Psychology of professional self-determination. Klimov E.A.
Moscow: Academy, 2004 - 304 p.
The textbook reveals the problems of professional self-determination of young students and pedagogical guidance in choosing a profession with an emphasis on its psychological side. Ideas about various types of professions, projects of professional life paths are given, questions of the correspondence of a person to certain types of activity are considered. Particular attention is paid to the mental development of a person in the process of professional activity.
For students of higher educational institutions studying courses in developmental psychology and career guidance. It may be useful for students of institutes for advanced training of teachers, as well as for specialists involved in career guidance, vocational counseling, and assistance to persons in a situation of forced change of work.
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TABLE OF CONTENTS
Foreword
PART I. INITIAL "PRESETTINGS", REPRESENTATIONS AND CONCEPTS
Chapter 1. On the internal (psychological) difficulties in mastering the proposed course
1.1. Orientation difficulties
1.2. Difficulties in knowing the subject area under discussion
1.3. Life Path Dilemma
1.4. Self-determination and "psychological portrait" of a person in the public mind
Chapter 2. Professional self-determination: subject area, means, expected results of activity
2.1. Some general provisions
2.2. Professional self-determination of students from the perspective of a teacher, parent
2.3. Professional self-determination of students from the perspective of a doctor
2.4. Sociological, economic, legal aspects of the problem of professional self-determination
2.5. General idea of the system for ensuring professional self-determination
2.6. On the relationship between the concepts of "professional self-determination", "career guidance", "professional consultation"
Chapter 3
3.1. Ways to establish the correspondence between the personal qualities of a person and the requirements of activity
3.2. Individual style of activity as a way out of the conflict between the characteristics of the subject and the requirements of work
Chapter 4. Basic principles of professional self-determination
4.1. Principles of pedagogical guidance of professional self-determination
4.2. Some principles of self-education and self-regulation of a student in connection with professional self-determination
PART II. VARIETY OF PROFESSIONS AND THE SUBJECTIVE WORLD OF A PROFESSIONAL
Chapter 5. The concept of "profession"
5.1. Profession as a community
5.2. Profession as an area of application of forces
5.3. Profession as an activity and area of personality manifestations
5.4. On other terms characterizing the involvement of a person in professional work
5.5. Profession as a historically developing system
5.6. Profession as a reality creatively formed by the subject
Chapter 6
6.1. Overview classification of products of professional labor
6.2. On the set (socially fixed, "objective") and subjectively accepted by the professional goals of activity
6.3. On the diversity of internal conditions of activity
6.4. Overview classification of the conditions of professional activity
6.5. About the variety of means of activity
6.6. Overview classification of means of professional activity
6.7. Commonly significant and individually peculiar in the system of means and working conditions of a professional
Chapter 7
7.1. General provisions
7.2. First tier of classification. Occupation types
7.3. The second tier of the classification. Occupation classes
7.4. The third tier of the classification. Professions departments
7.5. The fourth tier of the classification. Occupation groups
7.6. The concept of "professional formula"
7.7. A variant of the survey classification of professions according to the characteristics of the subject area of labor and the form of necessary education
Chapter 8
8.1. General provisions
8.2. Descriptive psychological characteristics of types of professionals
"Man-nature" (P)
About representatives of professions such as
"Man-technique" (T)
About representatives of professions such as
"Man-man" (H)
About representatives of professions such as
"Man-sign system" (3)
About representatives of professions such as
"Picture Man" (X)
8.3. Some questions of the theory and practice of professional self-determination in connection with the professional relativity of a person's mental make-up
PART III. HUMAN DEVELOPMENT AS A SUBJECT OF LABOR AND PROFESSIONAL LIFE WAY
Chapter 9
9.1. Preschool ontogeny
9.2. School ontogeny
Chapter 10
10.1. The problem of "destiny" or "man-made" professional life path
10.2. The general structure of the situation and the scheme for solving the problem of "choosing a profession"
Chapter 11
11.1. Some general provisions
11.2. Biographical crises
11.3. The main options and phases of professional development
Conclusion
Appendix. Sample career briefs for student vocational education
Professions like "Human-wildlife"
Professions such as "Man - technology and inanimate nature"
Professions like "Man-man"
Professions of the "Man-sign system" type
Professions like "Man-artistic image"
In the textbook, labor is considered in the broad sense of the word: as the consciousness of not only material values, as the production of scientific, artistic information, but also as the ordering of social processes.
He pays special attention to the peculiarity of the psychological content of labor in different types of professions. The issues of establishing the optimal state of requirements and personal qualities of a person are discussed.
History of labor psychology in Russia
The manual examines the system of psychological ideas about work and the worker, reconstructed on the basis of the monuments of the material and spiritual culture of our people in different periods of its history (Ancient Russia and the Middle Ages, XVII, XVIII, XIX centuries, the beginning of the XX century).
The material is covered for the first time from a historical and psychological standpoint and significantly complements and partly changes the prevailing views on the emergence and development of domestic and Soviet labor psychology and related branches of psychology.
Fundamentals of psychology
Any specialist expects situations when he has to bring ideas, intentions, moods to the consciousness of others (seek mutual understanding, teach, lead).
No less important is the good regulation of one's own inner world and self-improvement on a scientific basis.
Psychologist. Introduction to the profession
The textbook, created in accordance with the Federal State Educational Standard in the direction of training 030300 - Psychology (qualification "bachelor"), contains information about the psyche, psychology, ways, means, methods of improvement and self-improvement of a person who has chosen the profession of psychologist for himself. Organizational issues faced by first-year students are considered. Possible mistakes made by them during their studies are discussed, recommendations are given for optimizing educational work at the university.
For students of higher educational institutions studying in psychological and pedagogical specialties. It may be useful for teachers, psychologists, as well as a wide range of readers.
Psychological diagnostics in personnel management
The manual is addressed to personnel officers interested in the effective use of psychological tests in their daily work.
The book is based on the experience of psychodiagnostic practice of the authors in the personnel management services of commercial and government organizations, as well as the development of the department "Personnel Management" of the Institute for Advanced Studies of Civil Servants of the Russian Academy of Public Administration under the President of the Russian Federation.
Psychology as a profession
The proposed materials are designed primarily for those who are considering choosing the profession of a psychologist (or specialty, specialization). Namely, they, we hope, will help the interested reader to create or expand the preliminary orientation necessary in the case under discussion in the subject area and conditions of future labor activity.
The materials were collected and prepared for publication mainly by psychology students (many), who met with the relevant professionals, observed their work, talked, consulted with them (participants of the work are indicated at the end of each text). It is valuable that the descriptions presented reflect the professional optimism of students, their dedication to their work, respect for teachers, as well as awareness of possible undesirable options for professional development, contraindications to choosing this field of work.
Psychology of a professional
Selected psychological works.
In this book from the series “Psychologists of the Fatherland. Selected Psychological Works” by the famous Russian psychologist Yevgeny Alexandrovich Klimov includes his works of different years devoted to the functioning and development of a person as a professional (realized or potential).
Vivid examples of the originality of the psyche, characteristic of different professionals, help to realize the importance of owning the world of psychic reality, the world of socio-psychological phenomena.
Psychology of professional self-determination
The textbook reveals the problems of professional self-determination of young students and pedagogical guidance in choosing a profession with an emphasis on its psychological side. Ideas about various types of professions, projects of professional life paths are given, questions of the correspondence of a person to certain types of activity are considered. Particular attention is paid to the mental development of a person in the process of professional activity.
For students of higher educational institutions studying courses in developmental psychology and career guidance. It may be useful for students of institutes for advanced training of teachers, as well as for specialists involved in career guidance, vocational counseling, and assistance to persons in a situation of forced change of work.
Pathways to professionalism
The manual draws the reader's attention to the important issues of the life-building of a person as a professional, provides psychological information for reflection and independent decision-making.
The book says that there are thousands of different areas of application of mental and physical forces of people. And these are the parts of our world that are useful to know about; that the construction of a personal life path involves, in particular, the design by a person of desirable changes in himself.
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The multidimensional problems of professional self-determination of young students and pedagogical guidance in choosing a profession are presented with an emphasis on its psychological side, since the main subject area here is actually located in the inner world of a growing person (relationships to the world of professions, ideas about different types of professions, projects of professional life paths, the correspondence of a person as a subject requirements of activity, self-assessment, changes in self-awareness, personality development). Professional self-determination is considered as a link in mental development. For students of pedagogical universities, students of institutes for advanced training of teachers. The book may also be useful to professionals involved in career guidance, career counseling, assistance to persons in a situation of forced change of work. Publisher: "Phoenix" (2012)
ISBN: 978-5-85880-142-9 |
Klimov Evgeny Alexandrovich
Klimov Evgeny Aleksandrovich (born June 11, 1930, Vyatskiye Polyany, Kirov Region) is a Russian psychologist. In 1953 he graduated from the Department of the Russian Language, Logic and Psychology of the Kazan State University, later he worked as a teacher here.
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Klimov, Evgeny Alexandrovich
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E. A. Klimov understands professional self-determination as one of the most important manifestations of a person’s mental development, as a process of his becoming a full-fledged member of the community of professionals and, more broadly, of the social community as a whole. The performance of socially significant activities aimed at the production of a socially valuable product is a criterion for the semantic and motivational searches and decisions of a person. Conscious and subconscious aspects are crystallized in these decisions, and in the decision itself, previous experience and goals in the future are integrated.
1 In the domestic literature, the issues of professional self-determination of the subject are most consistently and comprehensively considered in the works of E. F. Zeer, E. A. Klimov, N. S. Pryazhnpkov.
Consistently throughout life, a person develops a certain attitude to various areas of work, an idea of professions, of his capabilities is formed, preferences are distinguished in the socio-economic factors of labor assessment, the range of possible choices is determined to a greater or lesser extent. Often such decisions are made according to the formula "an instant plus the entire previous life."
The most important component of self-determination is the formation of professional self-awareness, the general structure of which is as follows:
1. Awareness of one's belonging to a certain professional community (“we are turners”, “we are metalworkers”, “we are workers”).
2. Knowledge and assessment of one’s compliance with professional standards and one’s place in the community according to the system of social roles (“beginner”,
3. Knowledge of a person about the degree of his recognition in a social group (“I am considered a good specialist”).
4. Knowledge about your strengths and weaknesses, ways of self-improvement, probable areas of success and failure (“patience is required here”), about your individual methods of successful action, about your individual style of activity.
5. An idea of yourself and your work in the future.
Another important component of professional self-determination is professional suitability, conditions and ways of its formation.
Two levels of professional self-determination can be distinguished: a) gnostic (restructuring of consciousness and self-awareness); b) practical (real changes in the social status of a person).
E. F. Zeer1 considers the issues of professional self-determination of a person in the context of the psychology of professions, a new branch of applied psychology. Accordingly, the scope of the discussed conditions for the formation of a person as a professional is significantly expanding. The most important of them is the problem of personal meaning in professional work. Throughout life, personality changes
1 Zeer Evald Fridrikhovich (Yekaterinburg) - Doctor of Psychology, Professor, Corresponding Member of the Russian Academy of Education. Specialist in the field of psychology professions, career guidance, vocational counseling.
nyatsya. At different stages of development (childhood, adolescence, early youth, etc.), the same tasks of professional self-determination can be solved in different ways. In general, self-determination is not just a choice of a profession from alternatives, but a creative process of personal development.
The main points of the process of professional self-determination are as follows (according to E. F. Zeer):
¦ selectivity of a person's attitude to the world of professions;
¦ making a choice taking into account the individual characteristics of a person, the requirements of the profession and socio-economic conditions;
¦ constant self-determination throughout life, constant reflection of one's professional life and self-affirmation in the profession;
¦ initiation and actualization of the process by other events (graduation, change of place of residence, etc.);
¦ the perception of self-determination as self-realization and self-actualization, as a manifestation of the social maturity of the individual.
The processes of self-determination are initiated both by the external economic situation in the region and by the very personal development of a person. So, in particular, for many young people by the age of 30, the issues of professional self-determination again become relevant. In maturity, along with positive processes of formation of professionally important qualities, integration of an employee into professional culture and environment, destructive changes often occur. Part of the workers, dissatisfied with their professional and official status, conduct an audit of their working life. At the same time, the burden of positive experience and achievements can reduce professional mobility and impede professional migration. Compensation for the narrowing of the professional space may be the desire to acquire all sorts of formal criteria for professionalism - "obtaining" awards, positions, titles.
In old age, a person often has doubts about the advisability of retiring, as he feels that he has not exhausted his professional potential, despite professional fatigue. His experience and professionally important qualities may become more and more socially unclaimed or military
be accepted as such.
These negative moments accelerate social aging. A positive option for the development of a professional career is monitoring (mentoring, various forms of transferring professional experience). At this stage, the problem of self-determination arises again, but it is already more relevant not in narrowly professional, but in broad social, socially useful activities. Professional self-determination, according to E. F. Zeer, is the assertion of one's own position in a problem situation, accompanied by conflicts of an intrapersonal nature. The factors behind these conflicts are:
¦ mismatch of the components of the orientation of the personality (motives, self-esteem, value orientations);
¦ discrepancy between the nature of professional activity and the level of professional competence;
¦ contradictions between the orientation of the individual to achieve success, material wealth, career and the level of development of professionally important qualities;
¦ discrepancy between ideas about one's professionally important qualities and real professional opportunities;
¦ contradictions between professional opportunities, potential and social restrictions due to gender, age, ethnicity, appearance.
Manifesting itself as a process of an emotionally colored attitude of an individual to his place in the world of professions, professional self-determination is determined by socio-economic conditions, interpersonal relationships in a team, age and other crises. But the leading role belongs to the activity of the individual, the responsibility of a person for his formation. Professional self-determination is an important factor in the self-realization of a person in a particular profession and culture in general.
N. S. Pryazhnikov1 considers the problem under discussion among other related problems. So, if career guidance involves "a broad set of measures that go beyond the scope of pedagogy and psychology to assist in choosing a profession", then professional
1 Pryazhnikov Nikolai Sergeevich - Doctor of Science, Professor, Lomonosov Moscow State University M. V. Lomonosov, specialist in the field of labor psychology and career guidance.
New self-determination correlates with the “self-orientation” of a person acting as a subject of self-determination.
Professional, more specific, formally reflected (diplomas, etc.) self-determination differs from personal self-determination, a more complex phenomenon. Professional self-determination depends more on external conditions, and personal self-determination depends on the person himself. The concept of "career" in the American tradition is close to "life self-determination" in the domestic one. Professional choice, in contrast to professional self-determination, can be viewed as a decision focused only on the immediate future of a person.
Self-determination correlates with such concepts as self-actualization, self-realization, self-realization, self-transcendence, self-consciousness. The essence of professional self-determination consists in the search and finding of personal meaning in the chosen, mastered and performed work activity, as well as in finding meaning in the very process of self-determination. Its generalized meaning can also be formulated as "the search for such a job that would make it possible to receive earnings (public assessment of labor) in fairness (in accordance with the efforts expended and the contribution of a person to society)" .
With regard to the activities of a psychologist-consultant, several main groups of tasks of professional self-determination can be distinguished: 1) information and reference, educational; 2) diagnostic; 3) moral and emotional support of the client; 4) help in choosing, in making a decision. The main (ideal) goal of such a process is the gradual formation of a person’s internal readiness to independently and consciously plan, adjust and implement the prospects for his development (professional, life, personal), in other words, to help a person expand his capabilities within a certain time, space and meaning and put them into practice.
Life scenarios and life strategies (E. Bern), social role (D. Mead), social stereotype (W. Lipman), lifestyle, lifestyle, etc. can serve as guidelines for the “psychological space of professional and personal self-determination.” also levels of self-determination.
In domestic psychology in recent years, an increasing number of scientists associate the processes of professional self-determination with the choice of lifestyle, personal self-determination. Choosing a profession, a person plans a way of existence, correlating his future professional status with meaningful life values. In line with this approach, studies by K.A. Abulkhanova-Slavskaya, M.R. Ginzburg, E.I. Golovakhi and others. The most consistent and versatile issues of professional self-determination of the subject are considered in the works of E.F. Zeera, E.A. Klimova, N.S. Pryazhnikov.
E.A. Klimov considers professional self-determination as one of the most important manifestations of a person's mental development, as a process of his inclusion in the professional community and, more broadly, in the social community. Throughout life, a person develops a certain attitude to various areas of work, an idea of professions, his capabilities is formed, preferences are distinguished in the socio-economic factors of labor assessment, and a range of possible choices is determined. The result of the semantic and motivational searches of a person is the implementation of socially significant activities aimed at the production of a socially valuable product.
The most important component of self-determination, according to E.A. Klimov, is the formation of professional self-awareness, in the structure of which the following are distinguished:
1. Awareness of one's belonging to a certain professional community ("we are engineers").
2. Evaluation of one's compliance with professional standards and one's place in the community according to the system of social roles (beginner, one of the best specialists, etc.).
3. Knowledge of a person about the degree of his recognition in a social group (“I am considered a good specialist”).
4. Knowledge about your strengths and weaknesses, ways of self-improvement, individual methods of successful action, about your individual style of activity.
5. An idea of yourself and your work in the future.
E.A. Klimov identifies two levels of professional self-determination:
gnostic (restructuring of consciousness and self-consciousness);
practical (real changes in the social status of a person).
H. S. Pryazhnikov a model of professional self-determination of a person is proposed, which includes the following components:
1. Awareness of the value of socially useful labor and the need for professional training (the value-moral basis of self-determination).
2. Orientation in the socio-economic situation and forecasting the prestige of the chosen work.
3. General orientation in the world of professional work and identification of a professional goal-dream.
4. Definition of immediate professional goals as stages in achieving a distant goal.
5. Search for information about professions and specialties, relevant vocational schools and places of employment.
6. The idea of possible difficulties in achieving professional goals, of personal qualities that contribute to the implementation of the plans.
7. The presence of backup options in case of failure in the main option of self-determination.
8. The beginning of the practical implementation of a personal professional perspective, the constant adjustment of plans based on the feedback principle.
Professional self-determination, according to N.S. Pryazhnikov, is implemented at the following levels:
1. Self-determination in a specific labor function. The employee finds the meaning of his activity in the qualitative performance of individual labor functions or operations. The freedom of choice of human actions is limited.
2. Self-determination at a specific labor post. The labor post is characterized by a limited working environment, including means of labor, professional rights and obligations. The performance of diverse functions increases the possibility of self-realization within the framework of the activities performed. The change of the labor post negatively affects the quality of work, causes dissatisfaction of the employee.
3. Self-determination at the level of a specific specialty. It involves the change of various labor posts, which expands the possibilities of self-realization of the individual. For example, a motor transport driver can easily drive any kind of car.
4. Self-determination in a particular profession. The employee performs related types of labor activity in several specialties.
5. Life self-determination. It is associated with the choice of lifestyle and, in addition to work, includes self-education, leisure, etc. The profession becomes a means of implementing a certain lifestyle.
6. Personal self-determination. It is characterized by finding an original image of the Self and its approval among the surrounding people. A person rises above the profession, social roles, becomes the master of his own life. Surrounding people characterize the employee not just as a good specialist, but, above all, as a respected person and a unique personality.
7. Self-determination of personality in culture. There is a tendency of a person to “continue” himself in other people. It is characterized by a significant contribution of the individual to the development of culture, which allows us to talk about the social immortality of man.
E.F. Zeer considers the problem of professional self-determination of a person in the context of a new branch of applied psychology - the psychology of professions. Professional self-determination is characterized by:
selectivity of a person's attitude to the world of professions;
making a choice taking into account the individual characteristics of a person, the requirements of the profession and socio-economic conditions;
constant self-determination of the subject throughout life;
determination by external events (graduation, change of residence, etc.);
close connection with self-realization, the manifestation of the social maturity of the individual. Professional self-determination is manifested in the emotionally colored attitude of the individual to his place in the world of professions. It is determined by socio-economic conditions, interpersonal relations in the team, age-related and professionally conditioned crises, but the leading role belongs to the activity of the individual, her responsibility for her own development. E.F. Zeer notes that professional self-determination is an important factor in the self-realization of an individual in a particular profession and culture in general.
Professional self-determination is an independent and conscious finding of the meanings of the work performed and all life activity in a specific cultural-historical (socio-economic) situation. This process is due to the manifestations of internal resources, forces, attitudes on the path of professional development of the personality and its development. Professional self-determination of a person in the world of professions and on a professional path is a personal aspect of the formation of a professional. Professional self-determination is accompanied by the construction of a personal professional plan, the formation of internal readiness for a conscious and independent representation, adjustment and implementation of the prospects for one's development, readiness to consider oneself as a subject developing in time, and independently find personally significant meanings in a specific professional activity.
The process of professional development of a person is very complex, it is influenced by various factors. These factors can be divided into several groups:
I group of factors - socio-economic:
Variety of professions
· Prospects for their change and development (some professions disappear, change; others appear).
Methods and tools of production
The need of society for certain specialists, underestimation of this factor leads to overproduction
The prestige of the profession.
· Material and moral incentives for work.
Group II - socio-psychological factors:
Social environment (the choice of a profession can be influenced by the status of the student in the class, the social status of the parents and the financial situation of the family, the environment).
Motives for choosing a profession:
1. material motives - the desire to have a highly paid job, benefits;
2. social motives - the desire to take a worthy place in society;
3. moral motives - the desire to benefit people, help them, communicate;
4. a group of prestigious motives - the desire to quickly advance in the service, the choice of a profession that is valued among friends and acquaintances;
5. professional and cognitive motives - the desire to penetrate the essence of the profession, the desire for excellence;
6. utilitarian motives - the opportunity to work in the city, have a clean job, close to home, ease of admission to a university, advice from parents, friends, etc.;
7. motives of creativity - the ability to be original, unique;
8. aesthetic motives - the desire for beauty, harmony, the desire to work in a specialty related to the creation of beauty.
Group III - psychological factors:
· Interests and aptitudes.
· General and special abilities.
· The level of intellectual development.
· Self-assessment and level of claims.
Features of memory, attention.
Group IV - psychophysiological factors:
· Health status.
Properties of the nervous system (strength - weakness, lability - inertia, mobility).
Features of temperament
8 factors of choosing a profession /According to E.A. Klimov/:
1. Position of senior family members. There are seniors who are directly responsible for how your life develops. This concern extends to the question of your future profession.
2. The position of comrades, girlfriends. Friendships at your age are already very strong and can greatly influence the choice of profession. Only general advice can be given: the right decision will be the one that suits your interests and coincides with the interests of the society in which you live.
3. The position of teachers, school teachers. Observing the behavior, educational and extracurricular activities of students, an experienced teacher knows a lot about you that is hidden from non-professional eyes and even from you.
4. Personal professional plans. The plan in this case means your ideas about the stages of mastering the profession.
5. Ability. The originality of one's abilities should be judged not only by academic success, but also by achievements in a wide variety of activities.
6. Level of claims for public recognition. When planning your career path, it is very important to take care of the realism of your claims.
7. Awareness. It is important to take care that the information you acquire about a particular profession does not turn out to be distorted, incomplete, one-sided.
8. Tendencies. Inclinations are manifested in favorite activities, on which most of the free time is spent. These are interests backed by certain abilities.
38. Activation of professional self-determination. Organization of vocational guidance work at school. Types of professiograms and methods of their compilation.
The activation of a self-determining teenager is the formation of his readiness to be a full-fledged subject of professional self-determination. At the same time, to activate means not only to encourage reflection on one's professional and life future, but also to teach one to do it more meaningfully, taking into account the diverse factors that influence professional and personal choices.
To activate self-determination, special methods are needed - methods for activating professional and personal self-determination. The main requirement for methods of activating professional and personal self-determination is understandability and accessibility for practical use, they should not limit the work of teachers and psychologists with strict and unchanging instructions, an important feature of activating methods is that they are given a certain amount of time.
Characteristics of groups of methods for activating professional and personal self-determination:
1. Career guidance games with the class - designed for real working conditions at school: many games are held as part of the lesson; involve working with the whole class; conducted by one leader; assume high dynamics of work;
2. Game career guidance exercises (the procedure is similar to therapeutic exercises and is designed to work with a subgroup).
3. Card professional consultation methods. There are two main groups of card techniques: a) information retrieval systems - IPS ("professions", outwardly resembling playing "solitaires", when images of the most attractive professions are lined up from special cards on the table); b) game card techniques, designed not to choose a profession, but to simulate a life path, where the client, overcoming various game "difficulties" according to special rules, often simulating real life difficulties, must achieve his life and professional goals.
4. Board card games (they were designed with teenagers' interest in board games in mind). At first, these techniques were conceived as a "home remedy", although experience has shown that they are effective when used by a professional consultant (for example, in extracurricular work, on the basis of a psychological center, in a children's camp).
5. Blank card methods: the idea is to independently produce cards and game blanks by the participants, followed by playing cards and reflecting the results of the game in their blanks.
6. Activating career guidance questionnaires. The main goal is to make people think about those issues that, when discussed in a discussion mode or in a normal conversation, seem "boring", and in an activating questionnaire, these difficult questions are simply included in the activity of filling out the form.
7. Blank games with class. The main idea of such techniques is to play with the whole class and with each one individually (the psychologist plays on the board, and everyone present plays on his own sheet).
8. Value-semantic questionnaires (the main focus is on the moral aspects of professional and personal self-determination). These questionnaires contain some game elements that allow in an intriguing way to address those issues that today, in the era of the orientation of a significant part of young people towards the values of mass society and consumer primitivism, it is simply risky to discuss openly, because. the very fact of an open conversation about what is "holy" for many can be perceived as "moralizing".
Starting from the first year of teaching children as a teacher, the class teacher needs to work on the professional orientation of students in the following areas.
Professional information, which includes information about the world of professions, personal and professionally important qualities of a person that are essential for his labor self-determination, about the system of educational institutions and ways of obtaining a profession, about the needs of society in specialists of various profiles. The task of teachers who carry out career guidance is to bring this information to students through various forms of career guidance.
- Professional education, which includes the formation of inclinations and professional interests of schoolchildren. The essence of pedagogical work in terms of vocational education is to encourage students to participate in various forms of educational and extracurricular work, socially useful and productive work, to an active test of strength. This allows students to practice their inclinations and abilities. The latter are formed and developed in the process of activity, and professional knowledge is successfully accumulated in the presence of professional interests. It is important that the student try himself in a variety of activities, so the school must use various forms of educational and extracurricular work in accordance with the individual characteristics of students.
Professional counseling is the study of the personality of the student and, on this basis, the issuance of professional recommendations to him. Professional advice is most often individual.
When planning and conducting career guidance work, the following principles should be observed:
1) Systematicity and continuity, that is, career guidance work is not limited to work only with high school students. It is conducted from the first to the final grade, taking into account the age requirements and characteristics of children.
2) A differentiated and individual approach to students, depending on the age and level of formation of their interests, on differences in value orientations and life plans, on the level of progress.
3) The optimal combination of mass, group and individual forms of career guidance work with students and their parents.
4) The relationship of the school, family, vocational schools, career guidance centers for young people, employment services, public youth organizations.
5) The connection of career guidance with life (organic unity with the needs of society in personnel)
The key position in the organization of work on career guidance should be occupied by the psychological support of the student, taking into account his individual characteristics throughout the entire period of schooling. This will help prepare the student for an informed choice of future profession. Taking into account the psychological and age characteristics of schoolchildren, it is recommended to single out the following stages and content of career guidance work at school:
Work on career guidance in grades 1-7 (first stage) is a passive-search period. This is the stage of primary professional choice. The goal of the teacher of grades 1-4 is to develop the interests and abilities of schoolchildren, to form the needs of children in professional self-determination. For students in grades 5-7, it is necessary to increase the number of circles and electives, involve them in collective creative activities, organize meetings with parents as with professionals. In addition, starting from grade 1, it is recommended to create a portfolio and folders of achievements. All materials collected in the career guidance portfolio accompany the student until graduation.
The second stage (active-search) for students in grades 8-9. The goal of the teacher is to help each teenager formulate specific tasks of professional and personal self-determination, to provide psychological and pedagogical support for the choice of graduates of the basic general school (grade 9). At this stage, it is recommended to acquaint students with the world of professions, with educational institutions of primary and secondary vocational education, with the specific situation on the labor market, and assist in choosing the profile of education. In parallel with this, it is necessary to conduct individual work with adolescents who require special attention and attention, arrange thematic parent-teacher meetings, involve schoolchildren in work during the holidays and conduct the first professional tests. The third stage is the professional definition of students in grades 9, 10-11. The main goal of teachers is to prepare school graduates for an adequate choice of profession, career, life path, taking into account abilities, health status and needs in the labor market of the city, region. Mandatory is the introduction in grades 8-9 of pre-profile training, and in grades 10-11 of profile classes, classes with in-depth study of individual subjects.
In the most general way professiogram is defined as “a descriptive and technological characteristic of various types of professional activity”, made according to a certain scheme and for solving certain problems.
Based on the goals and objectives for which certain descriptive systems of professions are intended, EM. Ivanova highlights the following types of professiograms:
- informational (intended for use in vocational counseling and career guidance in order to inform clients about the professions that have aroused their interest);
- tentative-diagnostic (used to identify the causes of failures, accidents, low labor efficiency and are organized on the basis of a comparison of the actual work of a given person or work group with the required - effective - examples of the organization of labor activity);
- constructive (used to improve the ergatic system, based on the design of new models of equipment, as well as the training and organization of work of personnel);
- methodical (they serve to select adequate methods for studying a given ergatic system, i.e., they are aimed at reflection and subsequent organization of the work of the specialist himself, who makes up a professional description of a particular work);
- diagnostic, the purpose of which is to select methods for professional selection, placement and retraining of personnel (for example, organizing work according to the scheme for compiling an analytical professiogram, where the profession is first studied at the normative-descriptive, technological and "bureaucratic" levels, and then all this is translated into the language, necessary for the successful operation of the PVK, for which the appropriate psychodiagnostic methods are selected).
A.K. Markova formulates the basic requirements for a professiogram:
- a clear allocation of the subject and result of labor (which is the main effort of a person);
- not the allocation of individual components and aspects of labor, but a description of a holistic professional activity;
- demonstration of possible lines of human development in this profession;
- showing possible prospects for change in the profession itself;
- the focus of the professiogram on solving practical problems (professiogram as the basis for professional selection, vocational training, rationalization of labor, etc.);
- identification and description of various non-compensated professional psychological qualities (PVK), as well as those qualities that can be compensated.
The professiogram should contain a characteristic:
General information about the profession (name, appointment, duties of staff, performance indicators, etc.);
Means of activity (type of means of displaying information and controls, their placement, overview, reach to the handles, etc.);
Conditions of activity (sanitary and hygienic, socio-psychological, aesthetic, etc.);
Organization of activities (type and size of the workload, mode of work and rest, etc.);
The subject of activity (loading of functions, functional states, communicative features, etc.);
When compiling professiograms for the collection of empirical data, the following methods:
1) study of documentation for this profession;
2) monitoring the work of specialists;
3) survey of specialists (expert method);
4) study of the products (results) of this work, analysis of errors;
5) labor method;
6) a biographical method that allows you to explore the professional path of an employee on the basis of his survey and study of documentation;
7) experimental method;
8) method of labor process modeling.
