HR MANAGER COMPETENCE FORMATION METHODS REGARDING PERSONNEL RISK MANAGEMENT

2019 ◽  
Vol 1 ◽  
pp. 506
Author(s):  
Natalya Solovova ◽  
Olga Kalmykova ◽  
Natallia Sukhankina
Keyword(s):  
Risk Management ◽  
Research University ◽  
Professional Competence ◽  
Training And Education ◽  
Learning And Teaching ◽  
Professional Activities ◽  
Industrial Enterprises ◽  
Management Approaches ◽  
Hr Managers ◽  
The University

In a post-crisis society, the most valuable economic and social resources of an organization are human capital. Modern strategies of management employed by an organization need special management approaches that would base on analysis of activities’ mechanisms and processes associated with personnel risks. One of the organizational, methodological and pedagogical solutions to this problem is the educational technology for raising competence level of managers in risk management. The research is aimed at methodological, managerial and organizational recommendations for competence formation of MSc in personnel risks management (major "Human Resource Management"). Research methods: expert survey, questionnaires, interview. The main finding of the research study: respondents were interviewed (Bachelors and Masters of Samara National Research University named after academician SP Korolev, of Samara State Technical University, executives, managers, HR managers, employees of industrial enterprises and of organizations providing services) to assess the relevance of competence in management of personnel-related risks for professional activities of an HR manager; learning and teaching support material has been developed to be used in training and education organized at the university and for management consulting of employers and employees of various organizations; samples of tasks for “Evaluation Tools Fund” have been developed, aimed at identifying the level of formation of the components of professional competence in management of personnel-related risks. 

Assessment of the Engagement of Future HR Managers As a Factor Successful Professional Development

2019 ◽  
Vol 8 (3) ◽  
pp. 44-50
Author(s):  
Т. Черняк ◽  
T. Chernyak
Keyword(s):  
Personnel Management ◽  
Learning Process ◽  
Professional Competence ◽  
General Idea ◽  
Federal State ◽  
Level Of Involvement ◽  
Professional Activities ◽  
Theoretical Approaches ◽  
State Educational ◽  
Hr Managers

The article is devoted to the currently relevant topic of involvement in activities, but not the organization’s personnel, but future HR-managers in their learning process. The article presents various theoretical approaches to the defi nition of the concept of «involvement», «involvement of students», «student engagement», and also analyzes the factors infl uencing the degree of involvement of students in the learning process. A brief review of the literature on the study of the problem of involvement is given, the purpose of which is to form a general idea of the relevance and diffi culties in assessing involvement. The author off ers the experience of assessing the level of involvement of future specialists in the fi eld of personnel management in the process of their study at the university as an important factor in their successful development in a future profession. The author presents the results of a comparative analysis of changes in the level of involvement of students in the situation of using diff erent teaching methods in different years of study. The article focuses on the problem of the formation of professional competence of future HR-managers in the process of their training, and the connection of training success with involvement as a factor of motivation and increased interest in future professional activities. The article has a practical orientation, since studying the involvement of students in training will make it possible to adjust both the content and methods of training future HR managers taking into account not only the requirements of the Federal State Educational Standards of Higher Education, the professional standard of a personnel management specialist, the requirements of employers, but also the needs of the students themselves.

Training Metodology For Specialists Of Customs In The Field Of Staff Risks Management

2018 ◽  
Vol 7 (2) ◽  
pp. 37-42
Author(s):  
О. Калмыкова ◽  
O. Kalmykova ◽  
К. Трубицын ◽  
K. Trubicyn ◽  
В. Хрящев ◽  
...  
Keyword(s):  
Risk Management ◽  
Personnel Management ◽  
Professional Competence ◽  
Management Strategies ◽  
State Technical ◽  
Personnel Policy ◽  
Organization Management ◽  
Management Approaches ◽  
Sociological Studies ◽  
Valuation Tools

Modern organization management strategies need in the formation of specifi c management approaches, based on the analysis of the mechanisms and processes of the organization of activities related to possible human risks in the service of customs offi cials. The article presents the results of various sociological studies conducted among students of the Samara State Technical University studying in the specialty “Customs” and offi cials of customs authorities on the topics of sources and causes of personnel risks in the activities of offi cials of customs authorities. The article substantiates the importance of the formation of professional competence in the fi eld of personnel risk management in future customs specialists and identifi es the necessary capabilities for this purpose of the disciplines “Personnel Management in Customs Authorities”, “Management of Confl icts and Stresses in Customs Bodies”, “Personnel Policy in Customs Authorities”. Suggested examples of assignments for the acquisition of funds of valuation tools.

scholarly journals Research of the problem of involvement of technical university students in the process of physical education: students' opinions

2021 ◽  
Vol 51 (3) ◽  
pp. 127-139
Author(s):  
Olga V. Stepnova ◽  
◽  
Ludmila I. Eremenskaya ◽  
Olga M. Bobrova ◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Research University ◽  
Scientific Work ◽  
Physical Culture ◽  
Full Time ◽  
Moscow Aviation Institute ◽  
Level Of Involvement ◽  
Professional Activities ◽  
General Physical ◽  
The University

Introduction. The study of the problem of students' involvement in physical education is important in the research environment of universities. Modern students, studying for 8 hours a day at the university, are also forced to do homework, carry out scientific work, and it is physical culture and sports that are one of the most important factors for maintaining and promoting health. The purpose of this study is to identify the interest of students of the research university in physical education classes in the aspect of sociological analysis. Materials and methods. Students from the 1st to the 4th year of full-time study (150 people) of the Stupino branch of the Moscow Aviation Institute (National Research University) took part in an anonymous sociological survey by filling out Google forms. Results. The analysis of the results of the survey of students showed that the level of involvement in physical education is not fully formed (only 48,7% regularly attend physical education classes, 40,7% attend from time to time and almost 10,6% do not attend at all). Students do not have enough internal attitudes to realize the importance of physical culture classes. Nevertheless, 73,3% show interest in physical education, noting that they do it to improve general physical qualities. Conclusion. Physical education at the university is carried out throughout the entire period of study and is implemented in various forms that are interrelated, complement each other and represent a single process of physical education of students. The purpose of physical education at the university is the formation of physical culture of students as a systemic quality of personality, an integral component of the general culture of future specialists who are able to implement it in educational, social and professional activities and the family.

ПСИХОЛОГІЧНІ ЧИННИКИ ПРОФЕСІОНАЛІЗАЦІЇ МАЙБУТНЬОГО ПЕДАГОГА

1970 ◽  
Vol 6 (1) ◽  
pp. 269-276
Author(s):  
Марія Заміщак
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Personal Characteristics ◽  
Future Teachers ◽  
Self Identity ◽  
Professional Activities ◽  
Teacher Professionalization ◽  
Self Actualization ◽  
The Individual ◽  
The University

Аналізуються психологічні чинники особистісної професіоналізації майбутнього педагога. Розглянуто особистісне становлення у взаємозв’язку із самовизначенням особистості під час професійного навчання. Виділено, що професіоналізація у вищому навчальному закладі є процесом самоактуалізації особистості в умовах навчально-професійної діяльності та спілкування, що спрямований на максимальну реалізацію власних можливостей та професійно-особистісних особливостей. Визначено значущість психологічної, соціальної, моральної та духовної ситуації вищого навчального закладу, який впливає на самовизначення майбутнього педагога, формування його світоглядних орієнтацій, здатностей, професійних компетентностей, прийняття та засвоєння ним цінностей, прогнозування життєвих цілей. Обгрунтовано суть професіоналізації в студентів – майбутніх педагогів як цілісного психолого-педагогічного процесу, її впливу на самовизначення та самореалізацію, розвиток готовності до рішення професійних завдань та самовиховання особистісних здатностей, значущих для набуття професіоналізму майбутніми педагогами. Показано, що уже з першого курсу при вивченні предмету загальної психології структура психолого-педагогічного супроводу особистісного розвитку майбутнього педагога має включати: уявлення про професію, знання про вимоги професії до особистості, про особистість як соціальний, психологічний, моральний та духовний феномен. Analyzes the psychological factors of personal future teacher professionalization. We consider the formation of personal relationship with self-identity during training. Highlight that professionalisation in higher education is a process of self-actualization in terms of educational and professional activities and communication that aims to maximize the opportunities and their own professional and personal characteristics. Determined the significance of psychological, social, moral and spiritual situation of the university, which affects the determination of future teachers, the formation of his philosophical orientation, ability, professional competence, acceptance and assimilation of values, life goals forecasting. Grounded in the essence of the professionalization of students - future teachers as a complete psycho-pedagogical process, its impact on self-determination and self-realization, developing preparedness solutions professional tasks and personal self-ability, important for acquiring professional future teachers. It is shown that already with the first course in the study of the subject of psychology structure of psycho-pedagogical support of personal development of future teachers should include: understanding of the profession, knowledge of the requirements of the profession to the personality of the individual as a social, psychological, moral and spiritual phenomenon.

scholarly journals Biomedical Informatics Training at the University of Wisconsin-Madison

2007 ◽  
Vol 16 (01) ◽  
pp. 149-156
Author(s):  
L. Pape ◽  
C. D. Page ◽  
J. W. Shavlik ◽  
G. N. Phillips ◽  
P. Brennan ◽  
...  
Keyword(s):  
Research University ◽  
Biomedical Informatics ◽  
Training And Education ◽  
University Of Wisconsin ◽  
Informatics Training ◽  
Cross Training ◽  
Computational Sciences ◽  
Key Competencies ◽  
Training Research ◽  
The University

SummaryThe purpose of this paper is to describe biomedical informatics training at the University of Wisconsin-Madison (UW Madison).We reviewed biomedical informatics training, research, and faculty/trainee participation at UW-Madison.There are three primary approaches to training 1) The Computation & Informatics in Biology & Medicine Training Program, 2) formal biomedical informatics offered by various campus departments, and 3) individualized programs. Training at UW-Madison embodies the features of effective biomedical informatics training recommended by the American College of Medical Informatics that were delineated as: 1) curricula that integrate experiences among computational sciences and application domains, 2) individualized and interdisciplinary cross training among adiverse cadre of trainees to develop key competencies that he or she does not initially possess, 3) participation in research and development activities, and 4) exposure to a range of basic informational and computational sciences.The three biomedical informatics training approaches immerse students in multidisciplinary training and education that is supported by faculty trainers who participate in collaborative research across departments. Training is provided across a range of disciplines and available at different training stages. Biomedical informatics training at UW-Madison illustrates how a large research University, with multiple departments across biological, computational and health fields, can provide effective and productive biomedical informatics training via multiple bioinformatics training approaches.

scholarly journals Model of Students’ Professional Competence Formation

2019 ◽  
Vol 9 (1) ◽  
pp. 3965-3971
Keyword(s):  
Professional Competence ◽  
Individual Development ◽  
Professional Competencies ◽  
Successful Implementation ◽  
Complex Activity ◽  
Educational Activities ◽  
Personal Traits ◽  
Professional Activities ◽  
Special Knowledge ◽  
The University

The paper is focused on the process of students’ professional competence formation. The major emphasis is on the competencies related to social and educational activities in the context of the commercialization of education. The authors’ biggest contribution is a specially designed model. It describes the formation of students’ professional competence in social and educational activities. Professional competencies of students are a qualitative integral manifestation of personal traits with a focus on social and educational activities. It includes a certain level of individual development and the mastering of special knowledge, skills, and abilities, as well as self-development that contribute to the successful implementation of professional activities in the context of the commercialization of education. The formation of professional competencies is presented as a focused, systematic process. There is much evidence that this process requires a systematic pedagogical, psychological, and special knowledge to develop skills and abilities in organizing and conducting social and pedagogical work. The content of this process is a complex activity targeting professionally significant qualities, the acquisition of systematized knowledge and skills in the field of social pedagogical activity. The results of the study are of much importance for practical use in the university. The proposed model allows identifying the levels of formation of students’ professional competencies

scholarly journals CORRELATION OF ORGANIZATIONAL LOYALTY INDICATORS AND MOTIVATION OF SUBJECTS OF EDUCATIONAL AND PROFESSIONAL ACTIVITIES

2020 ◽  
pp. 59-68
Author(s):  
Асель Азилбековна Сарсенова ◽  
Наталья Андреевна Гончарова
Keyword(s):  
Empirical Study ◽  
Professional Competence ◽  
Professional Activities ◽  
Organizational Loyalty ◽  
Second Stage ◽  
The Third ◽  
Career Growth ◽  
The University ◽  
Positive Nature ◽  
Qualitative Changes

Рассматриваются результаты эмпирического исследования изменений показателей организационной лояльности лиц, обучающихся в вузе юридического профиля, выявленных за период с первого по третий курс. Выделяются и описываются основные характеристики лояльности, рассматриваются факторы, детерминирующие лояльное отношение персонала к организации. Приведен анализ выявленных взаимосвязей показателей организационной лояльности с показателями мотивации, позволивший установить существенное увеличение общего их количества в период второго этапа исследования и особенности качественных изменений. Сделаны выводы о положительном характере значимых корреляций с показателями мотивов удовлетворенности процессом и результатами труда, самореализации, карьерного роста и профессиональной компетентности в формировании лояльного отношения к организации. The results of an empirical study of changes in the organizational loyalty indicators of persons studying at the university of legal profile identified during the period from the first to the third year are considered. The main characteristics of loyalty are highlighted and described, factors that determine the loyalty of personnel to the organization are considered. Analysis of identified relationships of organizational loyalty indicators with motivation indicators is given, which made it possible to establish a significant increase in their total number during the second stage of the study and peculiarities of qualitative changes. Conclusions were drawn about the positive nature of significant correlations with indicators of motivation for satisfaction with the process and results of labor, self-realization, career growth and professional competence in the formation of loyal attitude to the organization.

scholarly journals Financial Literacy of Bidikmisi Scholarship Recipient Students

2019 ◽  
Vol 3 (3) ◽  
pp. 292
Author(s):  
Romi Kurniadi ◽  
Almasdi Syahza ◽  
Suarman Suarman
Keyword(s):  
Risk Management ◽  
Financial Literacy ◽  
Financial Management ◽  
Sampling Technique ◽  
Research Data ◽  
Financial Knowledge ◽  
Training And Education ◽  
Scholarship Recipients ◽  
Category Knowledge ◽  
The University

This study aims to analyze the level of financial literacy of Bidikmisi scholarship recipients in the Teacher Training and Education Faculty of the University of Riau. This study involved 178 students as samples taken from a population of 630 students using the Cochran sampling technique. This research is a survey research. Data obtained through tests were analyzed descriptively. The results of the study show that the financial literacy of the Bidikmisi Scholarship recipient students is in the literate category. Financial knowledge related to basic personal finance is in the well literate category, financial management knowledge is in the literate category, knowledge of debt and credit is in the well literate category, knowledge related to savings and investment is in the unliterate category, and knowledge of risk management is in the unliterate category.

ЖОГОРКУ ОКУУ ЖАЙЛАРЫ КЕЛЕЧЕКТЕГИ МУГАЛИМДЕРДИН КЕСИПТИК КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУ

2020 ◽  
pp. 144-146
Author(s):  
Назира Кенжекулова
Keyword(s):  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Competencies ◽  
Future Teachers ◽  
University Teachers ◽  
Professional Activities ◽  
The Future ◽  
The University

Аннотация: Макалада жогорку окуу жайлары келечектеги мугалимдердин кесиптик компетенттүүлүгү заманбап көз караш менен каралганы жана кесиптик милдеттерин ийгиликтүү чечүү жөндөмдүүлүгүнүн калыптандырууга болгон педагогдордун кесиптик компетенттүүлүгүнө өбөлгө болуучу шарттар каралат. Алардын негизгилери болуп, окуу жайлардын билим берүү тартибинде жаңыча окутуу технологияларын колдонуу, аларды окутуунун иш- аракетинде кесиптик компоненттүүлүктүн компоненттерин өздөштүрүүсү болуп саналат. Келечектеги мугалимдин кесиптик компетентүүлүк системасынын мазмунун жана багытын ачып, кесиптик компетенттүүлүктүн калыптанышынын натыйжалуулугуна керек болгон жаӊы билим берүү технологияларынын зарылчылыгы каралган. Макаланын актуалдуулугу жогорку окуу жайларындагы келечектеги мугалимдердин кесиптик компетенттүүлүгүн калыптандыруу көйгөйлөрүнө кызыгуу жогорулаганына байланыштуу, “компетентүүлүк” жана “кесиптик компетентүүлүк” сөздөрүнө жалпы түшүнүк берилет. Түйүндүү сөздөр: компетентүүлүк, кесиптик компетентүүлүк, келечектеги мугалимдер, кесипкөйлүк ,өзүнүн билимин жогорулатуу ,өзүн-өзү өнүктүрүү. Аннотация: В статье рассматривается современный взгляд на профессиональную компетентность будущих педагогов в вузе, а так же, условия, способствующие становлению профессиональной компетентности педагогов, способных успешно решать профессиональные задачи. Основными из них, на наш взгляд, являются: использование в образовательном процессе вуза педагогических технологий, моделирующих будущую профессиональную деятельность; овладение компонентами профессиональной компетентности в ходе педагогической практики. Актуальность статьи связана с усилением интереса к проблемам формирования профессиональной компетентности будущих педагогов в вузе. Раскрываются содержание и направления системы профессиональных компетенций будущего педагога, обосновывают необходимость новых педагогических технологий, способствующих эффективному формированию профессиональных компетенций будущего педагога. В статье дано понятие о «компетентности» и «профессиональной компетентности». Ключевые слова: компетентность, профессиональная компетентность, будущие педагоги, профессионализм, самообразование, саморазвитие. Аnnotation: The article discusses the modern view on the professional competence of future university teachers. The content and directions of the system of professional competencies of the future teacher are revealed, they justify the need for new pedagogical technologies that contribute to the effective formation of the professional competencies of the future teacher. The main ones, in our opinion, are: the use in the educational process of the university of pedagogical technologies that model future professional activities; mastering the components of professional competence in the course of teaching practice. The relevance of the article is associated with increased interest in the problems of the formation of professional competence of future teachers at the university. The content and directions of the system of professional competencies of the future teacher are revealed, the need for new pedagogical technologies conducive to the effective formation of professional competencies of the future teacher is substantiated. The article gives the concept of “competence” and “professional competence”. Keywords : competence, professional competence, future teachers, professionalism, self-education, self-development.

Diagnostics of professional competence of IT students based on digital footprint data

2020 ◽  
pp. 4-11
Author(s):  
I. G. Zakharova ◽  
Yu. V. Boganyuk ◽  
M. S. Vorobyova ◽  
E. A. Pavlova
Keyword(s):  
Information Technology ◽  
Educational Program ◽  
Professional Competence ◽  
Objective Data ◽  
Text Data ◽  
Data Set ◽  
Job Requirements ◽  
Digital Footprint ◽  
Graduate Employment ◽  
The University

The article goal is to demonstrate the possibilities of the approach to diagnosing the level of IT graduates’ professional competence, based on the analysis of the student’s digital footprint and the content of the corresponding educational program. We describe methods for extracting student professional level indicators from digital footprint text data — courses’ descriptions and graduation qualification works. We show methods of comparing these indicators with the formalized requirements of employers, reflected in the texts of vacancies in the field of information technology. The proposed approach was applied at the Institute of Mathematics and Computer Science of the University of Tyumen. We performed diagnostics using a data set that included texts of courses’ descriptions for IT areas of undergraduate studies, 542 graduation qualification works in these areas, 879 descriptions of job requirements and information on graduate employment. The presented approach allows us to evaluate the relevance of the educational program as a whole and the level of professional competence of each student based on objective data. The results were used to update the content of some major courses and to include new elective courses in the curriculum.

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