Problems of professional development are characteristic for each stage. Open Library - an open library of educational information. Professionally conditioned personality structure

Professional development covers a long period of human life (35-40 years). During this time, life and professional plans change, the social situation leading the activity, the personality structure is restructured. There is a need to separate this process into periods or stages. The question naturally arises about the criteria for distinguishing stages in continuous process professional development.

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. Obviously, activities carried out at the reproductive level impose other requirements on

1 See: Brushlinsky A.V. On the correlation of biological and social in the development of personality // Theoretical problems of personality psychology. - M., 1974.

personality than partly exploratory 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 of realization specific activity at the reproductive and creative levels are so different that they can be attributed to different types of activity, 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 both factors on the professional development of the individual.

The beginning of this process is counted from the emergence of professionally oriented interests and inclinations in children under the influence of relatives, teachers, role-playing games and school subjects (0-12 years old). This is the stage amorphous option.

This is followed by the formation of professional intentions, which ends with a conscious, desired, and sometimes forced career choice. This period in the formation of personality is called options. 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.

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 personality (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. Stage duration vocational training depends on the type of educational institution, and in the case of employment immediately after graduation, its duration can be significantly reduced (up to 1-2 months).

After graduation comes the stage professional adaptation. The social situation is changing radically: new system relations in a production team of different ages, other social role, unusual social

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.

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. Stabilization of professional activity leads to the formation of a new system of relations of the individual to surrounding reality and to yourself. These changes lead to the formation of a new social situation, and the professional activity itself is characterized by individual personality-like implementation technologies. The stage is coming primary professionalization and becoming a specialist.

Further advanced training, individualization of technologies for performing activities, development of one's own professional position, high quality and labor productivity lead to the transition of personality to second level of professionalization where professional development 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.

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

Thus, in the holistic process of the professional development of a person, 7 stages are distinguished (Table 12). 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 but 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 professional development personality.

We examined the logic of professional development within the framework of one profession, however, according to the Ministry of Labor Russian Federation, up to 50% of employees change the profile of their professions during their working life 1 , i.е. 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 new profession and a new professional community.

The urgency of the problem. The historical conditioning of the study of the professional development of a person is associated with the emergence of professions, and consideration of their interaction with a person has become the core of the noted issues. Among a whole cohort of systemic categories, becoming is understood as a process, the main characteristic of which is that the existence of the phenomenon has already begun, but has not yet acquired a completed form. Expressing the ratio of the incompleteness of existence, becoming is revealed as the transition of possibility into reality and can be considered as an intermediate link between them.

The qualitative transformations of the object that have arisen in the process of formation bring it to a new level of functioning. That is why the concept of "becoming" and "development" belong simultaneously to the same object. At the same time, development is a kind of promising line of passing through individual steps, which mean a separate act of becoming in a new quality for the individual. Such a perspective can be comprehended if we turn to clarifying the essence and content of the professional development of a person using the example of an officer's profession, while determining the main stages of his professional development and the factors that affect the effectiveness of this process.

Theoretical analysis of the problem. In modern psychological science, the problems of the professional development of a person are represented by a number of methodological and general theoretical studies. The need for a productive solution to the problems of professional development has been reflected in the studies of various aspects of the mentioned scientific problem, - performance of professional activities (V.A. Bodrov, E.F. Zeer), the study of the levels of professionalism in activities (A.K. Markova, O.R. Fonarev), the formation of readiness for work, and the like (G.O. Ball, V.A. Molyako); professional development of the subject of labor (N.Yu. Volyanyuk, G.V. Lozhkin), general principles for the development of the professional culture of the subject of activity (E.O. Klimov, S.D. Maksimenko), etc.

From general psychological positions, we know that the formation of the subject of activity is the result of passing through a difficult path of his development, preparation for entering the world of professions, mastering professional activity, adapting to it and improving professional skills. On this path, more and more new requirements for the subject of activity and his professional suitability constantly arise. At the same time, the level of suitability, that is, the degree of compliance of the individual with professional requirements, is the determining factor in the development of the subject of activity.

The most common definition of the concept of “personality formation” in psychology is its understanding as a continuous process of purposeful progressive personality change under the influence of social actions and one's own activity aimed at self-improvement and self-realization. The formation of personality necessarily provides for the need for development, the possibility and reality of meeting human needs. According to E.F. Zeer, as the personality develops, the integrity and integrativity of its mental organization grows, the interconnection of different properties and qualities increases, a new development potential accumulates.

The central problem of the formation of personality is the disclosure of patterns of transition from a low level of development to a higher one. The transition from one level to another occurs on the basis of the dialectical principle of development: in the process of evolutionary development, contradictions arise and accumulate, which lead to a jump or to a transition to a new, higher level.

The formation of the subject of activity with its position, professional plans, strategy of behavior, goals and action programs, attitude to the results of activity and other specific properties, is the result of the refraction of the laws of human development, changes in the mental composition on the path of life under the influence of active determinants of action. In this process, one of the criteria for the development of the subject is the level of his activity in its active (degree of labor productivity and reliability) and subjective (degree of satisfaction with a particular job) expression.

The qualitative difference between the levels of development is predetermined by a special combination of internal development processes and external conditions that are typical for the corresponding period. Becoming allows direction, which can change, and continuity, which can be interrupted, stopped in development, and in some cases even destroyed. Unfortunately, until that time in psychological science, the issues of revealing the patterns of transition from a low level of professional development to a higher one have not been given due attention, although there are such attempts. According to O.R. Fonarev, the difficulties of studying the process of professionalization are complicated by the fact that the doctrine of abilities, including professional ones, is mainly focused on normative activity, which provides for a certain way of its implementation. That is why, according to the scientist, they do not single out the levels of professionalism, but take into account only the age and time of work in the specialty.

The analysis of the concepts of the professional development of a personality shows that, depending on the chosen criterion, several views on its stages have been formed in psychology. The first view is based on the criteria of the social situation of development at the level of realization of professional activity. The main criterion is the chronological age of the individual. In particular, in the concept of T. V. Kudryavtsev and a number of other authors, four stages of the professional development of a person are distinguished: 1) the emergence of professional intentions; 2) vocational training; 3) professional adaptation; 4) implementation in work. In the concept of E.F. Zeer is the stages of option, training, professionalization and mastery; at Yu.P. Povarenkova - before Professional Development, choice of profession, professional studies and professional activities.

The next group of concepts are united within the criterion of professionalism. The representative of this group A.R. Fonarev considers three main stages of a person's professional development - a) the stage of ownership, b) social achievements and c) the stage of service.

A.K. Markova, relying on the level of development of professionalism, also distinguishes three stages - self-determination, self-expression, self-realization, and N.Yu. Volyanyuk, based on the ability of subjects to self-development, identifies seven stages of professional development: pre-professional development, the stage of option, professional training, professional adaptation, primary professionalization, secondary professionalization and mastery.

According to E.A. Klimov, formation is a process of constant and steady development, heading towards professional excellence, methodological and pedagogical excellence.

Thus, summing up the above, we come to the conclusion that professional development is a significant part of a person's ontogeny, which covers the period from the beginning of the formation of professional intentions to the end of professional life. In this heterochronous process, the stages of option are distinguished, vocational education, professional adaptation, professionalism and skill. Most authors recognize the phasing of the professional development of the subject, as well as the lack of unity of views regarding the age-old periodization and the criteria underlying it. The data obtained show that the professional development of a person occurs throughout the entire professional life and is not limited to only one or several periods. The views of various scientists on the problem of professional development, given in the works of N.Yu. Volyanyuk and G.V. Lozhkin.

The study of the approaches of foreign authors to the problem of professional development of the personality shows that most of them also study this problem within the framework of the model of ontogenetic mental development Based on the systematization of existing scientific developments one can single out studies devoted to the development of personality at different stages of life and professional path (S. Buhler, E. Erickson, J. Super, K. Jung, etc.).

S. Buhler put the principle of “intentionality” in the goal of creation and the goal of achievement as the basis for the periodization of the stages of life. Using this criterion, she distinguishes five main phases life cycle personalities:

1st phase - from 0 to 15 years - lack of precise life goals, their blurring, external predetermination;

Phase 2 - from 15 to 20 years - the emergence, assessment of life goals and the formation of a plan for their achievements;

Phase 3 - from 25 years to 40-45 years - setting clear and precise goals in professional and personal life, their practical achievement

4 - from 45 to 65 years - summing up past activities and life, reviewing future life goals;

A conscious, active-reflexive attitude to life, profession, to oneself, as a subject of life, enables a person, according to the researcher, to achieve their goals in personal and professional life.

A more detailed gradation of periods of professional life was developed by D. Super, who identified the following stages of professional development:

At the awakening stage (up to 14 years old), the “I-concept” develops due to identification with significant adults: in the fantasy phase (4–10 years old), children's needs dominate, professional roles are played in the form of fantasy; in the phase of interests (11–12 years old), professionally significant advantages are formed; in the phase of opportunities (13–14 years old), individual abilities are tested, ideas about professional requirements and the content of vocational education appear.

1. At the research stage (15–24 years), the individual tries to test himself in different roles while focusing on his real professional opportunities.
2. The stage of consolidation (25–44 years old) is characterized by the desire to ensure a stable personal position in the found professional field.
3. At the stage of preservation (45–65 years), the professional development of the individual goes in one specific direction, without going beyond the boundaries of the found professional field.
4. At the stage of decline (after 65 years), new roles develop: partial participation in professional life, observation of the professional activities of other people.

In the studies of D. Super, there was a formulated concept of “professional maturity” in relation to different stages of professional development. The author defined professional maturity at certain stages of development as: awareness of the profession, the ways of acquiring it and the need for it; awareness of the connection between studies and subsequent professional activities; a sufficient amount of professional knowledge, skills and abilities; awareness of the factors that determine successful professional development. In general, professional maturity is characterized by the degree of independence in solving the problems of professional development, in addition, this level should change as the transition from one stage of development to another.

All of the above confirms the fact that the professional development of the subject is one of the aspects of his general development and is determined by the sequence of decisions made by him, as well as those achievements that he can attach to his asset. The process of professional development is individually original, unique, because the specific conditions in which it takes place are unique. The stages of professionalization are accompanied by different requirements for the subject of activity. To perform professional tasks at each of these stages, the activity of the individual is associated with the implementation of functions that are completely determined by the totality of personal properties that may differ from each other in their composition, degree of significance and intensity of the “load”.

For the problem of the professional development of the subject of activity, the position on the internal inconsistency of the process of individual development of a person is important. The unevenness of changes and the heterochrony of the phases of development are characteristic not only of the processes of growth and maturation, but also of later periods of life. The formation of the subject of activity with its position, professional plans, strategy of behavior, goals and action programs, attitude to the results of activity and other specific properties, is the result of displaying the laws of human development, changes in the mental composition on the life path under the influence of active determinants. An important source of progressive deployment of the capabilities of the subject of activity, changes in his individual personality structures, is the definition of goals in the dynamics of the deployment of a particular activity, which is a significant source of development of the mental organization of the individual.

Therefore, relying on the model of the ontogenetic mental development of a personality, the considered classifications of its professional development and certain generalizations, we obtain grounds for revealing the specifics of the professional development of an officer as a subject of activity.

Existing studies of the problem of the professional development of an officer show that most of them relate to the activities of junior officers, and the subject of the study is individual elements of the structure of activity or the dynamics of personal properties in the process of professional adaptation. However, outside the attention of researchers, the issues of studying the holistic professional path officer - from the acquisition of professional education to dismissal from the service, which requires additional research in this direction.

Military professional activity (VPA) belongs to a specific form of human activity, the main feature of which is the special conditions of activity. Ascertaining the influence of special conditions of activity on the formation of risk factors, it should be noted that their action is aimed at the transformation and formation of an officer's personal professional properties. An analysis of the available literature (V.G. Aseev, 1978; L.I. Bozhovich, 1951; S.F. Venda, 1981; B.A. Vyatkin, 1991; V.I. Lebedev and others) makes it possible to foresee that special conditions affect, first of all, feelings and emotions, can cause different mental states in its subjects, lead to disorganization of activity, to the formation of a feeling of inadequacy, a nervous breakdown, personality changes, and the like.

In the context of our study, it is important to understand what happens to the subject of the VPD endowed with activity, what ways and forms of influence on the object of activity it acquires. This circumstance acquires exceptional interest also because the subjects of activity are mature people aged from 21-22 to 55-60 years, and activity, therefore, is considered by us as the main means by which an officer develops as a person. Scientists rightly note that for an adult, the psychological choice of the leading activity, which can be different in different periods of life, is important. The idea of ​​the expediency of highlighting the leading activity and its influence on personal and professional development is contained in the works of many researchers.

At the same time, psychology under special conditions does not have at its disposal sufficient experimental evidence of what can constitute the leading type of activity at each age-old stage of a mature personality. In our opinion, the characteristic of his subjective activity, predetermined by professional content, can become the defining property of an officer's leading activity. For this reason, in our opinion, the definition of the leading activity of an officer can be called such a form of activity that reveals his special, subjective attitude to professional activity, the definition of goals, the desire for professional improvement, and predetermines the most important changes in mental properties.

Since in his personal development a person goes through a regular change in the corresponding types of leading activity, their study made it possible for psychologists (N.Yu. Volyanyuk, E.O. Klimov, D.B. Elkonin, E. Erickson, etc.) to build several options for periodization mental development of a person. We are interested in three stages of officer development in the process of professional development: primary professionalization (22-30 years old), secondary professionalization (up to 45 years old) and the mastery stage (up to 55 years old). Such a periodization of the development of an officer who operates in special conditions, in our opinion, is the most optimal and can be used in the professional training of an officer at different organizational and managerial levels. In addition, we single out other stages of the professional development of an officer that cover the period of option, professional study, dismissal from the armed forces and social adaptation. The main stages of the professional development of an officer are schematically presented in fig. one.

Rice. one. Stages of professional development of an officer

On fig. 1. it can be seen that the entire process of professional development allows an officer to go through 6 stages: 1) pre-conscription training; 2) options; 3) vocational training; 4) mastery of professional activity (primary and secondary professionalization); 5) skill; 6) release and social adaptation.

I. Stage of pre-conscription training - from 15 to 17 years old. Pre-conscription training is carried out in general educational and vocational educational institutions, as well as higher educational institutions in the event that a certain educational qualification level received on the basis of basic secondary education. Pre-conscription training should ensure that young men receive primary knowledge from combined arms disciplines in order to shorten the period of formation of young soldiers and sailors, to quickly adapt them to military service, and in military lyceums to form the professional orientation of lyceum students for subsequent study at VVNZ.

At this stage, pre-conscripts form their own position regarding the future choice of the profession of an officer, the process of personal and professional self-determination begins, the search for their vocation and the feeling of the need to choose a certain profession, social aspirations become clearer.

An important personal formation of this period is the formation of the self-concept. A persistently positive self-concept and self-image carry information about the subjective image of the profession, the qualities that a future officer should possess, while an integral system of attitudes towards the choice of a military profession and towards oneself as a future specialist is being formed.

II. Option stage (choice of profession) - 16-18 years. At the option stage, there is a mastery of a system of socially significant value ideas about the construction of life and a professional path, the assimilation of a system of proper relationships with peers and adults, the formation of information bases for social and professional orientation, self-assessment of one's own professional suitability based on an analysis of one's capabilities and degree of professional development. important qualities, active attempts of self-improvement and self-organization.

III. Stage of professional studies (from 17–18 to 22–23 years). Training of military specialists with higher education (officers and sergeants (foremen) staff) is carried out on the basis of the state order and other regulatory legal acts in the industry higher education, taking into account the specifics of military service, real material and financial resources that can be allocated for this, ensuring social protection officers and sergeants (foremen) upon their dismissal from military service to the reserve or resignation.

The training of military specialists with higher education is carried out at the VVNZ on the basis of complete general secondary education for all educational qualification levels (junior specialist, bachelor, specialist, master) and for educational professional programs that meet the requirements of state higher education standards and industry military education standards. Upon completion of the VVNZ, it is planned to conduct state certification of graduates and receive a document on education of a state standard.

At the stage of professional training, there is a purposeful mastery of the system of knowledge, practical skills and abilities in the chosen professional activity, the formation of holistic ideas about the military professional environment, the professional community, the development and filling of the subject content with the motives and goals of future activity, the development of the operational basis of activity, professional self-determination, elements of professional thinking, memory, psychomotor and the like.

IV. The stage of mastering professional activity (primary and secondary professionalization). The stage of mastering professional activity begins after the completion of the VVNZ. At this age, the subject of the VPD completes his professional training and joins the performance of professional duties.

The stage of primary professionalization begins with professional adaptation, which can last from 1 to 3 years. At this time, adaptation to social and professional standards, conditions, processes of labor activity, the subsequent development of self-determination in the chosen profession, self-awareness of the correct choice of a professional path, coordination of life and professional goals and attitudes, the formation of significant personality traits of a professional, the development of professionally important qualities, special abilities, emotional-volitional qualities.

The stage of primary professionalization provides for the improvement of the officer's personal structure, the development of professionally significant qualities, the formation of an individual style of service and professional activity, the development of self-assessment, self-regulation, and self-improvement techniques.

Significant qualitative changes take place in the process of professional development of an officer, which open up new prospects for his career growth. All these changes take place at the stage of secondary professionalization (up to 40-45 years old), which is the period of the greatest professional achievements of an officer. An officer who is at the stage of secondary professionalization is already an experienced specialist, a professional who independently, reliably and successfully performs the main managerial functions and who has already clearly defined himself in the space of the military profession.

V. Stage of mastery (up to 55-60 years). The high level of skill of an officer in professional activity surpasses mere skill as a good command of the techniques, methods and means of activity. Mastery is the prerogative of the subject of activity, which can not only adequately apply their skills in practice, but also improve them. Mastery affects not only large stock skills and abilities to perform certain activities, but also in the ability to organize a system of self-regulation, to establish subjective activity aimed at this activity. Mastery cannot be learned, it can only be passed on and adopted. An officer who has reached this stage solves any professional tasks, he is characterized by universalism, a broad orientation in the professional sphere, an individual style of activity, etc. Therefore, officers who are at the mastery stage and are called upon to transfer their subjective experience to junior officers, that is, to transfer experience organization of subject activity and self-determination in activity.

The psychological prerequisites for the formation of an officer as an independent subject of activity at the stage of mastery are: the formation of a hierarchical system of dynamic semantic systems; internalization of the cultural and the accumulation of individual experience in the active realization of subjective experience. The central problem of the development of the officer's personality at this stage is the development of his value-semantic sphere, the readiness to put before himself the questions that life and professional activity present to him and give answers to them.

VI. The stage of dismissal and social re-adaptation (from 50 and older).

After the dismissal of an officer from the service, the process of professional development passes to the stage of social re-adaptation. Social re-adaptation consists in creating appropriate conditions for military personnel (improving housing conditions, material support, retraining and employment assistance), renewing lost contacts and establishing new contacts with society, which enable the officer to return to society, acquire adequate, in accordance with life and professional experience, social position.

Readaptation forms protective (compensatory) reactions in response to the action of new factors. The psychological features of the re-adaptation process are the need to:

• formation of new functional systems, which make it possible to adequately reflect the new reality;
• actualization and satisfaction of new needs that arise from the acquired social position.

Mental re-adaptation is accompanied by violations of space and time, the appearance of unusual mental states (anxiety, fear, emotional instability, etc.), pronounced vegetative shifts, the formation of a new system of values, a change in the criteria that regulate the behavior of an officer and his activity. With an increase in the duration of this period of time, the changes that occur in the mechanisms of regulation of the officer's behavior turn into persistent stereotypes, the former adaptive mechanisms gradually go out.

At this stage, such a field of officer activity as mentoring and transferring his experience to the younger generation opens up in a new way. All people who have lived to retirement age pass through this level, but everyone experiences it with a different measure of dignity. At this level, a person may turn out to be just a “professional in the past” (ex-professional), or may remain a desired consultant, adviser, mentor, expert, unobtrusively sharing his professional experience, experience of achievements and mistakes, failures in order to help the younger generation avoid them. This level can give a person the opportunity to find new facets of professionalism, which consists in helping and spiritual enrichment of other people.

Thus, at each of the considered stages, there is a change in the leading mechanisms for determining the professional activity of an officer, a change in the system of neoplasms in the structure of the personality, its values ​​and goals. So, if at the stages of pre-conscription training, options and vocational training social factors dominate - the family and the education system, then at the next stages the officer's own activity prevails, he, as a subject of activity, sets himself goals regarding mastering and adapting to the requirements of the profession, tries to change its content and conditions, choose your own vector of professional development and thus claim the authorship of your life and professional program.

THEORETICAL FOUNDATIONS OF PROFESSIONAL DEVELOPMENT OF PERSONALITY

Methodological foundations

When considering the problem of the formation of a personality, we are based on the methodological position of B.G. Ananiev, according to which the development of a personality, on the one hand, “is an integration increasing in scale and levels - the formation of large“ blocks ”, systems or structures, the synthesis of which at a certain point in life person acts as the most general structure personality... On the other hand, the development of personality is also an ever-increasing differentiation of its psycho-physiological functions, processes, states and personal properties, commensurate with progressive integration”1.
Theoretical basis the concept of professional development of the personality became the study of the personality and activity of K.S. Abulkhanova-Slavskaya, B.G. Ananiev, A. GASmolov, B.F. . A. A. Bodalev, Yu. M. Zabrodin, E. A. Klimov, T. V. Kudryavtsev, A. K. Markova, L. M. Mitina, N. S. Pryazhnikov , S.N. Chistyakova.
For theoretical analysis psychological problems professional development of personality, the works of foreign scientists A.Maslow, J.Super, J.Holland are of particular interest.
Based on the study of the works of these researchers, the following conceptual provisions were determined:
the professional development of a person has a historical and socio-cultural conditionality;
the core of professional development is the development of the individual in the process of vocational training, mastering the profession and performing professional activities;
the process of professional development of a personality is individually unique, unique, but it is possible to distinguish qualitative features and patterns in it;
professional life allows a person to realize himself, provides the individual with opportunities for self-actualization;
the individual trajectory of a person's professional life is determined by normative and non-normative events, random circumstances, as well as irrational inclinations of a person;
knowledge of the psychological characteristics of professional development allows a person to consciously design his professional biography, build, create his own history.
The principles of systemic, personal-activity, event-based approaches to professional development, the humanistic theory of self-actualization and self-realization of the individual became the methodological basis for designing the concept.

Key Concepts

Key concepts concepts are "personality", "professional activity", "professional development of the personality", "profession" and "professional self-determination". Consider the interpretation of these concepts.
In psychology, there are different definitions of personality. In humanistic psychological concepts, a person is a person as a value for which the development of society is carried out.
Psychologists of biogenetic orientation consider a person as an individual with certain anthropogenetic properties (inclinations, temperament, biological age, gender, body type, neurodynamic properties of the brain, etc.), which go through various stages of maturation as the phylogenetic program of the species is realized in ontogenesis.
Representatives of the sociogenetic orientation interpret the personality through the prism of a person's socialization, the development of social norms and roles, the acquisition of social attitudes and value orientations, the formation of a social and national character.
Scientists of personogenetic orientation analyze the personality in the process of its self-realization, personal choice, incessant search for the meaning of life. Great importance given to the activity of the individual, its creative orientation, individuality.
We authentically understand the individual as a subject social relations and vigorous activity, endowed with properties, qualities, abilities that allow one to realize oneself.
The concept of professional development of personality in psychology has not yet been fixed. We will understand formation as a process of progressive personality change under the influence of social influences, professional activities and our own activity aimed at self-improvement and self-fulfillment. Becoming necessarily implies the need for development and self-development, the possibility and reality of its satisfaction, as well as the need for professional self-preservation.
The movement of the individual in the space and time of professional work is called the professional formation of the subject of activity. Thus, the professional development of the subject is a part of a person's ontogeny from the beginning of the formation of professional intentions to the end of active professional activity.
The decisive role in the formation of personality belongs to the leading activity. Recognition of the personality-forming function of the leading activity inevitably leads to the allocation in the continuous process of personality formation of a period associated with the choice, preparation for execution and performance by an adult of one type of activity - professional. The transformation of professional activity into a leading one depends on socio-economic relations, the social situation, and the position of the individual. This period takes up most of a person's life. The trajectory of a person's fate, his happiness, well-being, satisfaction with life, physical and mental health are largely determined by satisfaction with the content of professional activity, the attitude of the individual towards it, and the level of professional achievements. It can be said that professional activity becomes the basis for the development of personality in adulthood for most people.
Professional activity is social significant activity, the implementation of which requires special knowledge, skills, as well as professionally conditioned personality traits. Depending on the content of labor (subject, purpose, means, methods and conditions), types of professional activity are distinguished. The correlation of these species with the requirements for a person forms professions.
A profession is a socially valuable area of ​​application of the physical and spiritual forces of a person, allowing him to receive, in return for the labor expended, the necessary means for existence and development.
The changes that occur to a person in the process of preparation, mastery of professional activity and its independent implementation lead to the formation of a person as a specialist and professional.
A specialist is a professionally competent employee who has the knowledge, skills, qualities, experience and individual style of activity necessary for the high-quality and productive performance of labor.
A professional is an employee who, in addition to knowledge, skills, qualities and experience, also has a certain competence, ability for self-organization, responsibility and professional reliability. A professional is able to detect a problem, formulate a problem and find a way to solve it. Professionals form the basis of participatory organizational structure enterprises, institutions aimed at development.
The conceptual concept of our study is professional self-determination, which is interpreted as an independent and conscious coordination of a person’s professional and psychological capabilities with the content and requirements of professional work, as well as finding the meaning of the activity performed in a specific socio-economic situation.
E.A. Klimov, analyzing the concept of "professional self-determination", emphasizes that this is not a single decision-making act, but constantly alternating elections. The most relevant choice of a profession becomes in adolescence and early youth, but in subsequent years, the problem of revision and correction of a person's professional life arises.
The professional development of a person enriches the psyche, fills a person's life with special meaning, and gives significance to a professional biography. But, like any developing process, professional development is accompanied by destructive changes: crises, stagnation and personality deformations. These destructive changes cause discontinuity and heterochrony (unevenness) of the professional development of the individual, are of a normative and non-normative nature. Professional development is necessarily accompanied by accidents, unforeseen circumstances, which sometimes radically change the trajectory of a person's professional life.

Historical conditionality of professional development

The problem of professional development became relevant at the beginning of the 20th century. Until that time, there was no free choice of profession. The professional life of people was limited by class traditions, as well as the patriarchal way of society. Industrial Revolution led to the emergence of the labor market and new professions. Huge masses of people faced the problem of finding a job and professional readiness for it.
The changed historical situation has radically expanded the world of professions. New tools and means of labor required skilled workers capable of performing labor functions with high quality and productivity for many years. F.Taylor's system has become widespread in the organization of labor. In addition to the rationalization of labor operations, great importance was attached to the professional suitability of the employee. The choice of a profession becomes relevant. The solution of issues of professional self-determination and professional suitability led to the emergence of a new field of applied psychology - psychotechnics (S.51ern, 1.Mistringerd, R.Parzon), and in the 1920s. - Labor psychology. The main attention was paid to the adaptation of man to technology and production technology.
The approval of the democratic principles of the organization of production, humanistic theories about the role of labor that arose in the 70s. of our century in developed countries, have led to a rethinking of the concept of professionalization of the individual. The interaction of the individual and the profession began to be considered the core of professional development. In the process of mastering the profession and especially the performance of professional activity, structural changes occur both in the personality of the employee and in the structure of the activity itself, i.e. professionalization of the individual leads to a change in the nature and content of the profession.

Determination of the professional development of the personality

In the process of professional development, two kinds of contradictions arise: 1) between the personality and the external conditions of life; 2) intrapersonal. The main contradiction that determines the development of the individual is the contradiction between the existing properties, qualities of the individual and the objective requirements of professional activity.
In the formation of a personality, stage and so-called functional development are distinguished, which is carried out within a certain stage and leads to a quantitative accumulation of qualitatively new elements that form a potential reserve.
The creation of internal potentials for the professional development of a specialist is the result of an active interaction of the individual with socio-professional groups and means of labor. In this case, the enrichment of the psyche occurs. The result of the activity is not only the creation of material and spiritual values, but also the development of the individual.
It should be noted that not every professional activity develops a personality. There are many professional types labor that do not enrich the personality, but, on the contrary, deform it.
Much depends on the personality itself, on its attitude to professional work. Performing this or that work, treating it in a certain way, a person reproduces new properties and qualities in himself. In the process of professional development, they are combined with existing properties, as well as among themselves, forming complexes of qualities.
Education, professional knowledge and skills, general and special abilities, socially significant and professionally important qualities constitute the professional development potential of a specialist. The realization of the potential depends on many factors: the biological organization of a person, the social situation, the nature of professional activity, the activity of the individual, his need for self-development and self-actualization. But the leading factor in the professional development of a personality is the system of objective requirements for it, determined by professional activity, in the process of which new properties and qualities arise. A change or restructuring of the methods of its implementation, a change in attitude to the leading activity determine the stages of personality development.
In professional development, socio-economic conditions, socio-professional groups and the activity of the individual himself are also of great importance. The subjective activity of a person is determined by a system of steadily dominant needs, motives, interests, orientation, etc.
The study scientific literature made it possible to define professional development as the formation of a professional orientation, competence, socially significant and professionally important qualities and their integration, readiness for constant professional growth, the search for optimal methods of high-quality and creative performance of activities in accordance with the individual psychological characteristics of a person.
Professional development involves the use of a set of methods of social influence on a person deployed in time, including it in a variety of professionally significant activities (cognitive, educational, professional, etc.) in order to form a system of professional important knowledge, skills, qualities, forms of behavior and individual ways of performing professional activities. In other words, professional development is the “shaping” of a personality that is adequate to the requirements of professional activity.
The determination of the professional development of a personality is interpreted differently by various psychological schools. Socio-psychological theories consider professional development as the result of social selection and socialization preceding the choice of profession. Great importance is attached to chance. Psychodynamic theories consider instinctive urges and emotionally colored experiences gained in early childhood as determinants of professional development. An important role is played by the real situation in the world of professions, which a person observes in childhood and early adolescence. Representatives of developmental psychology consider the previous (before choosing a profession) education and mental development of the child to be factors of professional development.
L.M. Mitina distinguishes two models of the formation of professional activity:
an adaptive model, in which a person's self-consciousness is dominated by a tendency to subordinate professional labor to external circumstances in the form of fulfilling prescriptions, algorithms for solving professional problems, rules, norms;
a model of professional development, which is characterized by the ability of an individual to go beyond the established practice, to turn his activity into a subject of practical transformation, and thereby overcome the limits of his professional capabilities.
The adaptive model reflects the formation of a specialist who is the bearer of professional knowledge, skills and experience. The model of professional development characterizes a professional who owns professional activity in general, is capable of its self-design and improvement.
The driving forces behind the development of a specialist are the contradictions between the increasingly complex requirements of professional work and individual style, experience and abilities. The main driving force behind the development of a professional is the intrapersonal contradiction between the “I-acting” and the “I-reflected”. The experience of this contradiction encourages the professional to search for new ways of self-fulfillment.
The nature of professional work is of great importance in determining the professional development of an individual. Monotonous, monotonous, algorithmic work contributes to the professional development of an employee only at the stages of professional training and adaptation. In the future, professional stagnation sets in. Diverse, non-algorithmic work provides great opportunities for the professional development of a specialist and the development of a professional.
The study of the patterns of professional development in domestic psychology led to the determination of the determination of this process, objective and subjective factors. Objective circumstances - socio-economic conditions - are recognized as an active, producing beginning, and changes in the subjects are recognized as a consequence of the reflection of these influences.
The position on the primacy of the social determination of personality development does not mean a complete disregard for the biological characteristics of a person. In domestic psychology, the influence of the biological essence of a person on personal development is recognized. Its impact on the pace and level of development is especially emphasized.
To what extent does biological development determine the formation of personality? Russian psychologists answer this question in different ways. Some attach greater importance to heredity in the determination of mental properties, others less. A.V. Brushlinsky, who specially analyzed the problem of the prerequisites for the mental development of a personality, came to the conclusion that in the early stages of ontogenesis, the biological acts as internal conditions for development. As the personality develops, the influence of external (social) factors increases. Wherein external causes act indirectly through internal conditions. The professional development of a specialist is mainly due to external influences. However, it cannot be directly derived from external conditions and circumstances, since they are always refracted in a person's life experience, individual mental characteristics, mental warehouse. In this sense external influence mediated by internal conditions, which include the originality of the psyche of the individual, her social and professional experience.
In the process of becoming a professional, increasing the scale of the personality, the subject increasingly acts as a factor in his development, change, transformation of objective circumstances in accordance with his personal properties. In other words, a professional himself can consciously change his professional biography, engage in self-development, self-improvement, but in this case, this process is also motivated by the social environment, economic conditions vital activity.
In the very general view the determination of the professional development of the personality is shown in Fig.1.
The influence of the considered factors on the scenario (trajectory and pace) of the professional development of a person depends on the age, gender and stages of development. Hypothetically, the following most common scenarios can be distinguished:
1. Smooth, conflict-free and crisis-free professional development within the same profession.
2. Accelerated development at the initial stages of formation, followed by stagnation and decline. It is realized, as a rule, also within the same profession.
3. Stepwise, spasmodic personal and professional development, leading to peak achievements (not necessarily within the same profession) and accompanied by crises and conflicts of professional development.
A change in the pace and vector of development occurs mainly with a change in the stage of formation. In this case, changes in the social situation of development, leading activity and the individual's own activity are of decisive importance. Each of the three main variants of becoming has various versions. On fig. 2 - 4 show the basic trajectories of becoming.
In conclusion, it should be emphasized that the decisive role in the professional development of the individual belongs to her professional activity; socio-economic conditions play an important role; biological factors perform the function of preconditions for professional development, affect its pace, as well as professional suitability and effectiveness.

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 development of a person 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 rates various kinds development A.A. Bodalev identifies the following scenarios for the development of an adult:
1. Individual development is far ahead of personal and professional development. This ratio reflects 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.
2. Personal development of a person is more intensive than individual and professional. This is reflected in the respect for environment, people, objects of material and spiritual culture, attachment to the family, etc. Physical health, professional achievements are in the background.
3. 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.
4. Relative correspondence of the rates 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 considerations, 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.

Stages of professional development

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) the stage of option (12 - 17 years old) - preparation for a conscious choice of a professional path;
2) the stage of professional training (15 - 23 years old) - mastering the knowledge, skills and abilities of future professional activity;
3) stage of development of a professional (from 16 - 23 years old to retirement age) - entry into the system interpersonal relationships in professional communities and further development subject of activity 2.
In later periods life path 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;
craftsmanship - skilled execution labor activity;
phase of authority - achievement by a professional of high qualification;
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 old);
3) approval - vocational education and strengthening of one's position in society (25 - 44 years old);
4) maintenance - creation of a stable professional position (45 - 64 years);
5) decline - a decrease in professional activity (65 years or more)2.
From brief analysis periodization of the professional development of the personality, it follows that, despite different criteria and the basis for the differentiation of this process, approximately the same stages are distinguished. The logic of the concept of professional development that we are developing determines the legitimacy of generalizing the analysis done.
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 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 heights 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

№	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, choice of 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, individual style of activity. skilled labor
	Secondary professionalization	Professional mentality, identification with the professional community, professional mobility, corporatism, flexible style of activity, highly qualified activity
	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 but 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 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 newly 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.

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.
When determining professional structure activity, we were based 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 activities, 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 praxeology.
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. Glukhanyuk1.
At the option stage, the educational and professional activity that the optant chooses is not always reflected in an adequate idea of ​​its social significance, methods of vocational training, areas of distribution, working conditions, 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 professional technology, 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.

Professionally conditioned personality structure

In psychology, there are different definitions of personality, formulated by different scientific directions. Naturally, each psychological school substantiates its own personality structure. Based on the understanding of the individual as a subject of social relations and vigorous activity, we have designed a four-component personality structure.
1. In fundamental works L.I. Bozhovich, V.S. Merlina, K.K. Platonova 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. AT 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 mastering the techniques of professional communication and behavior;
special competence - preparedness for independent implementation specific types 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 highlights another type of competence - extreme professional competence, i.e. the ability to act in suddenly complicated conditions, in case of accidents, violations 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. Essential ingredients psychological activity man 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.
V.D. Shadrikov under professionally important qualities he understands the individual qualities of the subject of activity, influencing the effectiveness of the activity and the success of its development. He also refers to professionally important qualities as abilities.
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 research V.D.Shadrikova and his students it is shown that in the process of professionalization of 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 D. Martens on the basis of taking into account the relationship and interdependence of socio-economic and technical and economic processes of production and the trend of using various types of computer technologies in production, management and service sector1.
Key qualifications include abstract theoretical thinking; ability to plan complex technological processes; creativity, predictive abilities, ability to make independent decisions; communication skills; the 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.

Table 5

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), self-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.

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.

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 implementation. labor functions and sometimes hinder the process.
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, life important 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.
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, and behavioral transfer. Professional deformations are inevitable. Overcoming them involves the use of a variety of personality-oriented technologies, correction and prevention tools.

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 intra-subject nature, due to intra-personal conflicts, take on a leading role, dissatisfaction with the level of professional growth, the need for further self-development and self-realization. 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).

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.

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.

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 (0-12 years old). This is the stage amorphous option.

This is followed by the formation of professional intentions, which ends with a conscious, desired, and sometimes forced career choice. This period in the formation of personality is called options. 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.

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. Stage duration vocational training 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).

After graduation comes the stage professional adaptation. 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-like implementation technologies. The stage is coming primary professionalization and becoming a specialist.

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 second level of professionalization where professional development 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 excellence and becoming 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 11).

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 but 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 professional development personality.

Stages of a professional path according to D. Super. D. Super divided the entire professional path into five stages. First of all, the author was interested in finding out by the individual his inclinations and abilities and the search for a suitable profession that actualizes the professional “I-concept”.

1. Stage of growth (from birth to 14 years).

2. Stage of research (from 15 to 24 years).

3. Stage of career consolidation (from 25 to 44 years).

4. The stage of maintaining what has been achieved (from 45 to 64 years).

5. Stage of recession (after 65 years).

Phases of the professional path according to Heyvighurst. According to Havighurst, the acquisition of attitudes and work skills that allow people to become full-fledged workers is a criterion for determining the stages of a professional path:

1. Identification with an employee (from 5 to 10 years).

2. The acquisition of basic labor skills and the formation of diligence (from 10 to 15 years).

3. The acquisition of a specific professional identity (from 15 to 25 years).

4. Becoming a professional (from 25 to 45 years).

5. Work for the benefit of society (from 40 to 70 years).

6. Reflections on the productive period of professional activity (after 70 years).

Stages of the professional path according to E.A. Klimov.

1. The phase of amorphous option - the beginning of professional development, the emergence of professionally oriented interests and inclinations in children.

2. Option phase. A person becomes preoccupied with the choice of a profession or its forced change and makes this choice. There are no exact time limits of this phase, as well as others, since they are set by the conditions of life, culture.

3. Adept phase. Adept - a person who has embarked on the path of commitment to the profession and is mastering it (students vocational schools, middle and higher educational institutions, as well as those studying through the system of short-term forms of vocational training in the workplace - listeners, cadets, students of master mentors).

4. Phase of adaptation. A young specialist adapts to the norms of the team he enters, gets used to solving various professional tasks.

5. The internal phase is an employee who is already experienced, as they say, "experienced" in his work, who steadily loves his work, can independently cope with the main professional functions.

6. Mastery phase. An employee can solve both simple and the most difficult professional tasks. He has found his own individual, unique style of activity, his results are consistently good, and he has reason to consider himself irreplaceable in some way. Usually he already has some formal indicators of his qualifications (rank, category, title).

7. Phase of authority. An authority is a master of his craft, already well known, at least in professional circles or even outside it (in the industry, at the intersectoral level, in the country). Depending on the forms of certification of workers accepted in a given profession, he has certain formal indicators of qualification. He solves professional problems due to his great experience, skill, ability to organize his work, surround himself with assistants.

Crises of professional development are periods of radical restructuring of the professional consciousness, activity and behavior of the individual, accompanied by a change in the vector of professional development.

The first normative crisis of adult life, falling on the period

early adulthood is associated with the task of transition to an independent life and independence from parents. The beginning of independent professional activity falls on the same period, in fact, the “crisis of the birth of a professional”. It includes a number of difficulties: the difficulty of entering a tough regime, lack of confidence in one's abilities, the need to finish learning, and sometimes retrain, and adapt to professional relationships.

After the completion of the adaptation period young specialist required

some real confirmation of his professional achievements in the form of an increase in salary, an increase in status, or an offer of interesting prospects. If this does not happen after 4-5 years of work, emotional discomfort, unconscious dissatisfaction with work appear, further preservation of the situation becomes the key to a more severe course of the next normative psychological crisis - the crisis of the 30th anniversary, one of the most acute crises of normative development. On the professional side, its main content is the need for summing up intermediate results, a feeling of some stagnation and the need for some tangible changes. There are five main ways to resolve this crisis:

- termination of professional growth;

– stabilization at the achieved level;

– restriction of professional claims;

- strengthening one of the parties of professional activity;

– search for new ways of development leading to a higher professional level; destructive resolution-conflict, job change, attempt to start over.

The normative mid-life crisis (40–44 years) in professional activity is perceived as an opportunity for the last spurt in achieving the desired professional level. In general, the passage of professional development crises has a significant impact on the entire professional cycle.

Questions for chapter 2

1. What is the difference between the concepts of "differentiation" and "periodization"?

2. Define the terms "period", "stage".

3. Define psychological age.

4. What underlies the periodization of the development of Z. Freud's personality?

5. What is the formation of personality?

6. Define the social situation of development.

7. Define leading activity. Expand the specifics of the leading activity.

8. Define the terms "individual", "personality" and "individuality". What is their difference?

9. What characterizes a person as a person from the point of view of psychology?

10. What are the main approaches to the study of personality in domestic psychology.

11. Describe the hierarchical structure of personality proposed by K.K. Platonov.

12. Describe needs as a source of personality activity.

13. List the main classifications of needs.

14. Define motive, motivation. Classify motives according to the content of needs.

15. What is meant by the orientation of the personality? What are the forms of orientation?

16. Define professional development.

17. Describe the interaction of individual, personal and professional development of a person.

18. List internal and external factors that determine the personal and professional development of a person.

19. Analyze the periodization of the professional development of the personality proposed by D. Super. What is the essence of the periodization of the professional development of Heyvighurst's personality? Describe the phases of the professional development of the personality identified by E.A. Klimov.

20. Define the concept of "crisis of professional development of the individual." List the main crises of professional development experienced by a person. What are the ways to resolve crises of professional development?

21. Expand the meaning of the content and organization of educational activities for mental development in primary school age. Why educational activity loses its meaning during adolescence? Describe the leading activities of adolescence.

22. What is the peculiarity of the social situation of development in adolescence? In what forms can “looking to the future” be realized among high school students?

23. What is the difference between the concepts of "self-determination" and "readiness for self-determination"? Outline several ways to promote the timely development of psychological readiness for self-determination among graduates of the 9th and 11th grades of secondary school.

24. What is the difficulty in defining the concept of "adulthood"?

25. What is the specificity of the social situation of development in the period of maturity?