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Methodology for studying the factors of the attractiveness of the profession in Yadova. Psychological support consultation on the topic. Methods for diagnosing professional burnout

Instruction. Circle the items that reflect your attitude to your chosen profession. Column A indicates what "attracts", in column B - what "does not attract". Mark only what is really important to you. It is not necessary to make a selection in all rows without exception.


1. The profession is one of the most important in society.	1. The importance of work is underestimated
2. Working with people.	2. I don't know how to work with people.
3. Work requires constant creativity.	3. There are no conditions for creativity.
4. Work does not cause overwork.	4. Work causes overwork.
5. Big salary.	5. Small salary.
6. Possibility of self-improvement.	6. Impossibility of self-improvement
7. The job matches my abilities.	7. The job does not match my abilities.
8. Work suits my character	8. The job doesn't fit my personality
9. Small working day.	9. Big working day.
10. Lack of frequent contact with people.	10. Frequent contact with people.
11. Opportunity to achieve social recognition, respect.	11. Impossibility to achieve social recognition, respect.
12. Other factors (what?)	12. Other factors (what?)

Treatment. For each of the 11 factors, the significance coefficient is calculated using the following formula:

where N- sample size (number of subjects), P + - the number of subjects who noted this factor in column A, - the number of subjects who noted this factor in column B.

The significance coefficient can vary from -1 to +1. The results of diagnostics for the group are recorded in Table. 7.1.

Table 7.1

Diagnostic results

Name of sample __________________________________________

Sample size _____________________________________________

Variable	Factor
Variable
P +
P 

Short the coefficient of significance of a factor (close to zero) does not yet mean its complete insignificance. It is necessary first of all to understand how this low coefficient came about.

It is quite clear that two low coefficients of significance:

although quantitatively equal, they qualitatively reflect different types of reality.

The second case really testifies to the low significance of this factor in a certain sample: 90% of the respondents did not name it among the significant ones at all, they did not pay attention to it.

In the first case, all 100% of respondents noted this factor as significant. Low KZ indicates not so much the low significance of the factor, but rather its contradictory assessment by the respondents: for some it has a positive value (attracts in the profession), and for others it has a negative value (respectively, it does not attract).

This technique has been repeatedly used in a series of studies conducted mainly on the material of higher education. It is used much less where the subject of analysis is the process of teaching in an elementary vocational school.

Studies conducted in elementary vocational schools on various samples (reflecting one or another profile of education and the composition of the sample by sex) allow us to make some generalizations.

In table. 7.2 we present the five most significant factors for three samples. The composition of each sample - students of vocational schools. Sample BUT consisted of girls, sample AT and With- from young men. The coefficient of significance of the factor changes according to the principle: I - the most significant factor of the five most significant, V - the least significant factor of the five most significant.

The structure of significant factors that determine the attitude of students to the profession is almost the same in different schools, and all specific differences usually depend on the profile of the school, the characteristics of the composition of students, including gender differences.

The principle of self-assessment by students at the same time of their capabilities in the implementation of certain skills specified by the questionnaire (educational, creative, labor, social, etc.), their real, experienced and formed in personal experience emotional attitude that occurs every time they perform the types of activities described in the questionnaire and their preference or unwillingness to have evaluated activities in their future profession.

OPG allows the professional consultant to receive sufficiently reliable information about the presence, mutual combination, successful implementation and emotional reinforcement of professionally oriented skills and abilities in adolescents, which allows him, on the basis of these data, to judge the degree of readiness of the optant for successful functioning (study, work) in certain professional area.
The basic principles underlying the organized criminal group

The types of activities, occupations, situations presented in the questionnaire to the optant for evaluation should be close and understandable to him, i.e. must necessarily be represented in his past experience. Assessing his capabilities, his attitude and professional position, the optant only fixes his own way of behavior, his conscious and repeatedly evaluated (by himself, parents, teachers, comrades) successes and failures in the implementation of certain activities, his emotional experience, which, as a rule, accompanied by this activity. In this case, it is easy for a professional consultant to determine the validity or invalidity of his professional preferences.

All the types of activities, occupations and situations described in the questionnaire, according to the requirements that they present to a person, according to the conditions, means or object of labor, should be correlated with the most typical representatives of the profession in five professional areas:

Ch-Z (Man is a sign)

Ch-T (Human - technology)

Ch-P (Man - nature)

Ch-H.o. (Man is an artistic image)

H-H (Man - man)

Instruction to the subject

Read each statement carefully. You must give 3 answers to it and evaluate them in points (from 0 to 2):

1. How well do you know how to do what is written in the question:

I usually do well - 2 points

I do average - 1 point

I do poorly, I don’t know how at all - 0 points

2. How did you feel when you did this:

Positive (pleasant, interesting, easy) - 2 points

Neutral (don't care) - 1 point

Negative (unpleasant, uninteresting, difficult) - 0 points

3. Would you like the action described in the question to be included in your future work:

Yes - 2 points

Anyway - 1 point

No - 0 points

You enter your scores in the answer table (the cell number in the table corresponds to the question number). In each cell of the answer table, you must put points corresponding to your answer to all 3 questions. In each question, you evaluate first your "skill", then "attitude" and then "desire". In the same sequence, you put down the evaluation points in the cell of the table.

If you have never done what is written in the question, then instead of points, put a dash in the box in the first two questions and try to answer only the third question.

When reading the question, be sure to pay attention to the words "often", "easily", "systematically", etc. Your answer should take into account the meaning of these words.

If out of several actions listed in the question you know how to do one thing, then you evaluate it with three marks.

Work carefully, do not rush!
How to use the questionnaire.

The optant is asked to carefully read the instructions for working with the questionnaire. And in the case of an individual consultation, tell the professional consultant how he is going to work with him. When conducting a group consultation, the professional consultant himself explains in detail to the optants the procedure for filling out the questionnaire, drawing their attention to the following:

1) Answer “I can do it well”, i.e. you can put 2 points only if he did it not once, but many times, and, as a rule, he did it well.

2) It is necessary to put “0” points in “skills” both for a year a student does something badly, and when he does not know how to do it (i.e. he tried, but it didn’t work out);

3) If the student has never tried to do what is written in the question, then instead of points, he puts a dash in the right cell of the answer table when assessing skills and his attitude, and, if he can, he answers only 3 questions about his professional preference; if he can’t, then instead of the 3rd grade, he also puts a dash.
Fixing the results

In the process of working with the questionnaire, the optant fills in a special table of answers, which contains 4 columns. The numbers and letters in the cells of the answer sheet correspond to the numbers and designations of the questions.

Results processing

The top cells of the five columns are designated in accordance with the types of professions from left to right:

1. Ch-W 2. Ch-T 3. Ch-P 4. Ch-H.o. 5. H-H

In each cell of the table, the optant puts 3 marks in points:

1. Assessment of your skills

2. Assessing your emotional attitude

3. Evaluation of your professional wishes, preferences.

Starting to process the results, the professional consultant first finds in the table of answers those question numbers (cells) for which the optant gave 0 points or put a dash when evaluating skills. With such an assessment of skills, the next two assessments for the same question are not taken into account when calculating the total scores on these scales (conditionally, they can be crossed out in the table). Their professional consultant takes into account only in the qualitative analysis of each area.

The professional consultant calculates the total score in each professional area, which was scored separately by "skills", separately by "relationships" and separately by "professional preferences". As a result of this calculation, the professional consultant has a clear picture of the ratios of assessments on 3 scales: the optant's skills, his emotional attitude and professional wishes (preferences) both in each professional area and for each specific issue (type of activity).
Evaluation of results

A professional consultant makes a comparison and selection of a professional field or several fields preferred for a given optant based on a comparison, firstly, of the sums of points scored by different professional fields separately on the “professional preference” scale. Attention is drawn to one or those professional areas in which these amounts are the largest. Then they are compared in each area. The sums of points scored according to these three scales among themselves. A combination is positively evaluated, in which the scores on scales 2 and 3 are quantitatively combined with the actual skills of the optant, i.e. with 1 rating. For example, the ratio of three estimates of the type 10-12-11 better than ratio 3-18-12. The preference of the optant in the first example is more justified by the fact that he has the appropriate skills.

The questions for which the optant gave the highest score in points, as well as questions in which the two highest scores are combined with the average, are necessarily analyzed in all areas. This is necessary, firstly, in order to narrow the entire professional field to some specialties in this field. For example, work in the field of Ch-W can be carried out with letters, words, texts (philologist, historian, editor), with signs and texts in a foreign language (technical translator, guide-translator), with mathematical signs (programmer, mathematician, economist) . Secondly, in order to “go beyond one sphere into professions that occupy an intermediate position between different spheres. For example, a math teacher (C-C and C-W), a fashion designer (C-X.O. and C-T), etc.

findings

Based on the results of the answers of the subject, a conclusion is made about which area of professional activity he is inclined to.

The nature of the work with the questionnaire and the form of fixing the results provide the professional consultant with the opportunity to quantify in a comparative way the ratio of skills, emotional attitudes and professional preferences of optants both within each professional area and between areas. This makes it possible to differentiate the results obtained, even if quantitatively (according to the total score) they coincide in several professional areas.

All conclusions and hypotheses made by a professional consultant as a result of the use of OPG should be correlated with information obtained using other methodological tools used in the practice of individual professional consultation.

METHODOLOGY FOR STUDYING FACTORS OF ATTRACTIVE PROFESSION

Instruction

“Circle those items in columns A and B that reflect what attracts and what does not attract you in your chosen profession. Column A indicates what "attracts", and in B - "what does not attract." You should mark the points that are really significant for you - that is, the rules do not force you to make a choice in all lines without exception.

BUT	B
1. The profession is one of the most important in society	1. The importance of work is underestimated
2. Working with people	2. I don't know how to work with people
3. Work requires constant creativity	3. There are no conditions for creativity
4. Work does not cause overwork	4. Work causes overwork
5. Big salary	5. Small salary
6. The possibility of self-improvement	6. The impossibility of self-improvement.
7. The job matches my ability	7. The job does not match my abilities
8. Work suits my character	8. The job doesn't fit my personality
9. Small working day	9. Big work day
10. Lack of frequent contact with people	10. Frequent contact with people
11. Opportunity to achieve social recognition, respect	11. Inability to achieve social recognition, respect
12. Other factors (what?)	12. Other factors (what?)

The study of the factors of the attractiveness of the profession

The methodology for studying the factors of the attractiveness of the profession was first proposed by V. A. Yadov. Here is a modified version of the methodology (modified by I. Kuzmina, A. Rean), which was used in many socio-pedagogical and psychological-pedagogical studies.

Treatment

For each of the 11 factors, a coefficient of significance (SC) is calculated. The significance factor is defined as: KZ=(n + m)/ N ,

where: N - sample size (number of subjects), n - number of subjects who noted this factor in column A, m - number of subjects who noted this factor in column B.

The significance factor can vary from -1 to +1. The diagnostic results for the group are recorded in the table (form 7.2).

Sample name _____________________

Sample size N =________

Factors 1 2 3 4 5 6 7 8 9 10 11 .

KZ _____________________________________________________________

Sometimes, when interpreting the results, a serious methodological error is made, considering only the final KZ indicator and not taking into account the ratio of both n and m. It is necessary to build an interpretation taking into account both the first and the second aspects. Let us show the significance of this with the following simple example.

A low coefficient of significance of a factor (close to zero) cannot be automatically interpreted as the insignificance of a certain factor that has manifested itself in this sample. It is necessary, first of all, to evaluate how this low coefficient turned out.

It is quite clear that two low significance coefficients

SC=(55-45)/100= 0.1 and SC=(10-0)/100=0.1
although they are quantitatively equal, they qualitatively reflect a different reality.

In the second case, the significance coefficient really indicates the low significance of this factor in a certain sample: 90% of the respondents did not name it among the significant ones at all - they did not pay attention to it.

In the first case, all 100% of respondents noted this factor as significant. A low CV in this case does not indicate the low significance of the factor, but its contradictory assessment by the respondents: for some it is positively significant (attractive in the profession), and for others it is negatively significant (not attractive in the profession).

METHODOLOGY FOR STUDYING THE MOTIVATION OF ZAMFIR'S PROFESSIONAL ACTIVITY
Instruction

Read the motives of professional activity listed below and give an assessment of their importance to you on a five-point scale.

	1	2	3	4	5
	to a very small extent	to a fairly small extent	to a small extent, but also to a large extent	to a fairly large extent	to a very large extent
1. Cash earnings
2. The desire for promotion at work
3. The desire to avoid criticism from the manager or colleagues
4. The desire to avoid possible punishments or troubles
5. The need to achieve social prestige and respect from others
6. Satisfaction with the process itself and the result of the work
7. The possibility of the most complete self-realization in this particular activity

Motivation of professional activity

(method K. Zamfir modified by A. Rean)

The technique can be used to diagnose the motivation of professional activity, including the motivation of professional and pedagogical activity. It is based on the concept of intrinsic and extrinsic motivation.

Recall that we should talk about the internal type of motivation when the activity itself is important for the individual.

by oneself. If the motivation of professional activity is based on the desire to satisfy other needs external to the content of the activity itself (motives of social prestige, wages, etc.), then in this case it is customary to talk about external motivation. External motives themselves are differentiated here into external positive and external negative. External positive motives are undoubtedly more effective and more desirable from all points of view than external negative motives.

Treatment

Indicators of internal motivation (IM), external positive (EPM) and external negative (VOM) are calculated in accordance with the following keys.

VM = (score of item 6 + score of item 7)/2

VPM = (score of item 1 + score of item 2 + score of item 5) / 3

PTO \u003d (score of item 3 + score of item 4) / 2

An indicator of the severity of each type of motivation will be a number ranging from 1 to 5 (including possibly a fractional one).

Interpretation

Based on the results obtained, the motivational complex of the personality is determined. The motivational complex is a type of correlation among themselves of three types of motivation: VM, VPM and VOM.

The following two types of combination should be attributed to the best, optimal, motivational complexes:

VM>VPM>PTO and VM=VPM>PTO. The worst motivational complex is the type

PTO > VPM > VM _- ^

Between these complexes there are other motivational complexes intermediate in terms of their effectiveness.

When interpreting, one should take into account not only the type of motivational complex, but also how strongly one type of motivation is superior to the other in terms of severity.

For example, the two following motivational complexes cannot be considered absolutely identical.

	VM	BAT	PTO
1.	1	2	5
1	2	3	4

Both the first and the second motivational complex belong to the same non-optimal type.

PTO > VPM > VM

However, it is clear that in the first case the motivational complex of the personality is much more negative than in the second. In the second case, compared with the first, there is a decrease in the indicator of negative motivation and an increase in the indicators of external positive and internal motivation.

According to our data, satisfaction with the profession has significant correlations with the optimality of the teacher's motivational complex (positive significant relationship, r = + 0.409). In other words, the teacher's satisfaction with his chosen profession is the higher, the more optimal his motivational complex is: a high weight of internal and external positive motivation and a low weight of external negative.

In addition, we have established a negative correlation between the optimality of the motivational complex and the level of emotional instability of the teacher's personality (significant relationship, r = -0.585).

The more optimal the motivational complex, the more the activity of the teacher is motivated by the very content of pedagogical activity, the desire to achieve certain positive results in it, the lower the emotional instability. And vice versa, the more the teacher's activity is conditioned by the motives of avoidance, censure, desire

“do not get into trouble” (which begin to prevail over the motives associated with the value of the pedagogical activity itself, as well as over external positive motivation), the higher the level of emotional instability. -

It is known that the progress of students depends not only on their natural abilities, but also on the development of learning motivation. Between these two factors (ability and learning motivation) there is a complex system of relationships. Under certain conditions (high personal interest in a particular activity), a compensatory mechanism may be activated. At the same time, the lack of abilities is compensated by the development of the motivational sphere (interest in the subject, consciousness of choosing a profession, etc.) and the student achieves great success.

However, not only abilities and motivation are in a dialectical unity, and not only do they affect the level of academic performance. Studies have shown that “strong” and “weak” students differ not at all in intellectual indicators (abilities), but in the degree of development of their professional motivation. At the same time, the importance of abilities in educational activities is not denied.

Competitive selection of applicants to secondary vocational schools reflects approximately the same level of general intellectual abilities (same abilities). In the first place is the factor of professional motivation. One of the leading roles in the formation of successful and unsuccessful students begins to be played by the system of internal motivations of the individual for educational and cognitive activity in the secondary school. In the very sphere of professional motivation, a positive attitude towards the profession is of great importance, since this motive is associated with the ultimate goals of education. If a student correctly assesses the profession, considers it worthy and significant for society, then this has a positive effect on the process of his learning.

Satisfaction with the profession was the highest in the 1st year, and during all the years of study it decreased to the lowest values by the end of the vocational school. However, the attitude towards the profession itself remained positive. The decrease in satisfaction was not caused by the low level of teaching in secondary schools. The maximum satisfaction with the profession in the 1st year of study should not be overestimated. It depends on 2 reasons:

1) they rely on their ideal ideas about the future profession, which, when faced with realities, undergo great changes;

2) they have an idea of the creative content of their future professional activity; but in the real educational process, only some first-year students are guided by creative teaching methods.

There are contradictions:

1) between high job satisfaction and intention to do creative activity at the end of SSUS,

2) between the desire to acquire the basics of professional skills mainly in the process of reproductive educational activity (rather than productive).

These positions are incompatible, because creative stimuli can only be formed in an appropriate creative learning environment. Therefore, the formation of real ideas about the future profession and how to master it should be carried out from the 1st year.

The expulsion of students from the secondary school occurs for several reasons:

1) the existence of an objective difficulty in mastering certain disciplines,

2) students' poor understanding of the place of these disciplines in their future professional activities,

3) the opinion that academic performance in these disciplines has nothing to do with his highly specialized qualifications.

Therefore, a necessary component in the process of forming a real image of future professional activity among students is a reasoned explanation of the importance of general (hard-to-learn) disciplines for specific practical activities of graduates.

Thus, the formation positive attitude towards the profession is an important factor in improving the academic performance of students. In itself, a positive attitude towards the profession cannot be significant if:

1) it is not supported by a competent idea of the profession,

2) there is no understanding of the role of individual disciplines,

3) it is poorly connected with productive ways of mastering a profession.

The range of problems associated with studying the attitude of students to their chosen profession includes the following:

1) satisfaction with the profession,

2) dynamics of satisfaction from course to course,

3) factors influencing the formation of satisfaction (social, psychological, pedagogical, etc.),

4) professional motivation (the system and hierarchy of motives that determine the attitude towards the chosen profession).

These problems and attitudes towards the profession as a whole affect the effectiveness of students' educational activities and the overall level of professional training. There is also an inverse relationship: the attitude to the profession is influenced by strategies, technologies, learning motives.

Diagnosis of attitudes towards the profession is a psychological task, and the formation of attitudes towards the profession is primarily a pedagogical problem.

Satisfaction with the profession is an integrative indicator that reflects the attitude of the subject to the chosen profession. Low satisfaction with the profession is the reason for staff turnover and negative economic consequences. High satisfaction determines both mental health and a high level of professionalism (a factor in overcoming psychological stress). Satisfaction with the profession can be determined by a special method (V.A. Yadov). The obtained index of satisfaction with the profession can vary from - 1.0 to + 1.0. Values close to -1.0 indicate clear dissatisfaction, while values close to +1.0 indicate complete satisfaction. However, the reasons for satisfaction and dissatisfaction are not revealed. To do this, apply the methodology for studying attractiveness factors, first proposed by V.A. Yadov, modified by N.V. Kuzmina and A.A. Rean). This technique was used in many educational structures. It has been established that the salary factor is one of the most important. The factor of the social importance of the profession has a consistently high value. Thus, satisfaction with the chosen profession depends on its objective recognition and on the students' subjective understanding of the social importance of the profession.

Another important factor is related to the motive for creativity in future professional activities, the craving for creativity and the opportunities that work in the specialty presents for this. This factor is more significant for successful than for unsuccessful. This indicates a clearly expressed orientation of students towards a creative approach to future professional activity, regardless of its specifics and content. The expectation and search for creative elements in the future profession give rise to a special attitude towards it, significantly affect its choice. The formation of a creative attitude to various types of professional activity, stimulation of the need for creativity and the development of abilities for professional creativity are necessary links in the system of vocational training and professional education of the individual.

Satisfaction with the profession is due to the interests and inclinations, attitudes and values of the student's personality, as well as his characterological features. The correct identification of professional interests and inclinations is an important predictor of job satisfaction in the future.

The reasons for inadequate choice of profession may be:

1) as external (social) factors associated with the inability to make a professional choice according to interests,

2) and internal (psychological) factors associated with insufficient awareness of their professional inclinations with an inadequate idea of the content of future professional activity. The simplest analysis of professional interests, carried out in a timely manner, can affect the satisfaction with the profession and its adequate choice. If professional interests lie outside the sphere of the specialty chosen and mastered by students, then this will affect not only the level of vocational training, but also, subsequently, the effectiveness of professional activity.

It is known that there is a certain connection between professional interests and characterological features of a person. Here, not only perceived professional interests are important, but also other personal formations: inclinations, abilities, correspondence of personality traits to the requirements of the profession. Occupational interests are determined in part by positive reinforcement mechanisms. Successful undertakings of the individual in certain types of activity contribute to the development and consolidation of interest in these types of professional activities. The problem of the correlation of characterological features and professional interests (which is more) has not been resolved. Characteristic features are generally more rigid than interests. Pronounced professional interests (elements in the general structure of a person's motivation) often turn out to be extremely stable and always significantly affect the satisfaction with the profession in the learning process and the success of further activities. The attitude to the profession, the motives for choosing it (needs, interests, beliefs, ideals) are important and determining factors. The success of vocational training depends on them.

The process of adopting a profession includes both an analysis of motives and an analysis of one's own abilities. Professional interests and personality traits are closely related to each other.

Consequently, the formation of a stable positive attitude towards the profession is one of the urgent problems of pedagogy and psychology, especially in the context of the dynamic development of professional knowledge, continuous education and improvement. This is solved at the stage of vocational guidance at school and in the process of vocational training. Competent assistance is needed for the individual in her search for a profession for herself and herself in the profession (N.V. Bordovskaya, A.A. Rean, 2000).

Scientific and pedagogical research on the study of satisfaction with the profession and factors of attractiveness of the profession were carried out among 55 students of the medical college. For this, the technique of V.A. Yadov in the modification of N.V. Kuzmina and A.A. Rean, the essence of which is as follows.

Method (modified by N. V. Kuzmina, A. A. Rean)

Instruction. Circle the items that reflect your attitude to your chosen profession. Column A indicates what "attracts", in column B - what "does not attract". Mark only what is really important to you. It is mandatory to make a choice in all rows without exception.


1. Profession is one of the most important in society	1. The importance of work is underestimated
2. Working with people	2. I don't know how to work with people
3. Work requires constant creativity	3. There are no conditions for creativity
4. Work, does not cause overwork	4. Work causes overwork
5. Big salary	5. Small salary
6. The possibility of self-improvement	6. Impossibility of self-improvement
7. The job matches my ability	7. The job does not match my abilities
8. Work suits my character	8. The job doesn't fit my personality
9. Small working day	9. Big work day
10. Lack of frequent contact with people	10. Frequent contact with people
11. Opportunity to achieve social recognition, respect	11. Inability to achieve social recognition, respect

Treatment. For each of the 11 factors, a coefficient of significance (SC) is calculated. The significance factor is determined by the following formula:

where N - sample size (number of subjects), (n +) - number of subjects who noted this factor in column A, (n -) - number of subjects who noted this factor in column B.

The significance coefficient can vary from - 1 to + 1. The results of diagnostics for the group are entered in the table.

Sometimes, when interpreting the results, a serious methodological error is made: one cannot consider only the final KZ indicator without taking into account the ratio (n +) and (n -). It is necessary to build an interpretation taking into account both the first and the second aspects. Let's demonstrate this with the following example.

A low coefficient of significance of a factor (close to zero) does not yet mean its complete insignificance. It is necessary first of all to understand how this low coefficient came about.

It is quite clear that two low coefficients of significance:

and

although quantitatively equal, they qualitatively reflect different types of reality.

The second case really testifies to the low significance of this factor in a certain sample: 90% of the respondents did not name it among the significant ones at all, did not pay attention to it.

This technique has been repeatedly used in a series of studies conducted mainly on the material of higher education. Much less it is used where the subject of analysis is the process of education in a secondary vocational school.

The data obtained showed a low overall level of satisfaction with the profession (KZ = -0.10) and different significance of the factors of attractiveness of the profession (Table 2.6). The greatest positive value had such factors as work with people (KZ = + 89), work corresponds to the character of the student (KZ = + 0.67), work requires constant creativity (KZ = + 0.49). The following factors had a negative impact on the respondents: low salary (KZ = -1.00), frequent contact with people (KZ = -1.00), long working hours (KZ = -0.93), inability to achieve social recognition and respect ( KZ \u003d - 0.56).

Table 2.6.

Evaluation of factors of profession attractiveness among secondary school students

	Diagnostic results
		SC (significance factor)











All factors

So, the professional motivation of students determines the success of their studies in an educational institution. In the structure of professional motivation, the relation of the trainee to the profession is of decisive importance. Satisfaction with the profession is a dynamic indicator in the educational process of students. In order to increase the level of educational activity, it is necessary to form a positive attitude towards the profession. Methods for diagnosing job satisfaction and job attractiveness factors are proposed.

We bring to your attention the journals published by the publishing house "Academy of Natural History"

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7.3. Professional motivation

In Gogol's poem "Dead Souls" a considerable place is given to the childhood of the protagonist, the immortal Chichikov. Why is this cunning boy from a poor family studying with such diligence? He wants to definitely climb up the corporate ladder and live as a gentleman. That is why, in the end, he gets a job where you can get rich - in customs. Of course, this is not the most illustrative example. One of the main themes of Russian literature of the XIX century. there was teaching as a way to "get out into the people" - many great writers paid attention to it, from Goncharov to Chekhov. The Chekhov professor from "A Boring History", who suffers from insomnia, thinks about his life all night long and recalls what prompted him to take up medicine in his youth - a thirst for knowledge, a love for humanity, or a desire for fame (this is one of Chekhov's main themes) . So, let's talk about professional motivation. Now researchers no longer have to doubt that student achievement depends mainly on the development of learning motivation, and not only on natural abilities. Between these two factors there is a complex system of relationships. Under certain conditions (in particular, when a person has a high interest in a particular activity), the so-called compensatory mechanism may be activated. At the same time, the lack of abilities is compensated by the development of the motivational sphere (interest in the subject, awareness of the choice of profession, etc.), and the schoolchild / student achieves great success. However, the point is not only that abilities and motivation are in a dialectical unity, and each of them in a certain way affects the level of academic performance. Studies conducted in universities have shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which their professional motivation is developed. Of course, it does not at all follow from this that abilities are not a significant factor in learning activity. Such facts can be explained by the fact that the existing system of competitive selection to higher education institutions in one way or another selects applicants at the level of general intellectual abilities. Those who survive the selection and get into the number of first-year students, in general, have approximately the same abilities. In this case, the factor of professional motivation comes first; one of the leading roles in the formation of "excellent students" and "triple students" begins to play the system of internal motivations of the individual to educational and cognitive activity at the university. In the very sphere of professional motivation, a positive attitude towards the profession plays an important role, since this motive is associated with the ultimate goals of education. The "Reserve" by S. Dovlatov depicts a tragicomic portrait of the philologist Mitrofanov, who as a student amazed everyone with his memory and erudition, as well as ... fantastic laziness. This man had no idea what to do, because he could not muster up the courage and write at least a page of a scientific text. As a result, he “went with the flow” and, guided by laziness, became a guide in the Pushkin Mountains, because, at least, this erudite was not too lazy to speak ... If a student understands what kind of profession he chose and considers it up to -worthy and significant for society, this, of course, affects how his education develops. Studies conducted in the system of primary vocational education and in higher education fully confirm this position. With the help of experiments on the material of various Russian universities, it was found that first-year students are most satisfied with their chosen profession. But during all the years of study, this indicator steadily decreases until the 5th year. Despite the fact that shortly before graduation, satisfaction with the profession turns out to be the least, the attitude towards the profession itself remains positive. It would be logical to assume that the decrease in satisfaction is caused by the low level of teaching in a particular university. However, one should not overestimate the maximum satisfaction with the profession in the first year of study. First-year students, as a rule, rely on their ideal ideas about the future profession, which, when confronted with realities, undergo painful changes. However, something else is important. Answers to the question "Why do you like your profession?" indicate that the leading reason here is the idea of the creative content of future professional activity. For example, students mention "opportunity for self-improvement", "opportunity to be creative", etc. As for the real educational process, in particular the study of special disciplines, here, as studies show, only a small number of first-year students(less than 30%) are guided by creative teaching methods. On the one hand, we have high satisfaction with the profession and the intention to engage in creative activities after graduation, on the other hand, the desire to acquire the basics of professional skills mainly in the process of reproductive educational activities. Psychologically, these positions are incompatible, since creative stimuli can only be formed in an appropriate creative environment, including the educational one. Obviously, the formation of real ideas about the future profession and how to master it should be carried out starting from the 1st year. Comprehensive studies devoted to the problem of expulsion from a higher professional school have shown that three subjects give the highest dropout rate in universities: mathematics, physics, and a foreign language. It also turned out that the reason is not only in the objective difficulty of mastering these disciplines. Of great importance is the fact that the student often has a poor idea of the place of these disciplines in his future professional activity. It seems to him that performance in these subjects has nothing to do with his highly specialized qualifications. (Note that at present the attitude towards a foreign language has changed.) Therefore, a necessary component in the process of forming a real image of future professional activity among students is a reasoned explanation of the significance of certain general disciplines for the specific practical activity of graduates. Thus, the formation of a positive attitude towards the profession is an important factor in improving the academic performance of students. But a positive attitude in itself cannot be significant if it is not supported by a competent understanding of the profession (including an understanding of the role of individual disciplines) and is poorly connected with the methods of mastering it. So it is unlikely that training will be successful if it is built only according to the principle depicted in the poem “Who to be?” Mayakovsky: "It's good to be ... - let them teach me." In the famous "Scarlet Sails" by A. Green there are wonderful pages devoted to how Arthur Gray chooses the dangerous and difficult profession of a captain. He is attracted by the poetry of wanderings, the desire to see the world, but this young man, at first a pampered aristocrat, does not even imagine all the hardships of learning. He starts with a simple cabin boy, not yet knowing that he will have to memorize a huge amount of information and endure the physical hardships associated with the sea: hunger, cold, injuries and so on. As we remember, for Gray, the power of motivation was decisive. However, it can be assumed that if Arthur had known more about the captain's craft and what was ahead of him, his studies would have gone much easier. Obviously, a number of questions should be included in the range of problems associated with studying the attitude of students to their chosen profession. These are: 1) satisfaction with the profession; 2) dynamics of satisfaction from course to course; 3) factors influencing the formation of satisfaction: socio-psychological, psychological-pedagogical, differential-psychological, including gender and age; 4) problems of professional motivation or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession. These individual moments, as well as the attitude to the profession as a whole, affect the effectiveness of students' educational activities. In particular, they affect the general level of professional training, and therefore this problem is among the issues of pedagogical and socio-pedagogical psychology. But there is also an inverse relationship: the attitude to the profession, of course, is influenced by various strategies, technologies, teaching methods; influenced by social groups. Diagnostics of the attitude to the profession is actually a psychological task. But the formation of attitudes towards the profession is primarily a pedagogical problem. Satisfaction with the profession is an integrative indicator that reflects the attitude of the subject to the chosen profession. It is absolutely necessary and extremely important precisely as a generalized characteristic. Low satisfaction with the profession in most cases causes staff turnover, and it, in turn, leads to negative economic consequences. In addition, the mental health of a person also depends to a large extent on satisfaction with the chosen profession. Its preservation is also facilitated by a high level of professionalism - one of the decisive factors in overcoming psychological stress. Thus, the study of satisfaction with the profession, its influence on the process of vocational training, the identification of certain patterns in this area - all these are more than urgent tasks of pedagogy and psychology. Satisfaction with the profession can be determined by a special method developed by V.A. Yadov, and presented quantitatively in the form of an index of satisfaction with the profession. This is an index that is set in such a way that it can vary from -1 to +1, taking any value within the given limits. A value equal to -1 indicates clear dissatisfaction, and +1 indicates complete satisfaction. To determine the satisfaction rate, several related questions are used. They are placed on different pages of the questionnaire so that the respondent does not correlate them with each other. However, the definition of the overall level of satisfaction with the profession does not tell us anything about reasons satisfaction or dissatisfaction. To find out these reasons, researchers use a different methodology, aimed at studying the factors of the attractiveness of the profession. The technique was also first proposed by V.A. Yadov. Here is its modified version (modified by N.V. Kuzmina, A.A. Rean), which was used in many socio-pedagogical and psychological-pedagogical studies. Method (modified by N. V. Kuzmina, A. A. Rean) Instruction. Circle those items that reflect your attitude to your chosen profession. In column A, what “attracts” is noted, in column B - what “does not attract”. Mark only what is really important to you. It is not necessary to make a selection in all rows without exception.


1. The profession is one of the most important in society.	1. The importance of work is underestimated
2. Working with people.	2. I don't know how to work with people.
3. Work requires constant creativity.	3. There are no conditions for creativity.
4. Work does not cause overwork.	4. Work causes overwork.
5. Big salary.	5. Small salary.
6. Possibility of self-improvement.	6. Impossibility of self-improvement
7. The job matches my abilities.	7. The job does not match my abilities.
8. Work suits my character	8. The job doesn't fit my personality
9. Small working day.	9. Big working day.
10. Lack of frequent contact with people.	10. Frequent contact with people.
11. Opportunity to achieve social recognition, respect.	11. Impossibility to achieve social recognition, respect.
12. Other factors (what?)	12. Other factors (what?)

Treatment. For each of the 11 factors, the significance coefficient is calculated using the following formula:

Where N- sample size (number of subjects), P + - the number of subjects who noted this factor in column A, - the number of subjects who noted this factor in column B. The significance coefficient can vary from -1 to +1. The results of diagnostics for the group are recorded in Table. 7.1.

Table 7.1

Diagnostic results

Name of sample __________________________________________ Sample size _____________________________________________

Variable	Factor
Variable
P +
P 

Sometimes, when interpreting the results, a serious methodological error is made: it is impossible to consider only the final KZ indicator without taking into account the ratio P + and P  . It is necessary to build an interpretation taking into account both the first and second aspects. Let's demonstrate this with the following example. Short the coefficient of significance of a factor (close to zero) does not yet mean its complete insignificance. It is necessary first of all to understand how this low coefficient came about. It is quite clear that two low coefficients of significance:

Although they are quantitatively equal, they qualitatively reflect different types of reality. The second case really testifies to the low significance of this factor in a certain sample: 90% of the respondents did not name it among the significant ones at all, they did not pay attention to it. In the first case, all 100% of respondents noted this factor as significant. Low KZ indicates not so much the low significance of the factor, but rather its contradictory assessment by the respondents: for some it has a positive value (attracts in the profession), and for others it has a negative value (respectively, it does not attract). This technique has been repeatedly used in a series of studies conducted mainly on the material of higher education. It is used much less where the subject of analysis is the process of teaching in an elementary vocational school. Studies conducted in elementary vocational schools on various samples (reflecting one or another profile of education and the composition of the sample by sex) allow us to make some generalizations. In table. 7.2 we present the five most significant factors in three samples. The composition of each sample - students of vocational schools. Sample BUT consisted of girls, sample AT and With- from young men. The coefficient of significance of the factor changes according to the principle: I - the most significant factor of the five most significant, V - the least significant factor of the five most significant. The structure of significant factors that determine the attitude of students to the profession is almost the same in different schools, and all specific differences usually depend on the profile of the school, the characteristics of the composition of students, including gender differences.

Study of the professional orientation of students in the development of the chosen profession.

Methodology for studying the factors of the attractiveness of the profession (modification by I. Kuzmina, A. Rean)

INSTRUCTIONS

“Circle those items in columns A and B that reflect what attracts and what does not attract you in your chosen profession. Column A indicates what "attracts", and in B - "what does not attract." You should mark points that are really significant for you - that is, the rules do not force you to make a choice in all lines without exception.


1. The profession is one of the most important in society	1. The importance of work is underestimated
2. Working with people	2. I don't know how to work with people
3. Work requires constant creativity	3. There are no conditions for creativity
4. Work does not cause overwork	4. Work causes overwork
5. Big salary	5. Small salary
6. The possibility of self-improvement	6. The impossibility of self-improvement.
7. The job matches my ability	7. The job does not match my abilities
8. Work suits my character	8. The job doesn't fit my personality
9. Small working day	9. Big work day
10. Lack of frequent contact with people	10. Frequent contact with people
11. Opportunity to achieve social recognition, respect	11. Inability to achieve social recognition, respect
12. Other factors (what?)	12. Other factors (what?)

STUDYING THE FACTORS OF ATTRACTIVE PROFESSION

TREATMENT

For each of the 11 factors, a coefficient of significance (SC) is calculated. The significance coefficient is defined as: KZ=(n + m)/ N , where: N - sample size (number of subjects), n - number of subjects who noted this factor in column A, m - number of subjects who noted this factor in column B.

The significance factor can vary from -1 to +1. The diagnostic results for the group are entered in the following table:

Sample name _____________________

Sample size N =________

Factors 1 2 3 4 5 6 7 8 9 10 11 .

KZ _____________________________________________________________________

It is quite clear that two low significance coefficients

SC=(55-45)/100= 0.1 and SC=(10-0)/100=0.1

although they are quantitatively equal, they qualitatively reflect a different reality.

Questionnaire "Orientation"
I.L. Solomin

The questionnaire was developed by the St. Petersburg psychologist Igor Leonidovich Solomin. It is suitable for self-assessment of professional interests and abilities of young people and adults, it is very easy to use and process.

Instruction : Opposite each statement, cross out the number corresponding to the degree of your desire to engage in this type of activity:
0 - not at all;
1 - perhaps so;
2 - true;
3 is absolutely correct.

I want (I like, I'm attracted to, I prefer):

	serve people	0 1 2 3
	Engage in treatment	0 1 2 3
	Teach, educate	0 1 2 3
	Protect rights and safety	0 1 2 3
	manage people	0 1 2 3
	drive cars	0 1 2 3
	Repair equipment	0 1 2 3
	Collect and set up equipment	0 1 2 3
	Process materials, manufacture objects and things	0 1 2 3
	Engage in construction	0 1 2 3
	Edit texts and tables	0 1 2 3
	Make calculations and calculations	0 1 2 3
	Process information	0 1 2 3
	Work with drawings, maps and diagrams	0 1 2 3
	Receive and transmit signals and messages	0 1 2 3
	Do art work	0 1 2 3
	Draw, photograph	0 1 2 3
	Create works of art	0 1 2 3
	Perform on stage	0 1 2 3
	Sew, embroider, knit	0 1 2 3
	Take care of animals	0 1 2 3
	Prepare products	0 1 2 3
	work outdoors	0 1 2 3
	Grow vegetables and fruits	0 1 2 3
	Deal with nature	0 1 2 3
	work with hands	0 1 2 3
	Implement decisions	0 1 2 3
	Reproduce existing samples, multiply, copy	0 1 2 3
	Get a concrete practical result	0 1 2 3
	Bring ideas to life	0 1 2 3
	work your head	0 1 2 3
	Make decisions	0 1 2 3
	Create new patterns	0 1 2 3
	analyze, study, observe, measure, control	0 1 2 3
	Plan, design, develop, model	0 1 2 3

Instruction : Opposite each statement, cross out the number corresponding to the degree of your ability for this type of activity:
0 - not at all;
1 - perhaps so;
2 - true;
3 is absolutely correct.

I can (capable, I can, I have the skills):

	Meet new people	0 1 2 3
	Be sensitive and kind	0 1 2 3
	listen to people	0 1 2 3
	Understand people	0 1 2 3
	Speak and speak well in public	0 1 2 3
	Troubleshooting	0 1 2 3
	Use devices, machines, mechanisms	0 1 2 3
	Understand technical devices	0 1 2 3
	Dexterous with tools	0 1 2 3
	Good orientation in space	0 1 2 3
	Be focused and diligent	0 1 2 3
		0 1 2 3
	Convert information	0 1 2 3
	Deal with signs and symbols	0 1 2 3
	Find and fix errors	0 1 2 3
	Create beautiful, tasteful things	0 1 2 3
	Understand literature and art	0 1 2 3
	Sing, play musical instruments	0 1 2 3
	write poetry, write stories	0 1 2 3
	Draw	0 1 2 3
	Learn about animals or plants	0 1 2 3
	Breeding plants or animals	0 1 2 3
	Fight diseases and pests	0 1 2 3
	Navigate natural phenomena	0 1 2 3
	work on the ground	0 1 2 3
	Follow instructions quickly	0 1 2 3
	Follow instructions exactly	0 1 2 3
	Work according to a given algorithm	0 1 2 3
	Do the same work	0 1 2 3
	Comply with rules and regulations	0 1 2 3
	Create new instructions and give directions	0 1 2 3
	Make unconventional decisions	0 1 2 3
	Easy to invent new ways of behaving	0 1 2 3
	To take responsibility	0 1 2 3
	Organize your own work	0 1 2 3

Results processing

Processing the results of the questionnaire is very simple. Judgments characterizing various types of professional activity are grouped into seven groups of five judgments each. In each group of five judgments, you need to calculate the total number of points you have chosen and write this amount in the box to the right of the corresponding group of judgments. The total score for each group can range from 0 to 15 points. Depending on the group in which you scored the maximum total score, the greatest inclination or ability for the corresponding type or class of professions is determined.
The first five groups of judgments, indicated by numbers from 1 to 5, characterize five types of professions, divided according to the "subject of labor": 1) person - person; 2) man - technology; 3) a person is a sign system; 4) a person is an artistic image; 5) man - nature.
The last two groups of judgments, denoted by the letters A and B, correspond to two classes of professions, divided according to the "nature of work": A - performing; B - creative.
Knowing the coordinates of your professional preferences, you can find the most suitable professional group for you.
First, it is determined which of the five types of professions (1,2,3,4 or 5) you are most inclined and capable of. Then your primary inclination and ability to one of two classes of professions (A or B) is determined.
If the inclinations lie in the same group of professions as your abilities, then this indicates that you like to do exactly what you know how to do. Therefore, one would expect that, having chosen one or another profession, you would not only be able to achieve fairly high success in it, but it would give you pleasure.
In the event that the type of professions most attractive to you does not coincide with the nature of the activity that you can do best, you have to choose what to give preference to in the process of choosing a profession - inclinations (I want) or abilities (I can).
If a person likes any kind of activity, then he does it for a longer time, spending more effort on it, so the corresponding abilities can be developed and improved. But the opposite is also true. If a person has pronounced abilities for some kind of activity, then he copes with it better and experiences more pleasure when he is engaged in it. That is why this type of activity becomes more attractive to him.

Methodology "Map of propensities for various types of activities"

The methodology allows you to identify the degree of student's inclinations for each of the six proposed activities:

1. Service work, interaction and communication with people - work related to customer service, training, education, assistance. The main content is interaction with other people. Possible areas of activity: training, treatment, service, counseling and others that require constant contact and communication with people, the ability to persuade.

2. Mental work - various types of work related to the study, research of a problem, the acquisition of new knowledge, requiring an abstract mind, the ability to analyze and systematize information, with calculations, calculations.

3. Practical manufacturing and production of something, repair and maintenance of technical systems - work that requires a practical mindset, well-developed motor skills. Professions such as: machine operators, mechanics, mechanics, adjusters, construction professions, electricians.

4. Aesthetic activities (the field of art and design) - work aimed at creating works of art and an aesthetic human environment. The purpose of labor is to achieve beauty, harmony, aesthetics in the world around a person, to influence a person through art to improve him, to preserve the cultural heritage of mankind.

5.Mobile activities, sports, increased risk - work in the performance of which it is assumed either physical activity and stress, or the constant movement of the employee. Possible professions: all sports professions, most military professions, professions of sailors, pilots, stuntmen, security guards.

6. Economic types - work in the field of economics, directly related to the pricing of goods and services, determining the cost of various types of work. Possible professions: accountants and economists, dealers.

The survey is carried out by group method. The subjects are asked to evaluate the degree of significance or preference for various aspects of professional activity that are most characteristic of the proposed six groups.

Results processing

The number of points (according to the answer key) for each type of activity was calculated. The types of activity that received the maximum number of pluses indicate the area of activity for which the student has the most pronounced inclinations.

Instructions: “You are offered 30 questions on attitudes towards various activities. Each question has two possible answers. You must indicate which one you prefer. To do this, you need to put the appropriate score in the answer sheet next to option "a" and option "b". The preference can be categorical, in which case you use the scores "3" and "0", or the preference is softer, then you put down the scores "2" and "1" next to the corresponding answer option. Only whole numbers can be used."

Questions:

1. People believe that it is more important for them: a) to have the opportunity to learn a lot, b) to have the opportunity to improve their well-being.

2. When reading books, you prefer: a) a good literary language, b) an interesting plot and bright characters.

3. What reward will please you more: a) for a scientific invention, b) for social activities.

4. If you were offered to choose from two options, what would you prefer: a) to become the director of a large shopping center, b) to become the chief engineer of a large enterprise.

5. What, in your opinion, should be more appreciated in artists: a) the fact that they bring beauty and aesthetics to people, b) the fact that they perform socially useful work.

6. What, in your opinion, area of human activity in the future will be of primary importance: a) natural science and technology, b) physical culture.

7. If you became a director of a school, what would you pay more attention to: a) creating working and rest conditions for teachers, b) a close-knit team of like-minded people.

8. Imagine that you are at an exhibition. What will attract you more in the exhibits: a) design, appearance, b) internal structure, principle of operation.

9. What traits in a person attract you more: a) courage, courage, endurance, b) friendliness, sensitivity, lack of self-interest.

10. In your free time, would you prefer: a) studying literature, art, b) studying physics, mathematics.

11. You are given the opportunity to travel abroad. In what capacity do you prefer to go: a) as a famous sportsman, stuntman, b) specialist in foreign trade agreements.

12. Which article in the newspaper will most likely attract your attention: a) an article about some new practical invention, b) an article about the discovery of a new scientific theory.

13. You are watching a festive parade. What attracts you more: a) the coherence of walking, the clarity and beauty of the movements of the participants, b) the external design and costumes.

14. If you have free time, then you will most likely spend: a) on some kind of practical lesson (to design, make something), b) on social work (to organize something, to participate in something).

15. Of the two exhibitions, your attention will be more attracted by: a) an exhibition of new goods for the light and food industries, b) an exhibition of novelties in scientific equipment.

16. If you choose from only two options, what would you prefer: a) technical creativity, b) amateur art.

17. In your opinion, what should the school pay more attention to: a) the development of the general culture of students, b) health promotion.

18. Which of the two magazines would you rather read: a) popular science, b) literary and artistic.

19. Which of the two types of outdoor work do you prefer: a) work on the repair and maintenance of equipment, b) work related to walking.

20. What, in your opinion, is the most important task of the school: a) to prepare students for practical professional activities, b) to prepare for working with people, the ability to get along in a team

21. What area of natural disciplines are you more interested in: a) radio engineering, rocket science, b) computer languages, mathematics.

22. What, in your opinion, is more important for a person: a) to create a cozy life, b) to have the opportunity to get acquainted with the treasures of art.

23. The well-being of society requires: a) justice, b) highly developed technology.

24. Of the two proposed topics proposed for retelling, you must choose one: a) about the achievements of sports, b) about achievements in the field of economics.

25. What, in your opinion, will bring more benefit to society: a) concrete concern for improving the well-being of individual citizens, b) the development of research in the field of human studies.

26. The household service renders various services to people. Do you think it is necessary to: a) continue to develop this sector of the provision of personal services, b) it is better to produce more household appliances for the home.

27. You need to attend one lecture. Which one will you choose: a) about the great humanists of the past and contemporary public figures, b) about famous scientists.

28. What kind of scientific work do you prefer: a) in a library with literature, b) in a scientific expedition.

29. What will attract your attention faster in the newspaper: a) a message about a profitable lottery or competition, b) a message about the opening of an unusual art exhibition.

30. If you had to choose from only two options, what would you prefer: a) a job in the field of physical culture and sports or another related to movement and activity, b) research and development work.

Processing of results: the sum of points is calculated for 6 types of activities in accordance with the key:

1. Working with people, interaction and service - 3b, 5b, 7b, 9b, 14b, 17a, 20b, 23a, 25a, 27a.

2. Mental work - 1a, 3a, 6a, 10b, 12b, 15b, 18a, 21b, 25b, 28a.

3. Practical production, manufacturing - 4b, 8b, 12a, 14a, 16a, 19a, 21a, 23b, 26b, 30b (for boys, the focus on this activity is 19 points and above).

4. Work of an aesthetic nature - 2a, 5a, 8a, 10a, 13b, 16b, 18b, 22b, 27b, 29b (for girls, the focus on this activity is 19 points and above).

5. Mobile work, sports, professions associated with increased risk - 2b, 6b, 9a, 11a, 13a, 17b, 19b, 24a, 28b, 30a.

6. Work of an economic nature, increased requirements for the level of material security - 1b, 4a, 7a, 11b, 15a, 20a, 22a, 24b, 26a, 29a.

The activities with the highest scores are considered the most preferred.

Methodology "DETERMINING THE DIRECTION OF THE PERSONALITY»

To determine the personal orientation is currently usedOrientation (indicative) questionnaire, first published by B. Bass in 1967. The questionnaire consists of 27 points-judgments, for each of which three possible answers are possible, corresponding to three types of personality orientation. The respondent must choose one answer that most expresses his opinion or corresponds to reality, and one more, which, on the contrary, is the furthest from his opinion or least corresponds to reality. The answer "most" receives 2 points, "least" - O, remaining unselected - 1 point. The points scored for all 27 items are summarized for each type of orientation separately.

With the help of the methodology, the following directions are revealed:

1. Focus on oneself (I) - focus on direct reward and satisfaction, regardless of work and employees, aggressiveness in achieving status, dominance, a tendency to compete, irritability, anxiety, introversion.

2. Focus on communication (O) - the desire to maintain relationships with people under any conditions, orientation towards joint activities, but often to the detriment of performing specific tasks or providing sincere help to people, orientation towards social approval, dependence on a group, the need for affection and emotional relationships with people.

3. Focus on business (D) - interest in solving business problems, doing the job as best as possible, focusing on business cooperation, the ability to defend one's own opinion in the interests of the case, which is useful for achieving a common goal.

Instruction : "The questionnaire consists of 27 items. For each of them, there are three possible answers: A, B, C.

1. From the answers to each of the items, choose the one that best expresses your point of view on this issue. It is possible that some of the answers will seem equivalent to you. However, we ask you to select only one of them, namely the one that best suits your opinion and is most valuable to you.

Write the letter of the answer (A, B, C) on the answer sheet next to the number of the corresponding item (1-27) under the heading "most".

2. Then, from the answers to each of the items, select the one that is the furthest away from your point of view, the least valuable to you. Write the letter for the answer again on the answer sheet next to the number of the corresponding item, in the column under the heading "least".

3. Thus, to answer each of the questions, you use two letters, which you write down in the corresponding columns. The rest of the answers are not recorded anywhere.

Try to be as truthful as possible. There are no "good" or "bad" answer options, so don't try to guess which answer is "right" or "best" for you.

DETERMINATION OF THE PERSONALITY'S ORIENTATION

1. I get the most satisfaction from:

A. Approvals of my work;

B. Consciousness that the work is done well;

B. Consciousness that I am surrounded by friends.

2. If I played football (volleyball, basketball), then I would like to be:

A. A coach who develops game tactics;

B. A well-known player;

B. By the chosen team captain.

3. In my opinion, the best teacher is the one who:

A. Shows interest in students and has an individual approach to each;

B. Causes interest in the subject so that students are happy to deepen their knowledge in this subject;

B. Creates an atmosphere in the team in which no one is afraid to express their opinion.

4. I like it when people:

A. Rejoice in the work done;

B. Enjoy working in a team;

C. Strive to do their job better than others.

5. I would like my friends to:

A. Be responsive and help people when the opportunity presents itself;

B. Have been faithful and devoted to me;

B. Were smart and interesting people.

6. The best friends I consider those:

A. With whom a good relationship develops;

B. Who can always be relied upon;

B. Who can achieve a lot in life.

7. Most of all I dislike:

A. When something doesn't work out for me;

B. When relations with comrades deteriorate;

Q. When I am criticized.

8. In my opinion, the worst thing is when a teacher:

A. Does not hide the fact that some students are unsympathetic to him, mocks and makes fun of them;

B. Causes the spirit of rivalry in the team;

B. Does not know his subject well enough.

9. As a child, I liked most of all:

A. Spending time with friends;

B. Feeling of accomplishment;

Q. When I was praised for something.

10. I would like to be like someone who:

A. Has achieved success in life;

B. Truly passionate about his work;

B. Differs in friendliness and goodwill.

11. First of all, the school should:

A. To teach how to solve the problems that life sets;

B. Develop primarily individual abilities

student;

B. Cultivate qualities that help to interact with

people.

12. If I had more free time, I would most willingly use it:

A. To communicate with friends;

B. For recreation and entertainment;

B. For your favorite things and self-education.

13. I am most successful when:

A. I work with people who like me;

B. I have an interesting job;

Q. My efforts are well rewarded.

14. I love it when:

A. Other people appreciate me;

B. Experience satisfaction from the work performed;

B. I enjoy spending time with friends.

15. If they decided to write about me in a newspaper, I would like that:

A. They told me about some interesting case related to study, work, sports, etc., in which I happened to participate.

B. Wrote about my activities;

V. Be sure to tell about the team in which I work.

16. I learn best if the teacher:

A. Has an individual approach to me;

B. Will be able to arouse my interest in the subject;

B. Arranges collective discussions of the problems being studied.
17. For me, there is nothing worse than:

A. Insult to personal dignity;

B. Failure to perform an important task;

B. Loss of friends.

18. Most of all I appreciate:

A. Success;

B. Opportunities for good teamwork;

B. A sound practical mind and ingenuity.

19. I don't like people who:

A. Consider themselves worse than others;

B. Often quarrel and conflict;

B. Object to everything new.

20. It's nice when:

A. You are working on something important for everyone;

B. You have many friends;

B. You are admired and everyone likes you.

21. In my opinion, first of all, the leader should be:

A. Affordable;

B. Demanding.

22. In my free time, I would love to read books:

A. How to make friends and maintain good relationships with people;

B. About the life of famous and interesting people;

B. On the latest achievements of science and technology.

23. If I had the ability to music, I would prefer to be:

A. Conductor;

B. Composer;

V. Soloist.

24. I would like:

A. Come up with an interesting contest;

B. Win the competition;

B. Organize and manage the competition.

25. For me, the most important thing to know:

A. What do I want to do;

B. How to achieve the goal;

B. How to organize people to achieve a goal.

26. A person should strive to:

A. Others were pleased with him;

B. First of all, complete your task;

Q. He did not need to be reproached for a job well done.

27. I relax best in my free time:

A. In communication with friends;

B. Watching entertainment films;

B. Doing what you love.

Preview:

Professiogram of a builder, tiler-finisher

Tiler labor process technology -

finisher.

Depending on the materials and compositions, the production of interior finishing works is divided into several main labor processes, each of which has its own technology.

Plastering works in small-sized rooms are carried out manually, and large wall surfaces are processed using mechanisms. When facing surfaces with tiles, the following operations are sequentially performed: sorting tiles by size, grade and color tone, hanging and marking surfaces with the installation of lighthouse tiles, cutting tiles with sharpened edges, drilling holes in tiles, preparing mortar, applying spray on surfaces and a layer of mortar on tiles, setting tiles in place, grouting.

All operations on tile work are carried out manually (partially small-scale mechanization is used).

The technology of the painting process includes the operations of processing or preparing paint compositions, preparing surfaces, treating them with paint compositions, painting and finishing surfaces. Pasting walls with wallpaper consists of operations: cleaning and gluing surfaces, greasing irregularities and polishing greased places, pasting with paper, and then pasting with wallpaper. All operations are performed manually.

When laying linoleum, mastic is applied to the base of the floor and the back of the linoleum, rolling and gluing it.

2. Organization of labor.

Finishing work requires the use of collective labor of workers. The basic unit of a wide range of finishers is a team, which includes workers of different qualifications. The combination of specialties of a plasterer, painter, tiler makes it possible to perform all types of finishing work at a construction site.

3. Conditions and wages.

A feature of the working conditions of a builder-finisher is:

Lack of a permanent job;

Increased air humidity (especially during plastering); up to 80%;

Frequently changing temperature conditions and insufficient ventilation;

Work at height from ladders, ladders, tables, scaffolds and towers.

The finisher works more often in one or two shifts indoors or outdoors. It is provided with overalls and special food. This profession has 2-6 digits. The payment of the builder-finisher depends on the qualification category assigned. In addition, an additional payment is made from the collective fund up to 50-60% (tariff rates).

4. Must know:

- types, basic properties of building materials;

Types of mosaic floors;

Ways of laying tiles;

Rules for dosing dyes to obtain a mass of the desired color;

Requirements for the quality of work performed.

He must know well the design and operation of machines used for grinding floors, walls and machines for preparing mortars and mastics. Property of building materials and the basis of industrial aesthetics.

5. Must be able to:

- plaster surfaces of walls, ceilings, pillars, etc.;

To veneer with ceramic, glass and other tiles;

Paste surfaces with wallpaper;

Determine the suitability of building materials and compositions;

Exercise self-control and comply with safety regulations.

A worker in this profession needs knowledge in chemistry, drawing, drawing and geometry.

6. Psychophysiological requirements.

When performing finishing work, the organ of vision bears a large load, because. all operations are controlled visually. Color differentiation plays a significant role in the work. The execution of construction work requires dexterous, well-trained movements from the finisher. He needs good sensorimotor coordination, ie. coordination of visual, muscular-articular, and tactile signals that come to him constantly, in his working movements.

Plastering requires great physical exertion, and facing - the most dexterous, proportionate and precise movements, little strength. The nature of painting and tiling work is largely determined by the artistic taste and aesthetic sense of the worker.

When choosing this profession, it is necessary to check whether the body can adapt to the conditions of work at height. In addition, one must have good physical activity, caution, attentiveness and spatial representation.

6. Main medical contraindications

Rheumatism in the active phase. Disease of the valves and muscles of the heart, including congenital heart defects with 1-2 degree circulatory disorders. Hypertension with a slowly and rapidly progressive course.

Respiratory diseases: tuberculosis (active form), bronchial asthma.

Chronic nephritis with symptoms of persistent renal failure. Chronic vascular disease.

Endocrine diseases, diabetes mellitus. Disease of the bones, joints, muscles, limiting the mobility of the limbs. Organic diseases of the central and peripheral nervous system. Epilepsy, oligophrenia.

Persistent hearing loss in both ears, often exacerbated dry and purulent otitis media. Visual acuity with correction on the best eye 0.8-0.5 on the worst 0.5-0.2.

Significant limitation of visual fields in both eyes. Trachoma in all stages. Persistent lacrimation, not amenable to treatment. cataracts.

Builder

A specialist in the construction of buildings and structures.

The builder is one of the oldest professions. Many archaeological monuments, thanks to which we learn about the past of mankind, are ancient buildings. Many buildings are still standing, although their age is measured in thousands of years. The secrets of the building craft have been accumulated over the centuries, carefully kept and passed down from generation to generation, from masters to students. Qualified "stone craftsmen" and carpenters were in short supply, highly valued. When St. Petersburg began to be built, experienced masons came from all over Russia, and for several years the construction of stone buildings in all other cities of the country was prohibited.

The work of a builder differs significantly depending on whether he works in a large-scale production, where the functions of various workers are clearly separated, or in a small multidisciplinary team performing various types of construction work. In the first case, most of the time he is busy performing a small number of rather monotonous actions (applying mortar, laying bricks, etc.), depending on his building specialty. There are quite a few of these specialties within the “builder” profession - masons, installers, plasterers, concrete workers, carpenters, tilers, etc. But working as part of a small multidisciplinary team, builders, as a rule, do not have the opportunity to narrowly specialize in one thing, but combine several specialties, are "masters of all trades". Their work turns out to be more diverse and, accordingly, the requirements for the level of their professional training are higher.

You can get construction specialties in secondary specialized educational institutions: colleges, technical schools, vocational schools. In some cases, training in short-term courses or directly at the workplace is sufficient. It is possible to obtain a higher education, for example, in the specialty "Industrial and civil construction". It is necessary to know the materials and technologies used in the construction of knowledge and structures, to be able to apply them in practice.

You should know the rules of construction work, the specifics of the use of tools and equipment, safety precautions. Anyone who works in large teams and specializes in a particular type of activity should perfectly master his type of work and understand in general terms what other people working on a construction site are doing. A builder who works in a small team that fulfills turnkey orders (for example, building cottages or renovating apartments) must be able to perform several types of work at once.

Anyone who wants to become a builder needs to have good physical health, well-developed motor skills, endurance, accurate eye measurements. Developed spatial thinking will allow the builder to quickly and accurately work with the drawings of architects and drawings of designers. The diligence and punctuality of the employee are highly valued. Achievements of a builder depend not only on the actual professional skills, but also on the ability to work in a team, maintain relationships with colleagues.

The builder is a mass and demanded profession, its representatives are in stable demand in the labor market. The work is well paid, the salary of these specialists is slightly higher than the industry average. Career prospects: to become a low-ranking leader (foreman, foreman) or to engage in individual entrepreneurship, providing construction services.

Professiogram welder

1. General characteristics of the profession

An electric and gas welder performs manual arc and gas welding of parts, assemblies and structures in various positions, surfacing of critical parts.

Collects blanks (assemblies) of structures, transports them within the workplace, adjusts welding equipment, sets the required welding mode, and visually controls the seams. Prevents the occurrence of stresses and deformations in the product.

The main tool of the manual electric welder is the electrode. In the process of activity, the electric welder performs translational and oscillatory movements of the electrode, regulates the temperature, arc length and the process of forming a seam.

For welding thin metal, non-ferrous metals, their alloys and cast iron, a gas burner is used, in which combustible gas is mixed with oxygen and a flame is formed. The gas welder, in addition to welding, performs work on cutting parts of various lengths and along various contours, carries out surfacing, soldering and heating of metal.

The work of an electric and gas welder is mainly manual, performed individually, with minimal business communication.

The electric gas welder works both indoors and outdoors. It is possible to perform work at height (for an electric welder) and in uncomfortable positions.

To protect against thermal and light radiation, he uses overalls and a mask (shield) with protective light filters.

The mode of operation is mainly two-shift, the pace of work is free. The profession has 1 - 6 digits.

2. Requirements for the individual characteristics of a specialist

Physical strength and endurance, sharp vision and good color perception, flexibility and mobility of arms, legs and the whole body, a good sense of balance, the ability to concentrate for a long time, good hand-eye coordination, spatial imagination and technical thinking, accuracy and balance.

3. Medical contraindications

The profession is contraindicated for people suffering from diseases of the respiratory organs, the musculoskeletal system (sciatica, osteochondrosis, etc.), cardiovascular and nervous systems, mental disorders and those with severe visual and hearing defects.

4. Requirements for professional training

Good preparation in the field of chemistry and physics (sections of electricity, electrical engineering), mathematics, metal science is required.

Must know: physical and chemical properties of ferrous and non-ferrous metals, methods of their connection depending on the dimensions of the parts; device, principles and modes of operation of welding machines; properties of electrodes and methods of their selection for various grades of welded metals; rules for preparing parts and assemblies for welding; causes of internal stresses and deformations in welded products; technical requirements for the quality of welded joints, measures to prevent defects and ways to eliminate them.

Should be able to: choose the right welding modes; perform welding in various ways, in various spatial positions; weld parts of various configurations and sizes; brew shells and other defects in knots and pouring; surfacing of worn parts; carry out acceptance of welded joints.

5. Business and self-employment opportunities

An electric and gas welder can engage in entrepreneurial activities independently or as part of a construction organization.

A gas welder can be engaged in individual labor and entrepreneurial activities.

6. Related professions

Automatic welding welder, blacksmith.

Professiogram electric and gas welderThe profession of an electric and gas welder includes two professions -manual electric welder and gas welder.

Dominant activities:

welding (joining) and cutting of metal structures;
adjustment, setting the operating mode of welding equipment;
welding (joining) or cutting with a welding machine of elements of metal structures, pipelines, etc.;
cleaning seams;
collection and transportation of workpieces within the workplace.

Qualities that ensure the success of professional activities:

Capabilities

physical endurance;
technical ability;
endurance of the vestibular apparatus, visual analyzer.

Personal qualities:

self-management, personal organization;
discipline;
accuracy;
attentiveness;
responsibility.

Areas of application of professional knowledge:enterprises of mechanical engineering, metalworking, construction, agriculture and other sectors of the national economy.

Medical contraindications:

diseases of the central nervous system, mental;
diseases of cardio-vascular system;
diseases of the musculoskeletal system;
diseases of the bronchi, lungs;
chronic diseases of the stomach and intestines;
chronic diseases with symptoms of renal failure;
chronic diseases to a pronounced degree, allergic);
diseases of the hearing organs, hyperesthesia of the vestibular apparatus);
myopia of any degree, color vision disorders, binocular impairment vision.

Related professions:gas cutter, manual welding electric welder, gas welder.

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