Компоненти, критерії та показники готовності до професійної самореалізації авіаційних менеджерів

Abstract

У статті проаналізовано визначення понять "критерії" та "компоненти". Виокремлено основні структурні компоненти готовності до професійної самореалізації авіаційних менеджерів: мотиваційний, когнітивний, праксеологічний, рефлексивний. Розглянуто відповідні критерії (мотиваційно-орієнтаційний, інформаційно-змістовний, операційно-діяльнісний, оцінно-рефлексивний) та показники їх сформованості. In the development of modern society, a priority role is played by education, which provides constant positions in certain educational activities of developed countries. The globalization of economic processes and the expansion of international relations require the creation of a new approach to the training of highly qualified specialists. Changes in aviation and related industries

require a new approach to the training of aviation managers, as well as their professional self- realization, which will be able to solve urgent problems of the enterprise at a professional level.

The problem of forming the readiness for professional self-realization of the future aviation manager is urgent, since it is the professional self-realization that depends on the quality of the work performed, the productivity of the specialist and the development of the enterprise. To ensure the effective formation of future aviation managers' readiness for professional self-realization, it is necessary to define criteria, components and indicators of its readiness. The criteria and indicators allow you to check the future readiness of future aviation managers for professional self-realization. "Criteria" comes from the Greek word and means ‘indicators that combine the calculation method, the theoretical model of the distribution and the rules for deciding the plausibility of the null or alternative hypothesis’. The ‘criterion’ is also considered as a standard from which decisions, judgments or classification can be made; the level of achievement, which is determined by the purpose by which the progress is being approximated. The results of the theoretical study allowed to distinguish the main structural components of future aviation managers' readiness for professional self-realization: motivational, cognitive, praxeological. The motivational component is related to the need to take into account the process of preparation of future aviation managers for the professional self-realization of the personal orientation of the future specialist, as well as the motives that encourage the choice of professional activity and mastering the basics of the future profession. The motivational-orientation criterion implies the development of a constant interest in the satisfaction and prestige of aviation professional activity, constant professional development, creative self-realization aimed at training of a qualified aviation manager of the appropriate level and profile. Indicators of this criterion is the system of value orientations and the affirmations.

The cognitive component of readiness is the combination of a complex of vocationally- oriented and professional-psychological knowledge. The cognitive component describes the

completeness and effectiveness of knowledge in the process of performing various types of professional activity, the level of knowledge of the content of competence. The content criterion depends on the level of awareness of the aviation manager to professional self-realization and depends on the amount of knowledge of the manager. Indicator of this criterion is professional knowledge. The praxeological component is based on the effective use of acquired and implemented professional knowledge and skills for successful professional self-realization. It meets the operational-operational criterion, which provides for the formation of future aviation managers’ skills and abilities. The indicators of this criterion include: the ability and skills of the organization to professional self-realization; formation of communicative and organizational skills. The reflexive component of readiness is related to the need for the future aviation manager to have adequate self-esteem and behavioral self-regulation skills. Assessment-reflexive criterion involves the objective reflection and evaluation of their actions in the process of purposeful professional self-development, which allows to distinguish the components of success or to identify the reasons for the failure of their activities. The criterion is reflected in the ability to control consciously the results of their activities, the level of their own development, the dynamics of personal growth.