. Prokhorov made fantasy a reality. It is important to understand that developing the ability to be creative is a feasible and feasible task. Everyone can become a creative person if he strives to create something new, unprecedented for the benefit of other people and himself.
In the formation of a personality, stage and so-called functional development are distinguished, carried out within a certain stage and leading to a quantitative accumulation of qualitatively new elements that form a potential reserve.
The creation of internal potentials for the professional development of a specialist is the result of an active interaction of the individual with socio-professional groups and means of labor. In this case, the enrichment of the psyche occurs. The result of the activity is not only the creation of material and spiritual values, but also the development of the individual.
Not every professional activity develops a personality. Monotonous, monotonous, algorithmic work contributes to the professional development of an employee only at the stages of professional training and adaptation. In the future, professional stagnation sets in. Diverse, non-algorithmic work provides great opportunities for the professional development of a specialist and the development of a professional. The leading factor in the professional development of the individual is the system of objective requirements for it, 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 to the leading activity determine the stages of personality development.
In professional development, socio-economic conditions, socio-professional groups and the activity of the individual himself are also of great importance. The subjective activity of a person is determined by a system of steadily dominant needs, motives, interests, orientations, etc.
Professional development involves the use of a set of methods of social influence on a person deployed in time, including it in various professionally significant activities (cognitive, educational, professional, etc.) in order to form 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 the professional development of a personality is interpreted differently by various psychological schools. Socio-psychological theories consider professional development as the result of social selection and socialization preceding the choice of profession. Great importance is attached to chance. Psychodynamic theories consider instinctive urges and emotionally colored 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 a person observes in childhood and early adolescence. Representatives of developmental psychology consider previous (before choosing a profession) education and mental development child.
The professional development of a specialist is mainly due to external influences. However, it cannot be directly derived from external conditions and circumstances, since they are always refracted in life experience person, individual mental characteristics, mental warehouse. In this sense, external influence is mediated by internal conditions, which include the uniqueness of the personality's psyche, its social and professional experience.
In the process of becoming a professional, increasing the scale of the 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 himself can consciously change his professional biography, engage in self-development, self-improvement, but in this case, this process is also motivated by the social environment, economic conditions vital activity. The influence of the considered factors on the scenario (trajectory and pace) of the professional development of a person depends on the age, gender and stages of development.
In conclusion, it should be emphasized that the decisive role in the professional development of the individual belongs to her professional activity; socio-economic conditions play an important role; biological factors perform the function of preconditions for professional development, affect its pace, as well as professional suitability and effectiveness.
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