M. Dement

Forming future officers’ professional motivation in State Service of Ukraine of Emergencies.

The professional training of future officers noted the necessity of modern higher education. To fulfill the requirements of the Presidential Decree of Ukraine number 726/2012 "On some measures to optimize the system of central bodies of executive power" in the community delivering a package of measures on the process of reorganization of the Ministry of Emergency Situations (MES) of Ukraine in the State Service of Ukraine of Emergencies. Specificity of training cadets MES is that, unlike many military occupations of the future officers, cadets MES except paramilitary activity has civic functions: a teacher, a psychologist, a mentor, a counselor. It is important to mention that the professional activities of the personnel of the future officers of MES based only on a few organizational foundations of the military sphere - unity of command, subordination (centralization), charter, service discipline, personal responsibility - and therefore very similar to the activities of other security agencies, internal troops, internal affairs, border guards, etc.

The importance of the theoretical training of cadets is reflected in many scientific educational research. But, in our view, are valuable studies of practical problems of their training. One of these is the problem of creating professional motivation of future officers. Professional motivation reflects the attitude to the chosen profession, encourages creative expression of personality in professional work and daily life, suggests in a future officer presence thirst for knowledge of professional disciplines and related disciplines, which the cadet studies. The motive of professional work is an internal engine that encourages cadets to professional work.

The purpose of the article is to analyze the methods of pedagogical research in determining the motivational criterion at carrying out of pedagogical experiment during professional training cadets MES.

Experimental basis of research conducted by us during a few years was elected the National University of Civil Defense of Ukraine (Kharkov) which becomes the main base for the research. On the ascertaining step of the pedagogical experiment was determined a motivational criterion. The indicators of motivational criterion is the low personal characteristics, in our research we examined the following indicators: the motivation to the professional work, the motivation to the university studies, the motives of training activities, the motives of professional choice, work motivation.

The first was chosen indicator of motivation for professional work. To determine the indicator the motivation for professional work was used V.L.Vasileva technique. The cadets were asked to complete a questionnaire and evaluate the proposed list of reasons on a ten-point scale. After we have processed the results of the survey: the degree of importance of each motif, expressed in points, it was concluded that, how pronounced in the future officers a professional calling and how they are expressing attendant and secondary motives, interests.

After the survey, we found that cadets of first year dominated attendant and secondary motives of professional activity: the desire to assert them, to improve their status and prestige, the desire to be in a professional environment, the ability to satisfy their desire for power, circumstances forced.

Unfortunately, the most of the cadets were not detected the primary professional motives and interests: consciousness usefulness of their activities; interest to the profession, the desire to help people in difficult and unusual circumstances, the desire to pass their knowledge and experience gained during the professional activity, the desire for self-development.

It was also chosen polling method, to identify the formation of motivation. In an interview the attitudes of cadets towards their chosen profession, their awareness of choice, the conditions of formation of motives and a place that profession takes in its system of motives.

We proposed questions regarding the features motives for choosing a profession and professional motivation of methods A. P. Moskalenko, D. A. Kobzin, A. A. Starodubtsev: 1. Why do you want to work (learn) here? 2. How do you make decisions about future education, future profession? 3. What influenced your choice of profession? 4. How do you think what will give this profession for you? 5. Why your profession is better than others? 6. If we imagine that such a profession is not, what will you choose? Why? 7. Why do you think that this profession is right for you? 8. How do you think, what personality traits need this profession? 9. How did you first get interested of this profession?

Survey results also testified that at the beginning of the experiment, prevailed the cadets with secondary motives, not with inner motives. The results of research correlate with the results of studies conducted by other pedagogical experimental researches to determine the motives of professional choice cadets MES. At the initial stage of learning in most subjects the professional motivation is underdeveloped; the dominant motifs are interested to a prestigious profession, utilitarian motives to achieve professional status, romantic enthusiasm, the financial interest and others.

Also, we investigated the motivational sphere of cadets. Received at the beginning of the experiment data clearly represent the motivational sphere of this category of cadets. Thus, among the motives of professional activity the most important of them are situational, selfish, compensation (according to the classification V.L.Vasileva): improving the material conditions; authority; their welfare and well-being of the family, a high salary, career, opportunity to be responsible for a human life.

Before the beginning of the study, the cadets hardly revealed their inner motives: the possibility of benefit, respect for others, love of work, the opportunity to help people, job satisfaction, and the like.

Thus, it can be argued that these experimental studies suggest the dominance of situational motivation in choosing a profession of the future officer in the beginning of the experiment. Perhaps it is natural and partially due to the current economic situation in the country, as well as an inadequate imagination of cadets about the features of the profession at the time of selection. But it must be emphasized that the process of professional self-determination does not end with a career choice, the question of specialty choosing, for clarification of this selection from time to time arise during a person's lifetime.

First-year cadets are choosing a profession of the future officer MES under the influence of situational factors, the dominant of which is the relative stability of the profession, the financial interest, the external prestige. This illustrates the need for special measures to establish internal motives: to improve their personal qualities in the process of formation of readiness for professional work in the field of Emergency Situations, the increased desire to conform to social expectations, the possibility of benefit, love of work, the ability to help people.

In order to obtain a more objective assessment of the motives we took into account not only the data of the questionnaire, but the results of our interviews, which included a series of open-ended questions designed to obtain information about the motives of future professional activity. We also conducted interviews with the cadets of the experimental and control groups.

Future officers were asked to answer the following questions: How long have you decided to choose a career of officer? What was the main when making your decision to become them? Thanks to whom you have decided to choose this profession? What professional qualities do you think are necessary for the officer? How do you understand the objectives and tasks of the professional activities of future officer? What, in your opinion, knowledges required for a successful career of the future officer?

During the research of indicators motivational criteria at the end of experiment we used the same procedure as at the beginning of the experiment.

To determine the overall dynamic of motivation on work were carried out 2 section - the first - on ascertaining step of the experiment, and the second - in the control phase of the experiment. They were carried out both in the experimental and control groups using the same methods. Results motivation levels are shown in Table 1.

Table 1

Changes in motivation on work

cadets groups EG and CG at the beginning and end of the experiment

(increase in%).

№	The motivation for professional work	The official examiner stage			Control stage			Increase
	Levels:	EG	CG		EG	CG		EG		CG
1.	High	17	16		30	20		13		4
2.	Medium	33	35		46	40		13		5
3.	Low	50		49	24		40	-26	-9

Comparative analysis of the percentage increase high and medium levels of formation of motivation for professional and motivational criterion explained by combination of different activities: methods, techniques, forms, important for formation of readiness to professional work in the educational space, training sessions, role-playing and corresponding changes in the realization of cadets own motivation to improve the effectiveness of the educational process, optimization of the various activities of the future officer with orientation for new professional knowledge, skills, implementing them in practice, systematic educational work.

In the end we come to the conclusions: in the process of experimental tracking were made the next conclusions: 1) the formation of the cadets preparedness for professional work affects both internal and external motivations - fashion to a college education, family ties, 2) the interest of future officers to their own surge capacity, the installation on the development of their professional skills determines the direction of the experimental work, 3) the cause of the weak nature of the motivation of the future officers on mastering a profession it is an influence by both internal problems and external circumstances 4) provide that motives for mastering the profession can be formed and less fixed in any purposefully doing this.