Designing the Professional Career in the Personality’s Life
Author`s Contribution:
- Borys Hrinchenko Kyiv University, Ukraine
Background and aim of study:
The qualitative solution to the above mentioned
problem contributes to the professional selfdetermination of the individual in his/her living space
and the globalized world which is a necessary social
condition for the obligatory achievement of personality
life success ensuring him/her individual vital stability
(status, spiritual, material) and strengthening the
internal and external state security. As a result
psychological science actualizes the search targets for
the study of the conscious professional selfdetermination, professional selection and professional
development through 1) defining their leading
meanings (theoretical and methodological aspect),
2) developing thematic professioniograms and
psychograms (theoretical and practical aspect).
Research methods:
Experiment, observation, self-observation determined
the empirical content of our study – the age stages of
designing the professional career in the education
system: 1) comprehensive school (professional
orienting, professional counseling, professional
selecting); 2) vocational education institutions
regardless of the level of accreditation (obtaining a
profession); 3) professional activity (professional
adapting, professional presenting and self-presenting,
professional destructing). Thus, the experimental factor
extends the educational stages subjects’ (students,
students or students, “working”) amount of information
on the advantages and disadvantages of an already
selected (or previously selected) profession; observing
to the special plan determines the frequency and
duration of the ambivalent experiences such as
“satisfaction – disappointment”, “belief – doubt”,
“success – failure”; in self-observation subjects state
the peculiarities of their professional experiences
according to the previously designed thematic maps.
Results:
It has been previously stated that designing the
professional career, regardless of age, has its own
cognitive determinants which are united by the
persistent social phenomenon of the “forced economic
behavior”, in particular:
1. Individual interest: 1) identifying (independently or
with the help of the close social environment) the
actual career directions providing the person’s own
expression of will, disclosing and satisfying his/her
creative potential (intellectual, physical, spiritual,
moral) in the conditions of the social challenges and
threats; 2) reducing the possibility of the mistake in
selecting the profession, which defines the values of
the human life (methodological, psycho-physiological,
operational etc.), and, hence, its performance,
significance at any age period.
2. State social request for the solution of the traditional
psychotechnical tasks (age-based professional
counseling, age-specific professional orienting, agebased professional selecting, improving labor
productivity, achieving desirable psychological effects
in the professional activities, in particular, satisfaction
with its process and outcomes) in the context of the
progressive socio-economic pace defined above all by
1) the demographic crisis, 2) the aggressive social
fashion for certain professions and, at the same time,
the frequent impossibility of self-realization, not only
because of the absence of vacancies but because of low
professional training and professional interest; 3) a
decrease in the prestige of working professions; 4) an
increase in information amount; 5) often a chaotic
division of labor and its cooperation. As a result, we
have already developed and have been developing
educational programs to improve the educational stages
subjects’ ability to independently determine the actual
professional issues, apply it to create their own
thematic career paradigms which allow responding
adequately to the unstable socio-economic realities in
the learning (working) activity
Conclusion:
System designing the professional career in the
education sphere is an urgent socio-economic request
which satisfying forms the significant professional
competencies, for example: 1) the ability in the market
relations of the 21st century directing the forced
economic behavior to plan one’s own optimal career
priorities with the prospect of achieving high
productivity, material well-being, spiritual growth
alongside with preserving physical and mental health;
2) the ability to comprehend the universal and
professional qualities in the age dynamics of the
professional growth, to define the influence of age
qualification and professional qualification on career
growth; 3) the ability to distinguish typical difficulties,
social and personal risks in designing career.
DOI and UDC:
DOI: 10.26697/ijes.2018.3-4.23; UDC: 378:316.477
Information about the authors:
Polishchuk Valeriy Mykolayovych – Doctor of
Psychological Sciences, Professor, Honored Education
Worker of Ukraine, Professor of the Department of
General Age and Professional Psychology, Borys
Grinchenko Kyiv University, Kyiv, Ukraine.