Pro definition. Professional self-determination of personality

Introduction

ChapterI Theoretical aspects professional self-determination high school student

1.1 Senior features school age. life plan

1.2 Characteristics of professional self-determination in senior school age

1.3 Self-knowledge in choosing a profession

1.4 The role of self-assessment in professional self-determination

ChapterIIFeatures of professional self-determination in senior school age.

2.1 Goals, objectives, organization of the study

2.2 Study of types of professional activity according to Klimov

2.3 The study of the predominant type of personality according to the Holland method

Conclusion

List of used literature

Appendix Introduction.

At the moment, there is such a situation that there are fewer real specialists working with enthusiasm and raising our country to higher levels of development. Why is this happening? Even despite the fact that in our country there are many higher and secondary educational institutions with high level and the quality of education that every year produce "specialists", their competence and professionalism leave much to be desired.

Analyzing the facts of modern reality, one involuntarily thinks: what is the reason for these failures, disappointments of young people?

Perhaps one of the reasons is the wrong choice of profession in youth. It is known that youth (14-18 years old) is the age of self-determination. Who to be? What to be? Where am I most needed? These and many questions arise for older students.

The world of professions is very large. It includes thousands of different interesting specialties. In adolescence, everyone faces a choice. Every fifth person will tell about their misconceptions, fluctuations in professional self-determination. A high school student is attracted by dozens of professions. What are they? Different types labor requires different and sometimes contradictory qualities from a person. In one case, this is the ability to get along with people, to manage and obey, in the other - a high culture of movements, in the third - the sharpness of observations. Of course, if you are 15-17 years old, to understand such a variety of your personal qualities, abilities, not easy.

Making a socially and deeply personal choice in professional self-determination is not an easy or simple task.

The independent choice of a profession is the “second birth of a person”. After all, the social value of a person, his place among other people, job satisfaction, physical and neuropsychic health, joy and happiness depend on how correctly the life path is chosen.

Society expands the possibilities of life self-determination of young people. Before her are opportunities for applying her strengths and abilities in the most various areas activities for the benefit of society.

Thus, professional labor activity, which is preceded by the right choice, is one of the most important factors that determine many things in the life of a modern person.

The great advantage of man lies in his ability to choose.

Purpose: to study the types of professions chosen by schoolchildren.

Object: professional self-determination of high school students.

Subject: Personality types and their chosen professions

1) analysis of the literature on this topic;

2) to study the types of professions;

3) analyze the results

Hypothesis: the predominance of the humanitarian orientation in the choice of professional activity and social type personality.

Methods: analysis, testing, survey, methods of interpreting the results.

ChapterITheoretical aspects of professional self-determination of the personality of a high school student

1.1 Features of senior school age and choice of profession. Life plan.

General worldview searches are grounded and concretized in life plans. Life plan is a broad concept. It covers the whole sphere of personal self-determination - moral character, lifestyle, level of claims.

The most important, urgent and difficult thing for a high school student is the choice of a profession. Psychologically aspiring to the future and inclined even mentally to “jump” over unfinished stages, the young man is already internally weary of school; school life seems to him temporary, unreal, the threshold of another, richer and more authentic life, which both attracts and frightens him.

He is well aware that the content of this future life First of all, it depends on whether he will be able to choose the right profession. No matter how frivolous and careless the young man looks, the choice of profession is his main and constant concern.

At the time of youth, the individual appearance of each person becomes more and more definite and distinct. young man, those of his individual characteristics, which in their totality determine the warehouse of his personality, come out more and more clearly.

High school students differ significantly from each other not only in temperament and character, but also in their abilities, needs, aspirations and interests, varying degrees of self-awareness. Individual characteristics are also manifested in the choice life path. Youth is the age when a worldview is formed, value orientations and attitudes are formed. In fact, this is the period when the transition from childhood to the beginning of adulthood is carried out, corresponding to the degree of responsibility, independence, ability to active participation in the life of society and in his personal life, to a constructive solution of various problems, professional development. Adolescence, according to Erickson, is built around the process of identity, which consists of a series of social and individual-personal choices, identification, professional development.

As already mentioned, professional self-determination begins in childhood and ends in early adolescence. Experimental study of the significance of the motives of educational activity and professional choice of adolescents and young men. Self-determination and narrowly practical motives acquire decisive importance in educational activities; in choosing a profession, the motivation for choosing a profession among young men is not subject to change with age. In girls, there is a transition from motivation for social needs to a general motivation for the profession.

Choosing a profession and mastering it begins with professional self-determination. At this stage, students should already quite realistically form for themselves the task of choosing future sphere activities, taking into account the available psychological and psychophysiological resources. At this time, students develop an attitude towards certain professions, the choice of subjects is carried out in accordance with the chosen profession.

1.2. Professional self-determination.

Professional education that performs functions vocational training, identified with the concept of "special education", involves 2 ways to get it - self-education or training in educational institutions vocational education. . The success of vocational education determines such an important psychological moment as "readiness" (emotional, motivational) to acquire a particular profession.

2.1 The relationship between the concepts of "professional definition" and "choice of profession"

There are two approaches to the definition of the concept of "professional self-determination". One group of authors believes that professional self-determination is consonant with the choice of a profession, others, and this point of view is currently the most common, that the concept of "professional identity" is a synonym. Since, literally, this is how "a professional defines himself." E.A. Klimov clarifies that such an approach does not at all mean the absence of professional self-determination among people who only choose future profession, because "potentially he is a professional: he is - future professional» . N.N. Gordeeva believes that the problem of professional self-determination becomes especially important during school years. The same opinion is shared by E.Yu. Pryazhnikova and N.S. labor activity, as well as in the very process of self-determination.


2.2 The problem of the concept of "professional self-determination" in different psychological schools (humanistic, existential psychology and cultural and historical direction)

E.Yu. Pryazhnikova and N.S. Pryazhnikov compare the concept of "self-determination" with such concepts as "self-actualization", "self-realization", "self-transcendence". This was written by such well-known humanistic and existential psychologists as A. Maslow (he believes that enthusiasm meaningful work- one of the main determinants of self-actualization), K. Jaspers and I.S. outside of itself).

Within the framework of the cultural and historical direction, the problem of professional self-determination is considered from the other side, for example, S.L. Rubinshtein and K.A. Abulkhanova-Slavskaya write that the central point is self-determination, the desire to take a certain life position, M.R. Ginzburg says, that the definition of oneself as a professional forms the value-semantic sphere of the personality, the psychological present and future.

We see that professional self-determination is viewed differently in different psychological schools, but there is a constant: the presentation of this process as central to personal development. From this we can conclude that the result of an incorrect course of professional development and the formation of a personality can be total destruction, loss of meaning, personal identity, the impossibility of achieving self-realization.


2.3 Features of professional self-determination at different stages of a person's professional development

Since in the previous paragraph we decided that professional self-determination and professional development are inseparable processes, it is necessary to understand how the former is implemented within the framework of the latter.

The first three stages of periodization by E.A. Klimov are the stages of pre-play (0 - 3 years), games (6 - 8 years) and mastery learning activities(6-8 years - 11-12), for which it is still quite difficult to single out professional self-determination, so we will talk about the development of motivation and a general positive attitude towards work. If we consistently rely on the concept of V.D. Shadrikov about the psychological system of activity, we will see that the first stage is the development of the motivational structure: "In the process of further mastering the profession, in the course of training and work, the development and transformation of the motivational structure of the subject of activity takes place. This development goes in two directions: firstly, there is a transformation of the general motives of the individual into labor; secondly, with a change in the level of professionalization, the system of professional motives also changes.

The stage of option (11-12 years old - 14-18 years old) should be considered in more detail.

Who is an optant? A person who is either preoccupied with the problem of choice (adolescence and youth) or is in a situation of forced change of profession (if we consider a situation where a person needs to go through the stages of periodization again, the same phenomenon can occur in age development due to psychological or physical injury) and makes that choice. This phase corresponds to the process of professional identification as the first step towards the professional development of the individual.

The next stage is the stage of the adept. Here we are talking about a starting professional, a person who made a choice of the path at the previous stage and now begins to master the necessary knowledge and skills. The duration of this phase depends on the complexity of the profession and the skill level required.

At the next stage, the "child" begins to take the first independent steps - the adaptation phase young specialist to work. A person gets used to production activities, the assimilation of professional and social norms, all this is accompanied by some personality changes. One of the most important processes at this stage is the formation of an attitude towards one's activity. Klimov writes that at the next stage positive attitude already formed, but does not mention what will happen if a negative attitude is formed. From my point of view, this will lead to personality crises and the impossibility of further development, as a result of degradation, or a return to the option phase.

The internal phase, here we see an already experienced worker who can quite independently, reliably and successfully cope with the main professional functions in this job post. The internal receives the recognition of colleagues and, therefore, according to Shadrikov, proceeds to the formation of an individual style of activity. If at this stage a person is quite successful, professional development proceeds at a very fast pace, but at some point it slows down and here we can already talk about volitional regulation of professionalization - additional education, trainings and other means, which will be discussed below.

With professional development and length of service, the employee enters the mastery phase. Here he can solve quite complex problems that not all of his colleagues can handle. He is distinguished either by some special qualities, skills, or by universalism, a broad orientation in professional field.

Good specialist usually gains fame in his professional circle or even outside it. If we move a little away from Klimov's periodization to the current situation on the labor market and recruitment methods, a professional of this phase is a "target for a headhunter", that is, they are trying to "poach" him to other organizations. This is the authority phase. It is important that even if at this stage of the career the employee no longer has so much strength and energy, he still successfully solves professional problems due to his extensive experience, the ability to organize work and surround himself with assistants.

An authoritative professional has enough experience to transfer it, moreover, in most cases, he develops a need for this, due to age, level of self-awareness and self-esteem. Therefore, in the mentoring phase, a person has students, followers and like-minded people, whose training helps his life to remain filled with meaning.

The features of the stages of professional development are the absence of exact age limits, which Klimov himself notes, he explains this by differences in living conditions and culture. There may be a sharp break at any of the stages and a return to the optant, in the event that a professional, for some reason, decided to master new profession.

A.K. Markova proposed her own periodization of professional development based on the criteria of a person's professionalism.

Markova suggests that, despite the fact that different people have different paths to professionalism, everyone goes through certain milestones and highlights the pre-professional level, in which there is a stage of initial acquaintance with the profession.

From the pre-professional level, the employee moves to professionalism, consistently mastering the qualities of a professional, assimilating norms and rules. This level combines the phases of adaptant and internal according to Klimov and includes the stages of human adaptation to the profession, self-actualization and harmonization with the profession.

If a person includes creativity and innovative ideas in his activity, this is the level of superprofessionalism, “a person’s going beyond the profession”, if in some cases at this level there is a mastery of other, close professions, a person becomes a professional - a generalist. The superprofessional level includes the following stages: fluency in the profession in the form of creativity, fluency in several professional transition techniques, creative definition of oneself as a professional personality.

Markova also highlights the level of post-professionalism, which corresponds to Klimov's mentor phase, but connects it to the end of professional activity, while Klimov does not include this process in periodization.

Unique in Markova's concept is the level of unprofessionalism, as the lack of necessary professional knowledge and skills. At the same time, a person develops an outwardly active labor activity, but at the same time, deformations are observed, such as work inefficiency, workaholism and the exclusion of personal development, inferiority of spiritual and moral guidelines.

Here the author clarifies that some people can “get stuck” at one of the stages for a long time, one of the reasons she calls certain contradictory trends (for example, “the contradiction between self-development and self-preservation: self-development requires intensively investing all your efforts and accelerating professional growth, and self-preservation dictates the need to count on forces for the entire life marathon" (Markova)), which in turn can lead to a crisis of professional development.

Another scientist who developed his own periodization is J. Super. The peculiarity of his concept is the focus on what a person strives for, what he needs in the course of professional development. Periodization consists of 4 main stages:

Growth stage (0 - 14 years) development of interests and abilities, identification of their preferences.

Research stage (14-25) testing of one's strengths, attempts to understand one's needs, interests, values, abilities and opportunities - as a result, the choice of a profession and the beginning of its development.

Stage of approval (25-44) the desire to establish themselves in the chosen profession, to gain professional excellence and status, to strengthen their position in society. Towards the end - a decrease in the likelihood of a change of profession.

Decline stage (65 ->) fading of physical and mental capabilities and, as a result, a decrease in professional activity or termination of labor activity.

The concept of the Super is important to consider because it is designed for other socio-cultural conditions, which makes it different from the previous ones. In addition, he noted that the transition from stage to stage can be carried out not only sequentially, but also in parallel, it is possible to go through stages again, setbacks and crises.

The process of choosing a profession by a young person is carried out in three stages: the choice of a profession in childhood (up to 11 years old) based on fantasy, a trial choice of a profession in adolescence (11-17 years old) and a real choice of a profession, starting from 17 years old and up to full adulthood.

Professional diagnostics- assessment of interests, personal qualities and abilities of students.

  • we diagnosearea of ​​interest
  • evaluate the level of development of various abilities
  • identify personality traits

Professional diagnostics represents psychological tests aimed at identifying individual abilities, interests and preferences. Based on the test results, you can draw a conclusion about the intellectual abilities and the level of development of your personal qualities. Based on the results of the tests, you will receive recommendations on which profession you should give preference to in the future.Each personality type is characterized by some features:
  • certain traits of character and mindset;
  • abilities for certain types of activity;
  • preferences for certain occupations;
  • content of hobbies;
  • professional opportunities.
Each type of personality corresponds to a certain type of profession. In the event that a person chooses a profession corresponding to his personality type, then he can achieve the greatest success in it and get the greatest job satisfaction.Types of personality according to the systematization of J. Holland:
  • realistic
  • artistic
  • intellectual
  • conventional
  • enterprising
  • social.

To determine your personality type, you are invited to pass the questionnaire of professional self-determination by J. Holland

STEP TWO. WE DETERMINE PROFESSIONAL PREFERENCES.

A person who works according to his abilities is healthy in moral and psychological terms. He works without being overwhelmed. The very process of work evokes in him feelings of satisfaction, elevation of creative forces. Such a person constantly has a good mood and a general positive tone of life.He is happy

.
The choice of a profession is a rather serious issue, which should be approached thoughtfully. Firstly , you need to take into account your personal interests. Secondly evaluate your own abilities. Thirdly , to analyze the correspondence of their personal qualities with those qualities, the presence of which is required by the chosen profession.
The world of professions is not something frozen. Professions can die and disappear as obsolete, new ones can appear. It happens that several professions are combined into one new one or, conversely, one is split into several new ones.
  • Type "Man - Nature" combines professions in which the main, leading object of labor is plants, animals or microorganisms.
  • Type "Man - Technique" combines professions in which the main, leading subject of labor is technical systems, material objects, materials, types of energy.
  • Type "Man - Sign System" combines professions in which the main, leading subject of labor is conventional signs, numbers, codes, languages.
  • Type "Man - Man" combines professions in which the main, leading subject of labor is people, groups, teams, communities of people.
  • Type "Man - Artistic image" combines professions in which the main, leading subject of labor is artistic images and conditions for their construction
To determine your professional preferences, you are invited to take tests:

The term "professional self-determination" means a form of individual choice of a person, which includes the search process, as well as. Usually it is realized in the course of an analysis of one's own knowledge and skills, an assessment of abilities in relation to the requirements provided by a specific professional duty.

Nowadays this concept also directly correlates with the act of self-determination of the individual, takes into account the impact on the person of the environment social environment and the situation, his life beliefs, positions. If we talk about the peculiarities of market relations, then in this case the issue of the possibility of a free choice of work, as well as the ability of a future employee to compete, is sharply considered.

Professional self-determination of students

The concept of "students" includes not only the correspondence of the choice of work by an individual with social requirements, but also their correlation with the personal attitude of the subject to a particular field of activity.

Of course, this process is one of the constituent factors of general self-determination in life, since it includes the factor of choosing a lifestyle that is completely related to the chosen job.
In this case, there are several options for approaches that solve the problem of choice. The sociological method lies in the fact that the society sets certain requirements for the individual in terms of professional activity and determines the result of the choice. The socio-psychological methodology is a more gradual choice, which includes a combination of the needs of society and individual preferences of the individual. The third method, psychological or differential psychological, is purely personal. independent construction lifestyle and activities.
As a rule, understanding of one's uniqueness and inclinations within the framework of professional activity occurs in grades 5-7. At the same time, in grades 8-9, the first stage of professional self-determination can already be observed - the formation of labor self-awareness.

Professional self-determination of high school students

The choice of a future job by a high school student is one of the main factors in the overall life self-determination. It is characterized by a number of mechanisms, in particular, the assessment of personal skills and qualities in accordance with the requirements of the profession, the actual search and profession and the possibility of implementing the choice made. As a rule, at the age of 15 it is very difficult to make a reasonable choice in terms of a profession without outside help. The high school student himself realizes it very inertly, and real romantic dreams about this or that activity in life, as a rule, cannot be realized at all.

The future, which is further felt as something unsatisfactory, can stimulate a peculiar phenomenon. A high school student, after some time, begins to realize himself, his place in life, real desires to do certain things, to realize himself in a particular area. Such a "belated" introspection is practically the basis that drives an adequate professional choice.

Of course, high school students who have completed secondary education feel much more confident. By the time they graduate from school, they are already leaving their usual fantasies and are aware of their real abilities and opportunities, evaluate certain options for choosing a profession. For them, on this stage, such a choice determines not so much the search for a profession itself, but the choice of one or another variant of narrow training in a specialty, acquiring the knowledge and skills necessary for this activity.

Professional self-determination of personality

Psychologists consider professional self-determination of a person as a mechanism for comparing the requirements put forward by work and the skills and knowledge that an individual has, which may be sufficient or, conversely, insufficient for taking on a “role”. In addition, the psychological preference of the subject to the types of labor is also taken into account.
This process largely depends on age, passing through certain stages of formation along with the personality. They can be considered in turn, comparing with the specific stages of development of the individual.
For example, in preschool age children prefer various social role-playing games in which they imitate adults. Toddlers choose certain professional roles, in accordance with the rules of the game they invented. It can be a fireman, a doctor, a builder, a cook… The roles are usually quite simplified and uncomplicated, because they are based on personal experience children's observations of adults they try to imitate. At this stage, it is important that even then children acquire some basic skills, master elementary types of labor, which receives its logical continuation in the lower grades.
By the end of primary school age, individualization and the difference between kids in terms of skills, abilities and preferences is growing. In this regard, a much wider range of professional preferences of the child is formed, but at the same time it narrows, setting certain priorities.

- this is a rather unique stage in the process of forming professional preferences. The fact is that it is at this age that not so much the development of skills is formed, but the personal and emotional attitude of the child to work and certain areas of activity. That is, at this age there is a laying of personal, purely psychological preferences and, consequently, selectivity in terms of professional activity. It is often at this time that the definition of a profession focused on "romance" is observed. For example, teenage boys try to emphasize their masculinity and maturity, focusing on those areas of activity that require strength, endurance, patience, stamina and courage.

Of course, most of the youth, aged 16-23, after receiving a proper secondary and higher professional education, leaves romantic dreams in the past and aims at much more serious heights in the future.
Usually, by the age of 27, professional activity is observed on the part of the individual. At this point, there is already a specific certainty - the chosen work, experience, goals and achievements. That is, the relevance is not so much the question right choice, namely the improvement of oneself within the framework of work, the achievement of a new level of professionalism. Psychologists note that by the age of 30, the question of the fidelity of the choice made may arise with new force. In this case, there are only two options for the development of events: the individual can decide to remain in his position and continue to develop, or he can leave and try to find a new profession that suits him completely.

Psychology of professional self-determination

In our time, the psychology of professional self-determination has established itself as a complex of processes that are part of the general life self-orientation, since professional activity is one of the leading spheres of the life of each individual. At the same time, it is worth noting the fact that, choosing his future profession, a person also reconsiders his subsequent lifestyle and correlates it with his own preferences and beliefs.
A domestic specialist in the field of psychology A. Klimov actively worked on this issue, who attributed professional self-determination to quality indicators. psychological development person. From his point of view, each individual develops a personal view of certain areas of professional activity during his life. A. Klimov also proposed the following structure of these processes:
Understanding by an individual of his own belonging to a certain professional community, for example, builders or doctors.
An individual's assessment of his own place in a given field of activity and his status in it.
A person's understanding of his recognition by others in relation to his professionalism.
Knowledge of personal strengths and weaknesses, individual and effective approaches to solving emerging problems, the ability to implement them, as well as knowledge of ways of self-improvement.
Self-esteem, a personal idea of ​​yourself as an employee and about the work in the future.

The problem of professional self-determination

Statistical data from vocational counseling centers show that most of the students, even in high school or higher education, seek help in determining their possible place of work, where they would be most effective. The problem of professional self-determination lies in the fact that many schoolchildren lack adequate knowledge about the requirements and features of a particular type of work, as well as the skills to adequately assess their abilities.
In other words, an underestimated culture of knowledge regarding classical and modern professions make it difficult for students to build their own life path. Based on this, it follows that the activity of a professional consultant should be mostly informational and formative in order to allow a teenager to learn how to independently make choices, following his personal analysis. options future profession.

Young people are constantly told: look for a profession to your liking. And these words will be confirmed by any mature person - only employment, for which there is an internal desire, allows you to get job satisfaction, motivates you to new heights and professional self-development. But how to find it? The simplest and affordable way- determine the professional type of personality. To do this, you need to pass one of the simple tests available today in printed reference books, the Internet, mobile applications. They can be used not only by a young person, but also by a specialist, for example, a school psychologist.

Personality and profession

Before we move on to professionally oriented personality types, let's consider what a profession is in psychological terms. Here, the judgments of the domestic scientist Gurevich K. M. are authoritative. He argued that a profession is an objective and regulated organization of an individual's activity. The demands that it makes on a person impose a seal on the whole way of his life.

One professional type is characterized by common goals and objectives, working conditions, living conditions, ways of moving along career ladder and self-realization. On this basis, similar manners of behavior and communication are developed, as well as interests and attitudes, values ​​and traditions. What does this lead to in the end? People of similar professions form similar psychological traits and characteristics. The profession also influences the development of certain features of memory, attention, features of thinking, and so on.

Important research scientists

Professional personality types have been the subject of research by many notable scientists. These include the following:

  • K. M. Gurevich.
  • M. Ya. Basov.
  • A. F. Lazursky.
  • J. Holland.
  • E. Spranger.
  • Le Senn.
  • A. Ssondi.
  • E. Ro.
  • D. Gilford.
  • A. A. Bodalev.
  • E. S. Chugunov.

We will consider some studies and classifications in detail.

Holland test

The most common definition of a professional personality type is Holland (J. Holland), an American psychologist. The test helps to identify personal characteristics that will have a direct impact on further work activity, interaction with the team.

According to J. Holland, professional personality types are six varieties:

  1. Realistic. This is a bright energetic personality. It is distinguished by aggressive behavior, unsociableness in the team. Strives to work on specific material objects. He has outstanding mathematical abilities and motor dexterity. People in this category are wonderful engineers, builders, mechanics, agronomists.
  2. Research. This personality is characterized by a fundamental cognitive spirit. This is a curious, creative, original, independent person with an analytical mindset. Theoretical values ​​will dominate in his mind. Strives to solve problems that require developed abstract thinking, intellectual efforts. J. Holland recommends that personal researchers devote themselves to biology, astronomy, physics, chemistry and other exact sciences.
  3. Social. The aspirations of the individual are mainly aimed at external environment. More to her liking is emotional and sensual activity. Active social contacts are necessary for such a person. He does not hide his desire to teach and educate. The personality is characterized by developed. The desirable field of activity for such people is medicine, education, social work.
  4. Conventional. And this type of personality is characterized by a clear craving for clearly structured activities. The person is conservative, practical, loves specifics. He has developed mathematical abilities. Holland recommends that people of this type pay attention to the sphere of finance and accounting.
  5. Artistic. This person most of all strives for self-expression. She has vivid emotions, developed imagination and intuition. This person is independent and original in his decisions. Public opinion never comes first. His motor and verbal abilities are excellently developed. Naturally, creative activity is directly shown to such a person - music, cinema, theater, writing field, and so on.
  6. Enterprising. First of all, this personality is characterized by initiative behavior. She is only interested in those goals for which she can show her enthusiasm, impulsiveness, energy. This person most of all strives for dominance and power, reaching the heights. An enterprising person tries his hand at business. Also recommended for her public and political activity, management ( leadership positions), jurisprudence.

That's all six professional types Holland's personality. The scientist in his classification paid great attention to the environment of the person being tested at the future place of work. He believed that the surrounding group is a fundamental factor for a successful career. As you can see, the questionnaire allows you to determine the professional type of personality based on many factors. This is character, intellectual development, temperament, interests, as well as the degree of their severity.

Spranger classification

The German philosopher and psychologist E. Spranger proposed his professional personality types. The scientist also divided all workers into six categories:

  1. Theoretical person. Individuals who gravitate toward theory rather than practice. They like to analyze problems, look for answers to questions.
  2. Economic man. For a person, the main place is the usefulness and practicality of labor activity.
  3. The person is aesthetic. Cannot imagine everyday work without art, contemplation of beauty.
  4. The person is social. The main object of his attention is the people around him. He loves to help, advise, teach.
  5. The man is political. He sees the meaning of his life in constant struggle, the path to unconquered heights, gaining power.
  6. Religious person. Finds himself in the spiritual life.

Ssondi classification

We continue to consider scientific views on the professional type of personality. The position of the Italian psychologist A. Ssondi is interesting here. In developing his classification, the scientist relied on the ideas of Sigmund Freud. When choosing a profession, he considered the subconscious impulses of the individual to be fundamental.

From this point of view, eight types of personality can be distinguished:

  1. Homosexual.
  2. sadistic.
  3. Hysterical.
  4. epilepsy.
  5. Depressive.
  6. Manic.
  7. catatonic.
  8. Paranoid.

Each type has its own characteristic, as well as professions recommended for it. For example, sadistic individuals are cruel, domineering, aggressive people, who also have impressive physical strength. For them, the work of a miner, trainer, veterinarian, surgeon is recommended.

Such a definition of a professional personality type is unpopular today. After all, here future work is considered a platform for demonstrating its far from the best subconscious characteristics.

Le Senna classification

What is the difference here from Holland's occupational personality type test? The division is based on the biological predetermined qualities of any individual. It can be said that Le Senne's professional types are kept on a gradation of temperament.

  • phlegmatic people;
  • choleric;
  • sanguine and so on.

Lazursky's classification

Groups according to A.F. Lazursky are based on the division according to practicality, the material result of a particular activity. The scientist distinguishes the following professional types:

  • Impractical idealists and theorists.
  • Practical realists.
  • Mixed types: artistic and practical, scientific and practical, etc.

E. Ro classification

One of the main "competitors" of Holland's test for determining the professional type of personality is the classification proposed by the American psychologist Ann Roe. It should be noted that in her research, she considers not education to be a profession, but the activity to which a person has devoted most of his life.

According to E. Ro, we can distinguish eight groups:

  1. Service. Social workers workers in the household sector.
  2. Business contacts. Businessmen, corporate agents.
  3. Organizers. Directors, top managers.
  4. Working outdoors. These are foresters, fishermen, workers in agriculture.
  5. technical professions. Mechanics, engineers, builders.
  6. scientific professions.
  7. cultural workers.
  8. Artists.

Each group is characterized by features of character traits, psychological attitudes, manifestation of interest in communication, interaction in society.

Research by D. Guildford

For professional self-determination, acquaintance with the research of the American psychologist Joan Gilford is very useful. She found outstanding representatives of several professions who built a brilliant career. A test of 653 questions compiled by D. Guilford for each respondent was aimed at determining what factors allowed these people to reach dizzying heights.

The psychologist found out that each profession has its own "secret of success". For example, journalists could not imagine their life without society, they valued aesthetic trends. Entrepreneurship, the exact sciences aroused antipathy in them. These are emotionally unstable, even irritable people. They do not like to clearly plan their lives, but prefer unexpected decisions.

Now you are familiar with the most famous classifications of professional personality types. The most popular of them is based on the test of J. Holland.