Готовый перевод Формирование социальной адаптивности личности студентов вуза к рынку труда в процессе их профессионально-личностного развития / ----: ----

Formation of the student's social adaptability to a labour market in the course of their professional and personal development

Karpova E. A. (Tula Institute of Economics and Computer Study, Tula, Russia),

Sorokina I. V. (Tula Institute of Economics and Computer Study, Tula, Russia)

The analysis of the Russian labour market reveals high need of the enterprises for specialists.

Employers are interested in the young specialists having higher education, possessing profound knowledge and professional skills, ready to begin working immediately in the corresponding position interest.

A university graduate must find his place in the profession.He should possess adaptive abilities in various life situations, including the process of finding a job and his socialisation among new collegues.

We define the concept of "personal social adaptability to a labour market" as the integrative, system-organised property of a student which defines his ability to be adapted to the primary job search, taking into account modern labour market situation in the given region (Karpova).

Thus, from the point of view of his social adaptability to a labour market a standard university graduate is introduced to us as a young man who has graduated from a higher educational institution and possesses corresponding knowledge, abilities, skills, educational, professional and key competences, which allows him to conduct professional activity and develops a complex of individual and psychological properties promoting his professional development (Karpova).

As our experience shows, higher education institutions only form the professional basis of a young specialist. His readiness to work at a particular labour market is not paid much attention to.

It interferes with the development and correction of personal qualities of the students necessary for their successful professional activity, further socialisation and integration into the labour market.

The term "student's social adaptability to the labor market" has specific systemic organization and consists of interrelated psychological components: cognitive (educational and professional knowledge, progress, self-image), communicative (social intelligence, communicativity), behavioral (coping strategies, behavior strategies in a conflict), motivational and evaluative ( professional interests, professional self-determination, professional evolution, motives career choice), autoregulatory (locus of control, level of subjective control).

The above mentioned psychological and social components of the student's adaptability help to form necessary competence for succsessful graduetes' behavior on the regional labor market.

We have designed a program of psychosocial maintenance of the university student's professional development, directed to form personal adaptation to the regional labor market.

The program includes three phases - the phase of student's adaptation to the educational procces (1 year), the phase of the student's individual professional formation (2-3 years) and the phase of student's integration into the labor market (4-5 years).

The aim of the program is to form students' social adaptability to the regoinal labor market, to make conditions for their active life, civil, professional and personal self-determination and self-realization.

The result of the realization of this program is the training of the professionally oriented person who possesses some ideological potential, capacities to professional, intellectual and social creation and owns stable abilities and skills to perform his professional duties.

In this article we would like to analyze the results of the institution received during the first phase of this program.

The main purpose of this phase is to provide psychological and educational assistance to freshmen in their succsessful social adaptation to the educational process and to the new social situation in their personal development.

It should be pointed out that most first year students are characterized as people having prestigious student-motivation, low self-esteem, insecure of behavior, low self-criticism. Special attention should be paid to increasing their confidence in their abilities and to helping them in their professional formation.

In terms of psychology it is important to lay the foundation for professional growth at this stage,

Inclusion in the new relations, need to adapt to the higher education institution rules cause the domination of valuable active social contacts. First-year students seek to establish favourable relations in the group, they differ in their desire to enter social students' groups, they also try to be identified as students of the given higher education institution.

During the first term first-year students are involved into a series of the specially developed adaptation trainings; the main objective of them is to involve first-year students into new life conditions, to help to socialise, to relax while playing a new social role "Being a Student".

At the same time such subjects as "Information culture" and "Introduction to the specialty" are taught, as well as a series of adaptive trainings.

The aim of the subject "Information culture" is to introduce the students to the fundamentals of their independent educational activity; the formation of the ability to work with information resources; drawing up plans, theses, abstracts, papers, reviews, summaries, as well as training the students for their research work.

"Introduction to the specialty" is a theoretical course giving the students some notion of their future job, possible areas of work, professional peculiarities, necessary knowledge, skills, practical experience.

During this course students can also meet business leaders, visit various enterprises, etc.

These events help first-year students to adapt to their studies, to get an idea of their future profession and to receive fisrt skills of the independent scientific and educational activities.

At the end of his first year of training each student fills in "The passport of the adaptation of the first-year student" which is formed on the basis of the results of questioning "A social portrait of a student", the analysis of the different psychodiagnostic techniques, student's interaction with his fellow students, teachers and the staff of the higher education institutions, psychologist's tests.

Accumulated in "The passport of the adaptation of the first-year student" information gives the chance to receive an idea of psychological features of each student, to see their strong and weak points, abilities to different types and activities, thus allowing to develop for each student a trajectory of his professional and personal development.

Actions at this stage are shown in Table 1.

Table 1 – Socio-psychological support actions at stage 1 (Students' adaptation to the educational process of the university (1st year)

Form

Actions Purpose

Actions Method

implementation Time

Which carrying out

component is formed

1 2 3 4 5

Activities undertaken in the framework of the educational process

Course "Information Culture" Formation of skills of independent educational and scientific activity of Lecture, practical, seminar training 1 semester Cognitive

The course "Introduction to the specialty" Corrections of students' ideas about the future profession. Lecture, practical, seminar training, meetings with representatives of the enterprises, excursions to the enterprises the 1st– the 2nd semesters Motivational and valuable

Activities conducted outside the framework of the educational process

Questioning "Social Porter of the Freshman" studies socio-psychological aspects of the student life. Questioning. Students' first day of training

Training "Adaptation of the Freshman". Students' adaptation to the new conditions of student's life. Training, 1 term, Communicative, behavioural, self-regulatory

An essay "My future profession". Identifying freshmen's representation of their future profession. Written work, 1 semester Cognitive

Let's deal with some active forms of impact of the first-year students and the socio-psychological analysis of their features: training "Adaptation of the Freshman", questioning "Social portrait of a Freshman", results of psycho-diagnostic techniques.

The main objective of training is to adapt students to new conditions of academic life, namely, to help to enter a new group, new educational and professional activity, to help effective interaction into the group, to reveal strong and weak points of the person.

The Programme formulates of the objectives of the training.

This means the formation of group cohesion; knowledge and skills, related to the communication, motivation and self-knowledge; adopting new social roles and developing already existing ones; increasing the level of psychological competence in interpersonal communication; mastering ethical and psychological norms and rules of communication and interaction in the student group; learning university rules and requirements.

The contents of the Programme give the spheres of work, purposes and tasks, techniques realised on each training course.

Adaptation training is provided in the first term according to the timetable. The programme includes 8 lessons. The leader of this training is the psychologist of the institute. Curators of the groups, some representatives of the Student's Council act as co-hosts.

Adaptation training of the first-year students is a wide range of different forms and methods. When carrying out these trainings the leader uses various group methods and methodical means: informing, debate methods (group discussions, brain storms, analysis of the given behavioural situations, etc.); subject role-playing games; psychodrawing, psychogymnastic exercises, warm-ups.

Information is given in the form of open presentation of various aspects of the subject of the lesson.

Lesson 1 is acquaintance, working capacity creation, lesson 2 is "Self-perception and self-knowledge", lesson 3 is "Integration into student's community", lesson 4 is "Development of intra group interaction", lesson 5 is "Formation of corporate spirit", lesson 6 is "Skill to communicate development", lesson 7 is "Professional orientation", lesson 8 is final.

We advise to use parables and metaphors while applying this method; they are considered to be good means of forming substantial context in a group and regulating emotional atmosphere.

Stories narrated in the right time won't meet resistance.

In the course of a role-playing game students are given opportunity to express feelings and thoughts, according to the given role and opportunities.

In the course of a role-playing game students are able to go beyond their own limits and push the boundaries of the game (game "Conference").

Within these role-playing games they get acquaintanted with the undergraduates. For example, in the course of taking part in "Press conference" the students of the first year (journalists) interview the students of the senior courses. Let's answer them now.

The techniques of these subject role-playing games highlight dynamics of group interaction (game "Student's Stories"), give the chance to practice in various types of behavior (author's modification of the game "Slalom").

The main function of brain storm is to generate ideas. Students develop the scenario of the traditional insitute competition "The Presentation of Our Group" which is realised subsequently. Using this method, students develop "Rules of TIEI".

Students show their feelings and relations by means of psychogymnastic and psychodrama exercises.

They include the division of the participants into dominating and subordinating; pantomimic game "Sculptural composition of group", "Speaking hands", "The blind text".

The function of the project drawing is to present additional material for the discussion.

Like playing role situations project drawing promotes identification and understanding of emotions difficult to understand. Topics of drawings deal with individual problems of each student:

"I am a freshman, I am a graduate", "I am among other people". One of the informative topic projective drawing is "Past, Present, and Future."

The programme is accompanied by different diagnostic studies: methods of multivariate study of a personality by R. Cattell (PF-16 questionnaire)

The technique "Finding quantify the level of self-confidence" (by S.A. Budassi), the method "Determination of communicative and organizational aptitudes (CBS)", the method of the interpersonal relations diagnosis by T. Leary, Guildford Test

"Social Intelligence", diagnostical technique of personal predisposing to conflict behavior (author K. Thomas, adaptation N.V. Grishina), methods of determination of neuro-psychological stability, risk of maladaptation in stress

"Forecast" techniques, "Differential-diagnostic questionnaire" (by E.A. Klimov),G. Holland's technique (the study of personal professional orientation), the method of "Morphological test values ​​in life" (authors: V.F. Sopov, L.V . Karpushina), diagnostic technique of value orientations in the career of "Career Anchors" (E. Shane, translation and adaptation Chiker V.A., V.E. Vinokourov)

Holms and Ragge method of determining stress-stability and social adaptability, J. Rotter method for diagnosing the level of subjective control (adaptation E.F. Bazhina, S.A. Golynkin, A.M. Etkind), Rogers and P. Diamond. diagnostic technique socio-psychological adaptation.

On the basis of the developed social and psychological model of student's adaptability to a regional labour market we've created a complex of diagnostic techniques for identifying main components and indicators which allowed to receive complex individual and personal characteristics of the freshmen from the point of view of assessment of their adaptability to a labour market.

As a result we've received 71 types. According to the second problem of the stating experiment – development of empirical model of the identity of the "reference" of the university graduate in a context of his adaptability to a regional labor market - the obtained data were processed by means of the factorial analysis on a basis of varimax rotations.

As a result of this analysis 7 factors and 16 main types were received. We consider steady personal properties of the students to be the main factors, individual and psychological features of the examinees are considered to be the main types; they can be corrected in the course of training.

While comparing the average indicators of the freshmen's adaptability to the labor market with the reference model of the graduate (fig. 1) we could see that all the indicators of the personal adaptability to the labor market considerably deviate from the "reference", i.e. much below or above the optimum value.

This confirmed our assumption about necessities for making a special program activities for social and psychological process support and its formation in university terms.

.

Adap-ivnost components adaptability Indicators Ways of diagnostics Factors of "The reference university graduate" Beginning of 1 stage termination of 1 stage

1. Cognitive-educational and professional knowledge

-progress

-intellect

-knowledge and vision of themselves analysis performance

-Test questionnaire R. Cattell

Self-esteem (by S. Budassi) progress

-intellect

radicalism

self-concept

5

8

10

5

2.Communicative - social intellect

Communicative- KOS

-Test T. Liri

-Test Gilforda "Organizational skills"

communicative abilities

authoritarian style

Aggressive style

Friendly style

social intellect high 5

5

5

5

8

10

3. -Behavioral coping strategies

- behavior strategy in the conflict - Thomas's Test

-Methods of determining the coping strategies "Forecast" Rivalry

Adaptation

compromise

Avoiding

partnership

neuro-psychological stability in stress 7

2

4

1

9

6

The motivational and valuable - motives of choice of profession

- career and valuable orientations

Differential-diagnostic questionnaire

Holland's test

Morphological test of life values

-The method of "career anchors" Spiritual satisfaction

creativity

Active social contacts

personal prestige

achievements

High financial position 3

5

4

3

7

6

5 . Self-regulatory resistance to stress

- locus control

- level of subjective control - the Technique "Resistance to stress"

- Rotter's test High resilience to a stress

8

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