As a result of the development of the subject-activity approach in theory and practice, the possibilities of its application in the field of professional work have expanded, both in theoretical-methodological and scientific-practical directions.
The psychological study of professional activity acquires qualitatively new theoretical foundations for research. It becomes possible to study mental regulators of labor, revealing the nature of the relationships between motivational, cognitive, operational and emotional-volitional, which determines the success of human activity as a subject of labor.
Literature
Abulkhanova-Slavskaya K. A., Rubinshtein S. L. Retrospective and perspective // The problem of the subject in psychological science. M., 2002.
Ananyev B. G. On the problems of modern human science. M., 1977.
Anokhin L.K. Fundamental issues of the general theory of functional systems // Selected philosophical aspects of the theory of functional systems. M., 1978.
Antsyferova L. I. Psychological content of the phenomenon of the subject and the boundaries of the subject-activity approach // The problem of the subject in psychological science. M., 2000.
Arkhangelsky S. N. Essays on labor psychology. M., 1958.
Bernshtein N. A. About the construction of movements. M., 1947.
Bodrov V. A. Psychology of professional suitability. M., 2001.
Golikov Yu. Ya., Kostin A. N. Methodology and theory of psychological analysis of problematic issues // Problematicism in professional activity: theory and methods of psychological analysis. M., 1999.
Gurevich K. M. Professional suitability and basic properties of the nervous system. M., 1970.
Zarakovsky G. M., Medvedev V. I. Psychophysiological content of the operator’s activity // Engineering psychology. M., 1977.
Zeer E.F. Psychology of professions. Ekaterinburg, 1999.
Zinchenko V. P. Functional structure of executive (perceptual-motor) actions // Ergonomics. Proceedings of VNIITE. 1978. No. 16.
Zinchenko V. P., Maizel N. I., Nazarov A. I., Tsvetkov A. A. Analysis of human operator activity // Engineering psychology. M., 1964.
Zinchenko V. P., Munipov V. M. Basics of ergonomics. M., 1979.
Klimov E. A. Psychology of professional self-determination. Rostov-on-Don, 1996.
Klimov E. A. Introduction to occupational psychology. M., 1998.
Krylov A. A. The systems approach as the basis for research in engineering psychology and occupational psychology. L., 1974.
Leontyev A. N. Activity. Consciousness. Personality. M., 1975.
Leontiev A. N., Panov D. Yu. Human psychology and technical progress // Issues. philosophy. 1962. No. 5.
Lomov B.F. Methodological and theoretical problems of psychology. M., 1984.
Lomov B.F. Systematic approach and system of determinism in psychology // Psychologist. magazine 1989. No. 4.
Myasishchev V. N. Psychology of relationships. M.; Voronezh, 1995.
Pushkin V. N. Operational thinking in large systems. M.; L., 1965.
Rubinshtein S. L. Problems of general psychology. M., 1973.
Strelkov Yu. K. Engineering and professional psychology. M., 2001.
Sukhodolsky G.V. On the requirements for the psychological study of activity // Personality and activity. Experimental and applied psychology. L., 1982. Issue. 2.
Teplov B. M. Problems of individual differences. M., 1961.
Uznadze D. N. Psychological research. M., 1966.
Shadrikov V.D. Psychological analysis of activity as a system // Issues. psychol. 1980. No. 3.
Shmelev A. G. Psychodiagnostics of personality traits. St. Petersburg, 2002.
Yudin E. G. Systematic approach and operating principle. M, 1978.
E. A. Klimov
Overview classification of professions for information support of professional self-determination of youth
General provisions
It has already been noted that in human affairs, in the world of professions, not everything is visible to the eye: the state of interest of the subject of activity, the course of his thoughts, the dynamics of attention, abilities. Not only are people very different from each other (and do not always think or know about this), different activities require very different, sometimes opposite mental makeup from a person.
<…>Various classifications and groupings of professions according to economic, industrial, technological, and social characteristics, developed for the purposes of managing society, are of little use to those who select a profession for themselves.
<…>It is obvious that psychologically similar professions can be distributed across very different sectors of the economy and, conversely, in a given industry there are usually the most psychologically heterogeneous professions.
<…>For the purposes of information support for professional self-determination, special classifications of professions are needed.
As experience has shown, for the preliminary distinction and “trying on” of different possible professions by each optant, a four-tier overview classification of them according to four criteria is suitable (features of the subject, goals, means and working conditions; for versions of its presentation, see the book by E.A. Klimov. School... and then? L., Lenizdat, 1971, or his - The Path to the Profession. L., Lenizdat, 1974; his same How to choose a profession. A book for students. M., publishing house "Prosveshcheniye", 1984 and 1990; his - Developing man in the world of professions. Obninsk, 1993). Its essence is as follows.
The first tier of classification. Types of professions
In accordance with the distinguishable varieties of object systems (discussed in Chapter 6), five types of professions are distinguished:
1. “Man is living nature” (“P”). Representatives of this type deal with plant and animal organisms, microorganisms and the conditions of their existence. Examples: master fruit and vegetable grower, agronomist, livestock specialist, veterinarian, microbiologist.
2. “Man – technology and inanimate nature” (“T”) Workers deal with inanimate, technical objects of labor. Examples: assembly fitter, mechanical technician, mechanical engineer, electrician, electrical engineer, food service technician.
3. “Man is a man” (“H”). The subject of interest, recognition, service, transformation here are social systems, communities, population groups, people of different ages. Examples: food seller, hairdresser, production engineer, doctor, teacher.
4. “Man is a sign system” (“3”). Natural and artificial languages, conventional signs, symbols, numbers, formulas - these are the objective worlds that occupy representatives of professions of this type. Examples are a phototypesetting machine operator, a programmer, a draftsman-cartographer, a mathematician, a publishing editor, a linguist.
5. “Man is an artistic image” (“X”). Phenomena, facts of artistic reflection of reality - this is what occupies representatives of this type of profession. Examples: decorative artist, restoration artist, musical instrument tuner, concert performer, ballet dancer, drama theater actor...
<…>And one more caveat. It is, of course, impossible to strictly classify into five types a large (many thousands) set of complex multi-attribute objects, which is the entire wildly flowering tree of professions.
This approach to the matter is more correct - we must proceed from the fact that a profession can be characterized simultaneously by signs of different types, but to varying degrees. Thus, a choir conductor is both a musician himself and an organizer of a group of people. An agronomist is a specialist in the field of crop production, an organizer of production, an expert in agricultural technology, and to some extent a cartographer (who, besides him, will draw up special maps of the land of a given farm?), and even a “prophet”, since according to According to local signs, he must foresee the dynamics of the weather.
<…>Second tier of classification. Job classes
Within each type of profession, their classes are distinguished on the basis of goals (defined operationally, that is, in response to the question “what to do”: recognize what is known in principle, transform something or find the unknown, solve non-standard problems). Here are the three classes:
Gnostic professions (“G”) (from the other Greek “gnosis” - knowledge). Examples in the “Man – Nature” type: fruit inspector, tea taster; in the "Man - Technology" type: irometer, inspector of finished products in mechanical engineering, master diagnostician of agricultural machinery; in the “Man – Man” type: forensic expert, medical labor expert, sociologist; in the “Man – sign system” type: proofreader of a printing house, accountant-auditor; in the type “Man is an artistic image”: art critic, theater critic.
Transformative professions (“P”). Examples in the “Man – Nature” type: master fruit and vegetable grower, master livestock breeder, yeast cultivation operator, plant protection agronomist, zoo engineer; in the "Man - Technology" type: repairman, turner, rolling mill operator; in the “person-to-person” type: teacher, teacher-trainer, industrial training master, engineer-teacher, practical psychologist, tour guide; in the “Man – Sign” type: draftsman-cartographer, typist-stenographer, accountant; in the “Man – artistic image” type: florist-decorator, graphic designer.
Exploratory professions (“I”). Examples in the “Man - Nature” type: fisheries observer pilot, forestry observer pilot, research biologist; in the "Man - Technology" type: shoe upper cutter, pattern layer, design engineer; in the “Man – Man” type: educator, production organizer, trade organizer, supply agent; in the “Man – sign” type: programmer, mathematician; in the “Man – artistic image” type: interior design artist, composer.
Here the boundaries between divisions (taxa) of the classification can also be blurred. The assignment of professions to one class or another is the result of an expert assessment, and not the use of the only correct “arshine”, a meter. Here we pursue the goal of minimal ordering of complex objects in order to make their multitude understandable. You can group professions according to your own understanding.
Third tier of classification. Departments of professions
Based on the main tools and means of labor, four divisions can (but not always) be distinguished within each class:
Manual labor professions (“P”). Examples in the class of Gnostic professions: laboratory assistant for chemical and bacteriological analysis, inspector of plumbing and machine tools, medical laboratory assistant... and here we sooner or later encounter an “empty cell” of classification. Is a hand tool conceivable in recognizing the properties of a social system or an artistic product? If not the main thing - yes. For example, an art inspector might use, say, a magnifying glass. But, firstly, it would be hard to call this a manual tool (it’s more like an “eye” tool!), and secondly, it is clear that the main means of labor here, to put it in the accepted style, are rather “head” - these are mental standards of the artistic value of a product, that is, the means are not material, but psychological (we have already agreed to call them functional; see Table 6). So, the reality of the world of professions does not have to correspond to the classification. Classification is a rough guide for orientation in a variety of professions; One should not expect more from her. Of course, no one is forbidden to improve the classification.
Examples in the class of transformative professions: veterinary paramedic, mechanic, cartographer, painter (in the latter case, the limitations of any classification of complex phenomena are again visible - even in I. A. Krylov’s fable “Quartet” it is shown that you can arm yourself with material instruments - “two violins ", "alto", "bass", but things will not go well, since mastery in some cases is ensured not by external, but by internal means of activity).
Examples in the class of survey professions... manual means here can, apparently, only be auxiliary, such as, for example, “pencil and paper” in the hands of a designer.
Professions of machine-manual labor (“M”). Manually operated machines are created for processing, transforming, and moving objects of labor, so typical professions in this division of the classification would be an excavator operator, a turner, and a car driver.
Professions associated with the use of automated and automatic systems (“A”) – operator of incubation workshops, operator of computer-controlled machines, magnetic recording operator.
Professions associated with the predominance of functional means of labor (“F”). Presumably, you won’t say that the conductor’s instrument of labor is the baton? Moreover, many outstanding masters manage perfectly well without it (it simply bothers them). But a singer, a master of artistic expression, an acrobat, a ballerina... well, do they not have tools, means of labor, or do these people not work?
We will reach a theoretical dead end if we do not recognize the internal, psychological means of labor (mental schemes for solving problems, various kinds of mental standards - samples of activity results). Representatives of every profession have these tools, but in some cases they are basic.
Very often, the secret of professional success or failure is rooted in the underestimation of the internal functional means of activity, insufficient mastery of them, and they exist in every type of professional work - even when sweeping the street, it is important to have not only a broom, but also an orientation in where the wind is blowing, otherwise the product of the work will be a spectacle of clouds of dust, not cleanliness; a mental scheme of orientation in the environment is one of the important means of any work.
The fourth tier of classification. Profession groups
According to working conditions, professions can be divided (of course, very roughly, “bird’s eye view”, overview) into four groups:
Work in microclimate conditions close to domestic, “room” (“B”): laboratory assistants, accountants, computer operators.
Work that requires being outdoors in any weather (“O”): agronomist, installer of steel and reinforced concrete structures, state traffic inspector.
Work in unusual conditions (at heights, under water, underground, at high and low temperatures, etc.) - (“N”): antenna mast operator, diver, mining machine operator, firefighter.
Work in conditions of increased moral responsibility for the lives and health of people - adults or children, large material values (“M”): kindergarten teacher, teacher, investigator.
It is clear that the four groups identified are not mutually exclusive, but partially overlapping - they are given simply as a possible means of distinguishing professions according to those characteristics that a person considers important for himself.
Option for an overview classification of professions based on the subject area of work and the form of required education
For the purposes of professional education of young people, information support for professional self-determination at its initial stages, one can use an even simpler classification than the one outlined above, taking into account only two rows of characteristics: types of professions and the main levels of required education. The latter circumstance is perhaps more significant in the situation of choosing a profession than knowledge about the intricacies of the cognitive activity of professionals, the relationships between gnosis and praxis in their work, and the relationships between internal and external means of labor.
This simplified version of the classification can be presented in the form of the following table. The columns of the table correspond to the types of professions we considered earlier, and the “rows” (horizontal columns) correspond to some conventionally identified three levels of required professional education.
Table 1. Overview “profession map”
The traditional, somewhat arrogant interpretation of some forms of vocational education as “higher”, “middle” and implied (although no longer pronounced) - “lower” seems to us to be of little relevance when discussing issues of working life paths.
The fact is that the skill of a practitioner (for example, an electric and gas welder, a milling machine operator, an optician, a cook) can be unattainably high for a person who has graduated from college and is immersed in extensive bookish, theoretical knowledge, which is also, of course, important and necessary.
The unique long-term experience of a practical worker can be quite equivalent to productive sitting at an academic desk. Therefore, some professions may be “higher” in terms of the level of practical skills of workers, while others - in terms of the level of theoretical training.
<…>By numbering the “cells” of the table, we, as it were, divided the entire world of professions into 15 zones. This is useful for reducing the uncertainty of choice when considering professional life paths.
Zones located in any one column (for example, 1, 6, 11 or 4, 9, 14) correspond to professions that are related in the subject area, although they differ in the ratio of theoretical and practical training. So, for example, a master livestock breeder (1), a livestock specialist (6) and a livestock engineer (11) are clearly closer in their subject area of work than, say, a master livestock breeder (1), a household appliance repairman (2), a passenger conductor long-distance carriage (3), typesetter (4), painter for finishing buildings and premises (5).
But the sign of the necessary education can also be important for the optant. Let's say he does not have the opportunity to study for a long time and must, is forced to think about gaining economic independence as soon as possible. Then he can choose to begin with those professions that do not require long-term theoretical education (the top of the three main columns of the table), but keep in mind other zones within the selected column as promising backup options (for “professional growth”) (“I will work as a livestock breeder, then I’ll study to be a livestock specialist or animal engineer..."; "I’ll work as a passenger car conductor, and then I’ll become a railway communications engineer for the operation of railways or a traffic management engineer..."; "I’ll work as a computer operator, and then I’ll study to become a mathematical programmer"... and etc.).<…>
Literature
Arkhangelsky S. N. Scheme of career guidance description of the profession // School and production. 1966. No. 10. P. 24–25.
Gavrilov V. E. Experience of taxonomic analysis of Gnostic professions // Questions of psychology. 1975. No. 3. P. 84–91.
Kaverina R. D. Experience of psychological classification of some professions for the purposes of professional consultation // Questions of psychology. 1978. No. 4. pp. 64–72.
Klimov E. A. A developing person in the world of professions. Obninsk, 1993.
Loos V. G. Psychological classification of professions for the purposes of professional guidance of schoolchildren // Questions of psychology. 1974. No. 5. pp. 121–129.
Methods of psychological analysis of professional activity. Review. (Compiled by S. N. Leviev). L., 1973.
Titova I. P. On the issue of classification of professions // Questions of theory and practice of career guidance in secondary school. M., 1972. pp. 77–83.
Chebysheva V.V. Classification of professions and career guidance // Questions of psychology. 1971. No. 4. pp. 143–147.
Section IV. Psychological characteristics of professional activity
E. M. Ivanova
Development of principles and methods of psychological study of professional activity
Since the 20s XX century and to this day, the psychological study of various types of professional activities occupies a central place in a number of scientific and applied areas of domestic psychological science (psychotechnics, labor psychology, engineering psychology, management psychology, ergonomics, organizational psychology, etc.).
<…>Foreign psychotechnicians of that time began to develop new means of psychological study of professional activity to solve the problems of professional selection. These include: a) analytical and synthetic approaches to the study of professions (Mustenberg, 1924); b) attempts to build a psychology of professions based on the model of differential psychology, highlighting the methods of its research, according to which the results obtained were analyzed; c) the psychographic method, aimed at obtaining a complete summary of all mental qualities necessary for a specific profession (Lipman, 1923; Spielrein, 1930); d) construction of a taxonomy of professions (Baumgarten, 1926; Strumilin, 1957); e) the idea of approaching the activities of a professional as active and purposeful (Drever, 1926).
Having studied the experience of foreign psychotechnicians in the field of psychological research of professions and partially tested it, Soviet psychotechnicians quickly discovered the methodological weakness of these works: empiricism; lack of a scientifically based approach to the psychological study of professions; the absence of a system of concepts that creates the opportunity to unambiguously characterize the psychological properties of professions, i.e., professionally important characteristics. Professional human activity was decomposed by foreign psychotechnicians into individual elements, considered as reactions to a specific stimulus, each of which related to a skill that required a specific ability. Hence, the opinion was created that the development of a skill depends only on innate abilities. What was overlooked was that a profession is not reducible to the totality of the human body’s reactions to professional stimuli<…>.
Since 1922, domestic psychotechnicians have been working to create their own approach to the psychological study of professional activity. Development of principles and methods of psychological analysis professional activities are carried out within the framework two main directions. The task of the first direction was to exhaustively description and thorough psychophysiological analysis of various professions for solving psychotechnical problems: professional selection, professional consultations; vocational training and vocational training; workplace rationalization, reconstruction and job design. Methodological and practical work has developed in this direction.<…>.
The task of the second direction is creation of a psychological classification of professions,- although it was planned as a task for the future, some principles of psychological taxonomy of professions had already begun to be developed by psychotechnicians (Gellerstein, 1926, 1968; Gusev, 1935; Strumilin, 1957; Spielrein, 1928).
In the second half of the 20s, despite the lack of general methodological and theoretical foundations for research in Soviet psychological science, Soviet psychotechnicians formulated some principles, methods and techniques for the psychological study of professional activity and formalized them into a special approach professionography. The essence of this approach is expressed in the very concept of “professiography” - descriptive, technical and psychophysiological characteristics of various types of professional activities<…>. As a result of professionalization, professiograms of professions– summaries of knowledge (socio-economic, technological and psychophysiological) about the profession and the organization of work, as well as psychograms of professions. Psychogram - psychological “portrait” of a profession, represented by a group of psychological functions updated by a specific profession<…>.
It was established as one of the fundamental principles of professionalization the principle of a differentiated approach to the study of professional activities, indicating the need for targeted research into the psychological characteristics of professional work. The essence of this principle is that the vocational training program should be aimed at identifying those psychophysiological characteristics, the change of which in the process of activity would allow us to approach the solution of specific practical problems<…>. For example, for the purposes of professional selection and professional consultation, it is necessary to highlight those professionally important features that allow differentiation of subjects in relation to their suitability for a particular profession. To study professional fatigue, signs are identified that show the greatest “fragility” and are the most labile in professional work conditions. The principle of targeted professionalization thus determines the amount of data obtained about professional activities.
In general, the professional approach to the study of the psychological characteristics of professional activity included the following components:
1) schemes for studying professional activities;
2) a set of methods for studying, analyzing and experimental research of professional activity;
3) rules for organizing experimental research in professionography.
Professionalization schemes made it possible to collect, describe and systematize material about professional activity and its organization, as well as analyze it from different aspects: socio-economic, production and technical, psychological, psychophysiological, etc. The schemes represented a unique program for the study of professional activity, including a list questions. The composition of the design questions was determined by the specific purpose of the study. Thus, vocational charts were drawn up to solve various scientific and practical problems: scheme of “indicative vocational training” to establish psychophysiological functions activated by specific professional activities<…>; "analytical chart"(diagram-table) for solving problems of vocational training, professional selection and rationalization of the production process<…>; systematization scheme professional material for solving problems of professional consultation<…>.
Various occupational charting schemes reflected the versatility of the approach of domestic psychotechnicians to the psychological study of professions, since with the help of these schemes not only the specific psychophysiological parameters of professional activity were studied and described, but also the organizational characteristics of working conditions affecting a person in professional activity. In addition, these schemes reflected a certain methodological orientation towards the study of professional activities through the joint efforts of various specialists. Some studies of professional activity were carried out jointly by various specialists (an engineer, a psychologist, an occupational pathologist and an occupational hygienist). Therefore, we can assume that the idea of an integrated approach to the study of labor activity, put forward by V.M. Bekhterev in 1921, and the work experience of psychotechnicians played a certain role in the formation of an integrated approach.
Having formulated principle of integrated application of methods in professionography, domestic psychotechnicians have shown the specificity of the use of each method<…>. So, survey method allowed the psychologist to identify the personal attitude of workers to the work they perform, to obtain preliminary orientation in the profession and some information from the life and career of a professional. Observation method made it possible to decompose the labor process into individual operations for the purpose of further psychological decoding of individual labor actions that form the basis of the profession. The observation method is also adequate for describing and studying individual labor actions and movements, provided that the registration used makes it possible to study movements in time and space (timing, chronocyclography, etc.).
Labor method study of professions, created by I. N. Spielrein (1923, 1930), made it possible for a psychologist, who simultaneously performed the functions of a worker, to isolate the mental functions activated by the profession, to trace the influence of fatigue, exercise and adaptation on the course of these functions in the process of work activity. The limitation of the use of the labor method was that quite complex professions practically could not become the object of study due to the long time required for a psychologist to master them.
The final candidate in the group of methods for psychological analysis of professions was experimental method(Manual..., 1929), the task of which was to experimentally test the mental and psychophysiological processes identified in the indicative psychogram, to establish the measure of their functioning necessary for the successful performance of professional work, by selecting and testing them with adequate research techniques<…>. In this case, both tests from foreign practice were used (Burdon, Winkler, Giese, McCall, Marbe, Mede, Rupp, Terman, Friedrich, etc.), and those developed by Soviet psychotechnicians A. A. Kushinnikov, E. I. Ruzer, A. A. Tolchinsky, I. N. Spielrein and others (Manual..., 1929). Attempts to use the experimental method as an independent method for studying a profession to determine professionally significant mental functions were subjected to serious criticism, indicating that in professionography it is unacceptable to replace analysis with experiment<…>. To conduct an experimental study in professionography, methods were selected and subjects were selected. Experimental research methods were selected based on an assessment of the degree of their effectiveness according to the following data: a) according to criteria that made it possible to reveal the relationship and internal connection of individual psychological functions activated by the profession, as well as the method of their combination and specific interaction with the object of work; b) on changes in professionally important signs under the influence of exercise; c) according to specific forms of functions activated by the profession (Gellerstein, 1968, p. 24).
The selection of subjects for the experiment had to meet the following conditions: maintaining homogeneity in the sample of subjects in terms of age, social status, health status, professional experience and general educational training, labor productivity indicators<…>.
So, by the end of the 20s, domestic psychotechnicians. XX century It was possible, in the absence of a formalized methodological and theoretical basis of Soviet psychological science, for the first time to develop a methodological approach to the psychological study of professional activity - professiography. This approach made it possible to draw up an analytical description of the profession, including the entire diverse range of external factors specific to specific types of work, which to a certain extent determine the nature of the course of professional activity. But the psychological structure, identified in the process of professionalization only on the basis of operational and technological analysis, was a list of individual mental and psychophysiological functions that are updated during the performance of the operations under study. Therefore, as S. G. Gellerstein noted, “psychotechnicians never succeeded in penetrating into the “professional structure,” that is, into a specific way of combining professionally important characteristics, since the principle of the structural formation of the profession was not clarified” (1968, p. 6). Nevertheless, this approach has not lost its relevance today. Thus, professionography is currently quite actively used not only in labor psychology<…>, but also in engineering psychology<…>, and ergonomics<…>.
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In Russian psychology, the most famous is the classification of professions developed by E.A. Klimov.
In accordance with the object of labor, five types of professions are distinguished:
1. Man is living nature (P). Representatives of this type deal with plant and animal organisms, microorganisms and the conditions of their existence. Examples: master fruit and vegetable grower, agronomist, livestock specialist, veterinarian, microbiologist.
2. Man - technology (and inanimate nature) (T). Workers deal with inanimate, technical objects of labor. Examples: assembly fitter, mechanical technician, mechanical engineer, electrician, electrical engineer, food service technician.
3. Man - man (H). The subject of interest, recognition, service, transformation here are social systems, communities, population groups, people of different ages. Examples: food seller, hairdresser, production engineer, doctor, teacher.
4. Man is a sign system (3). Natural and artificial languages, conventional signs, symbols, numbers, formulas - these are the objective worlds that occupy representatives of professions of this type. Examples: phototypesetting machine operator, programmer, cartographer, mathematician, publishing editor, linguist.
5. Man is an artistic image (X). Phenomena, facts of artistic reflection of reality - this is what occupies representatives of this type of profession. Examples: decorative artist, restoration artist, musical instrument tuner, concert performer, ballet dancer, drama theater actor.
These five types of professions are divided into three classes based on their goals:
1. Gnostic professions (G) (from the ancient Greek “gnosis” - knowledge).
Examples:
In the "man - nature" type - fruit inspector, tea taster;
4. Conventional type.
Prefers structured activities, working according to instructions, certain algorithms. There are abilities to process specific, routine (digital) information. The approach to problems is stereotypical. Character traits: conservatism, subordination, dependence. In behavior and communication he adheres to stereotypes and follows customs well. Weak organizer and leader. Nonverbal (especially counting) abilities predominate more often. The most preferred professions are accountant, financier, commodity expert, economist, clerk, typist, clerical worker.
5. Enterprising type.
Selects goals and tasks that allow one to show energy, impulsiveness, and enthusiasm. Character traits are: desire for leadership, need for recognition, enterprise, some aggressiveness. Prefers tasks related to management and personal status. The structure of intelligence is dominated by verbal abilities. I don’t like activities that require perseverance, a lot of work, motor skills, or concentration. These features are most fruitfully realized in such professions as diplomat, reporter, manager, director, broker, cooperator.
6. Artistic type.
In relationships with others, he relies on his imagination and intuition. Has an emotionally complex outlook on life. Character traits: independence in decision making, originality of thinking. Usually does not live by rules and traditions. Prefers creative activities: playing music, drawing, activities in the field of humanities. The structure of intelligence is dominated by verbal abilities. The most preferred fields of activity: history, philology, art.
In the textbook, labor is considered in the broad sense of the word: as consciousness not only of material values, as the production of scientific and artistic information, but also as the streamlining of social processes.
Particular attention is paid to the uniqueness of the psychological content of labor in different types of professions. The issues of establishing the optimal state of requirements and personal qualities of a person are discussed.
History of labor psychology in Russia
The manual examines the system of psychological ideas about work and workers, reconstructed on the basis of monuments of the material and spiritual culture of our people in different periods of its history (Ancient Rus' and the Middle Ages, XVII, XVIII, XIX centuries, early XX centuries).
The material is covered for the first time from a historical and psychological perspective and significantly complements and partly changes the existing views on the emergence and development of domestic and Soviet labor psychology and related branches of psychology.
Basics of Psychology
Any specialist faces situations where he has to bring ideas, plans, and moods to the consciousness of others (seek mutual understanding, teach, lead).
Equally important is good regulation of one’s own inner world and self-improvement on a scientific basis.
Psychologist. Introduction to the profession
The textbook, created in accordance with the Federal State Educational Standard in the field of training 030300 - Psychology (qualification "bachelor"), contains information about the psyche, psychology, ways, means, methods of improvement and self-improvement of a person who has chosen the profession of psychologist. Organizational issues faced by first-year students are considered. Possible mistakes they make during their studies are discussed, and recommendations are given for optimizing educational work at the university.
For students of higher educational institutions studying psychological and pedagogical specialties. May be useful for teachers, psychologists, as well as a wide range of readers.
Psychological diagnostics in personnel management
The training manual is addressed to personnel service employees interested in the effective use of psychological tests in their daily work.
The book is based on the experience of psychodiagnostic practice of the authors in the personnel management services of commercial and government organizations, as well as the development of the department of “Personnel Management” of the Institute for Advanced Training of Civil Servants of the Russian Academy of Public Administration under the President of the Russian Federation.
Psychology as a profession
The proposed materials are intended primarily for those who are considering choosing the profession of a psychologist (or specialty, specialization). Namely, we hope they will help the interested reader create or expand the preliminary orientation necessary in the case under discussion in the subject area and conditions of future work activity.
The materials were collected and prepared for publication mainly by psychology students (many), who met with relevant professionals, observed their work, talked, and consulted with them (participants in the work are listed at the end of each text). It is valuable that the descriptions presented reflect the professional optimism of students, their passion for their work, respect for teachers, as well as awareness of possible undesirable options for professional development, contraindications to choosing this field of work.
Psychology of a professional
Selected psychological works.
In this book from the series “Psychologists of the Fatherland. Selected psychological works" by the famous Russian psychologist Evgeniy Aleksandrovich Klimov includes his works from different years, devoted to the functioning and development of a person as a professional (actual or potential).
Vivid examples of the uniqueness of the psyche, characteristic of different professionals, help to realize the importance of mastering the world of mental reality, the world of socio-psychological phenomena.
Psychology of professional self-determination
The textbook reveals the problems of professional self-determination of students and pedagogical guidance in choosing a profession with an emphasis on its psychological side. Ideas about different types of professions, projects of professional life paths are given, and questions of a person’s suitability for certain types of activities are considered. Particular attention is paid to the mental development of a person in the process of professional activity.
For students of higher educational institutions studying courses in developmental psychology and career guidance. It may be useful for students of institutes for advanced training of teachers, as well as specialists involved in issues of career guidance, career counseling, and assistance to people in situations of forced change of work.
Paths to professionalism
The manual draws the reader's attention to important issues of a person's life as a professional, provides psychological information for reflection and making independent decisions.
The book says that there are thousands of different areas of application of people's mental and physical strength. And these are parts of our world that are useful to know about; that building a personal life path presupposes, in particular, a person’s designing the desired changes in himself.
Evgeniy Aleksandrovich Klimov is a psychologist and professor of the USSR, who was born on June 11, 1930 in the Kirov region in the village of Vyatskie Polyany. He wrote more than 300 monographs, many scientific articles and textbooks.
However, this subject can be interesting if you study it correctly. To do this, it is necessary for each teacher to become a psychologist during classes and simply talk with students and give examples from life. Then the subject will become more accessible to students to understand.
Evgeniy Klimov encourages teachers to teach students in a calm and friendly atmosphere. Then students become more open to dialogue and they can be taught any subject, not just psychology.
Klimov Awards
The professor received his very first medal in 1957. It is called “For the development of virgin lands.” Klimov was awarded this medal for his participation and good work in Soviet organizations.
Since Evgeny Klimov is a distinguished employee of educational institutions who ensured the further development of education, he received the badge “Excellence in Vocational Education of the USSR” in 1979.
As described above, Klimov began working at the age of 14. He always did his work conscientiously, sacrificing his time and sleep to achieve success. It was for this that he received the Veteran of Labor medal.
The professor thoroughly developed technical education. He helped students master the basics of psychology and more. For this, in 1988 he received the honorary badge “For merits in the development of the vocational education system.”
Klimov was an honored teacher and for this he received the Lomonosov Prize for pedagogical activity in 1998 and was awarded the Order of Merit in Psychology.
For a good one, the professor was awarded. They also received awards and several textbooks, since they really became the best books on pedagogy.
Conclusion
Evgeniy Klimov is a leading psychologist. He became famous in almost every university where such subjects are taught. It was Klimov who helped many to master the concepts of life and work.
The professor became a godsend for the students. After all, thanks to him, students began to easily master such difficult subjects. If you carefully read any article or book written by Klimov, you can solve almost any psychological problem.
Young people who have decided to devote themselves to psychology must learn from professionals to pay attention to every seemingly insignificant change in an individual’s life. After all, even facial expressions or gestures can tell a lot about a person.
In Russian psychology, the most famous is the classification of professions developed by E.A. Klimov. Schematically, this classification can be represented as a pyramid of four tiers: types of professions, classes of professions, departments of professions. The empty rectangle at the top is intended to indicate the person's future profession.
The first tier of classifications. Types of professions. Each type of human labor has the following components: subject of labor, purpose of labor, tools of labor and conditions of activity.
Based on the first criterion - the subject of labor - all professions and specialties can be divided into five types.
1. Man is living nature (P). Representatives of this type deal with plant and animal organisms, microorganisms and the conditions of their existence. Of course, this does not mean that specialists of this type of profession are not associated, for example, with technology, but for them it is a means, and not the main subject of work.
Examples: agronomist, livestock specialist, veterinarian, microbiologist, fish farmer, etc.
2. Man - technology (and inanimate nature) (T). Workers deal with inanimate, technical objects of labor. This includes all professions related to the maintenance of equipment, its repair, installation and adjustment, management (repairman, driver, mechanic). This also includes professions in the production and processing of metals, their mechanical assembly and installation, as well as in the assembly and installation of electrical equipment (turner, watch assembler, engineer). In cases where the work of a specialist is aimed at installation, repair of buildings and structures, this is also the type of profession being described (architect, builder, plumbing technician). The same type of professions includes professions in the processing and use of non-metallic products, semi-finished products, industrial goods, processing of agricultural products, mining or processing of rocks and soils.
3. Man - Man (H). The subject of interest, recognition, service, transformation here are social communities, population groups, people of different ages. The work of people in these professions is aimed at education and training, information, household, trade, and medical services for people. It is associated with management, leadership of people or teams.
4. Man is a sign system (Z). Natural and artificial signs, conventional signs, symbols, numbers, formulas, notes, diagrams, maps, graphs, drawings, etc. - these are the subject worlds that occupy representatives of professions of this type (programmer, economist, linguist, topographer).
5. Man is an artistic image (X). Phenomena, facts of artistic reflection of reality, i.e. in this type, work is associated with visual, musical, literary, artistic and acting activities. (artist, actor, writer).
[Proshchitskaya E.N. "Workshop on choosing a profession." - M.: Education, 1995 Page. 10-13]
Second tier of classification. Occupation classes.
Within each type of profession, their class is distinguished based on goals. Despite the huge variety of goals that various works have, they can be reduced to three large classes: to learn, to transform, to invent.
1. Gnostic professions (G) - from the other Greek “gnosis” - knowledge. Therefore, in those cases where human activity as an end product involves recognizing, recognizing, monitoring, classifying or sorting, checking according to previously known signs, evaluating, researching, it will be classified as Gnostic.
Ch-P: laboratory assistant, taster.
CH-T: finished product controller, master diagnostician.
Ch-Ch: investigator, sociologist.
Ch-Z: proofreader, accountant-auditor.
Ch-H: art critic, theater critic.
2. Exploratory professions(I). In this class of professions, the goal of activity that proposes to invent something, come up with something, or find a new solution comes to the fore. This class is small in the number of professions.
Ch-T: design engineer.
Ch-Ch: educator, supply agent.
Ch-Z: programmer, mathematician.
Ch-H: designer, composer.
3. Transformative professions (P). The purpose of activity in this class: changing the properties, state of the object of labor or preserving its properties, states in certain objects.
Ch-P: zoo engineer, agronomist.
Ch-T: mechanic, turner.
Ch-Ch: teacher, psychologist.
C-Z: draftsman, accountant.
Ch-H: florist-decorator, graphic designer.
Third tier of classification. Departments of professions.
The class of professions, in turn, is divided into departments depending on the instrument of labor or means of production. There are four such departments:
1. Manual labor professions (P). Examples: medical laboratory assistant, mechanic, cartographer.
2. Professions of machine-manual labor (M). Manually operated machines are created for processing, transforming, moving objects of labor, therefore typical professions for this division of the classification are excavator operator, turner, car driver.
3. Professions related to the use of automated and automatic systems: machine operator, boiler room operator, operator.
4. Professions related to the transformation of functional means of labor (F). Here we mean psychological means of labor - various kinds of mental standards: singer, teacher, actor.
The fourth tier of classification. Groups of professions.
According to working conditions, professions can be divided into four groups:
1. Working in microclimate conditions similar to household “room” ones (B). Laboratory assistants, accountants, operators.
2. Work that involves being outdoors in any weather (O). Agronomist, installer, traffic police inspector.
3. Work in unusual conditions at heights, underground, at high or low temperatures, etc. (N). Diver, firefighter, miner.
4. Work in conditions of increased moral responsibility for people’s lives, health, and great material values (M). Teacher, investigator.
Using symbols, you can give an overview “map” of the world of professions, as well as create an approximate formula for a certain profession: this formula can be applied to both a real profession and a dream profession.
[E.A. Klimov, “Psychology of professional self-determination” Rostov-on-Don, Phoenix Publishing House, 1996 P.264-270]
Descriptive psychological characteristics of types of professionals.
(according to E.A. Klimov)
1. Representatives of professions such as “Man-nature”.
In professions of this type, the world is seen, perceived by the worker and worries him, primarily from the side of the biotic and abiotic phenomena that take place, gains and losses in this area. Professionals will highlight and retain in consciousness, first of all, the integrity that microorganisms, plants, and animals need. Numerous ideas about plants, animals, microorganisms, factors and manifestations of the “fate” of something living are identified and retained in consciousness.
Civilization, the culture of mankind, is, first of all, the culture of agricultural production, farming, animal husbandry, beekeeping, etc. People are consumers of the “gifts” of nature and producers of products whose origins are in nature. International relations are what is done in the human world in connection with the conservation of nature or the use of its “gifts” and professional achievements in the field of crop production, animal husbandry, and microbiology.
Representatives of professions of this type are able to make, create, and adjust biotic means, conditions for the existence and development of people. We are talking about plants, animals, microorganisms and their environmental conditions as objects of labor.
Skills that must be developed: the ability or ability to notice the most insignificant changes in the working environment, the ability to systematically observe biological objects, the ability to predict events in some complex biological process, there must be the necessary outlook in the general fundamentals and highly specialized areas of crop production, animal husbandry, microbiology, in the relevant areas of fundamental knowledge serving them; knowledge of the purpose and capabilities of many technical means of labor, knowledge of the organization and economics of the corresponding production.
Executive-motor activity: varied from drawing skills to operating machines and their complexes, sometimes gentle movements, sometimes repetitive manual efforts and significant physical activity.
Cognitive processes: good color vision, figurative visual memory, rich imagination.
Personal qualities: persistence in achieving deferred goals, care and precision, love of nature, innovative thinking, patience.
Contraindications: poor health, insufficient physical development, physical disabilities, serious visual defects, lack of interest and respect for “living things”.
2. Representatives of the “Human-Technology” type.
The world is seen and seen primarily from the perspective of how our life is or is not equipped, can or should be equipped with technology.
Civilization, culture, history are the achievements of the scientific and technological revolution. Creation of inventions of this kind - electric motors, radios, computers.
The conditions for human existence and development are buildings, structures, vehicles, technical means of communication, provision of heat and electricity.
People's activities are scientific and technical calculations, automation by production technology. Creation of grandiose structures and miniaturization of equipment, focusing on the peaceful use of the latest technological achievements.
Representatives of this type produce material products of labor, types and forms of energy, create machines, mechanisms, instruments, and process various materials.
Executive-motor activity: installation, assembly, adjustment, adjustment, repair, dismantling - i.e. manual labor.
Knowledge, skill: the ability to understand drawings and diagrams, the ability to mentally imagine the structure of a mechanism, the processes of working interaction, the movements of their components, an outlook in the field of natural sciences: physics, mathematics, chemistry, to know the structure and functions of devices, machines, instruments.
Cognitive processes: concentration, distribution and switching of attention, good vision, linear and three-dimensional eye, spatial imagination, memory for numerical parameters of various kinds, good mental manipulation of objects in space, the ability to quickly make decisions.
Personal qualities: emotional restraint, stability in emergency situations, increased sensitivity, efficiency, ability to work independently, accuracy, conscientiousness, love of technology, resourcefulness, discipline, caution, determination in difficult situations.
Contraindications: disorders of the musculoskeletal system, sensory organs, poor physical health.
3. Representatives of the “Man - Man” type.
The world is seen, perceived by the worker and worries him, first of all, from the fullness of the environment with different, diverse, differently-minded and multidirectional people, groups, communities, organizations, and their complex relationships.
Civilization, culture, human history are the peoples, countries, states, languages, cultural values of different peoples. International relations are political, trade, economic, and general cultural interactions between clearly distinguishable social systems.
The activities of humanity and people are the introduction of wide sections of the population to the development of cultural values, cultural and educational activities, bringing goods to consumers, ensuring civil rights, and fighting crimes.
Representatives of this type are able to lead groups, teams, teach and educate people, treat, and carry out useful actions to serve the various needs of people.
Executive-motor activity: speech actions, expressive movements (facial expressions, pantomime), accuracy and coordination of movements (in medicine).
Skills, knowledge - the ability to listen and hear, understand another person and precisely his inner world, horizons in the field of humanitarian knowledge, knowledge of human psychology, clarity, coherence and clarity of speech.
Cognitive processes: observation of the manifestations of a person’s feelings, mind and character, his behavior, the ability to mentally imagine and model his inner world.
Personal qualities: the ability to empathize with another person, observation, responsiveness, goodwill, patience, forbearance, a creative mindset, the desire to “keep up” with the fast-flowing processes of rapid movement, development, endurance, the ability to “not lose one’s temper”, fundamental demands on oneself and others.
Contraindications: speech defects, inexpressive speech, isolation, unsociability, severe physical disabilities, sluggishness, slowness, indifference to people.
4. Representatives of professions such as “Man-Knowledge”.
The world is seen, perceived by the worker and excites him primarily from the aspect of orderliness, development, study, accounting and calculation of its various components.
Civilization, culture, and human history are, first of all, writing, postal and other information communications, and the formulation of legal norms.
International relations are information and technical connections.
Human activity - automation of communications, document production, ensuring law and order, improving measurements, systems of units of measurement of quantities, improving means of recording facts, information support for the life of society.
Representatives of professions know how to navigate well, understand symbols, language systems, documents, texts; they create and process texts, documents, tables, formulas, lists, catalogs, drawings, maps.
Executive-motor activity: usually highly concentrated, fast and accurate, coordinated movements of the fingers, good clear and beautiful handwriting are important.
Cognitive processes: thoughtfulness and systematicity, good concentration on symbolic material, the ability to perceive and retain large amounts of verbal and logical information in memory, analytical and criticality in the perception of symbolic material, good command of written language, impeccable literacy are important.
Personal qualities: emotional stability, sense of words, context, scrupulousness, accuracy, systematic work, resourcefulness, intellectual initiative, ability to control the course and correctness of one’s mental actions, perseverance, perseverance, patience are important.
5. Representatives of the profession of the “Human-Artistic Image” type.
The world is seen, perceived by the worker and excites him, first of all, both as a certain given in which one can find and highlight the beautiful, the wonderful, and as an area that can be transformed and bring beauty and convenience into it.
Civilization, culture, human history are artistic achievements, and often quite concrete ones.
The conditions for human existence and development are a system of human settlement, residential areas, front squares of the city, space for recreation in a designed residential building, space for handicrafts.
Professionally important qualities: comprehensive knowledge of the subject area and the world of past and modern culture, social life, developed color perception (fine arts), vivid auditory perceptions, subtle differences in the qualities of sounds (music), the ability to feel and portray the personality of the hero (actor), an unconventional mind is important , thinking, unlimited by templates, aesthetic sense, sense of beauty, artistic tact, ease, bold flight of imagination, flexibility in decision making.
[E.A. Klimov, “Psychology of professional self-determination” Rostov-on-Don, Phoenix Publishing House, 1996 P.289-324]