Психология и социология/7. Общая психология
Ph(D) Myloslavska E, Dombrovska K
Kharkov University of
Humanities People’s Ukrainian Academy, Ukraine
Responsibility as professionally
significant quality of a future specialists
One of the criteria
of efficiency organization of the vocational education is personal and
professional development of graduates who largely determine its competitiveness
as a specialist in the labor market.
Personal and professional development of students in higher education is
a purposeful process of comprehensive training of a student to work, which is
based on a reasoned and systematic self-development and self-realization as
individual, person, subject of activity and individuality. [1] The success of
this process is determined by the student's understanding of its role as an
equal entity and the level of his activity.
Personal and professional development of
students in high school depends on the meanings and values that they find in
their professional activities. In the course of vocational education the
problem of desire activation for self-knowledge is distinguished. Awareness of
their qualities, abilities, capabilities development contributes to the
richness of content of training activities and enrichment of semantic
relationships. Availability and awareness of important goals, ideas, meaning,
that is a substantial component of professional orientation is an important
condition for professional and personal development of the student. [5]
The importance of the individual activity, of awareness and acceptance
of personal responsibility for their professional development is seen as part
of constructivist theory of career. M. Savikasom and E. Porfeli introduced the
concept of "capacity to career adaptation » (career adaptability), which
is defined as a person's ability to self-regulate her professional conduct,
taking into account her own capabilities and abilities, professional
requirements and environmental changes.
According to this concept of professional development
success depends on the development of personal constructs:
• care, concern about her professional
development (concern) - reflects the orientation and extent of participation of
the individual in the process of planning her future career;
• Control (control) - shows the degree in which
a person feels responsible for building her career, the willingness to take
personal responsibility in relation to her professional development,
demonstrating self-discipline, willingness to make an effort and persevere.
• curiosity (curiosity) - the study of the
world of occupations and the necessary requirements for various professions,
research (knowledge) of her own abilities, interests, and identify the
corresponding appropriate professional orientation and job opportunities.
• confidence (confidence) - reflects the belief
of the individual in her ability to make the right decision about their career
decisions and occupational choices, and the ability to implement it in life.
[6]
The most important criterion of awareness and productivity of
professional growth is its ability to find personal meaning in professional
work, own design, create her professional life, responsible decisions about the
choice of profession, occupation and place of work [2].
Thus, we can conclude that one of the
psychological factors determining the success of the personal and professional
development is a graduate of the level of responsibility: the students'
understanding of their responsibility for the process and the result of
learning, their professional choice and activities.
The importance of the adoption of the individual responsibility for her
professional development manifests in early adolescence, when the individual is
faced with the choice of life path and professional self-determination. By the
end of the period of study at the university acquired relative autonomy,
independence, changing the status of a child - an adult. [4]
E.F. Zeer defines professional responsibility -
it is the adoption by a person of responsibility for the quality of
professional development and realization of her professional and psychological
potential [2].
While examining the components of the structure
of personal responsibility symptom A.I. Kocharian identifies its five types
[3]:
• «adherence to principle» - responsibility
takes the form of desire to defend stubbornly her position (principle), while
not taking into account the factor of private reality (situation and common
sense) and sacrificing personal interests;
• «self-affirmation» - responsible behavior is
presented as an opportunity to prove herself and to others her own consistency;
• «normativity»: responsibility is the
observance of internalized rules and norms of behavior;
• «ethics»: responsibility is equivalent to
morality;
• «self-sacrifice» - a variant of
responsibility, in which the individual realizes her ambitions through service
to others (boss, partner, children, friends, etc.).
There are two variants of functional responsibility
("authentic" and "inauthentic"), which have different
emotional overtones. "Authentic responsibility" (a type of
responsibility "ethics») is accompanied by the emotion of joy and reflects
a genuine trend to be the author's own life, to answer for it. "Inauthentic"
responsibility (types of "self-assertion", "normative" and
"sacrifice") is associated with feelings of shame, guilt, fear of
punishment, and others. Type "in principle" occupies an intermediate
position between the authentic and the inauthentic versions of responsibility,
as its regulation is not unique, since, on the one hand, is associated with the
emotion of interest, and on the other - is not associated with the emotion of
joy.Hence a successful personal and professional development of the student can
contribute to the development of authentic responsibility with a predominance
of symptoms "ethics."
V.P. Pryadein distinguished responsibility
conditions that defined responsible behavior [4]:
1. A person can held responsible to the extent
that she is free in her actions, and is truly free only in the realization of
her own purpose and is responsible only for what is within her direct or
indirect influence. Where there is no choice, there is no responsibility; there
may be only the executive.
2. A responsible person does not shift the
responsibility on others, and is looking for a possible cause of failure in
her.
3. Without external manifestations and her
realization in concrete deeds and actions a person cannot make a judgment about
the presence of the person responsible. One of the main differences between
responsible actions from all others, carried the subject is the presence of the
monitoring and evaluation made not only by the subject of the action, but also
by individuals, groups, agencies, authorities and society in general.
Creating opportunities for the above conditions of formation of
responsibility in the cultural and educational environment of high school
greatly contributed to the development of students' personality traits required
for interpersonal interaction and creative construction of future professional
activity.
Literature:
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національного університету. Серія Психологія. – 2009. – № 40 (842). – С.
104–113.
2.
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высш. учеб, заведений / Э.Ф. Зеер. – 2-е изд., стер. – М.: Академия, 2007. –
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Кочарян. – Харків : Б.в., 2010 . – 20 с.
4.
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Психология. – 2012. – №1. – С. 32–45.
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[Под общ. ред. В. И. Астаховой, Нар. укр. акад]. – Х.: Изд. НУА, 2010. – 408 с.
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J. // Journal of Vocational Behavior. – 2012. – № 80(3), – С. 661–673.