One or another professional activity. Main types and types of professional activities. Lack of a unified classification

The psychological theory of activity can be conditionally divided into two directions - the theory of activity itself and the theory of the subject of activity. If the first considers the problems of the psychological structure, mechanisms and patterns of activity as such, then the second is associated, first of all, with the study of the so-called subjective determinants of activity. These are the factors that underlie the effective implementation of activities and are associated with the characteristics of its subject. These include motivation, focus, degree of preparedness of the subject - his “ training"(professional competence), etc. However, the main place among them is occupied by those individual, personal qualities of the subject that are necessary and sufficient for the normative implementation of a particular activity. They are designated in activity theory by the concept of professional important qualities(PVK). In connection with their decisive role in the mental organization of activity, it is necessary to consider some of their main features.

Professionally important qualities- these are the individual properties of the subject of activity, which are necessary and sufficient for its implementation at a normatively specified level and correlate with at least one of its main performance parameters (quality, productivity, reliability). The functions of professionally important ones can include not only the actual mental, but also extra-mental properties of the subject - somatic, biological, morphological, constitutional, typological, neurodynamic, etc. For example, elementary “ physical strength and endurance" - a clearly expressed PIC of many types of activities. For a more complete disclosure of the specifics and features of PVK, it is advisable to dwell on their main classifications.

So, first of all, there are four main groups of individual qualities that form the structure of professional suitability. These are, firstly, absolute PIKs - properties necessary to perform activities as such at the minimum acceptable, or normatively specified, “average” level. Secondly, these are relative MCs, which determine the subject’s ability to achieve high levels (“ supra-normative") quantitative and qualitative indicators of activity performance (" PVC craftsmanship"). Thirdly, adequate motivational readiness to implement a particular activity has recently been considered as an important subjective determinant of activity and, therefore, in the role of PIC. It has been proven that it can significantly compensate for the insufficient level of development of many other defense systems (but not vice versa!). Finally, fourthly, there are so-called anti-PVC properties, the presence of which acts as a professional contraindication to a particular activity.

Further, any activity is characterized by certain basic performance parameters - primarily quality and productivity. Psychological research has proven that to ensure them, various individual qualities of the subject are necessary. The professionally important qualities of these parameters partially overlap, but more often they do not completely coincide with each other, and sometimes enter into antagonistic relationships. In the latter case, the same PVK is such in terms of ensuring the quality of activities and anti-PVK - in terms of ensuring productivity.

One of the important results of the PIC study was the establishment that any activity is implemented on the basis of a certain PIC system. This means that each activity requires a certain set of PVC; the latter, however, is not a side-by-side, “mechanical” sum of qualities, but their naturally organized system. Functional relationships of compensatory and facilitative types are established between individual PVCs; the PVC system itself acts as a certain symptom complex of subjective properties, specific to a particular activity. It is not specified in finished form, but is formed in the subject during his mastery of activities. In this case, the degree of integration of such PVC systems usually increases significantly. Those PVCs that are characterized by the greatest connection with activity parameters (correlation with them) are called leading. And PVCs that have the largest number of intrasystem connections with other qualities, i.e. characterized by the greatest “structural weight” and, therefore, occupy a central place in the entire system of qualities, are called basic. They may not correlate significantly with performance parameters; however, they are no less, and often more important, for its implementation. They can be detected using a special analysis method - the method of finding PVC intercorrelation matrices.

Not all PVCs are related to activity parameters by a simple - linear - dependence, i.e. dependence of the type “the higher the level of PIC, the more effective the activity.” A number of PVCs are associated with activity parameters by a nonlinear dependence of the optimum type: these parameters take on the greatest values ​​not at maximum, but at some average - optimal - levels of development of PVCs. For example, management activities are most effective at a certain, although quite high, but still not maximum level of development of reflexivity as the PIC of this activity.

Along with this, the so-called PIK of activity development and PIK of execution are distinguished. The first ones are most important for effective, i.e. high-quality and fast mastery of the subject of activity; the second - for its given level as such. These two groups of PVK also partially coincide and partially differ.

For a wide range of activities, it is relevant to differentiate PVK into those that act as such in normal conditions its implementation, and those that are necessary in complicated and often extreme conditions of its implementation.

Finally, it has been proven that for many types of professional activity it is necessary to distinguish between those individual qualities that are “responsible” for its actual performing part, and those that are necessary for the perception and reception of professionally significant information. In this regard, it is customary to talk about execution rules and information rules.

Thus, it can be seen that the general structure of PIC as the main subjective determinants of activity turns out to be quite complex and internally differentiated. It includes a number of main categories of internal protection rules, the presence of which is the main condition for the effective implementation of professional activities.

Edition: Diagnostics of professionally important qualities

Chapter 1

Professionally important personality qualities as the basis for professional suitability

According to A. V. Karpov, professionally important qualities (PVK) are divided into 4 main groups, which together form the structure of professional suitability:

• absolute PIK - properties necessary to perform the activity as such at the minimum acceptable or normatively specified average level;
• relative MCs, which determine the ability of a subject to achieve high (“above-normative”) quantitative and qualitative performance indicators (“MACs of mastery”);
• motivational readiness to implement a particular activity. It has been proven that high motivation can significantly compensate for the insufficient level of development of many other PVCs (but not vice versa);
• anti-PVK: properties that contradict one or another type of professional activity. The structure of professional suitability presupposes a minimum level of their development or even absence. In contrast to the qualities of the first three groups, they correlate with activity parameters significantly, but negatively.

In all types of activity, it is customary to distinguish between those individual qualities that are responsible for its actual execution and those that are necessary for the perception and reception of professionally significant information. Therefore, it is customary to talk about execution rules and information rules.

So, we can give the following definition of LOAC. Professionally important qualities (PIQ) are individual properties of a subject of activity that are necessary and sufficient for the implementation of this activity at a normatively specified level.

For future skilled workers and specialists, the most important condition for the formation of the PVC is that it is properly organized at school, and then in primary and secondary institutions. vocational education vocational guidance.

The main areas of professional guidance are professional information, professional consultation, professional selection (recruitment), professional adaptation. Each of these areas, to one degree or another, involves professional study important properties personality. Thus, professional information introduces various groups of the population to modern types production, the state of the labor market, the needs of the economic complex for qualified personnel, the content and prospects of the profession market, the forms and conditions for their development, the requirements of professions for a person, opportunities for professional growth and improvement in the process of work.

Today we have to admit that the efforts of teaching staff in career guidance work, unfortunately, do not give the desired results. The interest of students in the once considered prestigious professions of a machine operator, builder, electrician, etc. has noticeably dropped. The reasons for this are different, but not the least important role is played by shortcomings in the joint career guidance work of schools, vocational educational institutions, lyceums and production, as well as poor consideration of the psychophysiological characteristics of students. One of the disadvantages is the advertising, inviting nature of many of the events held in secondary school and professional lyceum of events. Often these events are limited to campaigning for a profession, showing the attractive sides of certain professions. At the same time, many questions about career guidance remain unanswered. What is the difficulty of this or that profession? What are the psychophysical requirements placed on it? What are the requirements for the general and special abilities of a person who has chosen a particular specialty? After all, it often happens that a newcomer to a vocational lyceum either becomes disillusioned with his profession due to the discrepancy between his ideas about it and the actual nature and content of work, or the psychophysical data and state of health of a young worker turn out to be contraindicated in his chosen profession or specialty. In practice, this usually leads to a change of profession, as a result of which both young people and society as a whole incur moral and material costs. These shortcomings can be eliminated first of all with the help of properly delivered professional consultation.

The consultation is advisory in nature. In the process, the compliance of the health status of young people with professional requirements and the level of psychological readiness of the individual to master this profession is recorded. In order to take into account professional contraindications and determine the profession that best suits a person’s personal abilities and interests, professional selection and selection are carried out.

Professional selection is the determination of the degree of professional suitability of a person for a specific profession (job) or position in accordance with regulatory requirements. There are four aspects of professional selection: medical, physiological, pedagogical and psychological. Medical professional selection is carried out on the basis of medical procedures for measuring the level of development and formation of the human body and its individual functional systems. Physiological selection takes into account specific functional state of a person: the degree of his fatigue and performance, exposure to stress factors, ability to function effectively in conditions of risk, night shifts, information uncertainty. Pedagogical professional selection is aimed at assessing the development of a worker’s special knowledge, the development of his skills and practical professional skills. Psychological selection is carried out using verbal tests and questionnaires, instrumental techniques, personal projective tests, and interviews. This selection is aimed at identifying and assessing a person’s inclinations and abilities, his value orientations, professional orientation, motivation, interests and preferences.

Professional selection is the provision of recommendations to a person about possible areas of professional activity that are most appropriate to his psychological, psychophysiological and physiological characteristics, based on the results of psychological, psychophysiological and medical diagnostics. A person is selected a profession, professional field and those specialties that best suit his individual psychological characteristics for the full realization of his potential in work.

In vocational educational institutions, professional selection and professional selection act as a special form of labor examination. It should be borne in mind that for the quality of both the first and second forms of examination, the main tasks are:

• prevent a person from entering a job for which he has contraindications (unable to do so due to age, health, education, psychophysiological data);
• select for work in this profession the most efficient people who can perform labor duties in their specialty without harming their health;
• determine what type of work a particular person is most capable of in order to recommend this or that type of activity to him.

Psychological professional selection is appropriate and effective if the following conditions are met:

• the presence of an objective socio-economic need (for example, the presence large quantity free workers for certain professional vacancies);
• the presence of a certain range of professions in which the professional suitability of an employee is of great importance for him to achieve high labor efficiency (for example, the work of an operator, which requires special psychological selection of employees based on the factor of stress resistance);
• the presence of a developed and tested selection system (“battery” of diagnostic techniques compiled in accordance with the principles of validity, reliability, complementarity and interchangeability);
• the presence of specialists trained to conduct professional selection and having practical experience in organizing and implementing professional selection procedures.

The formation of an employee’s professionalism occurs on the basis of the action of two groups of factors - objective and subjective. An objective factor is the requirements, norms and restrictions put forward by the profession to a person’s work and the presence of certain properties and characteristics (professional knowledge, skills, professionally significant qualities). Subjective factors include the employee’s inclinations, abilities, motivation and level of aspirations, self-esteem and psychological protection from mistakes and failures.

The basis of professional suitability is made up of professionally important personality qualities, which are formed during the long-term work activity of an employee. The inclinations, the potential abilities to carry out this or that specific activity, determined by the individual psychological properties of the individual, are inherent in a person from the very beginning. Simultaneously with the formation of professionally important qualities, a person’s professional thinking also develops, his professional type is formed with the corresponding value orientations, character, individual characteristics professional behavior and lifestyle in general.

The psychological workshop for this chapter provides methods for determining the most important professional qualities of an individual. For a more in-depth comprehensive study of professional personality traits, the author recommends using the Standardized Multifactor Personality Research Method SMIL, the modified Szondi test, as well as other psychodiagnostic techniques used by specialists in professional selection (recruitment) of personnel.

Taking into account professionally important personality qualities, psychophysiological requirements for working professions, identifying general and special abilities makes it possible to select the types of activities and nature of work that are most suitable for a professional specialist. For example, for adjusters of automatic lathes and semi-automatic machines it is required high threshold visual discrimination. At work as a driver vehicles and operators of computer-controlled machines, the speed of sensorimotor reactions is important; for a mechanic and machine operator - easy adaptability to monotonous and repetitive actions, the ability to concentrate for a long time, an eye, etc.

Russian scientists E. A. Klimov, V. S. Merlin, V. D. Nebylitsin and B. M. Teplov, having comprehensively studied such a phenomenon as “individual style of activity”, came to the conclusion that this style is developed and improved in the process active search for techniques and methods of action in order to achieve the best work results in relation to one’s temperament. The individual style of activity here is understood as a stable system of methods, determined by typological features, that develops in a person striving for the best performance of the duties assigned to him. Thus, it is better for representatives of an inert type of temperament not to break away from the work they have begun. They easily carry out smooth movements and prefer stereotypical ways of solving problems. Monotonous work is most often performed by those with weak nervous system, inert nervous processes with a predominance of external inhibition. Representatives of mobile temperament types have opposite traits.

Based on identifying the properties of temperament and character traits, a person’s professional suitability for a particular activity is determined. For example, knowing the characterological characteristics of nervous activity and temperament (the degree of emotional excitability and impressionability, the speed of decision-making, the speed of mood changes, etc.), it is necessary to select the types of activities that are most suitable for the person.

Temperament also influences the formation of the individual style of activity of students of professional lyceums and colleges. According to I.V. Dubrovina, some boys and girls solve educational problems quickly and correctly, others quickly, but not always correctly, others slowly and correctly, and others slowly and with errors. Representatives of slow, inert types (phlegmatic and melancholic) spend more time on preparatory work(collecting and thinking about material, writing drafts, etc.), mobile individuals (sanguine and choleric) go through this stage in a reduced form, immediately striving to complete the task completely. It follows from this that the individual differences of students require finding optimal options for combining frontal, group and individual work of students. And this is impossible without taking into account the types of temperament of students and their individual differences.

The patterns that were identified by M.R. Shchukin between the mobility of nervous processes and the style of working on lathes of vocational school students are very indicative. These patterns boil down to the following.

1. In inert students, cognitive actions associated with instruction influence executive actions to a greater extent than in active students.
2. Active students spend much less time getting acquainted with technical drawing than inert students. They get to know him quickly and superficially, immediately starting to perform actions. During the processing of parts, they are checked less often than inert ones against the drawing.
3. Inert students tend to prepare and lay out tools in advance, prepare material that may be useful during work, carefully select a cutter appropriate for a given task, etc. Such actions take students considerable time. The opposite picture is observed in mobile people. Without wasting time on preparing the appropriate tools and materials, they take them out and use them when a specific need arises. For example, they put the first cutter on the edge, replacing it later during the processing of the part.
4. During performing actions, active students are dominated by indicative-cognitive actions, which is due to the less time they spend on preparatory actions compared to inert ones. When processing parts, moving parts often resort to estimation “by eye,” which leads to a decrease in the accuracy and precision of the work. Inert ones, on the contrary, often stop the machine to measure the part, due to which they quickly detect defects in processing.
5. Mobile ones differ from inert ones in the speed of their movements. Tasks requiring slow movements are performed more successfully, evenly and smoothly by inert students. The opposite picture is observed when performing fast movements.
6. The above groups differ sharply in the degree of variability of performing actions. Inert students rarely leave their machines during six-hour classes and do so only when the task at hand requires it. They are reluctant to change the processing mode, speed, etc., and are reluctant to redo an incorrectly made part. Active students often stop their machines, interrupting work, approach their friends, manipulate the handles of other machines, etc.

The properties of temperament also play an important role in the process of harmony and compatibility of people in joint activities. As N.N. Obozov showed, the greatest compatibility is achieved in units and teams in production, as well as in family and marriage relationships when combining people with opposite temperaments. So, all other things being equal, it is easier for a phlegmatic person to work with a sanguine person, for a sanguine person - with a melancholic person, and for a melancholic person - with a phlegmatic person.

The so-called equilibrium personality type has also been identified. According to the indicators of G. Eysenck’s two-factor model of introversion - extraversion and neuroticism, this type of personality is, as it were, at a conditional zero (at a level close to or equal to 12 for both indicators). A person of this type has average levels of excitation and inhibition, they balance each other, there is no orientation to the future (like choleric and sanguine people) or to the past (like phlegmatic and melancholic people). They live in the present, “here and now.” Distinctive feature this type is caution.

The world of professions is very diverse, and also dynamic. According to domestic and foreign directories, there are up to thirty-five thousand types of professional activities and their names. In the field of psychology, in order to solve scientific and practical problems, such as, for example, career guidance, it is necessary to systematize human activity, its distribution, as well as comparison according to any criteria: complexity, danger, load, tension, and so on.

Lack of a unified classification

It is believed that labor theory requires psychological classification. It is also necessary for practical research. Many analyzes and studies could be carried out much faster if a certain typology of professions already existed. But today there is no single approach to the classification of human activity.

The main drawback of many of them was that they were based on the predominance of a certain mental process in a specific type of activity. In addition, classifications have been proposed based on criteria such as attention and intellectual activity, but this is just a one-sided approach.

Attempts were made to create a classification of areas and types of professional activities by type of mechanical engineering, industry, metallurgy and agriculture. But such a division cannot be psychological, since in each industry there is a fairly large variety of types of work, which are radically different from each other.

Types of professional activity according to Tatishchev and Strumilin

In the eighteenth century, the famous historian and statesman Tatishchev studied this issue. They proposed their own classification of the main types of professional activities:

• Necessary sciences in the form of education, healthcare, economics and law.
• Useful sciences such as physics, agriculture, mathematics and biology.
• Dapper, or, in other words, entertaining sciences, such as art and literature.
• Vain sciences in the form of alchemy and astrology.
• Sabotage sciences, to which Tatishchev equated witchcraft.

A very interesting approach was proposed in the twenties of the last century by the prominent Soviet economist Strumilin, who based the classification on the level of human independence in work. At one time, the approach was considered quite progressive, but today much is outdated.

So, Strumilin divided all professions into the following list of types of professional activities, consisting of five types of labor:

• The first type is automatic, strictly regulated labor. It included conveyor work, characterized by the execution of similar operations throughout the entire working day.
• The second type is semi-automatic labor. Workers of this type included telephone operators and machinists, whose work activities are not always strictly regulated.
• The third type is routine-executive labor. This category is perhaps the most vulnerable in Strumilin’s entire classification, into which he included almost all types of machine-manual labor. Thus, this included machine builders, seamstresses, and so on.

The next two types do not relate to blue-collar professions. One of them is called “independent work”. This category includes the work of designers and engineers. The last type of profession is the category of free creative labor, which refers to workers in various types of art.

In general, it is believed that there is a rational link in this classification, especially if we consider the first two sections. But, of course, for the modern stage of history this classification is very outdated.

Modern classification of professions

Currently, the classification of professions according to Klimov is actively used, which is of great importance in resolving issues related to career guidance for young people. This method is based on a multifactorial principle. According to this classification, the following types of professional activities are distinguished:

• "Man - Nature".
• "Man - Man".
• "Man - Technology".
• "Man - Sign Systems".
• "Human - Artistic image".

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

The professions in the “Man - Nature” category include seed farming, livestock farming, as well as such specialists as livestock specialists, agronomists, dog handlers, chemical and bacteriological analysis laboratory assistants and other types. The goals of professional activity in this category are related to plant and animal organisms.

This includes professions that are related to agriculture, and in addition, with the food industry, scientific research and medicine. Some interest in nature, but not the main one, should be pursued by psychologists and tourism managers, as well as employees from the hotel business.

The presented division does not at all mean that human labor is directed exclusively to the professions mentioned above. Plant growers, for example, working in teams, use a variety of equipment and, among other things, deal with issues economic analysis labor. But at the same time, the main subject of attention and concern of plant growers are the crops and their environment.

When choosing an activity of this type, it is important to understand exactly how a person relates to nature: as a place for recreation, or he perceives it as a workshop in which he intends to devote all his energy to production.

The peculiarity of biological objects of labor activity is that they are difficult and changeable, and in addition, they are non-standard in their laws. Plants, animals, and microorganisms live and grow, get sick and die. Anyone involved in this type of professional activity must not only know a lot about organisms, but also be able to foresee possible changes in them, which can sometimes be irreversible. A person is also required to have initiative, along with independence in solving certain work tasks; he must show care and foresight.

In the category “Man - Technology”, the main and leading subject of labor is technical objects in the form of machines, mechanisms, materials and types of energy. The specialties that are equated to this group are the following: tunnellers, carpenters, metallurgical technicians, mechanical engineers and other types. The sphere of professional activity in the “Man - Technology” category includes electricians, radio mechanics, builders, computer assemblers, telecommunications specialists, and so on. Among the professions under consideration, there is the following division:

• Specialties in the extraction and processing of soils, as well as rocks.
• Professions in the processing and use of non-metallic industrial materials along with products and semi-finished products.
• Specialties in the production and processing of metals, installation of machines and instruments, as well as mechanical assembly.
• Professions related to the repair and adjustment of technological machines, as well as installations and vehicles.
• Specialties in the repair and installation of buildings, structures and all kinds of structures.
• Professions related to the assembly and installation of electrical equipment, instruments and apparatus.
• Specialties in adjustment, repair and maintenance of electrical equipment, devices and devices.
• Professions involving the use and management of lifting and transport equipment.
• Specialties related to processing of agricultural products.

When processing, transforming, moving or analyzing technical objects, the employee is required to perform precise actions. Given that technical objects are almost always created directly by humans, this industry provides particularly ample opportunities for invention, innovation and creativity. In addition to a creative approach to business in the field of technology, a high level of performance discipline is required from those who consider themselves to be in this type of professional activity.

In the case of the category "Man - Man", the main and leading subject of labor is people. This includes types of professional teaching activities, as well as doctors, psychologists, hairdressers, tour guides, managers, directors of artistic groups, and so on. Among this group the following professions are distinguished:

• Specialties that are related to human learning, as well as the organization of children's groups.
• Professions aimed at managing production and managing people, as well as all kinds of teams.
• Specialties related to trade and consumer services.
• Professions aimed at information services.
• Specialties that involve information and artistic services to people and management of teams.
• Professions that are related to medical services.

For successful work in the professions of the presented category, it is necessary to learn not only to establish, but also to maintain connections with people, understanding them and understanding the characteristics of each individual, and in addition, to acquire knowledge in the field of production, art or science. Here is a small list of qualities possessed by people related to the classification “Man - Man”:

• Stable positive mood when working with people.
• Great need for communication.
• The ability to understand the intentions, as well as the thoughts and moods of other people.
• The ability to instantly understand someone's relationships.
• Ability to understand and communicate with a wide variety of individuals.

The leading subject of the work of the classification “Man - Sign Systems” is conventional signs along with numbers, codes, natural or artificial languages. The professions in this case are the following: translators, draftsmen, engineers, topographers, secretaries-typists, programmers and others.

Among the professions of this type of professional information activity of a person, the following groups are distinguished:

• Specialties that are related to documentation, office work, as well as text analysis or their partial or complete transformation and recoding.
• Specialties whose subject of work are numbers, as well as quantitative relationships.
• Specialties that are associated with the processing of information in the form of a system of conventional signs along with schematic images of objects.

This type of professional information activity of a person using dry notations is typical for people who, distracted from the properties of the surrounding world, can focus on the information that various signs carry. When processing information in the form of conventional signs, control tasks are formed along with verification, accounting, data processing, as well as the creation of new systems.

The leading subject of work for those who consider themselves to be in the type of professional activity “Man - Artistic Image” is the artistic image, as well as the methods of its construction. Workers in this classification include artists, painters, musicians, designers, stone carvers, and literary workers. The professions of the “Human - Artistic Image” group are as follows:

• Specialties that are related to visual arts.
• Professions aimed at musical activity.
• Specialists working in the field of literary and artistic activities.
• Acting and stage professions.

One of the features of the “Man - Artistic Image” activity is a large share of labor costs, which remains hidden from outside observers. In addition, it is often necessary to make special efforts to achieve the effect of lightness, as well as the ease of the final result.

Classification based on labor goals and tools

Within each type of profession from the above modern classification, three groups are distinguished based on labor goals:

• Gnostic types of professional information activities, i.e. professions that include tasters, controllers, sociologists, proofreaders, art critics, and so on.
• Transformative professions represented by master livestock breeders, turners, teachers, accountants, flower growers, decorators, and the like.
• Survey professions, which include observer pilots, design engineers, educators, programmers, and also those who prefer types of professional human activity using technical means.

Each of the previous classes of professional activity is divided into four types according to the type of professional information activity of a person using basic labor tools:

• Manual labor specialties, which include plumbing inspectors, chemical analysis laboratory assistants, veterinarians, mechanics, and so on.
• Professions related to machine-manual labor, for example, turners, car drivers, excavator operators and the like.
• Professions that involve the use of automated systems. These include CNC machine operators, air traffic controllers, and so on.
• Specialties that are associated with the predominance of functional means of activity, for example, actors, acrobats, and the like.

Classification based on operating conditions

In each of the four above groups of professions, the following categories of activity are distinguished based on working conditions:

• Activities in conditions of a normal microclimate, for example, those who belong to types of economic professional activities.
• Outdoor work. In this case we are talking about agronomists, installers, police inspectors, and so on.
• Work in non-standard conditions, for example, divers, high-altitude workers, miners, firefighters and the like.
• Work under conditions of excessive responsibility: kindergarten teachers, teachers, investigators, and so on.

Types of cognitive activity

Teaching, along with cognitive activity, is considered to be the spiritual spheres of society. There are four types of professional activities using information resources drawn from spiritual life:

• Routine activities. This category involves the exchange of experiences and images that people carry within themselves and share with others.
• Scientific activity. This group involves the study and use of various laws and patterns. The main goal of scientific activity is to create an ideal system of the material world.
• Artistic activity is based on the attempts of creators and artists to analyze the surrounding reality and find in it both shades of beauty and something absolutely ugly.
• Religious activities. The subject of the type of professional activity of a person in this category is the person himself. This also includes moral norms, as well as the moral aspects of actions that make up a person’s entire life, therefore spiritual activity plays a large role in their formation.

Classification of spiritual activities

The spiritual life of a person includes religious, scientific, and creative activities. Having an idea of ​​scientific and religious activity, we should take a closer look at the creative direction of human life. This includes artistic or musical directions, as well as literature and architecture, directing and acting. Creative inclinations are inherent in every person, however, in order to reveal them, it requires long and hard work.

Types of economic activities of the company

Economic activity has recently been contested by environmentalists, as it is based on natural reserves that may become depleted in the near future. Types of professional activities using technical means of human economic activity include the extraction of minerals in the form of oil, metals, stones and everything that can bring benefits, but, unfortunately, causes damage not only to nature, but also to the planet.

Classification of information activities

Information is an important part of human interaction with the world. The types of this activity include receiving, applying and storing information, as well as its dissemination. Information activities often become a threat to life, since there are always people who do not want third parties to find out and disclose any information. In addition, this type of activity can be provocative and serves as a means of manipulating public consciousness.

Types of mental activity

Mental activity influences the state of the individual, as well as the productivity of her life. The simplest type of mental activity is the ordinary reflex. These are habits and skills that are established through constant repetition. They are practically invisible in comparison with such a complex type of mental activity as creativity. This category is distinguished by diversity, as well as originality, and carries originality and uniqueness.

Thus, the given categories of characteristics partially coincide with the large-scale list of professions. The proposed classification of the main types of professional activity makes it possible to outline an overview diagram of the general map of the world of professional activity and draw up an approximate formula for a certain type of work. Such a classification is not suitable for sorting all professions into categories; this seems impossible and unnecessary. We must realize that most professions are determined by a large number of different types of characteristics. But within any complex set it is useful to find some at least approximate differences.

Professional morality as a set of moral requirements that determine a person’s attitude to his professional duty arises along with the differentiation of professions, as a result of the social division of labor. As F. Engels noted, each profession has its own morality. A profession develops in its holders not only professional skills, but also certain personality traits and attitudes towards the content of their activities.

Professional morality is an integral part of the morality of society, and morality itself, or, as Yu.V. Rozhdestvensky, spiritual morality, is one of the most ancient regulators of human behavior and actions. As modern researchers note, already at the stage of the tribal system, in connection with the development and complexity of social relations, there is a need for conscious moral regulation of behavior, for the moral consolidation of certain social relations, and for the regulation of emerging social contradictions. This is how the processes of differentiation of forms of social consciousness begin, the formation of morality occurs as an evaluative and imperative way of mastering reality, which regulates people's behavior from the point of view of the opposition of good and evil.

In different historical eras there were different structures of the moral consciousness of individuals and groups of people. A person’s special way of life also evoked a special mindset of moral consciousness, which expressed his attitude to the social environment, to himself, to the whole world. Various personality types, expressing the unique social relations of their time, had their own norms, prohibitions, and ideals of specifically moral content. Differences in the content of moral consciousness also determined differences in its construction and in the methods of regulating people's behavior.

With the development of processes of social division of labor, with the emergence and differentiation of professional activities, the need arises to regulate the relations of people in the labor and professional sphere. In the process of professional activity, specialists face many difficult problems that lead to the emergence of conflict situations that are not always easily and unambiguously resolved. They can be caused both by implicit violations of moral standards, and by the need to determine the issue of moral responsibility for professional activities. The relationships of people in the process of their professional activities are regulated by professional morality.

In contrast to the general requirements of morality, professional moral norms for the most part did not develop spontaneously, but were created under the direct influence of professional corporations. Simultaneously with the creation of professional moral codes, professional ethics arises as a rational justification for a set of moral requirements addressed to a particular profession. The object of study of professional ethics as a philosophical science is professional morality. Professional morality is moral codes, a set of rules that represent a specification general norms morality in relation to the specific conditions of a particular type of professional activity.

In modern research literature it is often noted that professional morality is a full part of public moral requirements. So, Yu.V. Rozhdestvensky, in his general educational dictionary of moral terms, proposed a very interesting structure of moral consciousness. From his point of view, public morality includes the following elements:

- folk (practical) morality- a set of rules of behavior of people in relation to the world, to each other and to themselves, aimed at the common and personal good, generally expressed in folklore, enshrined in life practice in the customs and forms of behavior of a given people; practical morality governs, as a rule, the actions of people;

- spiritual morality- rules of people’s relationship to the world and to each other, specially developed by the founders of world religions and requiring special training and education of the individual outside of family and tribal customs; spiritual morality generalizes and transforms folk rules of behavior, uniting people of different clan, tribal and racial origins within the framework of a civilized society;

Spiritual morality governs not only actions, but also desires, feelings and thoughts of a person;

- professional morality- codes of conduct that ensure the conscientious performance of professional activities by one or another social class; professional morality unites people by belonging to a particular profession associated with restricting the freedom of behavior of others; Moreover, the requirements of professional morality do not directly apply to people of other professions, but should be known to them, since they assume special treatment to representatives of similar professional classes;

- morality of civil society- a set of moral norms that ensure a fruitful joint (social) life for people different levels education belonging to different nations and nationalities, different religions, different occupations and professions; the morality of civil society harmonizes practical and spiritual morality in general categories and is correlated with professional morality.

Professional morality is also closely related to the labor morality of society. Almost all professional moral codes include requirements for a conscientious attitude to work and instructions on the inadmissibility of an irresponsible attitude towards one’s professional duties. Labor is valued as the leading form of self-expression of people, the main node of their social connections.

In modern research literature, there are two main points of view on the relationship between labor and professional morality in modern society. The first position involves postulating a close relationship between work and professional ethics, and professional ethics is considered as a structural subdivision of labor ethics. According to this point of view, professional ethical norms represent a specification of both general moral norms and norms of labor morality in relation to specific professional activities.

Another point of view is a clear distinction between labor and professional morality, each of which is a specific mechanism for regulating certain social relations in society. According to this approach, professional morality arises in the process of social division of labor as a mechanism that ensures the coordination of the interests of professional groups and society, while labor morality is aimed at maintaining the consistency of the interests of the individual and society. Labor morality regulates a person’s attitude to work, regardless of the type of his activity, on the basis of a moral attitude that carries a general moral law and ensures its implementation.

Thus, if within the framework of the first approach to this problem, professional morality is considered as an integral part of not only public morality in general, but also labor morality, then according to the second approach, labor and professional morality are equivalent directions of the general moral attitude, differing in the subject of their regulation .

Both of these points of view on the relationship between labor and professional morality are justified and reasoned. At the same time, the first approach seems to be more methodologically sound. Proponents of the second point of view argue that the basis for the difference between labor and professional morality is the distinction between the types of social relations that become the subject of regulation of labor and professional morality. Indeed, the main bearer of labor consciousness is the moral individual, and professional consciousness is the professional group. But, orienting the labor behavior of specialists towards certain standards of personal and group manifestations in the course of professional activities, professional morality is also addressed to the individual. A person’s professional activity is individual and represents a type of work activity for the implementation of value attitudes fixed by professional consciousness. Among these value systems, an important place is occupied by the attitude towards work and the norm requiring honest and conscientious work. Therefore, it seems more correct to consider professional morality as part of not only the general moral attitude in society, but also labor morality as a specification of labor moral guidelines in relation to a particular professional activity.

In modern society, under the influence of scientific and technological progress, the conditions and nature of work, the functional roles of a person in the process of his work are being improved. This also affects moral relations, since the moral and psychological qualities of a specialist become no less important than his professional experience, skills, abilities and knowledge.

The dynamics of social processes in modern society, their increasing complexity and high rates of progress require from a professional specialist not only such qualities as conscientiousness, honesty, responsibility, and the ability to self-control, but also “moral reliability,” i.e. ability to quickly respond to non-standard situations. In addition, a specialist also needs to constantly improve his activities by expanding his horizons, improving general and professional culture, competence, and readiness not only to learn new experience, but also to pass it on to others. All these requirements of work morality, along with specific requirements addressed to a particular profession, are included in the system of modern professional morality.

The basis of professional morality is the professional moral consciousness of a person, which is a set of basic moral norms, requirements, ideals, ideas, addressed to a specific profession and designed to regulate the professional relations of people and correlate narrow professional requirements with general moral norms.

Thus, the concept of “professional consciousness” denotes that part of social consciousness that arises in its structure as a projection of the specialization of the labor experience of specific professional groups as a result of the social division of labor. The professional consciousness of society is specialized, i.e. actually exists as a number of specifically professional sections that differ from each other. Various sections of professional consciousness reflect the specifics of a particular profession and differ depending on the professional affiliation of a group or individual.

However, all aspects of professional consciousness are united both by virtue of their general function- reflect and condition the life activity of a professional group, and due to their general nature: all of them are formed by specifying general moral norms in relation to the interaction of a given professional group with society in the course of the members of this group performing their professional duties.

In the structure of professional consciousness, one can distinguish normative and individual-personal aspects. The normative aspect can be traced in the system of professional ideology, i.e. a set of requirements that society places on professional specialists, as well as a system of norms regulating the relations of specialists among themselves.

The individual-personal aspect of professional consciousness manifests itself as professional psychology, which has become part of the general ideological image of their system of views related to work, and their own vision of professional duties.

In other words, in the structure of professional consciousness it is present as a general theoretical normative aspect, which represents due in professional morality, and the real morals of professional specialists, i.e. existence in professional morality, or professional morality.

Many modern authors note that the prescriptions of professional morality are less imperative in nature than general moral norms. Professional morality does not formulate strict requirements for the individual, but recommendations and guidelines that can regulate his behavior through independent moral choice. Moreover, the degree of this regulation depends both on the general moral attitude of the individual, and on the achieved level of professionalism and the actual conditions of activity.

In the case when a person’s moral attitude determines his professional behavior that meets the requirements of professional morality, we can talk about the developed professional consciousness of the individual. If professional and moral motivation of behavior has become part of the worldview of an individual, then for this individual the recommendations of professional morality have acquired imperative force.

The specificity of professional consciousness, the presence of certain groups of elements in it depends on the content of professional activity within a particular profession. /The developed professional consciousness of a sociologist, for example, is characterized by the presence of the components listed below.

The epistemological component is theoretical and historical knowledge of the foundations of sociological science, acquired by members of the professional community, ideas about the subject of sociology, its place in society, the functions and principles of sociological knowledge. At the same time, the epistemological component of the professional consciousness of a sociologist does not provide for the mechanical assimilation of a certain amount of knowledge about sociological science, but the inclusion of this knowledge in the worldview of a specialist. Particularly important in this regard is knowledge of the history of sociological thought. Every sociologist who today aspires to high professionalism in his field is obliged not only to have historical and sociological erudition, but also to have a deeply personal, meaningful attitude towards the historical path of development of sociological science, while freely navigating various areas of sociology.

The practical component is practical skills, rules and norms of professional activity, reflecting the features of the work process of a sociologist - both theorist and practitioner. The practical component of professional consciousness develops in the process of carrying out professional activities and is a kind of work experience. It also includes methods of academic and applied sociological research, their tools in the form of certain activity algorithms. The practical component of professional consciousness is closely related to the level of development of social knowledge and scientific and technological progress. It is impossible, for example, to imagine a modern sociologist who does not own the latest technologies for collecting and processing sociological information.

The axiological component is the foundation of a sociologist’s professional morality, includes professional moral values ​​and patterns of behavior that are the result of a sociologist’s choice of a type of professional behavior in which the motives and moral attitudes of an individual as a member of a professional community can be realized. The axiological component of a sociologist's professional consciousness develops spontaneously and represents an intuitive generalization of the professional and moral experience of the sociologist's practical and theoretical activities. However, its formation is influenced by professional ethics as a normative and documentary expression of the morality of a professional group.

In the process of work activity, professional consciousness is objectified into professional activity. The moral aspect of professional activity is the behavior of a specialist in the performance of his professional duties. The value guidelines that guide a professional in the process of his activities, as well as the real relationships that arise in the course of this activity, are the main criterion for assessing the integrity of professional consciousness.

At the same time, professional consciousness, objectified in professional activity, includes not so much the desire for a certain moral ideal, but rather the orientation of a professional specialist towards the honest performance of his duties. Professional behavior, therefore, lies in the decency of a specialist, his conscientious attitude to work and, mainly, the compliance of his behavior with a moral standard, a canon, which is “written” in the invisible code of a given professional group or organization, and sometimes in a completely visible ethical code. - a legal code that embodies the general cultural and professional value minimum.

Professional behavior also provides for professional-collegial and partnership relations in professional groups and organizations. They consist of mutual solidarity and a certain degree of trust between specialist colleagues. Such relationships are built on the principles of loyalty, respect, trust, goodwill, and mutual usefulness. Modern ethical researchers note that although such relationships do not embody the highest moral values, at the same time there are mechanisms of professional responsibility and honor, professional duty and conscience.

Security questions

1. How and why does professional morality arise? How do the general system of moral norms in society and professional moral norms relate?

2. What is work morale? How do labor and professional moral standards relate?

3. How are norms of professional morality formed? What is the specificity of their formation in contrast to the norms of general morality?

4. How do professional morals and professional ethics relate? Why can professional morality be considered an object of professional ethics? What is the place of professional morality in social structure society?

5. What is the structure of professional morality?

6. How is a person’s professional moral consciousness formed? What is the normative aspect of professional consciousness?

7. How do professional ideology and professional psychology correlate in the structure of professional consciousness?

8. What main components are included in the structure of developed professional consciousness?

9. How does the objectification of professional consciousness into professional activity occur?

10. Why is the role of professional morality increasing in modern stage development of society?

Kutugina V.I.

The article discusses the concepts of “self-determination”, “self-realization”, “professional development of personality”. The problem of becoming a professional, the problem of personal and social development of a future specialist as a subject of social action and the main factors influencing the choice of profession are updated.

IN recent years Against the backdrop of economic and political stabilization of Russian society, the “gap” in the field of work motivation, which was characteristic of the state of economic and economic life in Russia in the early 1990s, is gradually being filled. The priority place in work motivation in modern Russia is occupied by the desire for professional development and professional growth. There is a huge need for highly professional, socially active people with initiative, organization and creativity.

The problem of becoming a professional is, first of all, the problem of personal and social development of the future specialist as a subject of social action. A modern professional must see his profession in the totality of its broad social connections, know the requirements placed on it and its representatives, understand the content and specifics of his professional activity, navigate the range of professional tasks and be ready to resolve them in changing social conditions.

Choosing a profession should be treated as one of the most important life events. There are main factors influencing the choice of profession, which are usually divided into two groups: subjective and objective. Subjective ones include interests, abilities, characteristics of temperament and character. Objective ones include the level of training (performance), health status and awareness of the world of professions. Closely related to objective factors are social characteristics, for example, the educational level of parents, social environment, etc.

The concept of “self-determination” is fully correlated with such concepts as “self-actualization”, “self-realization”, “self-realization”... At the same time, many thinkers associate self-realization, self-actualization with labor activity, with work.

E.A. Klimov identifies two levels of professional self-determination: 1) gnostic (restructuring of consciousness and self-awareness); 2) practical (real changes social status person)

Self-determination presupposes not only “self-realization”, but also the expansion of one’s original capabilities - “self-transcendence” (according to Frankl): the fullness of human life is determined through its transcendence, i.e. the ability to go beyond oneself, and most importantly - in a person’s ability to find new meanings in a specific matter and in his entire life. Thus, it is the meaning that determines the essence of self-determination, self-realization and self-transcendence...

The concept of professional development of personality is understood as a process of progressive change in personality under the influence of social influences, professional activity and one’s own activity aimed at self-improvement. Professional development is a rather complex, lengthy, very dynamic, multifaceted and sometimes contradictory process, in which four stages are clearly distinguished.

The first stage of professional development of an individual is associated with the emergence and formation of professional intentions under the influence general development personality and initial orientation in various fields work activity, in the world of work and the world of professions.

The second stage is a period of vocational training and education, that is, targeted training in a chosen professional activity and mastery of all the intricacies of professional skill.

The third stage is active entry into the professional environment, reflecting the student’s transition to a new type of activity - professional work in its various forms in real production conditions, performing official duties.

The fourth stage involves the full or partial realization of professional aspirations and capabilities of the individual in independent work

Almost throughout the entire process of professional formation and development, the transition from one stage to another can often be accompanied by the emergence of certain difficulties and contradictions in a person, and often crisis situations. It is significant that the replacement of one stage of the process of professional development by another is not always strictly tied to a certain age stage or biographical period. It reflects the psychological age of professional and personal formation, development and maturity of a person. Similar problems and crises can and often do arise not only during the transition from one stage of the process of professional development to another, but also within individual stages of this process.

Research shows that the exact age boundaries of the periods of professional self-determination are difficult to establish, since there are large individual differences in the timing of social maturation - some are determined with the choice of profession even before leaving school, for others the maturity of professional choice comes only at the age of 30.

In addition to individual personal characteristics that influence the timing of professional self-determination, the factors determining such a choice include belonging to one or another social group, as well as gender differences in professional self-determination. According to one of the leading experts in the field of labor psychology E.A. Klimov, professional choice is determined by eight main factors. These are: the position of elders, family; peer position; position of the school teaching staff (teachers, class teachers, etc.); personal professional and life plans; abilities and their manifestations; claim to public recognition; awareness of a particular professional activity; inclinations.

Among the subjective factors influencing the choice of profession, special mention is made of a person’s level of intelligence, his abilities and the direction of his interests. A number of experts believe that each profession has its own critical parameters of intelligence, so people with lower mental indicators cannot successfully cope with the functional content of a given profession. In addition, developed intelligence allows a person to critically and realistically relate himself to the requirements and successfully learn, taking into account the experience of his professional activities. It is known that the choice of profession, professional self-determination requires high activity of the subject and depends on the degree of development of his control and evaluation sphere.

E.A. Klimov, analyzing the concept of “professional self-determination,” emphasizes that this is not a one-time act of decision-making, but constantly alternating elections. The most relevant choice of profession becomes in adolescence and early youth, but in subsequent years the problem of revision and correction of a person’s professional life arises.

Primary professionalization (includes the acquisition of professional skills and abilities necessary for the successful start of professional activity, i.e., acquisition of a specialty) of an individual begins in childhood, as part of preschool and school preparation. Its essence lies in the assimilation of generally significant social and professional values, such as the prestige of a particular profession and its social significance.

Professionalization of an individual is inherently a social process, which is an integral component of the general socialization of an individual. The social nature of professionalization is due to social meaning professional activity that arose in the course of the social division of labor and is of an institutional nature.

Professional socialization is the process by which a person becomes familiar with certain professional values ​​and includes them in his inner world, forms professional consciousness and culture, objectively and subjectively prepares for professional activities.

Due to its social nature, the professionalization of the individual is carried out through the activities of certain public structures and social institutions. Social agents of professionalization are the family, general educational institutions, social organizations and work collectives, and the state as a whole.

Since, at the present stage, the problem of becoming a professional is, first of all, the problem of the personal and social development of the future specialist as a subject of social action. The development of the individual (its focus, competence, flexibility, self-awareness) determines the choice and preparation for a profession, and at the same time, this very choice and development of a particular professional activity determines the strategy for the development of the individual.

The earlier personal and professional development begins, the more one can predict psychological well-being, life satisfaction and personal growth every person in the modern world.

Literature

1. Zeer E.F. Psychology of professions. - Ekaterinburg, 1997.
2. Klimov E.A. Psychology of professional self-determination. - M., 2004.
3. Kon I.S. Psychology of high school students. M., 1980.
4. Pryazhnikov N.S. Career guidance. - M., 2005.
5. Psychological Dictionary./Ed. V.V. Davydova, A.V. Zaporozhets, B.F. Lomova and others - M., 1983.
6. Stolyarenko L.D. Educational psychology. Rostov n/d, 2000.

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