Pedagogica

Shkutina L.A., Karmanova Zh.A., Asanov K.D.

The principles of scientific management in professional orientation work

Summary

In article questions of relevance of career guidance at the present stage are considered. In particular, the characteristic is given to the principles of scientific management in professional orientation work, namely: concretenesses, optimality, efficiency, feedback, integrated approach, systemacity, hierarchy.

Keywords: principles of scientific management, concreteness, optimality, efficiency, feedback, integrated approach, systemacity, hierarchy.

I. Introduction. In search of ways of improvement of quality of preparation of pedagogical shots some directions were defined: theoretical and methodological preparation (O.A.Abdullina [1]), formation of professional and significant qualities of the teacher (V.I.Zagvyazinsky [2], S.A.Arkhangelsk [3] and others), use of information technologies in pedagogical education (Bespalko's Accusative [4] and others), formation of readiness for professional and pedagogical activity (to A.E.Abylkasymova [5] and others), professional selection (R.I.Khmelyuk [6] and others), professional pedagogically to communication (A.V.Mudrik [7] and others).

II. Problem definition. However, increase of efficiency of career guidance demands definition of scientific and reasonable ways and conditions of management of it. Increase of efficiency of career guidance demands definition of the scientific and reasonable principles of management.

III. Results. The principle of concreteness means management on the basis of authentic and scientifically processed information on internal state of the subject, and also on external conditions in which it functions. Information serves those as the actual vital material which helps to find new and to specify already known regularities, to open action of these or those laws in these circumstances.

In principle an optimality and efficiency the main goal of management is concluded by career guidance. Its essence consists in providing upon transition of pupils from school on a labor market a minimum of losses as economic, social, and moral, both for the personality, and for society as a whole.

The principle of feedback consists in establishment of dependence of professional self-determination of the identity of the school student and satisfaction of public requirements for shots from results of expediency of efficiency of activity of the social institutes included in system of vocational guidance.

The principle of an integrated approach assumes unity of elements, in this case the purposes and means of career guidance, various factors and fields of activity.

The principle of systemacity means consideration of subjects of management as systems. The professional system is a slozhnodinamichesky system which functions in the public and personal plans which have been closely interconnected with each other. All system consists of set of certain elements ignoring at least one of which can reduce quality of career guidance as a whole.

The principle of hierarchy considers difficult and big systems as multistage, multilevel. Career guidance – the polysyllabic phenomenon in the construction, existing at two levels: organizational and functional. At organizational level types of the social institutes participating in vocational guidance of school students are defined; on the functional – kinds of activity of these social institutes. Systems developing at these levels are interconnected among themselves and supplement each other on a certain subordination.

IV. Conclusions. The principle of integration of professional orientation influences becomes today one of the most significant as more and more various factors make impact on professional self-determination (a social environment, school, a family, mass media, various educational institutions, etc.), both according to the contents, and on character.

Principle of scientific character of management. Scientific character of management of career guidance assumes critical evaluation of efficiency of made decisions, timely opening of the contradictions arising in the course of professional self-determination of teenagers, finding of effective ways of their permission.

The list of used sources:

1. Abdullina O. A. All-pedagogical preparation of the teacher in system of the higher pedagogical education for specialties of higher educational institutions. - M, 1990. – 139 pages.

2. Zagvyazinsky V.I.Uchitel as researcher. - M, 1980. - No. 4.

3. Arkhangelsk Page. And. Educational process at the higher school, its natural bases and methods. Educational and methodical grant. – M, 1980. – 368 pages.

4. Bespalko V.P. Composed pedagogical technologies. - M, 1989. – 190 pages.

5. Abylkasymova А.Е.и other. Questions of a professional and pedagogical orientation of training in higher education institution: Uch.Posobiye / A.E.Abylkasymova, M.S.Moldabekova, S.D.Tynybekova. – Almaty, 1999. – 130 pages.

6. Hmelyuk R. I. Professional selection and initial preparation of students of teacher's colleges. Avtoref. yew dock. – Leningrad, 1987. – page 48.

7. Mudrik A.V. Communication as factor of education of school students. – M - 1984. – 111 pages.