The main stages of the formation of a professional personality. The problem of the formation of professionally important qualities

Professional development covers a long period of human life (35-40 years). During this time, life and professional plans change, there is a change in the social situation, leading activities, a restructuring of the personality structure. Therefore, it becomes necessary to divide this process into periods or stages. In this regard, the question arises about the criteria for identifying stages in the continuous process of professional development.

T V. Kudryavtsev, one of the first domestic psychologists who deeply studied the problem of the professional development of the individual, chose the attitude of the individual to the profession and the level of performance of the activity as criteria for distinguishing stages. He identified four stages:

1) the emergence and formation of professional intentions;

2) vocational education and training for professional activities;

3) entry into the profession, its active development and finding oneself in the production team;

4) full realization of personality in professional work".

E.A. Klimov substantiated the following professionally oriented periodization:

1) option stage (12–17 years old) – preparation for a conscious choice of a professional path;

2) the stage of vocational training (15-23 years old) - mastering the knowledge, skills and abilities of future professional activity;

3) the stage of development of a professional (from 16-23 years old to retirement age) - entry into the system of interpersonal relations in professional communities and further development of the subject of activity.

In a later periodization of the life path of a professional, E.A. Klimov offers a more detailed grouping of phases:

■ option - the period of choosing a profession in an educational and professional institution;

■ adaptation - entry into the profession and getting used to it;

■ internal phase – acquisition of professional experience;

■ skill – qualified performance of labor activity;

■ mentoring – the transfer by a professional of his experience3.

Without pretending to a strict scientific differentiation of a person's professional life, E.A. Klimov offers this periodization for critical reflection.

A.K. Markova chose the levels of personality professionalism as a criterion for identifying the stages of becoming a professional. It distinguishes 5 levels and 9 stages:

1) pre-professionalism includes the stage of initial acquaintance with the profession;

2) professionalism consists of three stages: adaptation to the profession, self-actualization in it and free possession of the profession in the form of mastery;

3) superprofessionalism also consists of three stages: free possession of a profession in the form of creativity, mastering a number of related professions, creative self-designing oneself as a person;

4) unprofessionalism - the performance of labor according to professionally distorted standards against the background of personality deformation;

5) post-professionalism - completion of professional activity.

Abroad, the periodization of J.Super, who singled out five main stages of professional maturity, has received wide recognition:

1) growth - development of interests, abilities (0–14 years old);

2) research - approbation of one's strengths (14 - 25 years);

3) approval - vocational education and strengthening of one's position in society (25 - 44 years);

4) maintenance - the creation of a stable professional position (45 - 64 years);

5) recession - a decrease in professional activity (65 years and more)2.

From a brief analysis of the periodizations of the professional development of a person, it follows that, despite the different criteria and grounds for differentiating this process, approximately the same stages are distinguished. The logic of the concept of professional development that we are developing determines the validity of the generalization of the analysis

Since socio-economic factors influence the choice of professional work, the formation of a specialist, it is legitimate to choose the social situation that determines the attitude of the individual to the profession and professional communities as the basis for dividing the professional development of a person.

The next basis for the differentiation of professional development is the leading activity. Its development, improvement of methods of implementation lead to a radical restructuring of the personality. It is obvious that activities carried out at the reproductive level make other demands on the individual than partly search and creative. The psychological organization of the personality of a young specialist who is mastering professional activity, no doubt, differs from the psychological organization of the personality of a professional. It should be borne in mind that the psychological mechanisms for the implementation of specific activities at the reproductive and creative levels are so different that they can be attributed to different types of activities, i.e. the transition from one level of performance to another, higher one, is accompanied by a restructuring of the personality.

Thus, it is justified to take the social situation and the level of implementation of the leading activity as grounds for distinguishing the stages of the professional development of a person. Consider the influence of these two factors on the professional development of the individual.

1. The beginning of this process is the emergence of professionally oriented interests and inclinations in children under the influence of relatives, teachers, role-playing games and school subjects (O-12 years old).

2. This is followed by the formation of professional intentions, which ends with a conscious, desired, and sometimes forced choice of a profession. This period in the formation of personality is called option. The peculiarity of the social situation of development lies in the fact that boys and girls are at the final stage of childhood - before the start of independent life. The leading activity is educational and professional. Within its framework, cognitive and professional interests are formed, life plans are formed. The professional activity of the individual is aimed at finding his place in the world of professions and is clearly manifested in the decision on the choice of profession.

3. The next stage of formation begins with admission to a vocational educational institution (vocational school, technical school, university). The social situation is characterized by a new social role of the individual (student, student), new relationships in the team, greater social independence, political and civil maturity. The leading activity is professional and cognitive, focused on obtaining a specific profession. The duration of the vocational training stage depends on the type of educational institution, and in the case of entering a job immediately after graduation, its duration can be significantly reduced (up to one or two months).

4. After graduating from an educational institution, the stage of professional adaptation begins. The social situation is changing radically: a new system of relations in a production team of different ages, a different social role, new socio-economic conditions and professional relations. The leading activity becomes professional. However, the level of its implementation, as a rule, is of a normative and reproductive nature.

The professional activity of the individual at this stage increases dramatically. It is aimed at social and professional adaptation - mastering the system of relationships in the team, a new social role, acquiring professional experience and independent performance of professional work.

5. As the person masters the profession, he is more and more immersed in the professional environment. The implementation of activities is carried out in relatively stable and optimal ways for the employee. The stabilization of professional activity leads to the formation of a new system of relations of the individual to the surrounding reality and to himself. These changes lead to the formation of a new social situation, and the professional activity itself is characterized by individual personality-conforming technologies of implementation. The stage of primary professionalization and the formation of a specialist begins.

6. Further advanced training, individualization of technologies for performing activities, development of one's own professional position, high quality and productivity of labor lead to the transition of the individual to the second level of professionalization, at which the formation of a professional takes place.

At this stage, professional activity gradually stabilizes, the level of its manifestation is individualized and depends on the psychological characteristics of the individual. But in general, each employee has his own stable and optimal level of professional activity.

7. And only a part of employees with creative potentials, a developed need for self-fulfillment and self-realization, goes to the next stage - professional mastery and the formation of acme professionals. It is characterized by a high creative and social activity of the individual, a productive level of professional activity. The transition to the stage of mastery changes the social situation, radically changes the nature of the performance of professional activities, dramatically increases the level of professional activity of the individual. Professional activity is manifested in the search for new, more effective ways of performing activities, changing established relationships with the team, trying to overcome, break the traditional methods of management, in dissatisfaction with oneself, in the desire to go beyond oneself. Comprehension of the peaks of professionalism (acme) is evidence that the personality has taken place.

Thus, in the holistic process of the professional development of a person, seven stages are distinguished (Table 4).

Table 4
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Stages of professional development of personality

No. p / p	Stage name Amorphous option (0-12 years old)	The main psychological neoplasms of the stage Professionally oriented interests and aptitudes
2	Option (12-16 years old)	Professional intentions, choice of the path of vocational education and training, educational and professional self-determination
3	Vocational training (16-23 years old)	Professional readiness, professional self-determination, readiness for independent work
4	Professional adaptation (18-25 years old)	Mastering a new social role, experience of independent performance of professional activities, professionally important qualities
5	Primary professionalization	Professional position, integrative professionally significant constellations, individual style of activity Skilled work
6	Secondary professionalization	Professional mentality, identification with the professional community, professional mobility, corporatism, flexible style of activity, highly qualified activity
7	professional excellence	Creative professional activity, mobile integrative psychological neoplasms, self-design of one's activity and career, pinnacle (acme) of professional development

The transition from one stage of professional development to another means a change in the social situation of development, a change in the content of the leading activity, the development or assignment of a new social role, professional behavior and, of course, the restructuring of the personality. All these changes cannot

cause mental tension of the individual. The transition from one stage to another gives rise to subjective and objective difficulties, interpersonal and intrapersonal conflicts. It can be argued that the change of stages initiates normative crises of the professional development of the individual.

We considered the logic of professional development within one profession, however, according to the Ministry of Labor of the Russian Federation, up to 50% of employees change their profession profile during their working life1, i.e. the sequence of steps is broken. In conditions of increasing unemployment, a person is forced to repeat certain stages due to the re-emerging problems of professional self-determination, professional retraining, adaptation to a new profession and a new professional community.

In this regard, there is a need to create new technologies for professional development and personality formation, focused on the constantly changing labor market, developing professional mobility and increasing the competitiveness of employees.
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Professionally conditioned structure of activity: a conceptual model

According to the definition of A.N. Leontiev, activity is a developing system that has a structure, its own internal transitions and transformations. The activity of each individual person depends on his place in society, on how it develops in unique circumstances. The nature and characteristics of activity are determined by needs and motives, and its structure is provided by certain actions and operations. Thus, two aspects are distinguished in the activity: motivational-need and operational-technical. Needs are concretized in the system of motives, which are a complex hierarchy: the main, core motives and additional incentive motives. According to A.N. Leontiev, core motives acquire a personal meaning for a person. Activity motivates a person to the extent that it acquires personal meaning for him.

The design of the conceptual model is based on the definition of activity given by V.V. Davydov: “Activity is a specific form of socio-historical existence of people, consisting in their purposeful transformation of natural and social reality. Any activity carried out by its subject includes a goal, a means, a transformation process and its result. When performing an activity, its subject itself changes and develops significantly.

In determining the professional structure of activity, we relied on activity models developed by psychologists E.M. Ivanova, B.F. Lomov, G.V. Sukhodolsky, V.D. Shadrikov.

There are three levels of generalization in the psychological structure of activity:

■ specific activities and situations;

■ typical professional functions and tasks;

■ professional actions, skills and abilities.

Part of the theory of activity that characterizes the development of activity and its components in time, taking into account the professionally conditioned nature of its dynamics, is praxeology2.

An important position of praxeology is the recognition of the self-development of any activity. It develops by functioning and functions by developing. The self-development of concrete activity consists in the generation of its new, progressive elements in place of the existing old ones. The formation of activity can be interpreted as the development of both the subject and the activity itself.

The professional development of the subject is expressed in the development of his personality and individuality through the acquisition of professionalism and the formation of an individual style of activity. In contrast to this process, the formation of professional activity is manifested in the development of its techniques and methods, the improvement of technology, the enrichment of methodological tools and the expansion of its scope.

As a result of the development of the subject, more and more complex professional tasks become available to him. And as a result of the formation of activity, new tasks and ways to solve them are formed. This replenishes the subject area of the profession, improves its technique and technology, the system of knowledge and practical experience.

The dynamics of activity in the process of professional development was studied by N.S. Glukhanyuk.

At the option stage, the educational and professional activity that the optant chooses is not always reflected by an adequate idea of its social significance, methods of professional training, area of distribution, working conditions, and material benefits. As a rule, the opinion of the optant about the content of professional activity is quite superficial.

The development of activity at the stage of vocational training occurs from educational and cognitive to educational and professional, and from it to real professional activity.

The existing system of vocational training sees its goal in the formation of educational and cognitive activity: its motivation, ways of acquiring and controlling knowledge, skills and abilities. The efforts of the trainees are aimed at its development. There is a contradiction between the purpose of training and the results of professional training. The purpose of training is the development and development of educational and cognitive activities, the result of professional training is the development of professional activities.

Overcoming this contradiction is possible by changing the activity of students, taking into account its formation. The implementation of developing professionally oriented activities determines the choice of adequate developing and developing learning technologies.

At the stage of adaptation, there is an active development of activities through the mastery of the performing part of the normatively approved professional activity. The performance of professional functions leads to the formation of skills and abilities. The development of activities at this stage is related to the level of skills.

The stage of primary professionalization is characterized by the formation of blocks of integrative elements of activity, the so-called modules of activity, which are formed as the performing part improves in the process of its development. The formation of such large blocks leads to the development of the most stable individual style of performing activities. Stabilization of normatively approved activities, as a rule, ends with the formation of a specialist.

At the stage of secondary professionalization, flexible integrative constellations are formed, which are a fusion of professional skills and qualities necessary for a wide range of specialties and related professions. Highly qualified, high-quality work is characteristic of a professional.

At the stage of mastery, the development of activity leads to a new qualitative level of its implementation - creative. The features of this level are the mobility of activity with the formation of its structural and functional elements, the search for new tools, its development and improvement, self-design of activity, development of its research component.

The mechanism of the development of professional activity outwardly looks like an individual and social evolution of its structure, which leads to a noticeable progress in activity. The essence of this phenomenon lies in the movement of social and personal needs, which determine the dynamics of professional motives, the emergence of new and the transformation of known goals, the modification of professional technologies, the development of new means of labor.

The definition of self-development of activity as a creative process (Ya.A. Ponomarev) makes it possible in principle to achieve its peaks (acme) - the stage of mastery. However, an objective possibility becomes a reality only if there is a subjective need for self-actualization. Therefore, along with the formation of activity, it is necessary to consider the development of its subject, the formation of which is initiated by the developing components of the activity.
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In psychology, there are different definitions of personality, formulated by various scientific directions. Naturally, each psychological school substantiates its own personality structure. Based on the understanding of the personality as a subject, social relations and activity, we have designed a four-component personality structure.

1. In the fundamental works of L.I. Bozhovich, V.S. Merlin, K.K. Platonov, it is convincingly shown that the system-forming factor of personality is orientation. Orientation is characterized by a system of dominant needs and motives. Some authors also include attitudes, value orientations and attitudes in the composition of the orientation. Theoretical analysis made it possible to single out the components of a professional orientation: motives (intentions, interests, inclinations, ideals), value orientations (the meaning of work, wages, welfare, qualifications, career, social status, etc.), professional position (attitude towards the profession, attitudes, expectations and readiness for professional development), socio-professional status. At different stages of formation, these components have different psychological content, due to the nature of the leading activity and the level of professional development of the individual.

2. The second substructure of the subject of activity is professional competence. In explanatory dictionaries, competence is defined as awareness, erudition. Under professional competence understand the totality of professional knowledge, skills, as well as ways to perform professional activities. The main components of professional competence are:

■ social and legal competence - knowledge and skills in the field of interaction with public institutions and people, as well as possession of professional communication and behavior techniques;

■ special competence - preparedness for independent performance of specific activities, the ability to solve typical professional tasks and evaluate the results of one's work, the ability to independently acquire new knowledge and skills in the specialty;

■ personal competence – the ability for continuous professional growth and advanced training, as well as self-realization in professional work;

■ self-competence - an adequate understanding of one's social and professional characteristics and possession of technologies for overcoming professional destruction.

A.K. Markova identifies another type of competence - extreme professional competence1, i.e. the ability to act in suddenly complicated conditions, in case of accidents, violations of technological processes.

In applied psychology, competence is often identified with professionalism. But professionalism as the highest level of performance is ensured, in addition to competence, by professional orientation and professionally important abilities.

The study of the functional development of professional competence has shown that at the initial stages of the professional development of a specialist, there is a relative autonomy of this process, at the stage of independent performance of professional activity, competence is increasingly combined with professionally important qualities. The main levels of professional competence of the subject of activity are training, professional readiness, professional experience and professionalism.

3. The most important components of a person's psychological activity are his qualities. Their development and integration in the process of professional development lead to the formation of a system of professionally important qualities. This is a complex and dynamic process of formation of functional and operational actions based on the psychological properties of the individual. In the process of mastering and performing activities, psychological qualities are gradually professionalized, forming an independent substructure.

VD Shadrikov under professionally important qualities understands the individual qualities of the subject of activity, influencing the efficiency of activity and the success of its development. He also refers to professionally important qualities as abilities1.

Thus, professionally important qualities are the psychological qualities of a person that determine the productivity (productivity, quality, effectiveness, etc.) of an activity. They are multifunctional and at the same time each profession has its own ensemble of these qualities.

In the most general case, the following professionally important qualities can be distinguished: observation, figurative, motor and other types of memory, technical thinking, spatial imagination, attentiveness, emotional stability, determination, endurance, plasticity, perseverance, purposefulness, discipline, self-control, etc.

4. The fourth professionally conditioned personality substructure is professionally significant psychophysiological properties. The development of these properties occurs already in the course of mastering the activity. In the process of professionalization, some psychophysiological properties determine the development of professionally important qualities, while others, becoming professional, acquire independent significance. This substructure includes such qualities as visual-motor coordination, eye, neuroticism, extraversion, reactivity, energyism, etc.

In the studies of V.D. Shadrikov and his students, it is shown that in the process of professionalization of the personality, integrative ensembles (sympto-complexes) of qualities are formed. The component composition of professionally conditioned ensembles is constantly changing, and correlations are intensifying. However, for each profession there are relatively stable ensembles of professional characteristics. In foreign professional pedagogy, they are elevated to the rank of key qualifications.

The theoretical substantiation of this group of professionally important qualities was made by D. Martens on the basis of taking into account the relationship and interdependence of socio-economic and technical-economic production processes and the tendency to use various types of computer technologies in production, management and service.

Key qualifications include abstract theoretical thinking; ability to plan complex technological processes; creativity, predictive ability, ability to

independent decision making; communication skills; ability to work together and cooperate, reliability, efficiency, responsibility, etc.

Depending on the prevailing professionally important components in the structure of key qualifications, they can be classified into four substructures of personality. The professionally conditioned personality structure is reflected in Table 5.

In the process of professional development, the content of substructures changes, there is an integration of components within each substructure, the development of complex professionally conditioned constellations that integrate components of different substructures, which leads to the formation of key qualifications. The latter provide competitiveness, professional mobility, productivity of professional activity, promote professional growth, advanced training and career development of a specialist.
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Professional personality deformations

Studies of the professional development of the personality allowed us to put forward the position that long-term performance of any professional activity leads to the formation of personality deformations that reduce the productivity of the implementation of labor functions, and sometimes make this process difficult.

Under professional deformations, we mean destructive changes in the personality in the process of performing activities. The development of professional deformations is determined by many factors: multidirectional ontogenetic changes, age dynamics, the content of the profession, the social environment, vital events and random moments. The main psychological determinants of professional deformations include stereotypes of professional activity, psychological defense mechanisms, stagnation of professional development, psychophysiological changes, limits of professional development and accentuation of character.

Table 5
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Professionally conditioned personality structure

substructure	Socio-psychological and psycho-physiological components of the substructure	Professionally determined ensembles of substructure components (key qualifications)
Social and professional orientation	Inclinations, interests, attitudes, expectations, attitudes, motives	Social and professional abilities: readiness for cooperation, focus on achievements, success and professional growth, corporatism, reliability, social responsibility, etc.
Professional Competence	Professional knowledge, skills and qualifications	Socio-legal and economic competence, special competence, personal competence (knowledge and skills that go beyond one profession), auto-competence
Professionally important qualities	Mindfulness, observation, creativity, determination, contact, self-control, independence, etc.	Professional independence, socio-professional intelligence, ability to plan technological processes, diagnostic abilities, professional mobility, self-control, etc.
Professionally significant psychophysiological properties	Energeticism, neuroticism, extraversion, hand-eye coordination, reactivity, etc.	Generalized professional abilities: coordination of actions, speed of reaction, eye, manual dexterity, endurance, stress resistance, efficiency, etc.

Each profession has its own ensemble of deformations. Studies of the professional development of teachers have led to the identification of the following deformations: authoritarianism, pedagogical dogmatism,

indifference, conservatism, role expansionism, social hypocrisy, behavioral transfer. Professional deformations are inevitable. Overcoming them involves the use of a variety of personality-oriented correction technologies and preventive measures.

conclusions

The generalization of the theoretical analysis of the professional development of the personality allows us to formulate the following conclusions:

1. Professional development is a productive process of development and self-development of the individual, mastering and self-designing professionally oriented activities, determining one's place in the world of professions, realizing oneself in the profession and self-actualization of one's potential to achieve the heights of professionalism.

2. Professional development is a dynamic process of “formation” of a personality, adequate activity, which provides for the formation of a professional orientation, professional competence and professionally important qualities, the development of professionally significant psychophysiological properties, the search for optimal ways of high-quality and creative performance of professionally significant activities in accordance with individually -psychological characteristics of the individual. The system-forming factor of this process at different stages of formation is the socio-professional orientation, formed under the influence of the social situation, a complex of interrelated developing professionally significant activities and professional activity of the individual.

The transition from one stage of formation to another is initiated by changes in the social situation, a change and restructuring of the leading activity, which leads to the professional development of the personality, the crisis of its psychological organization, the formation of a new integrity, followed by disorganization and the subsequent establishment of a qualitatively new level of functioning, the center of which is professionally conditioned psychological neoplasms.

3. The professional development of a person is a process of raising the level and improving the structure of professional orientation, professional competence, socially and professionally important qualities and professionally significant psychophysiological properties through the resolution of contradictions between their current level of development, the social situation and developing leading activities.

The main changes in the structural components of the personality, indicating its professional development, are that at the stages of active development of activity, integral professionally significant constellations of various qualities and skills are formed. With the transition to another stage of formation, the structure-forming qualities change, new relationships are established.

4. The process of professional development is mediated by professionally significant activities and the social situation. The dynamics of professional development is subject to the general laws of mental development: continuity, heterochrony, unity of consciousness and activity.

Continuity is manifested in the fact that psychological neoplasms of each previous stage do not disappear during the transition to a new level of functioning, but are included in the composition of newly emerging psychological neoplasms, the degree of their severity changes.

Heterochrony is manifested in the fact that with the transition to the next stage, the grouping of interrelated socially and professionally important qualities and skills, the degree of their expression in the psychological organization of a person, change. The study found that each stage of professional development is characterized by a specific psychological organization. Heterochrony is also manifested in the fact that during the course of their professional life, many workers have to change their place of work, as well as their profession. The change of labor violates the logic of the professional development of the individual.

The principle of the unity of consciousness and activity means that consciousness and activity are not opposite to each other, but they are not identical either, but form a unity. This principle allows, when studying professional activity, to find out the psychological patterns of the professional development of the individual.

5. The effectiveness of the professional development of a person depends on the following conditions: a psychologically sound choice of profession; professional selection of optants who have an interest and a penchant for the profession, the formation of their professional orientation; giving the content and technology of the vocational educational process in an educational institution of a developing nature; consistent development by a specialist and a professional of a system of interrelated activities.

At the initial stages of professional development, the contradictions between the personality and the external conditions of life are of decisive importance. At the stages of professionalization and especially professional mastery, contradictions of an intrasubjective nature, due to intrapersonal conflicts, dissatisfaction with the level of one's professional growth, and the need for further self-development and self-fulfillment, acquire a leading role. The resolution of these contradictions leads to finding new ways to perform professional activities, changing specialty, position, and sometimes profession.

6. The transition from one stage of professional development to another is accompanied by crises. Since they are psychologically substantiated, we will call them normative. The collapse of professional intentions, the termination of professional education, forced dismissal, retraining are also accompanied by crises (let's call them non-normative). It should also be stated that any professional activity deforms the personality, leads to the formation of socially and professionally undesirable qualities, character traits.

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	Stage name	The main psychological neoplasms of the stage
	Amorphous option (0-12 years old)	Professionally oriented interests and aptitudes
	Option (12–16 years old)	Professional intentions, choosing the path of vocational education and training, educational and professional self-determination
	Vocational training (16–23 years old)	Professional readiness, professional self-determination, readiness for independent work
	Professional adaptation (18–25 years old)	Mastering a new social role, experience of independent performance of professional activities, professionally important qualities
	Primary professionalization	Professional position, integrative professionally significant constellations (key qualifications), individual style of activity, skilled work
	Secondary professionalization	Professional mentality, identification with the professional community, key competence, professional mobility, corporatism, flexible style of activity, highly qualified professional activity
	professional excellence	Creative professional activity, mobile integrative psychological neoplasms, self-design of one's activity and career, pinnacle (acme) of professional development

We examined the logic of professional development within the framework of one profession, however, according to the Ministry of Labor of the Russian Federation, up to 50% of workers change the profile of their professions during their working life, i.e. the sequence of steps is broken. In conditions of increasing unemployment, a person is forced to repeat certain stages due to the re-emerging problems of professional self-determination, professional retraining, adaptation to a new profession and a new professional community.

As a result, there is a need to create new technologies of professional development and personality development, focused on the constantly changing labor market, developing professional mobility and increasing the competitiveness of specialists.

On the interaction of individual, personal and professional development of a person

The characteristic of a person as an individual is determined by his biological characteristics: heredity, characteristics of the organism, state of health, physical and mental energy. Individual characteristics affect the pace and level of human development both as an individual and as a professional. The leading personal characteristics of a person include his relationships, motives, intellect, emotional-volitional sphere. They indirectly, indirectly affect individual development and mainly determine professional development. The level of professional achievements of a person is determined by both individual characteristics and personal characteristics.

Real scenarios of human life are very diverse. Depending on the ratio of the rates of various types of development, A. A. Bodalev identifies the following scenarios for the development of an adult:

Individual development is far ahead of personal and professional development. This ratio characterizes the weakly expressed development of a person as a person and as an employee. There are no interests, inclinations and abilities for any activity, professional readiness is not expressed, low level of working capacity.

Personal development of a person is more intensive than individual and professional. This is manifested in a careful attitude to the environment, people, objects of material and spiritual culture, attachment to the family, etc. Physical health, professional achievements are in the background.

Professional development dominates over the other two "hypostases" of a person. The priority of professional values, total immersion in work are the features of the so-called workaholics.

Relative correspondence of the pace of individual, personal and professional development. This is the optimal ratio that determines the realization, "fulfillment" by a person of himself.

Biological factors have a decisive influence on individual development, mental characteristics and leading activity on personal development, socio-economic factors and leading (professional) activity on professional development. All three types of development are interconnected, and given that development is uneven, each person develops his own unique development trajectory. The content of professional activity has a great influence on individual scenarios of professional development. Professional achievements, satisfying the need for self-affirmation, lead to the restructuring of professional self-awareness, influence the system of motives, relationships and value orientations, and ultimately initiate the restructuring of the entire personality structure. In some cases, good physical development becomes a condition and stimulus for high professional activity and the basis for successful personal growth.

Summarizing the above reasoning, we can state that the individual, personal and professional development of a person in individual life interact and give rise to a wide range of professional life scenarios. The peak achievements of a person are located at different stages of the professional development of a person.

Not a single university is able to train a specialist who will have all the skills necessary to work in a particular company. That is why it is important to choose from a variety of candidates those applicants who are capable of learning and self-learning, and organize the team in such a way that employees constantly share their accumulated experience with each other.

Stages of professional development of personality

American speaker and business coach Jim Rohn believed that formal education would help a person survive, while only self-education could lead him to success. Any new functions are much easier and faster to master for a beginner with self-learning skills.

In the process of professional development, a person goes through four stages. The first one is unconscious incompetence. A novice specialist at this stage does not yet possess the skills necessary to fit a certain position, but he does not notice a lack of education. For example, a financial advisor has already studied the characteristics of investment products, it seems to him that the time before meeting with a potential client is the only thing that separates him from success. But in reality, it turns out that understanding the features of various portfolios is not enough to interest the interlocutor. Successful negotiations require developed communication skills, the ability to listen to the client and really understand his needs, the ability to win over and convince.

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The second stage of professional development is conscious incompetence. An employee who has entered this stage of development understands that he lacks knowledge and skills to achieve a certain level of mastery. For example, a novice financial advisor realizes that he has a rather vague idea of how best to present this or that financial opportunity to a client and which of the many products to recommend. In this case, an employee can seek advice from a colleague or manager, view materials summarizing the experience of his predecessors, understand the issue and help the client make the best choice.

After a while, there comes a moment when the practiced skill becomes automatic. The employee no longer thinks that it is necessary to negotiate according to a certain algorithm, he simply starts a free conversation and does everything exactly as the situation requires. This stage is called unconscious competence.

In order to acquire a new skill, you need to realize that its absence is burdensome, and then go through four stages of increasing competence. Of course, far from everything a beginner can learn alone: one can watch a virtuoso play the violin all his life, but never perform a single piece. Mastering modern investment products is as complex a process as learning to play a musical instrument. Without the help of a mentor, not everyone can become an expert in the field of financial management, so companies open structures that train specialists.

Types of training in the company

The training system in the company is based on several tools: coaching, mentoring, tutoring and mentoring. Let's try to figure out what their differences are.

First and foremost rule coaching- The coach has no right to advise anything. Its main goal is to help the learner find a solution to the problem with leading questions. Coaching involves the activation of self-learning mechanisms, that is, a specialist helps a beginner go from unconscious incompetence to conscious incompetence, and then only observes the development of an employee.

mentoring implies a kind of “fitting” on oneself the role of a leader, but without excessive responsibility. An employee-mentor is freed from the usual workload of a manager in the form of large volumes of documentation, reporting and plans, he only trains, motivates and controls less experienced specialists, i.e. tries himself as a leader. Mentoring allows the heads of departments of the company to check whether an already successful specialist is able to manage the work of less experienced colleagues, or whether he will develop more effectively alone.

Tutoring- this is a process of mutual learning, when two employees exchange their accumulated experience, share the solution to a particular problem. Let's say one financial adviser knows perfectly the specifics of investment strategies, but sometimes feels insecure at personal meetings with clients, and his colleague feels the partner's mood well, but sometimes he lacks theoretical knowledge of products. Employees with these traits will have difficulty working alone, but when paired, they can complement each other well. It is important that tutoring is not just mutual assistance: employees should use the information received as a basis for self-development, and not just help each other out of difficult situations.

Mentoring is a way of transferring knowledge and skills from a more experienced employee to a less experienced one. More often than not, mentor and student are at different levels of the career ladder. A more experienced specialist trains a beginner and is responsible for his actions. By the way, it was mentoring that became the basis for mutual training of employees of our company.

Mentoring as the best option for training employees within the company

Usually, the system of training new employees in the organization is built gradually. For example, when the QBF staff was just beginning to expand, the role of mentors was taken over by representatives of the sales department, who achieved high results. They went through a fairly lengthy briefing, after which they got the opportunity to recruit newcomers and train them. Most of the newly appointed leaders had difficulty imagining the methods of transferring knowledge - most often they relied only on their own experience, trained specialists in the style: "do as I did, and you will reach the same level." Far from always, this method turned out to be effective: people have a completely different set of personal qualities, so they come to success in completely different ways.

Management quickly recognized the problem and set up a staff training system. Now employees of the sales department who have achieved certain results, if they wish, get the opportunity to try themselves as mentors. First, they undergo special training, which is organized by an HR specialist, the first deputy chairman of the board, the managing director of the company, and the head of the training department. We each have our own learning block. We teach the candidate mentor to interview, weed out applicants, motivate and develop newcomers. At the end of the training, the manager must pass certification. If a specialist copes with this task, he officially assumes the position of a manager: he begins to recruit and train staff. At the same time, his salary and commissions increase, and privileges corresponding to the new position appear.

If a talented financial advisor is unwilling or not ready to take on the responsibility of recruiting and training new employees, this does not mean that the career ladder is closed to him. In our company, employees have the opportunity to develop as solo players. Those who follow this path can take the chair of the vice president and senior vice president of the company. Such positions allow you to have a large average check and a portfolio, the volume of which is commensurate with the size of the portfolio of the whole structure, as well as to conduct additional projects. In our company, the importance of the vice president is quite comparable to the importance of the director of sales, who is responsible for the actions of many employees.

In my opinion, the training of new personnel within the company is most effectively carried out within the framework of mentoring. I recommend that you pay special attention to the training of specialists who will recruit and train newcomers, because if their work turns out to be ineffective, high results cannot be expected from their subordinates. Finally, I do not advise neglecting those who cannot take on leadership functions, but at the same time work perfectly on their own. Sometimes such players alone can bring to the company no less benefit than those behind whom there is a close-knit team.

Teaching, we are learning.

Seneca

In the "Explanatory Dictionary of the Russian Language" S.I. Ozhegova and N.Yu. Shvedova is given the following concepts: professional - a person who does something professionally (as opposed to an amateur), a true professional - a person who works highly professionally, professionalism - good knowledge of his profession, professional - doing something as a profession, and also being a profession. A professional fully meets the requirements of this production, this field of activity, the profession is the main occupation, labor activity.

The substructure of a professional is professional competence. In explanatory dictionaries, competence is defined as awareness, erudition. Under professional competence understand the totality of professional knowledge, skills, as well as ways of performing professional activities. The main components of professional competence are:

social and legal competence - knowledge and skills in the field of interaction with public institutions and people, as well as possession of professional communication and behavior techniques;

special competence - preparedness for independent performance of specific types of activities, the ability to solve typical professional tasks and evaluate the results of one's work, the ability to independently acquire new knowledge and skills in the specialty;

· personal competence - the ability for constant professional growth and advanced training, as well as self-realization in professional work;

· self-competence - an adequate understanding of one's social and professional characteristics and possession of technologies for overcoming professional destruction.

E.F. Zeer identifies another type of competence - extreme professional competence, i.e. the ability to act in suddenly complicated conditions, in case of accidents, violations of technological processes.

T.V. Kudryavtsev distinguishes the following stages of the professional development of a person: the emergence and formation of professional intentions; professional education; active development of the profession and finding oneself in the production team; full realization of personality in professional work. Psychologists offer a different periodization of professional development, highlighting the following stages:

1) options (12 - 17 years), i.e. preparation for a conscious choice of a professional path;

2) vocational training (16 - 23 years old);

3) development of professionalism (from 23 years to retirement age), i.e. entry into the system of interpersonal relations in professional communities and further development of the subject of activity (E.A. Klimov).

In the late periodization of the life path of the professional E.A. Klimov offers a more detailed grouping of phases:

1) option- the period of choosing a profession in an educational and professional institution;

2) adaptation– entry into the profession and getting used to it;

3) interval phase– acquisition of professional experience;

4) skill- qualified performance of labor activity;

6) mentorship- the transfer of professional experience.

A.K. Markova identified five levels, which include nine stages of becoming a professional.

1. Preprofessionalism includes the stage of initial acquaintance with the profession.

2. Professionalism consists of three stages: adaptation to the profession, self-actualization in it and free possession of the profession in the form of mastery.

3. Superprofessionalism also consists of three stages: free possession of a profession in the form of creativity, mastering a number of related professions, creative self-designing oneself as a person.

4. Unprofessionalism- performance of labor according to professionally distorted standards against the background of personality deformation.

5. Postprofessionalism- completion of professional activity.

In labor psychology, competence is often identified with professionalism. But professionalism as the highest level of performance is ensured, in addition to competence, by professional orientation and professionally important abilities. The study of the functional development of professional competence has shown that at the initial stages of the professional development of a specialist there is a relative autonomy of this process, and at the stage of independent performance of professional activity, competence is increasingly combined with professionally important qualities.

The main levels of professional competence subject of activity become training, professional readiness, professional experience and professionalism. The analysis of professional activity allows us to talk about the presence of three levels of competence - general cultural competence(the level of education sufficient for self-realization of the individual, orientation in the cultural space, based on communication as a special form of activity that ensures the practical and spiritual unity of people and allows one to evaluate specific cultural phenomena); methodological competence(the level of education sufficient for independent creative solution of worldview and research problems of a theoretical or applied nature in various spheres of life); pre-professional competence(the level of education sufficient to receive after completion of general education vocational education in the chosen field). It can be assumed that there is professional competence.

The competitive personality model takes into account key qualifications, which were quite convincingly substantiated in the work of E.F. Zeera "Psychology of personality-oriented professional education".

The most important feature of a professional is the ability to use and apply his knowledge, skills and abilities, as well as generalized ways of performing actions. These psychological and didactic constructs are called competencies. The concept of "core competencies" was introduced in the early 1990s. International Labor Organization in the qualification requirements for specialists in the system of postgraduate education, advanced training and retraining of managerial personnel. In the mid 1990s. this concept is already beginning to define the requirements for the training of specialists in a vocational school.

Competence is considered as the general ability of a specialist to mobilize his knowledge, skills, as well as generalized ways of performing actions in professional activities.

Here are five key competencies that are given particular importance in vocational education in the countries of the European Community:

· social competence - the ability to take responsibility, develop a solution together with other people and participate in its implementation, tolerance for different ethnic cultures and religions, the manifestation of the conjugation of personal interests with the needs of the enterprise and society;

· communicative competence, determining the possession of technologies of oral and written communication in different languages, including computer programming, including communication via the Internet;

· social information competence, characterizing the possession of information technologies and a critical attitude to social information disseminated by the media;

· cognitive competence - willingness to constantly improve the educational level, the need to update and realize their personal potential, the ability to independently acquire new knowledge and skills, the ability to self-development;

· special competence - readiness for independent performance of professional actions, evaluation of the results of one's own work (E.F. Zeer).

8.3. Main directions of system development

professional education in Russia

Not philosophical revelations in our time

the science of pedagogy can advance, but

patient and ubiquitous experiences.

V.V. Rozanov

The main trends that determine the development of the vocational education system are continuity, integration, regionalization, standardization, democratization, and pluralization.

Let's take a closer look at each of these trends.

Continuity of education. For the first time the concept of lifelong education was presented at the UNESCO forum (1965) by the greatest theoretician P. Lengrand and caused a huge response. The interpretation of lifelong education proposed by P. Lengrand embodied a humanistic idea: it puts a person at the center of all educational principles, who should create conditions for the full development of his abilities throughout his life. The stages of human life are considered in a new way: the traditional division of life into the period of study, work and professional deactivation is eliminated. Continuing education, understood in this way, means a lifelong process in which the integration of both individual and social aspects of the human personality and its activities plays an important role.

The basis for the theoretical and then practical development of the concept of lifelong education was the study of R. Dave, who determined the principles of lifelong education. R. Dave defines 25 features that characterize continuous education. According to the researcher, these signs can be considered as the result of the first fundamental phase of scientific research in this area. Their list includes the following principles: coverage of education throughout a person's life; understanding the educational system as a holistic one, including preschool education, basic, sequential, repeated, parallel education, uniting and integrating all its levels and forms; inclusion in the education system, in addition to educational institutions and centers of additional training, formal, non-formal and non-formal forms of education; horizontal integration: home - neighbors - local social sphere - society - sphere of work - mass media - recreational, cultural, religious organizations, etc.; connection between the studied subjects; between various aspects of human development (physical, moral, intellectual, etc.) at certain stages of life; vertical integration: the connection between the individual stages of education - preschool, school, post-school; between different levels and subjects within separate stages; between different social roles implemented by a person at certain stages of the life path; between various qualities of human development (qualities of a temporary nature, such as physical, moral, intellectual development, etc.); universality and democracy of education; the possibility of creating alternative structures for education; linking general and vocational education; emphasis on self-management; on self-education, self-education, self-esteem; individualization of teaching; teaching in conditions of different generations (in the family, in society); expanding horizons; interdisciplinarity of knowledge, their qualities; flexibility and variety of content, means and methods, time and place of training; dynamic approach to knowledge - the ability to assimilate new achievements of science; improving learning skills; stimulation of motivation to study; creation of appropriate conditions and atmosphere for learning; implementation of creative and innovative approaches; facilitating the change of social roles in different periods of life; knowledge and development of one's own system of values; maintaining and improving the quality of individual and collective life through personal, social and professional development; development of an educating and teaching society; learning to "be" and "become" someone; consistency of principles for the entire educational process.

These theoretical provisions formed the basis for the reform of national education systems in the world (USA, Japan, Germany, Great Britain, Canada, countries of the "third world" and Eastern Europe).

Despite the adoption of a decision on the course towards the creation of a system of continuous education, in the Russian Federation there is still no nationwide concept, but only directions for development. Of course, this slows down the reform process. Apparently, the path to reforming the education system in our country lies through innovative practices. This path is not the shortest and not the easiest. In addition, it is necessary to take into account all the existing trends inherent in the reform process abroad. Lifelong education is based on the idea of developing a person as a person, a subject of activity and communication throughout his life.

In this regard, education can be considered continuous, comprehensive in its completeness, individualized in time, pace and focus, providing each person with the opportunity to implement their own training program. The implementation of continuous multi-level vocational education has led to the creation of educational institutions with different organization of vocational training, integrating educational programs of various systems of vocational education: primary, secondary and higher. Studies have shown that at present the network of educational institutions is expanding in the country, in which conditions are being created for the transition to multi-level, multi-stage, successive and variable educational programs.

The concept of "continuous professional education" can be attributed to the individual, educational programs and educational processes, as well as to organizational structures. In each of the above relations, this concept includes its own meaning. The task of any educational institution of primary, secondary and higher professional education is to create conditions conducive to the self-realization of the personality of the student and his further development.

Integrativeness of education. This trend was most clearly expressed at the first stage of the implementation of continuous education in Western countries and the former USSR. In the UNESCO document prepared for the XIX General Conference of the United Nations, lifelong education was interpreted as a means of communication and integration, allowing to synthesize a number of elements in an already existing education system and as a fundamental principle of organizational restructuring of various parts of the education system.

All this in the last two decades has contributed to the emergence in most regions of the trend towards integrated teaching and the transfer of scientific and technical knowledge. Many problems arose in the integration process.

The first circle is connected with those problems that relate to determining the specific weight or share of scientific and technical information in the curricula of the sphere of compulsory and special education, as well as those that affect the methods of integrated teaching of scientific and technical disciplines, age groups or levels of education. According to the conclusions of the UNESCO Commission, the differences in the scientific and technical equipment (saturation) of curricula that exist in different regions of the world are more pronounced at the 1st level of education (in primary grades) and are smoothed out at the 11th, although there is a difference here as well. .

The second circle of problems is related to the economy. This process takes place at the global level: education is increasingly tied to the economy. Communication between educational institutions and employers is easier to establish, of course, where there is a highly organized structure of industry.

However, the experience of our country and the countries of Eastern Europe, “where economic restructuring as a whole is taking place,” as noted in the UNESCO Report, “shows that close ties between school and employers – ties that have long been created in this region – are not in themselves can ensure that the knowledge and skills acquired by school graduates are used to the full.” The existing experience should be transformed to the needs of a market economy, qualitatively new connections with economic structures should be found and established, and best of all at the regional level, since there is still no unified federal concept of lifelong education.

In countries with a developed market economy, the issue of the connection between production and the education system is solved as follows: to achieve a specific production goal, large corporations place an order for the training of the necessary specialists at all levels in the relevant educational institutions, or corporations open an educational complex at their own expense. The process of merging science and production (industrialization of science) entails a change in the education system: new disciplines and courses are created that are problematic and interdisciplinary in nature, various forms of education, types of educational institutions, types of retraining, etc.

The main task of the institution of vocational education is the preparation of a competent worker.

Standardization of education. Standardization of primary vocational education requires taking into account the specific goals and objectives of a given level of education. The development of a vocational education standard makes it possible to fulfill the following conditions:

1) establish a basic level that ensures the continuation of education, the required minimum level of qualification of a worker or professional specialist;

2) improve the quality of training of specialists by expanding the professional profile, universalizing the content of education, introducing a progressive block-modular system of education, monitoring the effectiveness of educational institutions;

3) streamline the regulatory and legal aspects of the training of all subjects of the vocational education system, establish its succession in the context of continuous education;

4) ensure the convertibility (reliability) of vocational education within the state and beyond its borders for unhindered participation in the international labor market.

Democratization and pluralization of education. One of the directions of the educational process is the democratization of the education system. In education, the democratization process has passed the stage at which its accessibility, free general education, equality in obtaining professional and higher education based on the abilities of each, aimed at the full development of the individual, at increasing respect for human rights and fundamental freedoms were ensured. In the process of democratization of the education system, the learning environment outside the traditional forms of education is changing, and non-traditional forms that are still underdeveloped (non-formal, renewable education) are also changing.

From a professional point of view, for their development it is necessary to develop diversified programs that could contribute to the creation of local education systems, ensuring the effectiveness of the process of decentralization of the education system, which means deepening its democratization. Diversification or expansion of the list of services provided is an objective process that contributes to the survival of educational institutions (expansion of the list of educational services, ensuring the employment of teachers, etc.). An essential condition for the democratization of education is control by society. Pluralism must be ensured by the support of independent parties and organizations: associations of parents, students, teachers and trade unions.

Another direction that can be interpreted at several levels is the creation of a “market” for educational institutions. One of the means of ensuring a genuine right to choose education is to bring into play the law of supply and demand in education. Everywhere in the world the "market" of education is under the influence and control of the state. Without the introduction of a market element into the activities of educational institutions and the inflow of funds from enterprises, entrepreneurs, parents (along with state investments), education is unlikely to be able to function effectively.

Under the conditions of economic (continuous decline in production, cuts in funding for the education system), social (impoverishment of the population, its polarization), ideological (lack of a formed state ideology) crisis and national conflicts, it is extremely difficult to determine ways to solve problems associated with the pluralization of education.

And, nevertheless, on the basis of the changes already taking place in the domestic education system, the following characteristic features of this process can be identified: decentralization of the education system; creation of non-state educational institutions; opening confessional educational institutions; introduction of bilingual education; expansion of ways of acquiring knowledge; creation of regional and national educational institutions; development and introduction of the national-regional component into the curricula.

Pulatxonova Dildora Turaxodjaevna

Annotation: The article discusses the concept of professional development, reveals the stages of professional development of a person, certain stages of development in similar age periods.
Key words: professional development of personality, stages of professional development, professional, level of formation

The main stages of formation of professional personality

Tashkent Pediatric Medical Institute, Uzbekistan, Tashkent
Tashkent Pediatric Medical Institute, Uzbekistan, Tashkent

Abstract: The article discusses the concept of professional development, stages of professional formation of the personality, certain stages of development at similar ages.
Keywords: professional formation of the personality, stage of professional development, professional level of development

The current stage of development of society is characterized by the fact that the professional and business world needs specialists who are able to successfully and effectively find and realize themselves in changing socio-economic conditions in connection with the planning and arrangement of their careers. Thus, the problem of the professional development of a person is one of the actively developed psychological problems.

In the psychological and pedagogical literature, the term "professional development" of a person is widely used. Modern researchers consider it from different positions. For example, T.V. Zeer considers "professional development" as the formation of a personality that is adequate to the requirements of professional activity. K.M. Levitan explores this term as a solution to professionally significant, increasingly complex tasks - cognitive, moral and communicative, in the process of which a professional masters the necessary complex associated with his profession of business and moral qualities. The professional development of a person cannot be artificially separated from the life path of a person as a whole. Most people go through certain stages of development at similar age periods, and they also correspond to stages of professional development.

Several periodizations of a person's professional path have been developed (for example, D. Super, E.A. Klimov, T.V. Kudryavtseva, etc.). life path, and the professionalization of the individual from the period of the beginning of professional self-determination to the completion of active work. In a somewhat generalized form, this can be stated as follows:

I. Pre-professional development:

1. The stage of pre-play ("the era of early childhood", according to B.D. Elkonin) - from birth to 3 years, when the functions of perception, movement, speech, the simplest rules of behavior and moral assessments are mastered, which become the basis for further development and bringing people to work. 2. The stage of the game (the period of preschool childhood) - from 3 to 6-8 years. Mastering the "basic meanings" of human activity, as well as getting to know specific professions (playing a driver, a doctor, a salesman, a teacher ...). 3. The stage of mastering educational activities (the period of primary school age) - from 6–8 to 11–12 years old. The functions of self-control, introspection, the ability to plan one's activities, etc. are intensively developing. It is especially important when the child independently plans his time when doing homework, overcoming his desire to take a walk and relax after school.

II. Development during the period of choosing a profession
4. Stage of option (preparation for life and work, choice of profession) - from 11-12 to 14-18 years. This is the stage of preparation for life, for work, conscious and responsible planning and choice of a professional path; accordingly, a person who is in a situation of professional self-determination is called an “optant”. The paradox of this stage lies in the fact that an adult, for example, an unemployed person, may well find himself in the situation of an "optant"; as noted by E.A. Klimov, “option is not so much an indication of age”, but rather an indication of the situation of choosing a profession.
III. Development during training and
further development of a professional

5. Stage of vocational training - from 15-18 to 19-23 years old. it is the vocational training that most high school graduates go through. 6. Stage of professional adaptation - from 19-21 to 24-27 years old. Adaptation to social and professional norms, conditions, processes of labor activity. This is entry into the profession after completion of vocational training, lasting from several months to 2-3 years. 7. Stage of development of a professional - from 21-27 to 45-50 years. Improving the personal structure of a professional, developing operational qualities, developing methods and means of psychological support for the labor process, developing methods of self-assessment, self-regulation, self-improvement, etc.
This entails a restructuring of the requirements for the personality of a professional and is accompanied by such features of his development and formation, which to a certain extent are characteristic of the 6th or even 5th stage.
8. The stage of realization of a professional - from 45-50 to 60-65 years. Full or partial realization of professional potential, stabilization of the main operational structures, personality traits are, as a rule, stable, the appearance of the personality is built, compensation for some mental functions is quite well expressed, signs of a decrease in activity are outlined, life goals are adjusted.
9. Stage of recession - from 61–66 and more years. A progressive decrease in professional activity or a narrowing of its scope, the extinction of many professional interests, a restructuring of life attitudes, a change in value orientations, the emergence of contradictions between the functional capabilities of the individual and intentions, desires, immediate goals, deterioration of the functional state (diseases, disorders), which dramatically changes life orientation. .

KM Levitan distinguishes three main stages: the preparatory (pre-university) stage associated with the choice of profession; the initial (university) stage, during which the foundations of professionally important skills and personality traits of a professional are formed; the main (postgraduate) stage. This is the period of development of all the essential forces of the individual with the aim of its full self-realization in professional activities. It is at this stage that the formation of the personality of a professional takes place.

In the university period of the professional development of the personality, we distinguish several levels. Namely (according to the concept of V.A. Slastenin):

The level of formation is adaptive. Adaptive stage in professional activity:

Adaptation to new life socio-cultural realities;

Professional activity takes place according to a well-established scheme, creative activity is weak, at the household level;

Stimulation of various forms of independence and activity;

Formation of skills of self-control of emotional self-regulation;

Acceptance of subject-subject relationship;

Finding direct and alternative ways to solve life and professional problems.

The level of formation is professional and reproductive. Stage of development of professional knowledge and skills:

Development of the need for professional implementation;

Actualization of cognitive reflection;

Mastering the values and meanings of professional activity;

Development of initial skills to create life path projects;

Development of thinking, understanding.

The level of formation is personal-productive. The stage of accepting the personal meaning of professional activity:

Development of regulatory mechanisms of activity, communication, creativity;

Search and stimulation of individual style of professional activity;

Willingness to professionally solve theoretical and practical problems;

Development of adequate communicative behavior of the future specialist in the professional activity of the life path.

The level of formation is subjective-creative-professional. Practical implementation of the professional development of a future specialist:

Subjective realization of the personal and professional development of a specialist;

The ability to carry out the necessary correction based on introspection of professional and life activities;

Strengthening the role of professional knowledge in personal, life and professional terms;

Systematization of views and attitudes regarding life and professional paths;

Finding your own individual style of professional activity;

Complete readiness for professional activity.

T.V. Kudryavtsev, T.V. Zeer identifies four stages of the professional development of a professional personality:

Formation of professional intentions: a conscious choice of a profession by a person based on taking into account their individual psychological characteristics. Professional development begins with the formation of professional intentions, which are the resultant of many factors: the prestige of the profession, the needs of society, the influence of the family, the media, etc. An important role in choosing a profession is played by the orientation of the individual to a particular subject of labor, which is found in interests and hobbies.
Professional training or education: mastering the system of professional knowledge, skills and abilities, the formation of professionally important personality traits, inclination and interests for the future profession. The second stage is primarily training in a higher educational institution. The main psychological neoplasms at this stage are professional orientation, professional and ethical value orientations, spiritual maturity, readiness for professional activity.
Professionalization or professional adaptation: entry and development of a profession, professional self-determination, acquisition of professional experience, development of personality traits and qualities necessary for the qualified performance of professional activities.
Mastery, partial or complete realization of personality in professional activity: high-quality, creative performance of professional activity, integration of formed professionally important personality traits into an individual style of activity. As you master professional skills, the activity itself becomes more and more attractive.

An analysis of the used psychological literature proves the unevenness of the stages of the professional development of a person, designating it as an individual trajectory of professional growth. Thus, we can conclude that the success of professional development is determined by the following indicators:

Personal activity;

The factor of self-awareness as a professional;

Ability for self-development;

The presence of professionally important qualities and abilities;

Value-semantic relations to professional activity;

Creative approach to the implementation of professional activities;

professional competence;

Willingness to overcome a tense situation, to successfully complete the task.

Bibliography

1. Bodrov V.A. Psychology of professional suitability. Textbook for universities - M .. PER SE - 511 s - (Modern education) .. 2001
2. Zeer E.F., Symanyuk E.E. Crises of professional development of personality//Psychological journal. 1997. No. 6. pp. 35 - 44.
3. Klimov A.E. Introduction to the psychology of work. - M., 1998.
4. Levitan K.M. The personality of the teacher: formation and development. Saratov, 1991.135p.
5. Psychology and Pedagogy / Ed.: K.A. Abulkhanova - Slavskaya, N.V. Vasilina, L.G. Laptev, V.A. Slastenin. M., 1988. 305 p.