Student leadership programme: igniting the young minds

Learning outcomes This case will help students to understand the following: Develop a basic understanding of competency building processes. Learn about the mentoring process and its application in leadership development. Develop awareness about the methodology for assessment of the effectiveness of training. Case overview/synopsis Dr A. R. K. Pillai founded the Indian Leprosy Foundation in 1970 in response to the national call by late Mrs Indira Gandhi, prime minister of India, to the public-spirited people to take up leprosy eradication. It collaborated with international agencies to reduce leprosy drastically in India from four million, in 1982 to around a hundred thousand cases in 2006. In 2006, the Indian Leprosy Foundation was renamed as Indian Development Foundation (IDF) as the trustees decided to expand the work of IDF in the areas of health, children’s education and women’s empowerment. Dr Narayan Iyer, Chief Executive Officer (CEO) of IDF initiated a leadership development intervention called the Students’ leadership programme (SLP) for children in the age group of 12 to 14, from the urban poor households in 2014. It was a structured mentoring programme spanning over three months in collaboration with the schools. It aimed at incubating skills in the areas of leadership, teamwork, personality, behavioural traits and provided career guidance. It had a humble beginning in 2014 with a coverage of 50 students. Initially, IDF welcomed executives from the corporate sector as mentors. As there was a need to rapidly expand the scope of SLP to the other cities of India, IDF tied up with the graduate colleges and invited the students to be the mentors. The other objective behind this move was to create social awareness among the students from more affluent strata of society. IDF was able to dramatically increase the participation of the students through SLP by approximately up to 100,000 by 2020. However, rapid progress threw up multiple challenges. The teachers complained about the non-availability of the students for regular classes to teach the syllabus as the students were busy with SLP. The schools forced IDF to shorten the duration of SLP to two months. Also, many undergraduate mentors were unable to coach the participants due to lack of maturity and found wanting to strike a rapport with them. There was a shortage of corporate executives who volunteered for the mentoring, due to work pressures. Dr Narayan, CEO & National Coordinator and Ms Mallika Ramchandran, the project head of SLP at IDF, were worried about the desired impact of SLP on the participants and its sustainability due to these challenges. So, with the support of Dr Narayan, she initiated a detailed survey to assess the ground-level impact of SLP. The objective was to get clarity about what was working for SLP and what aspects needed to improve, to make the programme more effective. Overall feedback from the survey was very positive. The mothers had seen very positive changes in the participants’ behaviour post-SLP. The teachers had specific concerns about the effectiveness of undergraduate mentors. The need for a refresher course to inculcate ethical behaviour and the inadequacy of the two-month duration of the SLP to reinforce values were highlighted. Respondents also voiced the requirement to build responsible citizenship behaviours among the participants. Mallika was all for preparing a model to further enhance the effectiveness of SLP. Dr Narayan and Mallika embraced the challenge and they were raring to go to develop SLP as a cutting-edge leadership programme and to take it to new heights. Complexity academic level This case can be used in courses on human resource management in postgraduate and graduate management programmes. It can also be used in the general and development management courses and during executive education programmes to teach methodologies for evaluating the effectiveness of the training interventions, with emphasis on the voluntary sector. Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human Resource Management.

Career Guidance as a Factor of Professional Identity Development at the Transbaikal State University

Contemporary university education develops professional identity and builds customized academic trajectories. Career guidance technologies provide professional self-awareness and personality professionalization. At university, career guidance work is an integral part of continuous professional development of a future specialist. It covers pre-university education, higher professional education, and employment assistance. The present research featured the career guidance work conducted at the Transbaikal State University. The analysis showed that the current system lacks innovations, cannot solve the employment problem, and does not provide conditions for successful professional identity. The article introduces a set of project conditions of customized career guidance work with 1) applicants, in order to promote a conscious career choice; 2) students, to support their professional competencies and identity; 3) graduates, to facilitate their employment. The proposed comprehensive approach to career guidance will allow the university to improve the academic process and to work with the community from secondary school to the onset of professional activity.

Fourth Year Intellectual Disability Student Nurses’ Journey and Future Work Intention: A Qualitative Study.

BackgroundThe aim of this qualitative study is to explore the views and experiences of final year BSc intellectual disability nursing students’ journey, future work plans and examine factors influencing their migration intentions following graduation.MethodsA qualitative component of a mixed methods study where focus group interviews were conducted with final year BSc intellectual disability nursing students (n-=10). A topic guide was utilised, and participants were interviewed about their programme, future work plans and migration intentions. An inductive approach was utilised, and data were analysed using a pre-existing framework for initial coding and thematic development. Duffy’s conceptual model of identity transformation provided a structure to analyse the data and map themes onto the conceptual framework.ResultsThe findings were mapped onto the five stages of Duffy’s (2013) conceptual model of identity transformation: Pre-Entry; Reaffirming; Surmounting; Stabilising and Actualising. Findings indicate that further work is required to promote intellectual disability nursing and address professional esteem issues, support for education and professional development, such as providing career guidance opportunities prior to course completion, development of clinical skills within their education programme and support for the professional development of new graduates. Participants identified uncertainty about career opportunities and saw scope for future professional developments opportunities particularly in community-based work.ConclusionThis study has identified that final year intellectual disability nursing students are uncertain about career options and opportunities for intellectual disability nurses in other countries. There is an urgent need for the intellectual disability nursing profession to articulate their practice and advocate for their role and contribution to the care of people with intellectual disability. This study identified a clear need for direction and information regarding intellectual disability nursing roles and career opportunities.

Professional self-determination of school graduates: social and personal factors

Given the negative demographic trends and the aging of labor resources in most regions of Russia, it is important to curb educational migration away from them. The study of the mechanisms of professional self-determination of schoolchildren goes beyond pedagogical tasks in the field of public administration and regional economy. Psychological mechanisms of career choice and educational strategy building were widely studied during the twentieth century, but the question of the influence of social conditions in a particular region on the professional self-determination of young people remains poorly understood. Solving the problems of professional self-determination of schoolchildren requires the synthesis of personality-oriented and socially-oriented pedagogical approaches. The article examines the factors that determine the professional self-determination of school graduates and analyzes the conditions and patterns of schoolchildren’s professional self�determination, together with the potential of their influence on educational strategy by regional universities. The research hypothesis is that, when providing pedagogical support for professional self-determination of pupils, it is necessary to take into account both their personal characteristics and individual motives, as well as socio-economic factors that determine the choice of educational strategy. The research used comparative analysis, classification, generalization, an inter-disciplinary review of literature and socio-economic statistics, a sociological survey, and expert assessments. The main results are the description of models of professional self-determination of school graduate based on their awareness, values, self-efficacy assessment, and the justification of the principles of career guidance. A survey of school graduates in the Ulyanovsk region in 2018-2019 (n=2075) showed that a significant number of graduates lacked professional plans and knowledge about regional universities and universities in other cities. The study revealed the professional interests of school graduates and their plans for educational migration from the region. School graduates did not justify their choice of a career and educational strategies by their professional interests, but rather on their desired standard of living upon graduation. It established that the quality of education at the university is not a determining factor for potential applicants. As actors in the regional educational space, professional education organizations can have a greater impact on the processes of professional self-determination of high school students. The results indicate the importance of regional socio-economic conditions for professional self�determination of school graduates, their educational strategy and choice of university. The study confirmed that their professional self-determination follows the principles of the Social Cognitive Career Theory.

PEDAGOGICAL CONDITIONS FOR DEEPENING PRESCHOOLERS’ IDEAS ABOUT THE ADULTS’ PROFESSIONAL ACTIVITIES

The article presents the results of a pilot study of older preschool children’s acquaintance with the adults’ professional activities. It has been found that older preschoolers have a lack of knowledge of sports, art, labor, military, and medical professions. The presence of children’s gender stereotypes in the expression of preferences for a certain profession has been revealed. The study has served as a basis for developing pedagogical conditions for deepening preschoolers’ ideas about the profession, in particular, updating the content of preschool children’s acquaintance with adult work, selection of effective tools and methods for forming children’s ideas about professional activities; usage of the principle of gender equality in this process; and establishing a constructive partnership of parent-educator interaction. It is stated that the system of pedagogical conditions creates a basis for the emergence of children’s interest in the world of professions, the desire to learn new information about professional activities, and the desire to apply the acquired knowledge in practice.Methods of deepening preschoolers’ perceptions of professions are identified. They are the following: didactic games, computer-didactic games, reading children’s literature, watching cartoons and cartoon series, story-based role-playing games. The importance of applying a gender-sensory approach in the process of forming children’s ideas about the professional activities of various professions is noted. Forms (observations, excursions, etc.), methods (didactic and plot-role games, meetings with representatives of various professions, reading fiction, reviewing paintings, watching cartoons, etc.) are offered.They should be used to form children’s ideas about labor distribution. Forms of partnership interaction of the educator with the parent team are defined, namely, traditional one (seminars, talks, joint excursions, exhibitions of children’s works made together with parents, etc.), innovative one (a round table, a workshop, a master class, etc.). Tasks for parents for their career guidance work with preschool children are identified.

Peningkatan Minat Wirausaha Siswa Melalui Layanan Dasar Bidang Bimbingan Karir

<em><span lang="EN-US">The purpose of this study is that researchers want to see how much an increase in student entrepreneurial interest in SMK 1 Kec. Guguak through basic services in the field of career guidance. The population is all grade XII students of SMKN 1 Kec. Guguak, amounting to 236 people, while the research sample were students of class XII multimedia 2, amounting to 20 people. Which is indicated to have low student entrepreneurial interest based on a purposive sampling technique. The data collection instrument is a Likert scale. Data analysis techniques using, normality test, homogeneity test, and hypothesis testing using Statistical Product and Service Solution (SPSS) version 22. The results of research that have been done there are differences between the pretest value and the posttest value. From the results of statistical tests it is known that tcount 4,737&gt; from ttable 1,729 with df 19 at a significance level of 0.05, it can be said that Ha is accepted meaning that there is an increase in student entrepreneurial interest for pretest and posttest through basic services in career guidance.</span></em>

Formation of a Personal-Professional Position as the Basis of Technology Design Career Guidance Practices

The article considers the need for a broad view on the technologization of career guidance practices, the importance of which is increasing due to the spread of early professionalization in modern society. The purpose of the article is to identify and substantiate the semantic foundations for the technologization of vocational guidance practices, determined taking into account the process of forming a personal-professional position in the conditions of early professionalization. Research methodology: systemic personality-developing, subjective and technological approaches; methods of theoretical research (analysis, synthesis, generalization, analogy, interpretation, concretization). Attention is drawn to the essential features of personal-professional positioning, the focus is on the attitude to work, profession, personal and professional self-determination. Semantic supports for the design of vocational guidance technologies are identified and justified: the differentiating basis of the stage of life activity; immersion in accessible roles in the field of professional and labor activity and the formation of a value attitude to them; attention to work, the pattern of work of any profession, the formed attitude to work as a value; professional and labor traditions of the family, related features of family identity and family socio-professional trajectory; definition and implementation of personal and professional prospects; preservation and strengthening of personal-professional position.

RESEARCH OF THEORETICAL ASPECTS OF DEVELOPMENT PROFESSIONAL EXPECTATIONS OF FUTURE PROFESSIONALS

Problem statement. Freelance teachers are often faced with the fact that students who study in a particular specialty for four or six years, after graduation go to work in another specialty or master another profession. This situation, or rather the problem of so-called "staff turnover", is especially characteristic of technical specialties. And it does not matter whether the student is studying under a contract, whether he occupies a state budget place, whether the student is successful in his studies, or belongs to those who are constantly absent from class and have academic debts. In our opinion, the study of the causes of such issues, which is characteristic of the Free Economic Zone in Ukraine, is an important and insufficiently studied task from a theoretical and practical point of view. A large amount of scientific psychological and pedagogical research is devoted to the study of motives for choosing a specialty and future profession, the topic of motivation of modern youth in general, the study of professional interests of high school students, experimental research on career guidance. But there is very little theoretical and practical work aimed at studying the reasons for choosing a profession that does not correspond to the educational specialty. Purpose of the article is to analyze the problem of studying the professional expectations of students, as well as to investigate the psychological characteristics of young people as a subject of study and the factors influencing young people's choice of specialty and future profession in the process of their education in Institutions of higher education (IHE). Conclusions. Analyzed: psychological features of students as subjects of study; the meaningful nature of students' choice of their professional path; factors influencing young people's choice of specialty and future profession; psychological features of successful mastering of knowledge during training in IHE; psychological components of the student's cognitive activity - motives, interest, attention, memory, volitional and emotional processes; problems of professional career realization as an element of self-realization and human self-development; components of emotional and evaluative attitude of students to the future profession; functions that fulfill professional expectations in the life of the individual; signs of the content of professional expectations.

IMPROVEMENT OF VOCATIONAL GUIDANCE WORK BY SPECIALTY “ARCHITECTURE AND URBAN PLANNING”

The work is devoted to the improvement of career guidance work in the specialty "Architecture and Urban Planning". Research objectives: 1. To study and generalize knowledge and experience on the organization of career guidance work. 2. Investigate the patterns of formation and development of thinking at different ages. 3. Summarize the data on career guidance work in the specialty "Architecture and Urban Planning" at the Dnieper State Academy of Civil Engineering and Architecture. 4. To substantiate the peculiarities of the organization of early career guidance work taking into account the laws of formation and development of different ages children thinking. The study was conducted by summarizing a number of theoretical provisions of various scientific concepts and practical experience, as an information base used official data published in the scientific literature. Conclusions. The particularity of the specialty "Architecture and Urban Planning" requires early specialization of future potential applicants for higher education, as well as the acquisition and improvement of certain skills from an early age. Early career guidance in the specialty "Architecture and Urban Planning" is the key to successful entry into the Free Economic Zone, as well as obtaining a specialty that meets the individual characteristics of the child and the maximum professional realization in future work. As a means of early career guidance, in full, should be used as a means of informing potential applicants, as well as training and selection measures for innate (features of thinking, channel perception activity) and acquired skills. Taking into account the sensitive periods of the child's development, during the organization of cognitive activity, significantly reduces the burden on the child and reorients educational activities to meet the relevant needs of certain functional systems during their formation and development. In order to save costs in the system of "learning − acquisition of knowledge" career guidance work associated with the development of certain abilities, it is desirable to conduct mainly in the relevant sensitive periods, taking into account the stages of formation and development of thinking.