scholarly journals Peculiarities of the correlation between professional well-being and organizational commitment of information technology specialists

HUMANITARIUM ◽  
2021 ◽  
Vol 44 (1) ◽  
pp. 132-139
Author(s):  
Hanna Ryk
Keyword(s):  
Organizational Commitment ◽  
Professional Growth ◽  
Professional Competence ◽  
Professional Community ◽  
Well Being ◽  
Psychological State ◽  
Professional Activity ◽  
Professional Goals ◽  
Professional Authority ◽  
General Indicator

The article analyzes the problem of the correlation between professional well-being and organizational commitment of specialists in the field of IT in Ukraine. The concept of "professional well-being" is defined as the psychological state of the employee associated with the efficiency and productivity of his work; the concept of "organizational commitment" as an emotional attachment, identification with the norms and values of the organization, acceptance of goals, excessive work in the interests of the company. The professional well-being was studied according to the method of "Professional well-being" K. Ruth (indicators: autonomy in professional activity, competence, professional growth, positive relations in the team, professional goals, acceptance of oneself as a professional, general indicator); and organizational commitment according to the method of "Professional demand for personality" O. Kharitonova (indicators: satisfaction with the realization of professional potential, belonging to the professional community, experiencing professional demand, professional competence, professional authority, evaluation of professional results, attitude to others, self- esteem and general indicator of personal demand in the professional plan) and the Questionnaire of J. Meyer and N. Allen "Scale of organizational commitment" (indicators: affective loyalty, normative loyalty, continuance loyalty). The correlation between professional well-being and organizational commitment has been empirically identified by correlation analysis. Loyalty scales have been found to be negatively correlated with professional well-being scales, suggesting that the more competent an IT professional considers himself, the less likely he is to become loyal to an organization. It is concluded that the structure of professional well-being and commitment to the company of IT employees has its own characteristics and requires more detailed further research.

scholarly journals Features of the Professional Well-Being of Information Technologies Employees

2020 ◽  
pp. 26-33
Author(s):  
Alla Kovalenko ◽  
Hanna Ryk
Keyword(s):  
Professional Growth ◽  
Positive Reinforcement ◽  
Professional Competence ◽  
Well Being ◽  
Professional Autonomy ◽  
Psychological State ◽  
Professional Activity ◽  
Positive Relationships ◽  
Professional Goals ◽  
It Workers

The article presents the results of theoretical and empirical research on IT workers’ professional well-being. Professional well-being is defined as an integral concept that includes both positive and negative factors that develop independently, as a psychological state of the employee, associated with the efficiency of his work and the satisfaction of life in general. The results of the empirical study revealed that the average level of professional well-being of IT workers prevails. It was found that most workers have a medium level of autonomy, some freedom in activities, and feel competent to change the professional environment. For them, the opportunity for professional growth is essential. The presence of professional goals that correlate with their values means improving their professional self. The most crucial professional well-being components of IT workers are professional growth, the formation of professional goals, and positive relationships in the workplace. The correlation analysis results showed that the experience has a positive effect on professional well-being and attitude to oneself as a professional. Professional autonomy is formed on experience, a sense of demand for activities, and positive reinforcement of the work results. Freedom of action is an integral feature of a professionally developed professional. Professional competence is acquired in the course of professional activity, and at the same time, the professional well-being of the specialist, the success of activity, and authority increase. Positive relationships with the team and colleagues’ attitude to the employee as a professional are essential for professional well-being. The critical construct of IT workers’ professional well-being is professional growth as the main predictor of job change. Professional demand is a motive for self-realization in the profession. The work results allow the specialist to feel like a professional and a member of a particular reference group.

scholarly journals Professional focus of psychological well-being of the personnel of the State Border Guard Service of Ukraine

2018 ◽  
Vol 28 (4) ◽  
pp. 149-163
Author(s):  
N. Volynets
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Professional Competence ◽  
Professional Community ◽  
Well Being ◽  
The State ◽  
Internal Conflict ◽  
Professional Activity ◽  
Psychological Well Being ◽  
Professional Self

In the article the results of an empirical research of the professional focus of psychological well-being of the personnel of the State Border Guard Service of Ukraine are represented. The author's position on the content of the phenomenon of psychological well-being of the border guards is to study it as a holistic global subjective reflexive experiencing of the border guards of the positivity and significance of their own «I-existence» as a whole and through the prism of their life in the environment of professional activity, representing an integrated assessment of professional life, positive affections in relation to the work performed, the organizational environment and, consequently, life in general, and, secondly, as a subjective experiencing-living of situational experience in the context of professional activity as a harmonious combination of efforts to accomplish work, achieved goals and profits (rewards, recognition, prospects, etc.). The peculiarities of manifestation of indicators of professional focus of psychological well-being, which promote the growth of psychological well-being of border guards (professional self-acceptance, satisfaction professional achievements, professional development, availability of professional goals, satisfaction level of competence, positive relations in the community, autonomy in professional work, professional growth, subjective assessment and experience of professional demand, the attitude of other people (colleagues, leadership, etc.), self-assessment, self-rating of personal growth, professional credibility, evaluation of professional activities, serving as an opportunity to further the work of the ideals and values self-efficacy, belonging to a professional community satisfaction with the implementation of professional capacity, professional competence, self in the profession, self-esteem, a conscious choice of challenges and their solving and overcoming obstacles for the sake of victory, stability in work, self-confidence, self-affirmation, orientation towards the integration of the efforts of oneself and others people and responsible for the final result of professional identity and the needs for recognition and self-improvement) and indicators that reduce to lower psychological well-being of border guards (self-abasement, internal conflict as an objective professional self-attitude inconsistency professional requirements and individual capabilities and resources of border guards, self-prosecution, stability of residence, the need for social contacts as a desire to work in a team, to communicate with a lot of people, belief and close ties with colleagues) are ascertained.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals PECULIARITIES OF THE PERSONAL WELL-BEING STAFF OF THE STATE BORDER GUARD SERVICE OF UKRAINE DEPENDING ON PARTICIPATION ANTI-TER- RORIST OPERATION

2019 ◽  
Keyword(s):  
Health Knowledge ◽  
Well Being ◽  
The State ◽  
Organizational Characteristics ◽  
Traumatic Experience ◽  
Professional Activity ◽  
Subjective Well Being ◽  
Professional Goals ◽  
Professional Self ◽  
Happy Family

The results of the empirical study of the peculiarities of personal well-being of the staff of the State Border Guard Service of Ukraine, depending on participation in the Anti-Terrorist Operation are represented in the article. The differences in the personal, professional and organizational characteristics of the personal well-being of the border guards who participated in the Anti-Terrorist Operation and the border guards who did not participate in the Anti-Terrorist Operation (ATO) are identifid and described. A signifiantly higher levels of lifetime orientations and general feasibility of life were detected of the border guards-participants of the ATO, compared with border guards who did not participate in the ATO. The border guards-participants of the ATO more appreciate the interesting work, the presence of good friends and a happy family life compared to the border guards who did not participate in the ATO, who appreciate more health, knowledge and freedom than the border guards-participants of the ATO. The lower levels of development of the reflction of communication and interaction with other people and subjective well-being of the border guards-participants of the ATO were revealed in comparison with the border guards who did not participate in the ATO. The level of professional wellbeing of the border guards-participants of the ATO is higher due to higher indicators of autonomy in professional activity, professional self-acceptance, satisfaction with the level of competence and professional achievements, the formation of professional goals, professional development and growth compared with the border guards who did not participate in the ATO. The level of job satisfaction of the border guards-participants of the ATO is lower compared to border guards who did not participate in the ATO. In general, the border guards-participants of the ATO are more satisfid with work because they have a much higher interest in the work, higher satisfaction with achievements, content of work and relationships with employees compared to border guards who did not participate in the ATO. The differences in the personal, professional and organizational peculiarities of the personal well-being of the border guards-participants of the ATO are related to the positive transformation of the traumatic experience of staying in the ATO zone, the rethinking of life and professional goals, their results, changing values orientations, interests, aspirations and professional motivation, change in attitudes to the organizational culture of relations and governance.

scholarly journals English-language training at a maritime university as a mandatory condition for the successful professional activity of a deck officer

2021 ◽  
pp. 39-45
Author(s):  
R.V. Drazhan
Keyword(s):  
Professional Growth ◽  
English Language ◽  
Interpersonal Relations ◽  
Professional Competence ◽  
Research Problem ◽  
International Standards ◽  
Professional Activity ◽  
Language Training ◽  
Social Partnership ◽  
Maritime English

The relevance of the research is determined by the increasing risks related to incorrect communication both professional and interpersonal ones within the ship crew, which, in turn, emphasizes the importance of professional English-language training for a navigator, which begins during the period of study at a university and lasts throughout the entire career. The requirements for proficiency in professional English-language communication are regulated by international standards, which is of great importance in assessing the professional competence of a navigator. The research problem is as follows: how does English-language vocational training at a maritime university affect interpersonal relations in mixed crews, the professional growth of a sailor and reduce the risks in his professional activity? The aim of the study is to determine the main tasks of a university professional English-language training in the format of negotiating at sea in order to minimize possible risks in the work of a deck officer. The research methods used are analysis, synthesis, generalization. The experimental base was the Institute of Water Transport named after G.Ya. Sedov. The research results. Professional risks of a navigator have been analyzed, factors and consequences of risks at sea have been identified; the meanings of the concepts of «language barrier», «human factor», «barrier of misunderstanding», «communicative risk» have been disclosed; the influence of flexible skills on the safety of life and work in a team have been substantiated; the theory of continuous professional English-speaking training of seafarers has been described. Key findings: communication skills of navigators should be formed by integrating English into the disciplines of the professional cycle; the introduction of modern educational technologies in the process of teaching professional maritime English, continuous professional development of English teachers. Development of social partnership will increase the efficiency of the process itself.

scholarly journals PROFESSION COMPETENCE YAK FACTOR FORMING COMPETITIVENESS BACHELOR HOTEL-RESTAURANT RIGHT

2021 ◽  
pp. 90-94
Author(s):  
O. KAROLOP
Keyword(s):  
Professional Competence ◽  
Professional Community ◽  
Educational Process ◽  
Restaurant Industry ◽  
Professional Activity ◽  
Skilled Workers ◽  
The Social ◽  
Effective Performance ◽  
Key Competencies ◽  
Effectiveness Of Training

 The statistics have food, tied to the form of professional competence, which will ensure the effectiveness of training and the competitiveness of bachelors in the hotel and restaurant service. Rozkrito zmist understanding "professional competence of bachelors in hotel and restaurant law" The process of forming the professional competence of bachelors in the hotel and restaurant law has been analyzed, and the process of becoming special in the social and professional community has been analyzed. The categories of competence-based approach are substantiated: "professional competence", "key competencies", "entrepreneurial competence" etc. The content of the concept "professional competence of future specialists of restaurant services" is grounded, which is based on the specification of the knowledge, skills, professionally important qualities, which are necessary for professional activity in the restaurant industry. The process of formation of professional competence of future specialists of restaurant service, which is characterized by the formation of the personality in social and professional environments, is analyzed. In order to achieve positive dynamics in the levels of the formation of professional competence of future specialists of restaurant services, the components of the investigated phenomenon are identified, which are: value-motivational, cognitive, personal-professional and activity-reflexive. The purposeful development of these components in the educational process will provide skilled workers with the successful socialization and effective performance of their professional functions in the restaurant industry.

scholarly journals «Acme» as a Peak of Personal and Professional Development of a self-Actualizing Personality

2013 ◽  
Vol 2 (2) ◽  
pp. 129-134
Author(s):  
Elena Samal ◽  
Keyword(s):  
Professional Development ◽  
Achievement Motivation ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Competence ◽  
Psychological Services ◽  
Professional Activity ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self

The article discusses the problem of self-actualization of a personality in its professional activity and achieving the peak of its personal development. Based on the analysis of various psychological theories and concepts it is shown that achieving of “acme” by a personality is based on the desire to grow and develop professionally or on its desire for self-actualization. Self-actualization can be better seen during the periods of professional crisis, which activate the processes of professional self-determination of a personality. One of the types of crisis is the transition from the level of normative requirements to the level of professional competence. Judging by the example of results of some investigations it is proved that there are differences in attitude to profession and desire to grow and develop professionally in people with working experience under and over 5 years, which can be conditioned by the crisis mentioned above. The applied aspect of the problem under study can be realized in counseling practices of psychological services connected with professional growth, by HR professionals, with the aim of promotion and professional growth of employees, and in development of programs for development and harmonization of internal and external conditions for self-actualization of a person. Key words: self-actualization, potential, professional self-actualization, acme, professional development, professional crisis, achievement motivation, career orientations.

scholarly journals CURRENT REQUIREMENTS FOR THE COMPETITIVENESS OF THE HIGHER EDUCATION TEACHER

2020 ◽  
pp. 35-37
Author(s):  
O. Poliak
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Pedagogical Aspect ◽  
Professional Self ◽  
Amount Of Knowledge ◽  
High Level

The article is devoted to the problem of formation and development of competitiveness among teachers of higher education institutions. If the content and structure of professional competitiveness, defined by state standards, are formed without taking into account the personal qualities of the learning subject, its interests, abilities and are not determined by the professionalism of the teacher, it is impossible to lay the foundations of competitiveness and develop the ability to compete. The genesis of different approaches to the concept of competitiveness of the modern educator has been analyzed, in particular, in modern researches it is emphasized on: – managerial, psychological and pedagogical aspect of competitiveness. The process of forming the competitiveness of a teacher of a higher education institution, which includes its components, is outlined: = levels of development: a motivational and holistic component; emotional-volitional component; evaluation and adjustment component; = conditions of formation: the need to find such forms of work of the teacher, which would ensure the continuity of the process of his professional growth, development and introduction of multidimensional models of the organization of professional development, introduction of new educational technologies, participation in innovative activity; = development of a complex of properties of his personality necessary for a high level of professional activity. The activity of the teacher is characterized by pedagogical expediency by orientation, individually creative character in content and organization, choice of means; = ways of formation: a certain amount of knowledge, abilities, skills and continuous improvement of the state of theoretical, psychological-pedagogical, methodological and technological preparation; motives for professional self-improvement; the desire for selfrealization and self-affirmation of personality; professional growth; expanding horizons; increasing the level of development of all types of competences; the presence of cognitive interest; creating a positive image among students and colleagues; upgrading the qualification category during certification; receiving awards; raising personal rankings at different levels of subordination; improving professional competence; raising the level of organization of the educational process.

scholarly journals Legal and Professional Competence in the Preparation of Agrarians: Autonomy or Synergy?

2018 ◽  
Vol 7 (4.38) ◽  
pp. 528
Author(s):  
Vladimir Alekseevich Solopov ◽  
Alexey Aleksandrovich Verkhovtsev ◽  
Galina Vyacheslavovna Korotkova ◽  
Nina Ivanovna Rudneva ◽  
Victoria Aleksandrovna Voropayeva ◽  
...  
Keyword(s):  
Labor Market ◽  
Agricultural Sector ◽  
Professional Competence ◽  
Import Substitution ◽  
Professional Community ◽  
Industrial Country ◽  
Educational Process ◽  
Professional Activity ◽  
University Graduates ◽  
Agrarian Sector

Modern Russia, being the agrarian-industrial country, sharply feels the need for highly qualified specialists of the agrarian sector. It is promoted by the new vector of the development directed to full import substitution of agricultural food. In these conditions, the inconsistency of the existing system of vocational education in Russia was revealed to the modern requirements of the domestic labor market. The professional community states the problem of staff shortage on the background of the annual numerous inflows of university graduates to the labor market. This situation has the right to claim that young specialists are often not ready for the independent professional activity according to their qualification.At the heart of many attempts to identify the primary sources of trouble in terms of staffing of the agricultural sector lies, first of all, the idea of over-theoretically preparing of the future specialists in universities and the substantive content of federal educational standards on which the universities are oriented in the context of the implementation of educational initiatives.It is assumed that the content of standards, verified and regulated by the ministry, determines the essence of the training of students of different educational levels and different areas of training. However, in the implementation in educational process of GEF of several “generations”, the incompatibility of the formed competencies showed the real needs of the professional community. These facts became the primary reason for the annual approval of new requirements for higher education and, finally, focused on professional standards.The initial assumption is that the agrarian sector specialist should receive a practical-oriented education that forms professional and legal competence as the basis for future professional activity.  

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF A TOURISM MANAGER

2021 ◽  
Vol 31 (4) ◽  
pp. 454-462
Author(s):  
L.V. Akat’eva ◽  
E.R. Rogozina
Keyword(s):  
Online Survey ◽  
Professional Competence ◽  
Professional Community ◽  
Academic Community ◽  
Professional Competencies ◽  
Professional Activity ◽  
Federal State ◽  
Target Groups ◽  
Educational Standard ◽  
State Educational

The article presents the results of a study conducted on the basis of the INCD "Udmurt State University" in the "Tourism" course. The purpose of this research was to study key general and professional competencies presented in the Federal State Educational Standard SPO 43.02.10 in the "Tourism" course. The research is based on the Tuning methodology, which orients educational organizations to coordinate the results of education with three target groups: representatives of the academic community (teachers), the professional community (employers) and graduate students. Social partnership allows you to take into account the specifics of the regional labor market and the demands of employers, which is a regulatory requirement of the Federal State Educational Standard. The main research method is online survey. On the results of the online survey, the authors carry out the analysis of the severity of indicators of the importance of competencies for the professional activity of a graduate on a 4-point scale; competencies are ranked according to the degree of importance for each target group. In general, the graduate's competencies in the Federal State Educational Standard SPO 43.02.10 are highly appreciated by representatives of all target groups. Average assessment of the importance of general competencies - 3.33 points; professional competencies - 3.22 points. The opinions of representatives of the academic and professional communities are more consistent, their assessments of the composition of the GEF competencies are higher than those of students. The study also showed that certain competencies are either overestimated or underestimated by groups of respondents.

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