Candidate of Pedagogical Sciences Yurina E.N., senior lecturer Trusova T.V.

South-Russia State University of Economics and Service, t. Shakhty, Russia

PROBLEMS OF SELF-REALIZATION OF A PERSON IN THE PROFESSIONAL SPACE

The ability, which is characterized by many researchers as constant inner desire of a person for self-education and self-development is considered in modern pedagogical science in terms of individual self-promotion in professional space.

The main motive power of professional development is the personality itself, its needs for self-actualization, self-realization in its profession. It is the subject who creates his/her professional biography.

Self-determination of a personality manifests itself in a deliberate choice, in an effort to take his/her own, quite independent position in the system of professional relations. The result of professional self-determination is the formation of professional identity. The competent professional is an active player in the labour market capable to choose the route of professional activities and successfully adapt to changing conditions in the labour market.

Professional space is one of the external factors that determine the process of formation of professional identity. In the course of identification there is some awareness of oneself within the professional environment and as a part of the professional space.

Personality-oriented approach implies that the motive power of professional development is the personality itself, its need for self-actualization of its personal and professional potential. The decisive factor of the development is the interaction of a person with the world of trades and people involved in the real and virtual professional activities.

Personality-oriented approach is supposed to focus on self-development and self-realization in a particular occupation. The leading motives of these processes are the prospects of professional growth (career) and the meaningful professional future of a person.

The process of professional growth of a person is an open nonlinear and unbalanced system, which does not limit the development, as its main factors become complicated over time one can record their new status and levels of development.

A professional can make progress in the professional space if he has formed a system of adequate professional notions enabling to make his life plans, which organize and direct his activities. These notions have a significant impact on the professional development of a personality. How well the professional notions are formed is one of the determinants of successful self-promotion of a person in the professional space. Another determinant is the internal environment of an individual, its activity, the need for self-realization.

The nonlinear way of thinking suggested by synergy assumes complete and multidimensional perception of the changeable, unstable and complex world, the willingness for self-actualization in the world’s diversity.

The process of professional self-promotion is considered in connection with the process of achieving success and career making. Professional success, according to L. Seiwert, is self-assessment of the professional level achieved, individual perception by the person of how fully his abilities are used and what opportunities for self-expression, reforming of oneself are provided by the particular professional activity [1].

The process of professional self-promotion of a person in the professional space is initiated both by the environment and the development of a personality itself and is one of the most important manifestations of mental development of a person, his formation as a valuable participant of the community of professionals and – more broadly - social community as a whole [2].

Professional self-organization is the ability of a specialist for “self-cultivation” of his internal resources, i.e. his personal consciousness structures that make his professional activity creative, assuming constant growth of his internal resources. Due to the professional self-organization there are new qualities of a person representing independent ways of his ideologically-evaluative attitude to his professional activity.

The ability for self-promotion can be broadly defined as the ability of a person to understand, formulate and solve his own problems of life and problems of personal self-development, to show the qualities testifying to a new, higher level of activity, independence and personal self-control, to achieve sustained success in one or more activities.

Self-promotion is regarded as an open field of possibilities to show different levels of self-realization and self-development of a person. It is self-realization of a person’s desire to achieve the utmost of his abilities in the professional space that is very promising due to the change of approaches to the solution of the problems of internal development of a personality and the striving of the system to organize itself into a new quality.

The main source of self-promotion of a person is in the system itself, i.e. it is internal. However, in order to start the mechanism of self-organization this source should be “fed” from different external sources of information. Pedagogical synergy defines the following objects of transformations as the external sources “feeding” self-organization: the contents of education, a situation, values, professional activity, relationships, psychological comfort.

Self-organization provides motives for professional activity and opportunities for self-promotion in the professional space, for being critical and reflective to yourself and others, the development of independent (autonomous) understanding of the meaning of self-promotion, etc.

It was A. Maslow who introduced the term “self-realization”. A personality development in Maslow’s theory is represented as a person making ascend of the stairs of his needs. Questions of motivation for such ascend are principal and describe the person as “being willing”. Thus self-promotion can be considered as self-actualization, self-realization and also a person’s needs to become what he can become.

The efficiency of professional formation of a person in many respects depends on the personal and professional potential of a man, objective and subjective possibilities of its implementation in his education and profession.

The psychological barriers of development are professional self-determination, adaptation, cryses of professional development, deformation due to profession, etc.

Labour market condition changes as well as problems that modern society has faced, such as the crisis of incompetence, have accelerated the changes in professional education. At the social level the desire for greater autonomy and self-determination on the workplace increases. Self-management in education and on the workplace becomes an important element in self-promotion of a person. If quite recently a high-school graduate got knowledge that was quite sufficient for his entire subsequent career, now everything is changing so rapidly that a specialist has to study all his life.

All this resulted in the development of a new concept in the society – “Education through life”, which in turn requires certain changes in education paradigm.

An important objective of the educational policy is training and adaptation of a future specialist to the life in market conditions so that he could realize himself in these conditions through adequate self-presentation and self-management.

The key to achieving professional success is the development of self-management skills – “managing the specialist’s own resources” that is the ability to acquire, keep, develop and effectively use them.

According to some foreign researchers (Eberling, Woodcock, Fransis et. al), in contrast to the traditional understanding of management, in which the subject must always be inside the system, self-management (self-organization and self-control of a person) has to deal with so-called self-organized, or, in terms of natural sciences, collapsing (compressed, self-liquidating) in time and space systems. In them the subject can be either inside or outside the system and the situation under observation and control is hidden for the external subject by the horizons of events. Thus the essence of self-management is in accounting and application of tasks, methods and peculiarities of individual self-improvement of everyone.

The essence of self-management is hidden in fundamental laws of the society, bios, management as a whole. Self-management is an effective way of accounting and implementation of new realities of transient periods.

Self-management, in essence, is a specific sphere of phenomenological activity where there are always some pulsations and uncertainties of human relations as a system of systems.

The main purpose of self-management is to maximize the person’s own potential, self-consciously manage the process of self-education and the flow of his life (self-determine) and to overcome external circumstances both in educational and professional space. This goal, according to L.Seiwert, results from the fact that every person in his life faces the necessity to be capable to transform the situation characterized by disorder of actions caused by external circumstances into the situation of designed and achievable goals [1].

According to V.Tokarev there are five self-management systems: self-control, analysis, adaptation, rationalization and development of a personality [4].

Self-management is often presented as a model of seven requirements: the ability to formulate and implement the goals, personal organization, self-discipline, knowledge of techniques of personal work, the ability to make yourself healthy, emotionally strong-willed potential, self-control.

According to some researchers (L. Seiwert, J. Morgenstern) the solution of various kinds of daily tasks and challenges in the professional space can be presented as a variety of functions, which are in a certain relationship and, as a rule, are carried out in a particular sequence. In the course of educational self-management taking into account the sequence of performance of particular functions the scholars have identified six phases: aim setting – analysis and defining of personal goals, planning – development of plans and alternatives for educational or professional activity, decision-making on particular problems, organization and implementation – preparation of the daily routine and organization of the personal training (labour) process in order to accomplish the tasks, control – self-control and total control (if necessary – updating the purposes), information and communication – the phase, which is peculiar, to a certain extent, to all functions, as both information and communication exchange are necessary at all phases of self-management.

Knowing the technologies of self-management allows achieving the educational and professional goals in the best possible way. For successful promotion of a specialist in the professional space self-motivation of a person is not less important.

We can speak about self-motivation only when it is a person himself who impels himself to it. The authors of the existing motivation theories – Maslow, Herzberg, Mackeland, Vroom and others provide tools for understanding ourselves and our own motives, as well as enable a person to independently monitor the dynamics of his needs and objectives over the years. Our contemporaries – Reinhard Schrenger (“Motivation Myths”), Adriaan Beckman (“Self-Management”), Klaus Kobyol (“Motivation in the Style of Action”), Michaly Chiksentmihay (“Flow: The Psychology of Optimal Experience”) have focused more attention on the emotional component of self-motivation.

Self-motivation is now considered as a part of social intelligence of a person (Illyin E.P., Maslow A.). A person is determined by the quickness of his adaptability to a rapidly changing situation, by the ability of his self-realization in the society.

At the time when market requires the individual enterprise, quick thinking, flexibility, etc., it is self-motivation that becomes a tool for professional self-promotion and social success.

References:

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