Professionally important qualities and methods of their diagnostics. Methods of professional diagnostics
- Specialty HAC RF19.00.06
- Number of pages 250
Chapter 1. The problem of psychodiagnostics of professionally important qualities of a leader based on computer technology and an approach to its study.
§one. The problem of psychological diagnostics of professionally important qualities of police officers.
§2. Organization and research methods.
Chapter 2. System components of computer psychological diagnostics of professionally important qualities of the head of internal affairs.
§one. Diagnostically significant professionally important qualities of the head of the Department of Internal Affairs.
§2. Methodical tools for psychodiagnostics of professionally important qualities of a leader.
§3. Psychodiagnostic models for assessing the degree of expression of professionally important qualities of the head of the Department of Internal Affairs.
Chapter 3. Automated complex of psychological diagnostics of professionally important qualities of heads of internal affairs bodies.
§one. The structure and capabilities of the automated complex of psychological diagnostics of professionally important qualities of the head of the Department of Internal Affairs.
§2. Psychometric characteristics of the automated complex of psychological diagnostics.
§3. The technology of using the complex for interpreting psychodiagnostic data and assessing the psychological potential of the head of the department of internal affairs.
Introduction to the thesis (part of the abstract) on the topic "Psychological diagnostics of professionally important qualities of heads of internal affairs bodies based on computer technology"
Relevance of the research topic. The processes of radical socio-economic transformations, the building of a democratic society and the rule of law in Russia have actualized the need for a significant improvement in the activities of law enforcement agencies. One of the first places was taken by the task of staffing the reform of the internal affairs bodies and the formation, in particular, of a new concept of their management. The need to improve the management activities of the Department of Internal Affairs is reflected in departmental regulations recent years: Concepts for the development of internal affairs bodies and internal troops for the period until 2005 (introduced by order of the Ministry of Internal Affairs of Russia No. 145-1996), Directive of the Minister of Internal Affairs of Russia No. 1 dated 06/19/96 "On urgent measures to radically improve work with personnel in the system of the Ministry of Internal Affairs of the Russian Federation" , orders of the Ministry of Internal Affairs of Russia: No. 12-1999 “On the announcement of the decision of the collegium of the Ministry of Internal Affairs of Russia dated December 23, 1998 No. 6 KM / 1 “On the state of work with personnel and personnel policy in the system of the Ministry of Internal Affairs of Russia”; No. 191-1999 "On approval of the Instruction on the formation of a reserve leadership bodies of internal affairs of the Russian Federation and work with him.
Among the various directions for improving the management of internal affairs bodies, an important place is occupied by their recruitment of leading personnel capable of achieving the successful fulfillment of the official tasks assigned to these units. Taking into account the fact that the appointment to a managerial position is carried out taking into account, on the one hand, professional requirements, and on the other hand, the ability of a candidate for it to lead the ATS team, it becomes relevant to address the personality of the leader and his psychological characteristics, which form the basis of managerial potential.
The degree of development of the research topic. Currently, there is some experience in studying the psychological aspects of leadership in the internal affairs bodies (T.Yu. Bazarov, V.A. Bakeev, A.I. Kitov, E.P. Klubov, A.G. Kovalev, L.M. Kolodkin , A.I. Papkin, E.A. Ponomareva, I.B. Ponomarev, A.N. Rosha, A.M. Stolyarenko, V.I. .). However, the personality of the head of the middle-level internal affairs body - the head of the ROVD, GROVD, GOVD, RUVD and his deputies - is not represented by the corresponding model with professionally important qualities integrated in it. The existing psychological models of personality, which are quite well developed at the theoretical level, are in many cases difficult to implement in psychodiagnostic practice when assessing the degree of expression of professionally important qualities of a manager, studying his managerial competence, psychological potential and leadership style.
Of considerable scientific and, especially, practical interest is the development of a methodological apparatus for psychodiagnostic research and evaluation of professionally important qualities of the head of the internal affairs department. Despite a certain elaboration of theoretical and methodological issues of psychodiagnostics, as well as the presence of a number of applied studies in the system of the Ministry of Internal Affairs (B.B. Kossov, A.F. Maidykov, 1981; E.P. Klubov, 1982; V.A. Uryvaev, 1990; B. G. Bovin, M. O. Kalashnikov, A. A. Kolesnikov, 1995; N. V. Andreev, 1996; I. A. Andreeva, E. B. Gogolevskaya, H. H. Loit, 1996; B. G. Bovin, N. I. Myagkikh, A. D. Safronov, 1997; E. A. Kiseleva, 1998; I. O. Kotenev, 2000, etc.), less attention is paid to the methodological support of the psychological study of the personality of the head of the internal affairs body than required by the tasks of the psychological service when working with a reserve of personnel for promotion. So, in many cases, the lack of a set of methods aimed at identifying and evaluating professionally important qualities in the leadership of the internal affairs department allows only conclusions to be drawn. general plan on the professional suitability of managers, without taking into account the specifics of managerial activity, which significantly reduces their accuracy and diagnostic value.
A promising scientific and practical direction of studying the personality of the head of the Department of Internal Affairs is the use of diagnostic tools implemented on the basis of modern computer technologies. At the same time, the automation of psychodiagnostic research imposes its own specific requirements on the theoretical substantiation, development and psychometric verification of the corresponding psychodiagnostic technology, which is also one of the key, but so far unresolved problems that arise at the intersection of such scientific areas as psychodiagnostics and informatics.
Due to the fact that the psychodiagnostics of professionally important qualities of the head of the internal affairs body based on computer technology is an underdeveloped area of legal psychology, which is at the junction with management psychology, psychological diagnostics and informatics, we have chosen the topic of this dissertation research.
The object of the study is the heads of the internal affairs bodies of the middle level, as well as methods for studying and evaluating their professionally important qualities.
The subject of the research is the professionally important qualities of the personality of the heads of internal affairs bodies and modern psychodiagnostic technologies (including computer ones) for their assessment.
The purpose of the dissertation research is to identify professionally important qualities and develop a psychodiagnostic model of the personality of a successful head of internal affairs, to scientifically substantiate and put into practice computer psychodiagnostic technology of their study.
The main objectives of the study:
1. To analyze the existing conceptual approaches to the psychological diagnosis of professionally important qualities of the heads of internal affairs bodies, including those based on the use of computer psychotechnologies.
2. To develop a psychodiagnostic model of the personality of the head of the middle-level department of internal affairs, which includes a complex of his professionally important qualities.
3. Theoretically substantiate the composition of the computer psychodiagnostic technology for assessing the professionally important qualities of the head of the department of internal affairs and the requirements for it.
4. Substantiate psychodiagnostic tools designed to assess the professionally important qualities of the heads of internal affairs bodies.
5. To develop psychodiagnostic models for assessing the professionally important qualities of the head of the Department of Internal Affairs and his psychological potential.
6. Create an automated complex of psychological diagnostic algorithms as a computer psychodiagnostic technology for assessing professionally important qualities and psychological potential of the head of the internal affairs body.
7. Conduct a psychometric assessment of the automated complex of psychological diagnostics of professionally important qualities of the heads of internal affairs bodies.
8. To develop a technology for interpreting psychodiagnostic data on the degree of expression of professionally important qualities of a leader, the level of development of his psychological potential, and the individual style of managing an internal affairs body.
Research hypothesis. Clarification of the system of psychological requirements for the personality of the head of the middle-level department of internal affairs, the development of an appropriate psychodiagnostic model make it possible to substantiate diagnostic tools, algorithms for processing and interpreting data on individual psychological characteristics and the degree of expression of professionally important qualities. Computer psychodiagnostic technology that implements this model, tools, as well as data processing algorithms on a computer, is effective tool psychological diagnostics of professionally important qualities and assessment of the psychological potential of the heads of internal affairs bodies and employees who are in the reserve of leading personnel.
Methodological basis of the study. The general scientific methodology was determined by dialectical ideas about the relationship between the development of theory and practice, a systematic approach to studying the personality of the head of the internal affairs body. The specific scientific methodology of the dissertation research includes the basic provisions of the psychological theory of activity (A.N. Leontiev), the system-style concept of personality (B.B. Kossov), the theory of "features", as well as the requirements for the psychodiagnostic model of the leader's personality (Yu.M. .Zabrodin) and methodological principles of differential psychodiagnostics.
Organization and methods of research. The study was conducted in 1998-2001. and consisted of two stages.
The first stage of the study was aimed at creating a computer psychodiagnostic technology for assessing the professionally important qualities of the head of the internal affairs department by developing a psychodiagnostic model of the personality of a successful head of the mid-level internal affairs body, determining a complex of his professionally important qualities, substantiating methodological tools for psychodiagnostics and mathematical models for assessing professionally important qualities and psychological potential , development of algorithms for the interpretation of psychodiagnostic information.
The second stage was devoted to empirical verification and psychometric evaluation of the developed private psychodiagnostic methodology and mathematical models, as well as an automated complex of psychological diagnostics of professionally important qualities of the heads of internal affairs bodies.
The work used complementary methods and techniques that allow for the selection and verification of data, cross-checking and verification of diagnostic tools: content analysis of literary sources; expert and sociometric survey; questioning; analysis of indicators of operational and service activities of the Department of Internal Affairs; contrast group method; California Psychological Inventory (CPI), Standardized Personality Inventory (SMIL), Cattell 16-factor Personality Inventory (16PF), Eysenck Test Inventory (EPI), Five-Factor Personality Inventory (FFI), Short Screening Test (COT), Feature Test thinking (MIOM), method of analysis of typical management situations (MATUS).
The processing of empirical data included the use of standard mathematical and statistical methods: correlation, regression and cluster analysis; procedure for testing hypotheses by the x2-criterion, Student's and Pearson's criteria.
The empirical base of scientific research with a total sample size of 3120 people is represented by a questionnaire (681 people) and psychological testing (2439 people) conducted among scientific staff, adjuncts, students, candidates for admission to the Academy of Management of the Ministry of Internal Affairs of Russia (47.8%), senior and middle managers, inspectors of the Main Department of Internal Affairs of Moscow (0.6%) and the Ministry of Internal Affairs of the Republic of Bashkortostan (51.6%).
The reliability of the results obtained and the validity of the conclusions of the study were ensured by the use of a set of evidence-based and complementary methods and techniques; the representativeness of the empirical material and the significant sample size underlying the study; using modern methods mathematical and statistical processing of empirical data and computer technology.
Provisions for defense:
1. An effective computer psychodiagnostic technology for assessing the professionally important qualities of the head of the internal affairs department is a system that includes content, methodological, mathematical and organizational components.
2. During a psychodiagnostic study, the following groups of professionally important qualities can be identified and evaluated in the personality structure of the head of an internal affairs body:
Moral and value orientation of the personality and its motivation;
Cognitive and prognostic qualities;
Emotional-volitional qualities;
Communication qualities;
Organizational qualities.
3. The psychodiagnostic model of the personality of a successful mid-level police officer can be represented by the following professionally important qualities that reflect the most significant characteristics of his psychological potential: desire for leadership; - managerial thinking; the ability to have a positive impact on the socio-psychological climate in the team; professional sociability; emotional stability.
4. A set of psychological diagnostic methods that allows you to effectively assess the degree of expression of professionally important qualities of the head of the department of internal affairs, includes: the California Psychological Inventory (CPI), the method for studying the characteristics of thinking (MIOM), the method for analyzing typical management situations (MATUS).
5. Private diagnostic models for assessing the degree of expression of professionally important qualities of the head of the internal affairs department have the form of linear regression equations, which take into account the indicators of the methods1 included in the complex of psychological diagnostics:
1 Conventions. CPI scales: Ac - "achievement through submission"; Ai - "achievement through independence"; Ami - "friendliness"; Aph - "anxiety"; Cs - "ability to status"; Ct - "creativity"; Do - "dominance"; Et - "empathy"; Gi-" good impression»; 1e - "intellectual efficiency"; In - "independence"; Lp - "leadership"; Мр - "managerial potential"; Ru - "psychological mindset"; Re - "responsibility"; Sa - "self-acceptance"; Sc - "self-control"; Sp - "social presence"; Sy - "sociability"; Wb - "feeling of well-being". M2 - "the number of solved tasks of the subtest No. 2 of the MIOM". MZ - "the number of solved tasks of subtest No. 3 of the MIOM." Mb - "the number of solved tasks of the Mb MIOM subtest". Kc - "the number of solved MATUS problems".
Devi = 20.00 + 2.99*Cs +1.40 Do + 0.33*Lp - 4.14*Py (striving for leadership);
Dyui \u003d - 20.00 + l.14 "Mp + 0.64 * 1 in + 0.37" Ct + 0.23 "M2 + 0.08" M3 + 1.53 "M6 + 0.98 * Kc ( managerial thinking);
Den k \u003d - 5.00 + 2.90 "Ami + l.90" Py + 1.02 "Em + 0.81" Sp + 0.80 "Sy - 1.31" Ai - 2.49 "Ac ( the ability to have a positive impact on the socio-psychological climate in the team);
Djjpo \u003d 33.30 + 4.54 * Sy + 2.11 "Ru + l.36" Re + 0.44 "Ami - l.39 * In - 2.10 Em - 3.18" Ac professional sociability);
Zbv / Y \u003d 37.50 + 3.53 "Em + 2t57 * Sc + l.55 * Do + 0.96" Sy - 0.93 "Gi - l.57" Cs - 1.85 "Wb -2, 26 "Anx - 2.83 * Sa (emotional stability).
In general, the psychological potential of the personality of the head of the middle-level department of internal affairs is estimated by the following integral diagnostic model:
D = - 31.50 + 0.15 Dc/d + 0.79 Dym + 0.39" D3MV + 0.13* DnPO + 0.17" DCjik.
The scientific novelty of the research is that:
Based on the content analysis of literary sources and an expert survey, professionally important qualities of the head of the middle-level internal affairs body were identified;
A computer psychodiagnostic technology for assessing the professionally important qualities of the head of the Department of Internal Affairs has been developed as a means of effectively studying his psychological potential;
Substantiated psychodiagnostic model of the personality of the head of the middle-level department of internal affairs, including the most significant professional qualities, assessed by the method of computer psychodiagnostics;
A methodology for analyzing typical management situations (MATUS) was developed and included in the psychodiagnostic technology, designed to study the managerial thinking of the head of the department of internal affairs. It has been validated and standardized.
Theoretical and practical significance The results of the study are that:
Based on the analysis of the state, promising directions for improving the methods for assessing the professionally important qualities of the heads of internal affairs bodies using psychological diagnostic methods were identified;
The content, methodological, mathematical and organizational components of the computer psychodiagnostic technology for assessing the professionally important qualities of the personality of the head of the Department of Internal Affairs are determined;
The selection of psychodiagnostic tools for assessing the professionally important qualities of the head of the internal affairs department from among the existing tests (CPI, MIOM) was carried out and an author's method for analyzing typical management situations (MATUS) was developed;
Private psychodiagnostic models have been developed for assessing the degree of expression of professionally important qualities (desire for leadership; managerial thinking; the ability to have a positive impact on the socio-psychological climate in the team; professional sociability; emotional stability); an algorithm for assessing the level of development of the psychological potential of the head of the internal affairs department and a method for interpreting psychodiagnostic information are proposed;
Empirically substantiated is the typology of individual-style features of the managerial activity of the heads of internal affairs bodies, based on psychodiagnostic data on their professionally important qualities;
A psychometric test of an automated complex of algorithms for psychological diagnostics of professionally important qualities of heads of internal affairs bodies (AKAD) was carried out; the norms and psychological criteria recommended for selection for senior positions in the internal affairs bodies have been determined.
Approbation and implementation of research results into practice.
The study was conducted at the Department of Psychology, Pedagogy and Organization of Work with Personnel of the Academy of Management of the Ministry of Internal Affairs of Russia as part of the implementation of the planned topics of scientific activity “Psychological diagnostics of personality in work with personnel reserve bodies of internal affairs” and “Psychological criteria for the selection of candidates for study at the Academy of Management of the Ministry of Internal Affairs of Russia”.
The main provisions of the work were discussed at meetings of the Department of Psychology, Pedagogy and Organization of Work with Personnel of the Academy of Management of the Ministry of Internal Affairs of Russia (2000, 2001). The research results were reported at the 4th Republican scientific and practical conference « Actual problems psychological support for the activities of the internal affairs bodies "(Ufa, 1999), VIII International Conference "Informatization of law enforcement systems - 99" (Moscow, 1999), All-Russian meeting of the heads of psychological support units of the internal affairs bodies and internal troops of the Ministry of Internal Affairs of Russia (Moscow, 2000) and are reflected in five publications of the author.
The results of the dissertation research were used in carrying out training sessions with students and adjuncts of the Academy of Management of the Ministry of Internal Affairs of Russia.
The introduction of computer psychodiagnostic technology was carried out in the educational process of the Academy of Management of the Ministry of Internal Affairs of Russia and the practice of working with the leading personnel of the Ministry of Internal Affairs of the Republic of Bashkortostan.
Structure and scope of work. The dissertation, the total volume of which is 250 pages (including 217 pages of the main text), contains an introduction, 3 chapters, a conclusion, a list of references, 13 appendices, 34 tables and 14 figures. The list of references includes 314 sources.
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Conclusions on Chapter III:
1. The developed organizational component of computer psychodiagnostic technology covers a set of measures that ensure the conduct of psychodiagnostic research: integration of individual components into psychotechnology; assessment of psychometric characteristics of AKAD; the method of using an automated complex of algorithms for diagnosing professionally important qualities of a manager; interpretation of psychodiagnostic information about the personality of the head of the Department of Internal Affairs.
2. The automated complex of algorithms for psychological diagnostics (AKAD) of professionally important qualities of the head of the internal affairs department meets the scientific requirements of validity, reliability, validity, high discrimination, standardization and the presence of representative norms, as well as technical and technological feasibility in practice.
3. The results of a psychodiagnostic examination with the help of AKAD based on indicators for assessing the degree of expression of professionally important qualities and psychological potential allow for interpretation both at the level of diagnostically significant PTC and a holistic (classification) description of the personality of the head of the internal affairs department.
CONCLUSION
The conducted scientific research made it possible to achieve the goal of the dissertation work - to identify diagnostically significant professionally important qualities integrated into a holistic model of the personality of a leader included in the reserve for promotion, to scientifically substantiate and put into practice computer psychodiagnostic technology for studying them, and also to solve the following tasks:
1. To analyze the state of the problem of psychological diagnosis of professionally important qualities of the head of the internal affairs bodies.
2. Theoretically substantiate the computer psychodiagnostic technology for assessing the professionally important qualities of the head of the department of internal affairs, specify its components, implement them methodically and put into practice in the form of an automated complex of psychodiagnostic algorithms (AKAD).
3. To develop a psychodiagnostic model of the personality of the head of the middle-level department of internal affairs, which includes a complex of diagnostically significant professionally important qualities.
4. Substantiate a set of psychodiagnostic methods designed to assess the professionally important qualities of the heads of internal affairs bodies.
5. To develop private psychodiagnostic models (criteria) for assessing the professionally important qualities of the head of the department of internal affairs and his psychological potential.
6. To develop a technology for using an automated complex of psychological diagnostics for the interpretation of psychodiagnostic data on the degree of expression of professionally important qualities of the head of the internal affairs department, the level of development of his psychological potential, the style of leadership of the staff of the internal affairs body.
Based on the results of the study, the following conclusions can be drawn. 1. In the dissertation research, a computer psychodiagnostic technology for assessing professionally important qualities and psychological potential of the head of a middle-level internal affairs body is theoretically substantiated, methodically developed and empirically tested. Its components are: the content component, the basis of which is the psychodiagnostic model of the personality of the head of the police department. The structural elements of this model are the following groups of professionally important qualities:
1) moral and value orientation of the personality and its motivation;
2) cognitive and prognostic qualities;
3) emotional-volitional qualities;
4) communicative qualities;
5) organizational qualities.
The diagnostically significant professionally important qualities of a successful leader, adequately representing in the aggregate his psychological potential, are:
1) desire for leadership;
2) managerial thinking;
3) the ability to have a positive impact on the socio-psychological climate in the team;
4) professional sociability;
5) emotional stability;
The methodological component is formed by a set of psychological diagnostic methods including: California Psychological Inventory (CPI); methods for studying the characteristics of thinking (MIOM); methods of analysis of typical management situations (MATUS);
The mathematical component includes psychodiagnostic models for assessing the degree of expression of professionally important qualities and the level of development of the psychological potential of the head of the internal affairs department;
The organizational component covers the technology of using an automated complex of algorithms for psychological diagnostics of professionally important qualities of a leader, as well as the interpretation of psychodiagnostic information.
2. Psychometric verification of the automated complex of psychological diagnostics indicates that it meets the requirements for the reliability and validity of diagnostic tools; reliability of results; assessment accuracy; high discrimination; standardization, as well as technical and technological feasibility in practice.
It seems appropriate to formulate the following proposals for improving the psychodiagnostics of professionally important qualities of the leading personnel of the Department of Internal Affairs and employees who are in the reserve of leading personnel:
1. in scientific research, when creating diagnostic tools for studying the personality of a leader, it is advisable to use the technology for developing psychodiagnostic models and interpreting their results, which is implemented in this work;
2. when working with a reserve of managerial personnel and studying the professional suitability of candidates for leadership positions in the Department of Internal Affairs, as well as organizing the psychological selection of persons entering the Academy of Management of the Ministry of Internal Affairs of Russia, use the developed automated set of algorithms for psychological diagnostics of professionally important qualities;
3. to recommend using the results of a psychological examination of students in the educational process of universities at the faculties of training and retraining of managers in the study of topics: "Psychology of personality and leadership of the head of the Department of Internal Affairs", "Individual psychological characteristics police officers and their consideration in management practice”, “Psychology of business career and personal growth of the head of the Ministry of Internal Affairs, Department of Internal Affairs” and others.
The results of the dissertation work allow us to outline some promising areas of scientific research:
Clarification of the list of diagnostically significant professionally important qualities of the leading personnel of the internal affairs bodies necessary for serving in various conditions (including extreme ones), as well as the development of a technology for their assessment;
Conducting additional research and substantiating the psychodiagnostic typology of the heads of internal affairs bodies, taking into account the situational approach to solving managerial tasks;
Development of private psychodiagnostic models for assessing the PVK of a leader, taking into account the temporal characteristics of testing;
Forecasting the personal and professional growth and career of the head of the Department of Internal Affairs, as well as the professional deformation of the personality based on an assessment of the severity of his professionally important qualities and psychological potential.
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305. GLOSSARY OF SYNONYMIAL PSYCHOLOGICAL TERMS CHARACTERIZING THE PROFESSIONALLY IMPORTANT QUALITIES OF A LEADER1. Sheet 1
306. Desire to achieve team success
307. Striving for leadership Striving for public recognition, business career, authority; dominance, leadership
308. Attitude to respect the law The ability and need to be guided by the norms of the law
309. Integrity High ethical standards; moral purity; decency, conscientiousness, truthfulness
310. Principled ideological steadfastness; heightened sense of justice
311. Integrity The ability to keep a given promise; loyalty to the word
312. Justice The ability to appreciate the mind, merit and work of others
313. Ability to make non-standard decisions The ability to find new original solutions; resourcefulness; quick wits; tendency to improve and set to solve problems by non-traditional methods
314. Ability to foresee the results of planned actions The ability to predict the outcome of events, taking into account their likelihood; perspective thinking; developed imagination; foresight; ability to see into the future
315. Ability to make decisions in conditions of limited information Tendency to work with vaguely defined, confusing and ambiguous problems, for which the necessary information is often not available
316. Efficiency of thinking The ability to quickly take right decisions; quick thinking
317. Managerial thinking Business mind; wisdom in leadership; professional thinking of the manager14 Observation15 Good memory
318. Intuition Professional instinct; foresight; heuristic abilities
319. Mindfulness Willingness to innovate; improvisation when the outcome of the task is not obvious
320. Ability to accumulate and apply professional knowledge Professional competence; the ability to acquire and use new knowledge
321. Curiosity The desire to improve skills; emphasis on constant personal growth, deepening of professional knowledge; development of cognitive needs; be open to new experiences; open mind
322. A synonymous series of terms-qualities is given according to the conducted content analysis of literary sources.
323. Efficiency Ability to maintain high activity for a long time
324. Strong will Strength of character; perseverance in overcoming difficulties
325. Optimism Ability to energize; cheerfulness
326. Purposefulness Perseverance in overcoming difficulties; readiness to take action to achieve the goal
327. Self-confidence Awareness of one's rightness
328. Adequate self-esteem Real self-esteem; the ability to objectively assess one's achievements, strengths, and capabilities27 Decisiveness
329. Energy, activity The ability to act, not stimulated from the outside
330. The ability to establish psychological contact The ability to find an individual approach to the interlocutor; the ability to quickly establish contacts with new people; ability to inspire trust; contact
331. Ability to understand the motives and needs of the interlocutor Sensitivity; empathic perception; ability to listen
332. Professional sociability The ability to communicate with different people, the ability to quickly find the right tone, the appropriate form of communication; sociability
333. Ability to cooperate The ability to take into account the views of subordinates in solving important issues; interpersonal flexibility
334. Ability to resolve conflict situations Ability to bring disputing, opposing sides to each other to a common position; conflict resolution
335. Sense of humor in communication Wit
336. Ability to argue one's point of view High ability to influence the opinions of others; power of persuasion
337. Ability to organize the planned work of the team
338. The ability to give initiative to subordinates The ability to intensify the work of subordinates by giving them independence in solving particular problems
339. Reasonable demands on subordinates Tactful demands
340. The ability to set clear and precise tasks for subordinates The specificity of tasks when bringing them to subordinates
341. The ability to have a positive impact on the socio-psychological climate in the team Teaching to create a calm business environment in the team
342. Independence in making managerial decisions Managerial independence
343. Responsibility for decisions made Ability to take responsibility in difficult situations
344. Ability to exercise control over the activities of subordinates
345. Ability to select and place personnel Ability to work with personnel
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Scales: interest in technology, physical development, a sense of responsibility, speed of decision-making (reaction), state of health, attention, psychological stability, a sense of self-preservation, resistance to external stimuli, a tendency to monotonous work, technical literacy
Purpose of the test
The diagnostic questionnaire "Man-machine" is intended for the primary determination of the suitability of the subject for work in transport.
It allows you to identify interest in technology, physical development and health, determine perseverance, attention, a sense of self-preservation, reaction, endurance, responsibility, the ability to concentrate in the presence of external stimuli.
The methodology, along with professional selection, is used for a more in-depth vocational guidance and when hiring for positions related to the operation of equipment.
Instructions for the test
Here are some questions that will help you evaluate your career choice. Questions must be answered with “Yes” or “No”. Think before answering each question.
Answer each question without missing a single one. If you have any doubts or difficulties with choosing an answer, ask right away. There is no time limit for completing the answer sheet.
The time of examination of the subject is not limited, but it should be warned about the need to work for 30-40 minutes.
Test
1. Do you like looking at the road through the windshield of a car?
2. Can you run 1 km?
3. Do you always finish what you start?
4. Do you often manage to catch cutlery (spoon, cup, plate, etc.) accidentally touched?
5. Do you have pain (heaviness) in your lower back (back)?
6. Are you a distracted person?
7. Do you often argue with someone in public places (transport, shops, etc.)?
8. Do you like to take risks?
9. Do harsh sounds scare you?
10. Do you like to work on your own?
11. Did you like labor lessons at school?
12. Do you like to read about travel?
13. Will you lift a load of 16 kg?
14. Are you a mandatory person?
15. Can an unexpected situation shock you?
16. Are you good at distinguishing colors?
17. Do you often lose household items?
18. Are you easily off balance?
19. Do you like gambling?
20. Can you work normally when the receiver or tape recorder is turned on?
21. Do you like monotonous work?
22. Can you understand a simple technical drawing?
23. Do you enjoy learning about technical device cars?
24. Do you like to play sports?
25. Would you run a red light?
26. Are you able to completely relax?
27. Do you have good eyesight?
28. Can you focus on one thing?
29. Are you a seasoned person?
30. Do you know how to stop yourself in time when you see that nothing is working out for you?
31. Do you often forget to turn off the kettle, the tap in the bathroom, close the apartment, etc.?
32. Do you like to contemplate nature, beautiful buildings, etc.?
33. Do you like to read, listen to, watch a film about scientific and technological achievements, the design and operation of technology?
34. Do you like driving technical means?
35. Do travels tire you?
36. Will you calmly leave work without completing the tasks for the day?
37. Do you get the job done quickly?
38. Do you see well at night?
39. Are you easily distracted from any activity?
40. Do you often quarrel over trifles?
41. Do you follow the saying: “Either the chest is in the crosses, or the head is in the bushes”?
42. Are you often distracted by other things?
43. Are you lulled by monotonous work?
44. Do you enjoy inventing and designing something?
45. Does technology “love” you?
46. Do you like physical work?
47. Are you often late for work (classes, meetings, etc.)?
48. Are you a mobile person?
49. Does the smell of gasoline disgust you?
50. Are you an attentive person?
51. Can you control your emotions?
52. Do you have a sense of self-preservation?
53. Have you ever thought about walking through the entrance of your house without noticing a friend walking towards you, etc.?
54. Are you a diligent person?
55. Do you like to understand the device of household electrical and radio appliances?
Processing and interpretation of test results
Key to the test
No. Scales Questions
1 Interest in technology 1 12 23 34 45
2 Physical development 2 13 24 -35 46
3 Having a sense of responsibility 3 14 -25 -36 -47
4 Decision making speed (reaction) 4 -15 26 37 48
5 Health status 5 16 27 38 49
6 Attention -6 -17 28 -39 50
7 Psychological stability -7 -18 29 -40 51
8 Having a sense of self-preservation -8 -19 30 -41 42
9 Resistance to external stimuli -9 20 -31 -42 -53
10 Tendency to monotonous work 10 21 32 -43 54
11 Technical literacy 11 22 33 44 55
Processing and interpretation of test results
The processing of the results is reduced to counting the answers “Yes” and “No”. For each answer that matches the key, 1 point is awarded. The sign "-" in front of the question number in the key - means the answer is "No". If the answer does not match the key, no points are awarded.
If the answer is “No” to any Question No. 16, 27, 38 and “Yes” to Question No. 5, 49, the subject should be invited to go through an in-depth medical examination.
Sources
Methods for identifying and analyzing professionally important qualities of specialists in the “Human-Technology” system / Practical psychodiagnostics. Methods and tests. Tutorial. Ed. and comp. Raigorodsky D.Ya. - Samara, 2001. S.585-591.After the analysis of activities, diagnostics of the organization, it is possible to proceed to the diagnostics of the individual, i.e., to assess the severity of qualities that meet the requirements of the job position.
Various methods can be used to diagnose professionally important qualities of managers. In the bad practice of personnel assessment for diagnostics, those methods are used that the diagnostic psychologist has, as they say, "at hand", within reach. However, the use of incorrectly selected diagnostic methods may not provide a significant gain in personnel decisions compared to ordinary common sense.
The main and most commonly used indicator of the effectiveness of diagnostic methods is validity coefficient, determined through the correlation of diagnostic assessments and the values of any criterion of professional success (productivity, income, progress rates, etc.). The higher the validity of the method, the more accurate the prediction of the manager's success based on the diagnostic results. In table. 11.6 summarizes the validity of various groups of diagnostic methods.
How can one practically use data on the validity of methods to evaluate the effectiveness of the selection of personnel carried out with their help and determine the very need for their use?
There are several different approaches to evaluating the effectiveness of methods based on knowledge of their validity.
Tableia 11.6
Validity of different diagnostic methods
|
Validity |
Method |
Validity |
|||
|
Interview |
Ad Hoc Methods | ||||
|
Achievement Tests |
Judgments of colleagues | ||||
|
Intelligence Tests |
Biographical Methods | ||||
|
personality tests |
Assessment Center | ||||
1. Estimation of the expected share of successful workers among those hired.
This classic method has been used for a very long time. The essence of the calculation method is very simple. If we know the validity of the diagnostic method, the selection quota (the ratio of the number of candidates for positions and the number of vacancies), the base quota (the proportion of potentially suitable individuals in the population from which the selection of candidates is made), then we can determine how many successful workers will be among those selected using diagnostic methodology and recruited managers.
In table. 11.7 shows an example of determining this indicator for a basic quota of 50% (presumably among the candidates there are 50% professionally fit, but we don't know who is fit). In the first column of the table, the coefficient of validity is 0 and corresponds to random selection.
Table 11.7
The effectiveness of the selection method using methods of different validity
for a basic quota of 50%
Table 11.7 clearly shows the dependence of the selection efficiency on the validity of the methodology and selection stiffness(selection quotas). The more valid the methodology and the more candidates for each vacancy we have in the selection, the greater will be the percentage of successfully working managers among those hired.
The selection efficiency depends on base quota, from the number of potentially professional candidates among the attracted candidates. Examples of selection efficiency for the case when in the group of candidates there are only 20 out of 100 potentially suitable (i.e., the basic quota is 20%) are given in Table. 11.8.
Table 11.8 shows that a decrease in the proportion of potentially suitable candidates in a group significantly reduces the selection efficiency even with strict selection (only 10 people out of 100 candidates are hired). That
the fact that the use of diagnostic methods gives several times better results than random selection is only weak consolation.
Table 11.8
The effectiveness of the selection method withhalfwaymethods of various validity
for a basic quota of 20%
Therefore, a well-thought-out candidate recruitment policy is extremely important: the requirements for candidates (gender, age, education, length of service, work experience, etc.) must be clearly formulated so that candidates are recruited precisely from promising, in terms of success, groups of the population. In the case of incorrectly drafted or incorrectly placed recruitment announcements or the use of other ineffective methods for attracting candidates for vacancies, the base quota is reduced and, accordingly, the selection efficiency is reduced, even with the correct choice of diagnostic methods.
The weak point of the methodology is the need to know the basic quota. To determine the proportion of potentially successful in a certain population group, it is necessary either to conduct special studies or constantly have a large amount of work to select candidates from representatives of various population groups in order to accumulate statistical data (this is only possible for large recruitment firms, which in Russia, Unfortunately, this kind of statistical analysis is practically not done).
The second disadvantage of the methodology is the lack of an economic justification for the need and usefulness of using special methods for assessing and selecting personnel.
2. Cost-benefit analysis as an assessment of the effectiveness of investing in personnel selection. In recent years, procedures have been developed for evaluating the effectiveness of staff selection methods that eliminate the need to take into account the basic quota. These procedures also make it possible to correlate the costs of personnel assessment and the economic benefits that the assessment provides. In order to do without a basic quota, a simple ratio is used:
2 at = rx2 X , (1)
where G - the coefficient of validity of the diagnostic technique; 2 at - the average standardized (expressed in units of standard deviation) value of the success criterion in the group of candidates selected using the diagnostic method, Z x - the average standardized value of the diagnostic indicator in the group of selected candidates. 2 X determined by the value of the coefficient of validity G and the value of the selection quota (the ratio of the number of candidates and the number of available vacancies).
where U - increase in profit from the successful activities of candidates with special selection compared to random selection (in monetary terms - in dollars or rubles); N A - the number of candidates selected using the diagnostic method; T- the average duration of the manager's work in the organization in years (determined empirically according to intra-company statistics); SDy - the standard deviation of the criterion of success, expressed in monetary units, shows the differences existing in the organization between successful and unsuccessful managers in the profit that they bring to the company.
SDy is determined either by the economic performance of managers, which requires painstaking analysis and is not always possible, or with the help of an expert assessment. In this case, the leaders of the organization act as experts.
With peer review SDy a simple trick can be used - percentage rank. Experts indicate in monetary units what level of profit can be achieved by 15% of managers, what level of profit - 50% of managers, what - 85% of managers. It is clear that 100% of managers (i.e., any manager) can provide the lowest possible profit level for the organization. The difference in profit between the level of 50% of managers (average value), on the one hand, and the levels of 15% of managers and 85% of managers, on the other, gives an estimate SDy in terms of money. Naturally, expert assessments are made for job positions for which selection is being made (lower, middle level of management, field of activity).
For rate SDy an empirical ratio can also be used: the profit from the work of a manager is assumed to be from 40 to 70% of his annual salary (depending on the specifics of the organization and the level of the position).
In the final calculation of the effectiveness of investments in the assessment and selection of personnel, the costs of the assessment are also taken into account (costs for paying for the work of specialists, consumables, acquisition of methods) and, taking into account the ratios (1) and (2), the final calculation formula is as follows:
AU = N A xTxrZ x * SDy- CxN B , (3)
where FROM - the cost of assessing one candidate; N B - the number of candidates being evaluated; AU - profit from investing in personnel assessment.
Example 1. An organization has 100 managerial vacancies in connection with the deployment of new divisions. 400 candidates came to the diagnostics according to the advertisement in the newspaper. After checking their personal data in terms of compliance with general requirements (age, gender, education, length of service, work experience, etc.), 312 candidates remained. The selection quota is 100:312 = 0.32, respectively, i.e. 32%. The variant of the as-session center with validity was selected G= 0.388 (for an assessment center - a low indicator). We define Z x - the expected average standardized value of the diagnostic indicator in the group of candidates who will be selected using the assessment center methodology. We get: for G= 0.388 and selection quota equal to 32%, Z x = 1,116.
Taking into account the turnover of managerial personnel, the average duration of a manager's work in the organization is T= 2 years.
The average annual cost of maintaining one manager in an organization, taking into account tangible payments (taxes, pension fund, etc.), is calculated in dollar terms: 8400 USD. We accept the difference in profits delivered to the firm by different
by successful managers, equal to 70% of their average annual salary. Accordingly, we calculate: SDy : SDy = 8400 x 0.70 = 5880 USD.
Diagnosis and evaluation of one candidate by the assessment center method costs approximately $300. The costs of conducting an assessment center will be respectively: 300 x 312 - 93,600 USD.
According to formula (3), we calculate the profit that the company will receive by using the assessment center instead of random methods of personnel selection: AU = 415617 USD.
Thus, an investment of 93,600 USD in the selection of candidates using the assessment center method yields a profit of approximately 400 thousand dollars.
Cost-benefit analysis can also be used to select diagnostic methods. To do this, you need to compare the methods in terms of their economic efficiency. To calculate the comparative efficiency of the two methods, the following modification of formula (3) can be used:
AU=N A x T(r 2 - ri )Z x xSDy-(C 2 - C t )N B , (4)
where Г( - the validity of the old method of personnel assessment, r 2 - the validity of the new method of personnel assessment, FROM { - the cost of the previous method of personnel assessment per candidate, FROM 2 - the cost of a new method of personnel assessment per candidate.
Example 2 Suppose that in the situation described in example (1), before the introduction of the assessment center, not random selection of personnel was used, but the interviewing technique (special technology for interviewing candidates).
If the interviewers are prepared, trained and have an average level of interviewing technique, then the validity of the interview as a diagnostic and selection technique in practice corresponds on average to the level of 0.140. Therefore, the validity of the previous selection method: D) = 0.140. The cost of qualified interviewing and evaluation of one candidate is approximately 100 USD, i.e. FROM X = 100 USD.
Using expression (4), we calculate the economic gain in the transition from a less efficient method of personnel selection - interviews (i\ = 0.140) to a more efficient assessment center method (r 2 = 0.388).
We get: AU = 263 079 USD. Thus, despite the increase in the costs of conducting selection using the assessment center, the economic gain in the transition to its use will be approximately 250 thousand dollars (compared to the previous practice of personnel selection).
Cost-benefit analysis can be used not only in the field of recruiting managers, but also in developing a system for in-house evaluation and certification of managerial personnel. In this case, the task changes: instead of selecting managers, we are talking about the selection of managers for various positions (rotation, horizontal transfers of managerial personnel, promotion, personnel reserve, vertical transfers of managerial personnel), changes in the correction of the remuneration system. The method itself economic analysis essentially remains the same.
Let us briefly consider the features of the main diagnostic methods used in the evaluation of managerial personnel.
The first group of methods - interviews, intelligence tests, achievement tests and personality tests- is combined by two common features: they are inefficient, but often used in the practice of evaluation.
The use of tests is convenient due to the high level of their methodological elaboration (the technology for creating tests is developed in great detail and is provided by the most sophisticated mathematical apparatus in psychology). Tall
the level of standardization is an undoubted advantage of test methods, which reduces the level of dependence of the effectiveness of the process of collecting primary diagnostic data on the qualifications and personality of the researcher. However, this merit has its own reverse side: the rigid specification of the design and content of tests does not allow flexibility to take into account the requirements of job positions, the range of which is very wide, and the composition varies quite a lot from one job position to another. As a result, the composition of the test scales may not be sufficiently representative of the area of job requirements.
The effectiveness of personality questionnaires depends not only on the set of scales, but also on the composition of the questions that form the scales. For example, there is a known case when a change in the composition of questions (when adapting a test to a professional population) diagnosing extraversion - introversion towards taking into account the specifics of the activities of the diagnosed (sellers) led to a significant increase in the criterion validity of the test.
Nevertheless, personality tests are widely used in practice. The justification for their use is determined by how carefully the preliminary analysis of the activity is carried out and the choice of professionally important qualities diagnosed by the test is justified.
In Russia, non-verbal intelligence tests are among the widely used intelligence tests. CFT-2 And CFT-3 (R. Cattell), as well as a test of the structure of intelligence 1ST(R. Amthauer).
The number of multifactorial personality questionnaires used in Russia is quite large, and the tests of R. Kettel, Eysenck, OST (questionnaire for the structure of temperament - V. M. Rusalov) can be attributed to the common ones, recently the California Personality Questionnaire has also been used (SWG) and the Freiburg personality questionnaire (two modifications - FPI And FPI- R).
The interview as a diagnostic method is attractive due to its flexibility (a semi-structured interview is usually used), but at the same time, this method places high demands on the professional training of the interviewer. The non-standardization of the method turns into a rather complicated interviewing technology.
The second group of methods - colleagues' judgments, biographical methods and assessment center- has a common feature: potentially high predictive value. Biographical methods in Russia are practically unknown and are rarely used in practice (the only exception is the causometry method of A. A. Kronik and the work of E. Yu. Korzhova, and the methods developed by E. Yu. Korzhova are intended for use not in the field of management, but in the clinic ). The assessment center as a complex assessment technology, which includes mutually agreed methods of activity analysis, test, biographical and situational methods, has been successfully spreading in Russia only in recent years.
Peer Judgment Method in Russia it was and is used extremely widely. The main idea of the method is that colleagues who know a candidate for a managerial position well evaluate him in terms of meeting the requirements of a vacant position. This method has a significant scope limitation - it can only be used when internal recruiting, when candidates for a vacant managerial position are selected only from people already working in the organization. Second
limitation of the scope of the method - the difficulty of using it in a conflict situation and tense relationships between employees of the organization. In this case, the adequacy of the candidate's assessments sharply decreases. From the point of view of the technology of application, the method of colleagues' judgments is one of the varieties of the method of expert assessments, when colleagues who know the candidate well act as experts.
A special place in the system of diagnostic methods is occupied by situational methods. They are very rarely used in isolation from other methods, in addition, in practice, situational methods are not used one at a time, but are used in some combination. Usually these methods are included as component into the structure of the methods of the assessment center, and their use is an indispensable attribute and characteristic feature of the highly effective assessment center technology as a whole.
Interview. The effectiveness of this method of personnel assessment depends very much on the content (the main topics and questions of the interview), the technique of conducting and the level of training of the person who conducts the interview.
Content of the interview. In practice, the so-called semi-structured interview is usually used: the main topics and part of the interview questions are determined in advance, when preparing the interview plan in accordance with the goals for which the interview is conducted. Some of the questions “pop up” during the interview and are asked improvised, but again in accordance with the objectives of the interview.
In terms of objectives, two types of interviews can be distinguished: candidate evaluation interview when applying for a job and staff assessment interview within the framework of personnel development programs.
A job interview usually includes the following main local diagnostic topics: origin, family, education, military service, professional career, outlook on life and management philosophy, self-esteem, goals and plans for the future, finances (the so-called “compensatory biography ”), health, social relationships, leisure/free time, special interests. In addition, on the basis of information on all local diagnostic topics, “cross-cutting” topics are distinguished: abilities, values, communication in general and in the interview situation itself, the ability to self-reflection, loyalty to the organization.
In addition to solving diagnostic problems in the interview, the candidate has to provide information of interest to him about the enterprise and the vacancy, that is, answers are given to the natural questions of the candidate. Typically, the candidate has the following questions (to answer which material is selected in advance during the preparation of the interview):
♦ What is an organization: area of activity, location, its size, number of staff, leadership style;
♦ what is offered to candidates - information about the vacancy: general description, tasks, scope of responsibility, representation, chances of development (career);
♦ who the organization is looking for- general requirements for candidates: education, qualifications, knowledge, professional experience, abilities, personal characteristics, age;
♦ what the organization offers- stimulation: the amount of the allowance, additional forms of incentives (assistance in acquiring housing, loans, travel expenses, transport, etc.), assistance in advanced training, working hours.
This information, of course, is consistent with the management, and the specific interest of the candidate in it serves as additional diagnostic information.
The structure of the interview also sets a certain order of transition from topic to topic. The main phases of the interview can be distinguished:
|
Phase 1. Welcoming the candidate. Establishing contact |
Example: > Introducing partners to each other *■ Acknowledgment for participation f- Justification of the invitation ■f- Building trust |
|
Phase 2 General information |
Example:■f- Origin ■* Family of origin -f- Marital status f- Place of residence. Housing |
|
Phase 3. Education |
Example:■f- School success -f- Higher education ■f- Additional qualifications ♦ Educational plans |
|
Phase 4. Professional Development |
Example: f- Basic profession ■f- Professional changes<>Professional activity ■f- Professional plans |
|
Phase 5. Free time |
Example:■f- Family f- Interests<>Sport |
|
Phase 6. Information about the employer's organization |
Example: See above |
|
Phase 7. Negotiation of the terms of the contract |
Example:<■ Former earnings f- Expected earnings ♦ Special conditions <■ Running in |
|
Phase 8: Ending the Interview |
Example:<■ Directions for further action ■> Short summary -f- Thanks for the conversation |
The interview provides not only verbal diagnostic material (answers, statements of the candidate), but also the opportunity to observe his behavior in the interview situation, that is, not only what the candidate says, but also how he speaks and how he behaves is of interest.
Connecting utterances with observed behavior provides additional diagnostic information. This information is usually summarized and expressed in an explicit, quantitative form using rating scales. With the help of these scales, the interviewer can evaluate the statements and behavior of the candidate in their relationship. An example of rating scales for observation and during the interview is given in Table. 11.9.
The assessment is carried out according to the table. 11.9 to a set of bipolar 5-point scales. The set of scales is redundant, and only some of them are used in practice. The scales for evaluation are selected in accordance with the requirements of the position for which candidates are selected.
Tableia 11.9
Rating scales for observation during the interview
|
"Inanimate" way of responding |
impulsive way of responding | ||
|
Point of view without a doubt |
Skeptical point of view | ||
|
Accentless manner of speaking |
Accentuated way of speaking | ||
|
Unbridled demeanor |
Strictly disciplined behavior | ||
|
stammering, stammering speech |
Smooth flow of speech | ||
|
Delicate soft movements |
"Live" movements | ||
|
Random, chaotic movements |
Purposeful, interconnected movements | ||
|
Uncoordinated movements |
Coordinated movements | ||
|
Chaotic construction of sentences |
Complex, well-formed sentences | ||
|
"Crawling" gait |
"Young" staccato gait | ||
|
Limited space of motion |
Expanded movement space | ||
|
Rigid, "prim" movements |
"Soft", rounded movements | ||
|
Spectacular demeanor, "drawing" | |||
|
Ambiguous evasive judgments |
Energetic definite judgments | ||
|
bad diction |
Clear diction | ||
|
Sluggish movements |
choppy movements | ||
|
Unclear concepts |
Well defined concepts | ||
|
Impersonal forms of expression |
Self-satisfied manner of speaking |
||
|
Specific Descriptions |
Abstract formal descriptions |
||
|
Inaccurate information |
Accurate and consistent information |
||
|
No underlining gestures |
Impulsive underlining gestures |
||
|
Negligence of appearance |
Meticulously well-groomed appearance |
||
|
Anxious-cautious |
Optimistic-free tact * |
||
|
Unclear judgments |
Complex but clear judgments |
||
|
Incomplete, unfinished, "broken" sentences |
Fully Completed Offers |
||
|
Helpless thinking |
Skillful linking of thoughts |
||
|
Slow pace of speech |
Hasty pace of speech |
||
|
Primitive-clumsy speech |
Habitually skillful speech |
||
|
Not bound by any point of view |
Stubbornly asserts his point of view |
||
|
Distracted |
Can't get distracted |
||
|
Changeable way of speaking |
monotonous way of speaking |
||
|
Restricted, inhibited movements |
Uninhibited movements |
||
|
One-way thinking |
Versatile, multidimensional thinking |
||
|
Prudent Behavior |
Active dynamic behavior |
||
|
Unconcentrated behavior |
Strictly concentrated behavior |
||
|
relaxed posture |
Convulsively tense posture |
||
|
Talkative |
Laconic |
||
|
Inert, sluggish expression of emotions |
"Emits" emotions, "sparkles" with emotions |
||
|
Timid, sluggish |
Direct, active in contact |
||
|
Insecure demeanor |
Confident, "catchy" demeanor |
||
The end of the table. 11.9
|
Narrow professional education |
Multilateral education |
|
Has no professional knowledge |
University-level professional knowledge |
|
Barely finished school |
Complete school education |
|
Past activities did not require education |
Activities required higher education |
|
monotonous activity |
Versatile activity |
|
No professional jargon |
Knows several professional jargons |
|
Gives the impression of being illiterate |
Gives the impression of being highly educated |
|
Narrow professional knowledge |
Multilateral professional knowledge |
|
No educational hobbies |
Lots of educational hobbies |
|
Limited and superficial knowledge |
Broad fundamental knowledge |
|
Narrow professional conversation |
Conversation on broad cultural topics |
|
Doesn't follow any rules |
slavishly follow the rules |
|
Doesn't accept submission |
Certainly ready to submit |
|
Stubborn, willful |
Willing to adapt according to pay |
|
Silence another opinion |
Immediately accepts the opposite opinion |
|
Understands only what is said directly "on the forehead" |
Understands and unsaid to the end |
|
Sluggish defense of one's point of view |
Stubborn defense of one's point of view |
|
indecisiveness |
Energetic decision-making |
|
Talks a lot about his former employers |
Says nothing about his previous employers |
When evaluating the current managerial staff, the subject of the interview changes. The analysis of the life path of a manager is thoroughly done once, the data is stored, and in subsequent periodic interviews, the manager's life story is only replenished with data on new events. Thus, the main
♦ analysis of the current tasks of the manager(assessment of tasks and performance results, changes in task areas, assessment of the strengths and weaknesses of the manager);
♦ future task analysis(goals, objectives, expectations, opportunities to influence the situation);
♦ preconditions for development(need for education and training, use of strengths, compensation for shortcomings, change in leadership style;
♦ assessment of the capabilities of the lead group;
♦ manager's career path(personal ambitions, ideas about the future of the organization and division, the manager's place in the implementation of these ideas),
Interview technique. Although observation of the interviewed person provides data that is very valuable for diagnostics, the main result of the interview is still verbal factual material. To get it, in addition to direct, "frontal" questions on given topics, special technical methods are also used. diagnostic interview.
The need to use them is dictated by at least two circumstances: the frequent inclination of a person in an assessment situation to give obviously desirable answers that paint his “image” in a favorable light, or “close”, limit himself in an assessment situation to simple, monosyllabic, non-expanded and therefore uninformative answers.
To obtain deeper and more informative diagnostic data, we use special techniques. The main idea behind the development of these techniques is to transform the interviewee from an object of interrogation into an equal partner in communication and encourage him to actively think aloud, analyze and interpret events and situations from his past, present and future. It is clear that in the process of such an analysis, the intellectual, professional and personal characteristics of the manager, his inherent level of understanding of situations and his ideas about possible courses of action are manifested. Thus, the interviewee is transformed from a passive object of research into a subject-researcher who reflects and interprets his own behavior.
Let's look at some techniques in-depth interview.
1. Questions are asked about the strengths and weaknesses of the interviewee's partners on interaction in joint activities in the past and present (teachers, managers, subordinates, colleagues, business partners). When the interviewee "draws" a portrait of these people in the context of real situations, he actually talks about what is important to him personally, what he appreciates in people, what he accepts, what he rejects, what he focuses on in practical interaction with other people, etc. Thus, we are dealing with a projection: in a story about other people, the personality of the narrator himself, his attitudes, value orientations, features in which he describes other people, as well as his own managerial concept, are revealed.
2. "Monologue Interviews": the interviewee talks about an important situation from his professional background, and then the main di-
the agnostic part of the interview, an imaginary dialogue is played out between significant participants in the situation who discuss this situation. The interviewee formulates not only answers, but also questions on behalf of one participant in the situation to another. The interviewer only sometimes, in the event of a hitch, encourages the interviewee to speech actions with remarks of this kind: “What did your stubborn employee say about this fact? X?» Since the interviewee himself formulates both questions and answers, the interview actually turns into a monologue.
3. Situational interview: together with the interviewee, the key situations that may arise in the future in the upcoming managerial activity are analyzed and “played out”. Key situations are selected based on an analysis of the requirements of the activity.
4. Possible situational interviews, when real situations from the past of the assessed are considered.
Options (3) and (4) of the situational interview suggest some kind of system for describing and analyzing situational behavior. Behavior can be described in terms "initial situation" - "actions" - "result". In this case, the interviewee's ideas about the situation, the repertoire of possible actions, and the area of significant results become the subject of analysis. Based on this, a forecast of his actions in managerial situations in the future is built.
Behavior can be described in terms "expectations"- "values" 1 . Then the accents in the analysis of the situation change, and so does the system of questions to the subject. For example, the general scheme of questions for describing specific situations may be as shown in Fig. 11.9.
The validity of the interview method depends very much on the qualifications of the interviewer. In-depth interview techniques can only be used by trained psychologists. In practice, the selection of candidates for vacancies and the assessment of existing staff through interviews are often carried out by HR managers and line managers. In this case, simplified schemes of thematic interviews are used. However, even a simplified interview provides more or less valuable data only with the preliminary preparation of the interviewer.
Interviewer preparation. Since the interview is communication, the interviewer's communicative preparation is necessary first of all. The content of this type of training includes mastering the technique of establishing and maintaining contact and the technique of orientation in the partner's statements. In terms of form, this is a kind of conventional behavioral training.
For those who have not received special training as an interviewer, simple guidelines for preparing and conducting an interview are usually offered.
Let us first consider the features of preparing and conducting interviews for selection of candidates(external, not from among the employees of the organization) for vacancies.
Preparing an interview. The main purpose of the preparation is to develop a scheme for a semi-structured thematic interview. To do this, you need to familiarize yourself with the source materials available for the candidate (application, questionnaires, resumes, recommendations, diagnostic data, if any), analyze
Krampen G. Handlungstheoretische personlichkeitspsychologie. Gottingen, 1987.
The result of the preparation is the working scheme of the interview. In the simplest case, the circuit looks like it is shown in Table. 11.10.
tablia11.W
Working scheme of the interview
|
Hypotheses | |||
|
"Now"* Reason for job change | |||
|
"Past"♦ General information ■> Education f- Professional activity ♦ Income | |||
|
"Free time"■* Any special interests? | |||
|
"Future"♦ Goals ■* Plans ■S- Dreams |
Preparing for an interview also includes creating the conditions for conducting it: a suitable room, no phone calls, a “Do not disturb” sign on the door, only the necessary material on the table. Sufficient time should be allotted for the interview: to prepare psychologically, to conduct interviews without stress, so that there is time to “digest” the impressions and draw conclusions.
Conducting an interview. Effective interview management means maintaining contact with the candidate and using different types of questions correctly.
To maintain contact, it is necessary: to be serious, but not tense, “warm”, but not familiar, not to insist on areas of questions that the candidate consciously or unconsciously resists, to ask only for information that can really be used for assessment (monitor your curiosity) explain the interview process when needed.
In this case, it is possible to gradually remove obstacles that are unfavorable for the interview: nervousness, the candidate's "defensive" reactions, "role-playing", internal interference (fatigue, the candidate's preoccupation with problems unrelated to the interview, etc.).
Maintaining contact is also related to the correct use of various types of questions: the fact is that questions can destroy or, conversely, strengthen contact with the candidate. In table. 11.11 shows examples of the impact of questions on the level of contact.
Candidate answers are sometimes superficial or too abstract, formal. Controlling the course of the interview in this case is achieved by using deepening or clarifying questions. For example, a candidate
could tell that he was dissatisfied with the level of performance discipline in his organization. The probing question in this case might be: “Why do you think the employees were so optional?” A deepening question prompts an analysis of the causes of the current situation. In the course of such an analysis, the intellect, competence, attitudes and managerial style of the candidate are manifested. The concretizing question is formulated in a different way: “And what exactly was the low performance discipline manifested in?” A concretizing question allows you to clarify the candidate's ideas about what, in his understanding, is low or high discipline, what is the level of his disciplinary requirements and control style.
Table 11.11
The impact of different types of questions on the level of contact with the candidate
|
Question type |
Interviewer behavior |
Question action |
|
|
Questions that break contact |
|||
|
Closed |
"Are you familiar with planning methods or not?" |
Dominant |
Forced choice |
|
"But you just said that..." |
incredulous |
Violation of the climate of conversation |
|
|
inspiring |
"Do you agree that..." |
defining |
External control, pressure |
|
Questions to Promote Contact |
|||
|
Open |
"What planning methods do you prefer?" |
Affiliate |
Liberating |
|
reflective |
"If I understand you correctly, you think that..." |
trusting |
Improving the climate of conversation |
|
indicating the direction of the response |
"To summarize what you said, Baq was most interested in..." |
Initiating self-determination |
Internal focus |
The use of deepening and concretizing questions-operators: "Why ..?" and “What is it manifested in ..?” - allows you to adjust the level of depth / surface and abstractness / specificity of the candidate's answers.
An interview conducted for the purpose of selecting candidates, as can be seen from all of the above, is conducted with a focus on biographical analysis. In this sense, it is very close in content and purpose to the methods of analyzing biographical data. Biographical orientation of the interview"at the entrance to the organization" is determined by the fact that there is very little preliminary information about the candidate entering the organization.
In conclusion, we briefly review the features of the interview with internal recruiting, i.e., in the selection of candidates from the current managerial staff.
In this case, the organization has a fairly rich initial information about the assessed manager, which is, in principle, available and can be
wound by special methods. This information must be used in the preparation of the interview.
Preparing an interview. Interviews are usually conducted by line managers and/or HR managers once every six months (or a year). The effectiveness of the interview is determined primarily by the thoroughness of the preparation for it. Both the interviewer (interviewer) and the assessed manager should prepare for the interview.
The preparation of the interviewer includes a preliminary assessment of the manager by his colleagues and / or by the leader (interviewer). Based on the results of the assessment, the interviewer outlines questions for the assessed.
Preparing the assessee includes completing a self-assessment task. In its simplest form, this is a small personal report.
The interview plan is built by the interviewer based on a comparison of the preliminary assessment and the manager's self-assessment. The general scheme for constructing the plan is shown in fig. 11.11.
Conducting an interview. The way the interview is conducted depends very much on its place in the personnel assessment system: The interview may be purely diagnostic or complete the manager's assessment.
In the first case, the interview is focused on clarifying the already available data and obtaining additional information for the subsequent final assessment. This version of the interview, in terms of technique, is similar to the interview described above for the selection of candidates.
However, there are two significant methodological differences: Firstly, special attention is paid to gaining trust and guaranteeing the confidentiality of the information received in the interview. The fact is that the interviewee is an employee of the organization and may be afraid of misuse of the received information.
Discussion questions Fig. 11.11. Scheme for constructing an interview plan
information from him. That is why diagnostic interviews show the highest validity in personnel assessments within personnel development programs, when oriented to assessment for the purpose of consulting managers, and lower - in personnel assessments in order to resolve pay issues and make personnel decisions. Therefore, the interview is conducted with an emphasis on the general assessment of the manager and a constructive discussion of the possibilities of his development, and private details remain known only to the interviewer and the assessed manager.
Secondly, the interview mainly discusses the actions of the manager in the current managerial situation, and biographical data serve only as a diagnostic background for interpreting the behavior of the manager.
In the event that the interview completes the assessment process, it is aimed not only at obtaining diagnostic information to refine the assessment, but at discussing the assessment itself together with the assessee.
situational methods. Situational diagnostic methods are based on observing the behavior of subjects in staged (simulated) situations. Each of these methods includes two parts: a provoked situation and an observation technique. According to the content of situations, the following most commonly used varieties of situational methods can be distinguished:
♦ "mail basket";
♦ reports and presentations;
♦ role-playing games;
♦ group discussions;
♦ case analysis (“case method”);
♦ planning games;
♦ scenario method.
Methods are selected based on the results of a preliminary analysis of activities so that in situations provoked with their help, there is an opportunity and a need to manifest the required professionally important qualities of a method.
neggera. The created situations are managed by a specially trained moderator, the supervision is carried out by trained observers (psychologists and/or real or future leaders of the evaluated candidates for managers).
In situational methods, the technique of structured observation is always used. The simplest version of the structural basis of observation is scale scores. Each requirement for a manager is transformed into an evaluation scale (as a rule, a direct numerical evaluation, for example, in points). Based on the results of the observation, scale estimates of the proximity of behavior to the required actions in a provoked situation are set (the requirements for actions correspond to a strictly defined area of requirements for the job position). Let us give examples of procedures for creating diagnostic situations.
1. "Mail basket": according to excerpts from documents (correspondence in the mail basket), it is necessary to make a written conclusion about the nature of the problem that is reflected in them, make a decision on the problem, impose resolutions on the documents. Offered from 15 to 40 documents. The duration of the procedure is from 1 hour to 4 hours.
Valuation area: conceptual preparation, organizational potential, resistance to stress, sensitivity, creativity, flexibility, initiative, planning, delegation, organization of control, resistance to stress. "
2. "Presentation", "report": reports (oral) on a chosen topic, or presentation of oneself as the head of a unit (organization), presentation of an organization, services, products. Duration of preparation: a separate topic - from 5 to 10 minutes; global theme - from 15 to 30 min. Duration of the report or presentation - from 10 to 30 minutes.
Valuation area: conceptual preparation, verbal communication, resistance to stress, self-education, flexibility, confidence, independence, resistance to stress, divergent thinking, emotional stability, professional motivation, cooperation, contact.
3. Group discussion: a group of candidates being evaluated is invited to freely, without a specially appointed leader, discuss any discussion topic related to professional activities or organizational problems. The duration of the discussion is usually no more than an hour. After the discussion is over, the participants take turns presenting their impressions of the course and results of the discussion.
Valuation area: conceptual qualities (systematic thinking, thinking with a poorly structured problem, openness to the future and changes, sensitivity to weak signals), leadership style (activity, position features and role in group work, ability to be an expert or use experts, values and responsibility, dominance), communicative qualities (communication style, conflict resolution, cooperation).
In group work (for example, in discussions), categorical observation techniques are also used. Below is the observation scheme proposed by R. Bailes. The unit (category) of observation in the scheme is interaction(single interaction between group members).
Interactions are divided into the following groups: (4)-(9) - area of given interactions("external" situation, differentiation of the group), O) - (3) and (10) - (12) -
area of social emotional interactions("internal" situation, group integration). Task interactions, in turn, are divided into active:(4)-(6), and passive:(7)-(9).
Socio-emotional interactions are divided into positive(positive contribution to group atmosphere and group integration) and negative(negative contribution).
Finally, interactions are divided according to belonging to the phases of the group process of solving the problem:
♦ problem orientation: (6), (7),
♦ score: (5), (8),
♦ control: (4), (9),
♦ decision making: (3), (10),
♦ release of tension: (2), (11),
♦ integration: (1), (12).
In table. 11.12 provides descriptions of individual categories of observation schemes.
Tableia 11.12
1. Shows solidarity, supports others, helps, encourages.
2. Feels free, jokes, laughs, shows satisfaction.
3. Agrees, passively obeys, understands, yields to others.
4. Advises, directs (considering the autonomy of others).
5. Expresses an opinion, evaluates, analyzes, expresses his feelings or desires.
6. Orients, informs, repeats, explains, confirms.
7. Asks to orient, inform, confirm, explain.
8. Asks about someone else's opinion, attitude, is interested in evaluating his actions, expressing feelings about his behavior.
9. Focuses on proposals, asks for guidance on possible courses of action.
10. Disagrees, sabotages, does not help, acts formally.
11. Shows tension, irritation, asks for help, avoids joint actions.
12. Shows antagonism, humiliates others, defends and asserts himself.
Based on the results of observation, the number of interactions of each type is calculated and determined candidate's interactive profile(at which stages of group work the assessed candidate is especially active, in which areas of group work he concentrates, how his activity is distributed: on the regulation of the group atmosphere, on the exercise of influence on the members of the group, on the content of the task).
After many years of research, a revision of the R. Bailes scheme was carried out. It turned out that some interactions are very rare in practice and deserve to be excluded from the scheme, and some are internally heterogeneous and should be “split” into several separate interactions. Below is a revision of R. Bales's observation scheme, carried out by A. Borgatta. Since the interpretation for the new scheme has remained the same, two numerations of the categories of observation (interactions) are given - according to R. Bayles and according to A. Borgatta (Table 11.13).
Tableia 12.13
|
Bales |
Borgatta |
|||
|
General social recognition: greetings, the beginning of contact |
||||
|
Expressions of solidarity: acknowledging remarks and a way of behaving that elevates the status of the other ("It's absolutely true"; "You can't disagree with it") |
||||
|
Manifestations of stress relief, relaxation: nothing that causes tension in others |
||||
|
Acknowledgment, understanding, confirmation: all remarks that express passive understanding or support |
||||
|
Consent, support: active agreement or support, when someone else's point of view becomes one's own |
||||
|
Methodological suggestions: setting tasks or responsibilities, as well as next goals (“We should now discuss the next problem ...”; “I (we) will take (take on) this task ...”). Do not confuse with category 17 - there is an "order" |
||||
|
Solution proposal: proposals that encourage group members to solve a group problem are accepted by the group and are aimed at solving group problems ("If we go in this direction, we will get the required answer"; "After this discussion, we are unanimous that .. .") |
||||
|
Expression of opinion, evaluation, analysis, expression of feelings or desires: expression of group members' attitudes ("We must finally come to a decision") |
||||
|
Introspection and behavior when a group member asks himself questions: self-esteem (“I am not mature enough for this task”) |
||||
|
Indication of situations external to the group in order to prevent aggression (negative statements about group members, organizers, etc.): all acts of behavior that direct aggression or hostility of group members outside, on strangers to the group of people or external circumstances |
||||
|
Orients, informs, explains: providing information when orienting in a situation, searching for its definition ("It rained at night"; "Father Fyodor had a heart attack") |
||||
|
Request for attention, repetition, clarification ("Listen..."; "Repeat your question"; "It seems to me that you think...") |
||||
|
Asks for analysis, evaluation, expressing opinions, feelings or desires (“What do you really think about this?”; “When we are ready ...”) |
||||
|
Bales |
Borgatta |
|||
|
Disagrees, has a different position: an expression of a position or differences in points of view (“I have a different opinion”); “This issue needs to be approached differently.” |
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Shows tension, asks for help, shows personal insufficiency: every general indication of nervousness, fear, retreat (repetition of sentences, interrupting remarks, searching for words, unmotivated movements) |
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Detects an increase in tension: all comments and suggestions that express the nervousness of the situation (pauses in discussions, shifty eyes, etc.) |
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Detects resistance, hostility, makes harsh, sometimes unrealistic demands: open confrontation, ignoring the position of the other, belittling and ridicule, as well as any sarcastic remarks that are aimed at hurting the group or its individual members |
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Self-defense: means simultaneously attacking another member of the group (“I have the right to...”; “I don’t understand why you are always criticizing”), self-justifying remarks are also included here |
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Among the categorical observation schemes, there are also specialized ones designed to assess certain aspects of a manager's behavior. Below is Carter's observation chart diagnosing leadership behavior in a group. The observation scheme includes several classes observation categories.
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Introduction
Psychodiagnostics is a field of psychological science and the most important form of psychological practice, which is associated with the development and use of various methods for recognizing individual psychological characteristics of a person.
The problems of psychodiagnostics are among the most important problems of applying psychological knowledge in various areas of human practice with the aim of the comprehensive development of the personality. Thus, the same person may have different abilities, but one of them may be more significant than others. On the other hand, different people have the same abilities, but differ in their level of development.
In Western psychology, abilities are understood as either the innate characteristics of an individual, fatally determining all future results, achievements of the subject (capacity), or acquired skills and abilities (ability). Another concept is widespread - aptitude - the natural ability to acquire relatively general or special knowledge and skills.
In domestic psychology, the direction of diagnostic studies of the psychophysiological characteristics of a person is associated with B.M. Teplov, who builds his definition of abilities, trying not to connect abilities with the level of results already achieved, as well as with the inclinations laid down from birth, supposedly invariably determining the future success of a person. In the work "Abilities and Giftedness" (1982), he clarifies the specifics of abilities, indicating three characteristics characteristic of them:
1) abilities should be understood as individual psychological characteristics that distinguish one person from another (where people are equal, there can be no question of abilities);
2) abilities are not any general individual abilities, but only those that are related to the success of any activity;
3) abilities cannot be reduced to the knowledge, skills or abilities that a given person has already developed.
Considering the position of B.M. Teplov, we note that abilities cannot be innate, since only anatomical and physiological features, natural prerequisites, inclinations (the basis of abilities) can be such. Inclinations affect abilities, but the latter are always the result of development.
There is a dialectical relationship between abilities, knowledge and skills: abilities are necessary for the formation of skills and knowledge, and the formation of abilities itself involves the development of knowledge and skills.
Allocate general and special abilities. General abilities provide mastery of knowledge and skills that a person implements in many activities. These are intelligence (as the ability to solve problems based on existing knowledge), learning ability (as the ability to acquire knowledge), creativity (as the ability to transform knowledge). Each of the general abilities corresponds to a specific motivation and a specific form of activity. Creativity - motivation for self-actualization and creative activity. Intellect - achievement motivation and adaptive behavior. Learnability - cognitive motivation.
Special abilities are considered in relation to separate, special areas of activity, which is manifested in their classification (mathematical, literary, artistic, etc.).
Since the end of the 19th and beginning of the 20th century, attempts have been made in psychology to measure abilities. Abilities were studied at first by such foreign psychologists as R. Cattell, C. Spearman, A. Binet, G. Eysenck, and others. Tests were used to measure abilities. Usually, a system of tests was used, increasing in difficulty, which was called the “test battery”.
In domestic psychology (B.G. Ananiev, V.I. Voitko and Yu.Z. Gilbukh, K.M. Gurevich et al., E.A. Klimov, A.A. Bodalev and V.V. Stolin, A .G. Shmelev) it is traditional to determine abilities by identifying the pace of progress in the process of activity, the breadth of the transfer of emerging mental qualities, the ratio of neuropsychic costs and the final result of activity. Ability diagnostics based on the above principles is enriched with meaningful methods: learning ability diagnostics, diagnostic training programs, etc.
The study of abilities is carried out from various angles:
Their socio-historical essence is revealed in the general sociological plan;
Their development in specific activities is studied;
The general mechanisms of ability formation are considered.
The study of various types of special abilities is carried out mainly in connection with professional orientation and professional selection.
In psychology, a person's professional suitability is defined as "a set of psychological and psychophysiological characteristics that are necessary and sufficient for him to achieve, in the presence of special knowledge, skills, and socially acceptable labor efficiency ..."..
The modern view of professional suitability lies in the fact that it is formed in labor activity, in the course of mastering a profession, and is not given to a person initially, as an innate quality. And, today there is no doubt that the results of labor largely depend on how much the characteristics of a particular person correspond to the conditions and nature of the activity performed, tk. it is the degree of this correspondence to a large extent that determines the likelihood of the effective performance of their professional duties. This confirms the relevance of the chosen topic.
The purpose of this work is to study the professionally important properties and features of their diagnosis.
1 . General concept ofprofessionally importantXqualitiesOhin psychology
professional diagnostics psychology managerial
To master professional skills, appropriate abilities are needed, on the basis of which knowledge and skills are formed, as well as a propensity to work, i.e. positive professional motivation. At each stage, the profession imposes certain requirements on motor skills, thinking, memory, attention, other mental functions and personality traits. Under the influence of these requirements, in the course of mastering a profession, professionally important qualities and abilities of a person are formed, which ensure the development of the necessary skills, knowledge, skills that determine qualifications and mastery.
Thus, professionally important qualities (PVK) are individual psychological qualities and personality traits that determine the possibility of successfully performing professional activities.
Psychologists have established that any activity is carried out on the basis of the PVK system, which is a set of peculiar symptom complexes of subjective properties specific to a particular professional activity. Professionally important qualities are a complex formation, which includes various socio-psychological and psycho-physiological characteristics of a person.
The basis of professionally important qualities are professional abilities - the properties of mental processes and psychomotor functions that ensure the effectiveness of activity. There are different approaches to the understanding of the PVK. So, V.D. Shadrikov believes that PVK can be properties of the nervous system, features of mental processes, personality traits, orientation characteristics, knowledge and beliefs, as well as other personality traits.
IN AND. Lazutkin distinguishes the following STCs: psychophysiological (sensory, sensorimotor, physical, adaptive-homeostatic); psychological (intellectual: perception, memory, thinking, etc.; personal: orientation, temperament, character); sociocultural (general development, professional readiness).
Yu.V. Kotelova considers the concept of PVK as professionally important features, which include the psychological features of sensory, mental, motor activities, as well as features of attention, thinking, memory, emotional-volitional sphere and personality traits.
A.V. Karpov gives the following definition: “Professionally important qualities are the individual properties of the subject of activity, which are necessary and sufficient for its implementation at a normatively set level and which significantly and positively correlate with at least one (or several) of its main performance parameters - quality, productivity, reliability." According to A.V. Karpov, PVK are divided into 4 main groups, which together form the structure of professional suitability:
Absolute PVK - the properties necessary for the performance of activities as such at the minimum allowable or normatively specified, average level;
Relative PVK, which determine the possibility for the subject to achieve high (“excessive”) quantitative and qualitative performance indicators (“PVK of mastery”);
Motivational readiness for the implementation of a particular activity. It has been proven that high motivation can significantly compensate for the insufficient level of development of many other STCs (but not vice versa);
AntiPVC - properties that contradict one or another type of professional activity. The structure of professional suitability implies a minimum level of their development or even the absence. In contrast to the qualities of the first three groups, they correlate significantly, but negatively, with the parameters of activity.
E.A. Klimov identifies five main professionally important qualities:
Civic qualities - the ideological, moral character of a person as a member of a team, society;
Attitude to work, profession, interests and inclinations in this field of activity;
Capacity, which is formed by qualities that are important in many and different types of activity (the breadth of the mind, its depth, flexibility, etc.);
Single, private, special abilities. These are such personal qualities that are important for a given job, profession, or for a relatively narrow circle of them;
Skills, habits, knowledge, experience.
Thus, in the structure of the IRC, there are 3 main elements that are necessary for the implementation of a particular productive activity:
1) abilities (both general and partial; both predominantly innate and predominantly social);
2) socio-psychological characteristics of the individual (interests, motives, values, relationships with others, etc.)
3) knowledge and skills.
Therefore, we can give the following definition: PVK are the individual properties of the subject of activity, which are necessary and sufficient for the implementation of this activity at a normatively specified level.
Let us dwell briefly on some of the most important aspects of human life, where the consideration of professionally important properties is of certain importance. So, in the system of vocational guidance and professional consultation, in the management of the formation of professional suitability, in professional selection, knowledge of the individual natural characteristics of people is also very important. For example, if it follows from the analysis of the content and nature of work that certain abilities are prerequisites for the formation of professionally significant qualities, then it is important to draw a person’s attention to the presence of such specific requirements in the profession he has chosen. In the event that these requirements characterize the profession as a whole and are strictly regulated, the person should be informed what difficulties he may encounter and whether he has the opportunity, taking into account his natural abilities, to overcome these difficulties. If such requirements in the chosen profession are typical only for some “working positions”, then a person should be advised to focus on other “working positions”, where the regulation of labor behavior is not so strict.
According to K.M. Gurevich, success in professional activity and job satisfaction are often determined by the extent to which it is possible to comply with the rule of "natural correspondence", i.e. as far as the range of professional tasks facing a person is close to his psychophysiological characteristics and their usual manifestations. It is known that tasks that require a quick response to everything new in the environment, and tasks that require a quick transition from one type of activity to another, are difficult for a relatively inert nervous system. The rule of "natural correspondence" will be violated if a person with an inert nervous system masters a profession where situations often arise that require a quick response or switch. Exactly the same rule is violated in the event that a person with a mobile nervous system is offered such professional situations that require slowness, stereotyped actions. Mobile such work will oppress, they will experience it as dreary and uninteresting. Of course, in both cases, as a result of violence against oneself, intense arbitrary regulation of activity, it is possible, if not for a long, then for a short time, to disguise the discrepancy. But a person in such a situation does not feel satisfaction from his work, and, moreover, when the rule of "natural correspondence" is grossly violated, the probability of errors in the work increases, and its efficiency is lost.
Thus, any activity is implemented on the basis of a system of professionally important properties specific to a particular professional activity. Every time when in practice one has to deal with such conditions and requirements under which it is the natural formal-dynamic features of a person that are an important factor in achieving professional success, moving to a higher level of assimilation of knowledge, skills, abilities, it is necessary to have this information, using for its obtaining special diagnostic techniques.
2 . Diagnostics of professionally important properties
2.1 Psychodiagnostics of PVC
To master professional skills, appropriate abilities are needed, on the basis of which knowledge and skills are formed, as well as an inclination to work, i.e. positive professional motivation.
At each stage, the profession imposes certain requirements on motor skills, thinking, memory, attention, other mental functions and personality traits. Under the influence of these requirements, in the course of mastering a profession, professionally important qualities and abilities of a person are formed, which ensure the development of the necessary skills, knowledge and skills that determine qualifications and mastery.
The introduction of new technology, the mechanization and automation of production processes, the widespread use of computer technology and information technology are fundamentally changing the nature of work, putting forward ever higher demands on the professional qualities of a person. Naturally, this requires the availability of certain necessary PWC from specialists. The issue of rational use of the capabilities of a specialist, and first of all, the selection and training of personnel, is becoming increasingly important here.
Diagnostics of special abilities in most cases aims at predicting the future professional success of an applicant for a profession. Thus, the experience of American testologists shows that the effectiveness of psychological selection for a profession is high, for example, as a result of selection, dropout from educational institutions is reduced from 30-40% to 5-8%, and costs for training specialists are reduced by 30-40%. ; the accident rate due to the fault of the personnel is reduced by 40-70%, and the reliability of control systems is increased by 10-25%.
The basis of professionally important qualities, as already noted, are special abilities, and for each group their own special diagnostic tests are created. One of the approaches to the psychodiagnostics of PVC can be to identify and evaluate, using a set of general psychological (professionally non-specific) tests, individual mental properties - the speed of perception, attention switching, memory capacity, various abilities, etc., as well as motivational, emotional and other relationships that are significantly correlated with the indicator of the success of professional work in general and, on this basis, can be considered as PVK
Along with this, there are more global test batteries, i.e. groups of tests united by a specific task. Such batteries are designed to measure the abilities required in different types of work, and allow a person to be oriented to a whole range of professions. It is such a battery, which has received worldwide recognition, has become Differential Ability Test Battery(DAT) which has found application in the professional orientation of students. As conceived by its first creators, it was supposed to include the measurement of such qualities that are important for continuing education in higher education. DAT was developed by the Psychological Association and includes eight subtests.
1st subtest - verbal thinking (establishment of analogies).
2 subtest - numerical (counting) abilities.
3 subtest - abstract thinking.
The 4th and 5th subtests check the technical thinking and spatial representations of the subject: it is required to complete tasks for understanding the technical situations depicted in the figures and mentally folding geometric sweeps into certain figures.
Subtest 6 - speed and accuracy of perception. Several combinations of characters are given, one of which is highlighted. The subject must find and mark the same on the answer sheet.
The 7th and 8th subtests measure the ability of the subjects to correctly use spelling and build a sentence (“Using Language”).
Another well-known battery for diagnosing abilities is called Battery of general abilities (GATB). It was developed in the 40s. in the United States and was used by the employment service for counseling in government agencies. This battery was used in industry and in the army for professional advice, placement of personnel in the workplace. The modern battery includes 12 subtests measuring 9 abilities. Diagnosis of general mental abilities is carried out using three of them (vocabulary, mathematical thinking, spatial perception in three-dimensional space). Verbal abilities are diagnosed by tasks for the definition of synonyms and antonyms (vocabulary). Numerical ability is studied using two subtests for computing and for mathematical thinking. Spatial perception is analyzed using geometric sweeps. Shape perception is represented by two subtests in which the subject compares various tools and geometric shapes. The clerk's perception speed subtest is represented by pairs of words, the identity of which must be established. Motor coordination is a task for the subject to make notes with a pencil in a series of squares. Manual dexterity, finger motor skills are studied using a special device (4 subtests).
As you can see, the battery combines different types of tests and claims to cover several abilities at the same time. It takes about 2.5 hours to complete the entire battery. The validity of the battery is not the same for different professions. Thus, motor abilities turned out to be important for a number of professions related to assembly, spatial - for the profession of a driver, etc. The reliability of the GATB battery is satisfactory. Correlations determined by the methods of interchangeable forms and retesting fluctuate within 0.80 and do not exceed 0.90.
The disadvantages of GATB include, first of all, the fact that all tests are high-speed. In addition, abilities are not covered broadly enough. Excluded are technical comprehension tests, as well as tests of thinking and resourcefulness. After the diagnostic examination, the so-called test profile of the subject is drawn, which clearly demonstrates the individualized structure of his abilities at the time of testing (profile - the degree of severity of each ability factor in an individual). This profile is compared to that of a successful professional. Based on the comparison, conclusions are drawn about the specialties recommended for the applicant.
Thus, GATB is more focused on application in industry, DAT - in an educational institution. Both batteries can be used in the practice of psychological service.
The group of professionalized abilities also includes abilities related to artistic creativity. Most often, the diagnosis of these abilities is carried out by the method of expert assessments given by high-level specialists, for example, members of selection committees operating at educational institutions of the corresponding profile.
For some types of creativity, standardized tests have been developed. So, for example, tests of artistic abilities include tasks for understanding art and for the productivity of activity, i.e. technique, craftsmanship.
Tests of the first kind diagnose one of the most important qualities - an aesthetic attitude to life (A.L. Melik-Pashaev, Z.N. Novlyanskaya Steps to creativity). In tests for understanding art, the subject must choose from two or more options for the image of an object, the most preferable. As options for images, paintings by famous artists or subjects selected by a group of experts can be used. This "reference" image is given against the background of one or more distortions, where the criteria and principles accepted in art (color, perspective, ratio of parts of the image, etc.) are deliberately violated. A. Anastasi, discussing such tests, notes that, in essence, they show how much the artistic preferences of the subject coincide with the preferences of contemporary art connoisseurs (experts).
The most famous is meyer art judgment test. It uses pictures and drawings by famous artists as tasks. Each task includes 2 options: a reproduction of the original and its own with some changes regarding proportions, symmetry, harmony. The test evaluates the ability to judge the aesthetic organization of a work as the most important factor of artistic perception for an artist. The test is fairly reliable (the splitting reliability ranges from 0.70 to 0.84). Validity was determined by correlating the test score and the level of art education and skill. Validity coefficients range from 0.40 to 0.69. The performance of the test directly depends on the level of professional training and knowledge.
Another test ( questionnaire Horne's artistic ability) is aimed at predicting the success of training, therefore, it does not contain requirements for skills, knowledge, and ability. In the test, the subject is required to make 12 sketches of drawings along existing lines (same as in Torrens test). The evaluation of the artistic merit of the drawings is carried out in accordance with the selected criteria. Guidelines for additional assessment of the quality of work are also given, such as the richness of imagination, the choice of topic, the use of shading, etc.
The most famous test for studying musical ability is the mentioned Seashore test. It is a series of 6 tests for various heights of loudness, rhythm, duration, timbre and tonal memory. All these qualities are determined by presenting pairs of sounds, musical phrases, which the subject needs to compare. Tests can be used for children (from 4th grade) and adults. Reliability coefficients of the test range from 0.55 to 0.85, and validity - from 0.30 to 0.40.
English psychologist Wing designed the test, in which, along with tasks for sensory discrimination (as in the Seashore test), there are tasks for understanding music (comparison of the aesthetic merits of musical passages). The test is highly reliable, valid, and experts recognize its usefulness for the selection of musically gifted children.
For a deeper comprehensive study of the professional properties of a person, you can use the Standardized multifactorial method for studying personality. SMIL, modified Sondi test, as well as other psychodiagnostic methods used by specialists in the professional selection (recruitment) of personnel.
2.2 Diagnosis of professionally important qualities of a manager
Modern management forms a special type of leader - a manager, who, by his status, represents a professional manager. The most important sign of this specialist is his professional competence and high qualification. The professionalism of a manager implies that he has certain knowledge, skills and abilities in the field of management, and possesses special professional and personal qualities.
The professional suitability of a manager is understood as a set of psychological characteristics of a person, necessary and sufficient to achieve efficiency in the activities of a manager. Assessment of professional suitability, as in any field, is carried out in three forms.
In the first case, a candidate for a position is assessed using a variety of standardized psychological methods to identify extreme degrees of manifestation of qualities that are undesirable for most professions, for example, neuropsychic instability, low intelligence, inadequate motivational orientation. In this case, diagnostics is carried out regardless of the content of a particular activity. This form of psychological diagnostics has proved to be quite effective for a number of professions. It also becomes the only one when there is no possibility of a preliminary study of activity, experimental determination of the most prognostic psychodiagnostic methods. But this approach is close to medical diagnostics and does not solve all the problems in determining suitability for a particular activity, which imposes special requirements on the psychological qualities of a specialist.
Other forms of assessment of professional suitability are used in diagnostics focused on the specific specifics of work. The main problem of psychological selection can be conditionally reduced to two tasks: first, to establish a set of requirements for personality traits by a specific professional activity; secondly, to determine such a psychological technique that would allow us to evaluate these properties.
The implementation of the following approach, which to a certain extent opposes the one described above, begins with a comprehensive psychological study of representatives of the studied specialty. The best and worst specialists are determined, then the statistical relationship between psychodiagnostic data and the success rates of the group of individuals studied. After that, methods with a significant statistical relationship are selected, which are used later in the actual selection of candidates for this specialty. Typically, this approach is applicable to the selection of specialists who achieve success in their work due to complex psychological, outwardly difficult to observe qualities.
Among the procedures specifically designed to assess general intellectual abilities, one often uses method "progressive matrices" Raven, as well as Wexler's intellectual test. In them, intelligence is considered as a universal ability to adapt to changing conditions, and for the effective activity of a leader in modern management conditions, this ability is one of the fundamental ones.
Professionally important properties of a manager's personality are also: emotional balance, self-confidence, based on an adequate high self-esteem, the desire to win, based on the motivation to achieve success. In accordance with this, in the process of psychological diagnostics, it is advisable to use the following questionnaire methods that evaluate emotional and personal properties: Spielberg test- Khanina, aimed at assessing the emotional state in the form of a level of reactive and personal anxiety, as well as temperament structure questionnaire (OST)V.M.Rusalova(1990), which allows you to evaluate many important socio-psychological manifestations of temperament.
In the field of managerial activity, the category of special abilities of a manager's personality includes communicative, organizational and entrepreneurial abilities. Relatively new methods are used to diagnose entrepreneurial abilities. test batteries: Questionnaires like "Do you have the ability to entrepreneurship?", Options for business games, test "unfinished sentences", consisting of statements like: "My subordinates...", "The future seems to me...", "In this situation...". The subject ends the sentence with one or more words, preferably the first ones that come to mind. The interpretation of the results obtained is based on the assumption that there is a projection effect, that the responses reveal personal needs, value orientations, and peculiarities of a person’s perception, which gives quite valuable information about his ability to social interactions and, in particular, to management, provided that the diagnostic test is successfully completed. examinations.
At the heart of communication and organizational skills are the corresponding inclinations, which are manifested in the ability to clearly and quickly establish business and friendly contacts with people, in an effort to expand contacts, participate in group events, show initiative, ingenuity and resourcefulness. Equally important is the ability to have a psychological impact on people, to use the techniques and methods of active interaction in joint activities. Diagnosis of communicative and organizational inclinations is carried out using test-questionnaire KOS- 2 .
Professional psychological diagnostics of managers must necessarily include checking the organizational and communicative qualities of the individual and their manifestations in interpersonal relationships.
Such qualities as efficiency, confidence, exactingness, etc., can be determined using test-questionnaireL.P.Kalininsky. The undoubted advantage of this technique is that it allows you to determine the level of development and compare the strengths and weaknesses of ten personality traits: focus, efficiency, desire to dominate in a group, confidence, exactingness, stubbornness, compliance, dependence, psychological tact, responsiveness.
To identify the degree of expression of the communicative and organizational qualities of the individual in interpersonal relationships allows test questionnaireT.Leary. With its help, the degree of manifestation of properties is determined, which can be grouped into eight psychological tendencies that determine various personality traits: dominance, self-confidence - insecurity; inflexibility, independence - dependence; sociability, responsiveness.
Thus, the manager of an organization, by his status, today represents, first of all, a professional manager. The most important sign of this specialist is his professional competence and high qualification. The manager must have good professional training, possess erudition and culture, combine fundamental theoretical and practical training, be fluent in the specialty, and be able to put into practice advanced methods of personnel management.
Features inherent in a manager as a professional manager:
Intelligence as the ability to solve complex and abstract problems;
Awareness of the need for action and existing motives;
Self-confidence, high self-esteem of competence and level of claims.
Conclusion
Thus, concluding the work, we briefly note the following.
The success of professional activity depends both on the working conditions, the equipment of the workplace, and on the availability of relevant professionally important qualities (PVC) in employees - individual properties of the subject of activity, which are necessary and sufficient for the implementation of this activity at a normatively specified level. Moreover, the reliability and safety of the work itself is largely determined by the presence and level of development of the PVK. Long-term world experience shows that a significant number of emergencies occur due to personnel errors that are associated with the psychophysiological characteristics and functional state of workers.
Allocate general and special abilities. General abilities provide mastery of knowledge and skills that a person implements in many activities. These are intelligence (as the ability to solve problems based on existing knowledge), learning ability (as the ability to acquire knowledge), creativity (as the ability to transform knowledge). Special abilities - properties of individual mental functional systems that determine the productivity of individual types of activity (mathematical, musical, linguistic). Specific abilities - abilities that determine the success of solving certain types of problems.
Thus, any activity is implemented on the basis of the PVK system, which is a set of peculiar symptom complexes of subjective properties specific to a particular professional activity. Sympto-complexes are formed in the course of mastering the corresponding activity and contain specific subsystems of the SVC that ensure the implementation of each next stage of professional activity.
The experience of diagnosing professionally important properties suggests that they are formed in the course of labor activity, in the course of mastering a profession, and are not given to a person initially. Psychodiagnostic studies also confirm the connection of leading trends with the choice of profession and the form of social activity: it is very important that the profession corresponds to individual inclinations.
Diagnostics of professionally important personality traits, psychophysiological requirements for professions, identification of general and special abilities allows you to select such types of activities and the nature of work that are most appropriate for a professional specialist. For example, adjusters of automatic and semi-automatic lathes require a high threshold of visual discrimination. In the work of the driver of vehicles and operators of machine tools with program control, the speed of sensorimotor reactions is important; for a locksmith and machine operator - easy adaptability to monotonous and repetitive actions, the ability to long-term concentration, eye, etc .; communication, organizational and entrepreneurial skills are important in the work of a manager.
Listusedliterature
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2. Batarshev A.V. Diagnostics of professionally important qualities / A.V. Batarshev, I.Yu. Alekseeva, E.V. Mayorova. - St. Petersburg: Peter, 2007. - 192 s:
3. Burlachuk L.F. Psychodiagnostics / L.F. Burlachuk. - St. Petersburg: Peter, 2006. - 351 p.
4. Klimov E.A. Introduction to the psychology of work: a textbook for universities / E.A. Klimov. - M.: MPSI, 2004. - 235 p.
5. Kotelova Yu.V. Essays on the psychology of work / Yu.V. Kotelova. - M.: MGU, 2002. -118 p.
6. Liginchuk G.G. Fundamentals of management / G.G. Liginchuk. - M.: MIEMP, 2010. - 138 p.
7. Pavlova A.M. Psychology of work: textbook. allowance / A.M. Pavlova. - Ekaterinburg: Publishing house of GOU VPO “Ros. state prof.-ped. un-t”, 2008. - 156 p.
8. Psychological diagnostics. Textbook / Ed. K.M. Gurevich. - St. Petersburg: Peter, 2008. - 652 p.
9. Psychology of work: textbook. For university students. / Ed. prof. A.V. Karpov. - M.: VLADOS - PRESS, 2005. - 350 p.
10. Romanova E.S. Psychodiagnostics: Textbook / E.S. Romanova. - St. Petersburg: Peter, 2005. - 400 p.
11. Sobchik L.N. Psychology of individuality. Theory and practice of psychodiagnostics / L.N. Sobchik. - St. Petersburg: Speech, 2005. - 624 p.
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6. Test "Are you able to become a leader"
7. Test "Characteristic" (to assess the business and personal qualities of a leader)
8. Test "Assessment of predisposition to managerial activity"
9. Methodology for determining the organizational and communicative qualities of L.P. Kalininsky
METHOD № 1
DEFINITIONS OF THE STYLE OF LABOR TEAM MANAGEMENT
diagnostic goal. To identify several styles of leadership of the labor collective.
Test procedure. The test includes several groups of questions, each of which is divided into 3 statements, conventionally denoted by the letters a, b and c. In order to correctly answer the questions, you must carefully read the proposed text and choose only one of the three options for answering statements that best suits the leadership style in your work team. Testing can be carried out both by the whole team and by each individual individually. In the first case, the test results will be more convincing, as they will be more devoid of subjectivity.
stimulus material.
Test text.
1. Your enterprise produces a group of goods that are not in great demand among buyers. Competitors have developed a new technology for the production of the same goods, which are of high quality, but require additional capital investments. How would your manager handle this situation?
a) will continue to produce goods that are not in demand among buyers;
b) issue an order on the speedy introduction of new technologies into production;
c) will spend additional funds on the development of its own new technologies in order to make products superior in quality to those of competitors.
2. Imagine that you work in a car factory. One of your employees has recently returned from a business trip to visit an exhibition of new automotive products. He offered to modernize one of the car models produced by the plant. Your Plant Manager:
a) take an active part in the development of a new idea, make every effort to quickly put it into production;
c) order the development of a new idea to the appropriate personnel;
c) before introducing this innovation into production, your manager will convene a collegiate meeting at which a common decision will be made on the advisability of upgrading your car.
3. At a collegiate meeting, one of the employees proposed the most rational solution to one of the problems that arose in your work team. However, this decision completely contradicts the proposal that your manager made earlier. In this situation, he:
a) support a rational solution proposed by the employee;
c) will defend his point of view;
c) conduct a survey of employees, which will help to come to a consensus.
4. Your team has done a lot of hard work that did not bring you the desired success (profit). Your leader:
a) ask to redo all the work by connecting new, more qualified personnel;
c) discuss the current problem with employees in order to find out the reasons for the failure in order to avoid them in the future;
c) will try to find those responsible for the failure (not doing their job) employees.
5. A journalist came to your organization working for a newspaper that is popular with readers. If you were asked to list the valuable qualities of your leader, which of them would you name first of all:
a) qualification, exactingness;
c) awareness of all the difficulties that arise in the enterprise; the ability to quickly make the right decision;
c) the same attitude towards all employees, the ability to compromise.
6. One of the employees made a small mistake in his work, but it will take a lot of time to eliminate it. How do you think your manager will act in this situation?
a) will make a remark to this employee in the presence of his colleagues, in order to prevent such mistakes in the future;
c) make a remark in private, without attracting the attention of other employees;
c) will not attach much importance to this event.
7. A position has become vacant at your enterprise. Several employees of the enterprise apply for it at once. Actions of your leader:
a) prefers that a worthy candidate be chosen by collective vote;
c) he will be appointed by the leader himself;
c) before appointing a person to this position, the manager will consult only with some members of the team.
8. Is it customary in your team to take personal initiative in solving an issue that is not directly related to the activities of the entire enterprise?
a) all decisions are made only by the head of the enterprise;
c) our company welcomes the personal initiative of employees;
c) when making an independent decision, before starting to act, an employee of the enterprise must necessarily consult with the head.
9. In general, when evaluating the performance of your manager, you can say that he ...
a) is completely absorbed in the problems that arise in your production, so that even in his spare time he ponders over their reasonable solution. He is as demanding of others as he is of himself;
c) refers to those leaders who believe that for fruitful work in a team, there should be even, democratic relations between employees;
c) your leader does not take an active part in the management of the enterprise, always acts according to a certain scheme, does not seek to improve in areas little known to him.
10. The manager invited you and other employees to the anniversary. Usually in an informal setting, he:
a) speaks with employees only about work, about plans to expand production, to increase the working staff, etc., while it is he who sets the main tone of the conversation;
c) prefers to remain in the background in order to provide an opportunity for interlocutors, work colleagues, to express their point of view on an issue of interest to them, to tell an entertaining episode from their life;
c) takes an active part in the conversation, without imposing his opinion on other interlocutors, without defending the point of view opposite to all the other participants in the conversation.
11. Your supervisor has asked you to quickly complete the work you just started, which will take you extra time, your actions:
a) immediately proceed to its speedy implementation, because you do not want to seem like a non-executive employee and value the opinion that your manager has about you;
c) do this work, but a little later, since the boss will first of all evaluate the quality of its implementation;
c) try to meet the deadlines proposed by the manager, but do not guarantee the high quality of its implementation. In our team, the main thing is to complete the work on time.
12. Imagine that your manager's office is temporarily busy (it is being renovated), so he will have to work in your office for several days. What will you feel about it?
a) you will constantly be nervous, afraid, afraid to make any mistake in his presence.
c) you will be very happy about this, as this is an extra opportunity to exchange work experience with an experienced, interesting person;
c) the presence of a manager will not affect your work in any way.
13. You returned from advanced training courses, learned a lot of useful and valuable things for your future work. The leader gave you a small assignment, and you used the knowledge acquired in the courses to complete it. What do you think your leadership will do?