Психологія розвитку ключових компетентностей у дорослому віці

Abstract

У дисертації наведено цілісну концепцію дослідження ключових компетентностей та їх розвитку в дорослому віці на основі стратегічно-інтегративного підходу. Розглянуто сутність понять «ключові компетенції», «ключові компетентності», «розвиток ключових компетентностей особистості». Визначено структуру досліджуваного феномена та психологічні механізми його розвитку. Встановлено принципи, психологічні та педагогічні умови розвитку ключових компетентностей дорослих у процесі корпоративного навчання. На основі методу моделювання розроблено й апробовано на практиці модель компетенцій (вимог до співробітників компанії) і модель розвитку ключових компетентностей дорослих у процесі корпоративного навчання. Експериментально перевірена ефективність навчально-розвивальної програми розвитку ключових компетентностей особистості дорослого віку у корпоративному навчанні. Розроблено методичні рекомендації що до формування досліджуваного феномена.

В диссертации представлена целостная концепция исследования ключевых компетентностей и их развитие во взрослом возрасте на основе стратегическо-интегративного подхода. Рассмотрена сущность понятий «ключевые компетенции», «ключевые компетентности», «развитие ключевых компетентностей личности». Определена структура исследуемого феномена и психологические механизмы его развития. Определены принципы, психологические и педагогические условия развития ключевых компетентностей взрослых в процессе корпоративного обучения. На основе метода моделирования разработана и апробирована на практике модель компетенций (требований к сотрудникам компании) и модель развития ключевых компетентностей взрослых в процессе корпоративного обучения. Экспериментально проверена эффективность учебно-развивающей программы развития ключевых компетенций личности взрослого возраста в корпоративном обучении. Разработаны методические рекомендации по формированию исследуемого феномена.

The study presents the author’s definition of the basic concepts: «key competencies» – a system of universal potential knowledge, skills, behavioral patterns necessary for quality productive activities in all spheres of life; «key competences» – an emergent set of actualized human abilities and personal attitudes (to themselves, others and the subject of activity), which is manifested in behavior and determines the success of the individual in various spheres of life on the basis of experience; «development of key competences of adults» is a process of quantitative and qualitative changes in the ability of subjects to succeed as a result of purposeful professional learning, the acquisition of progressive experience, self-development of individuals, achieving personal maturity. The known classifications of key competencies / competences are analyzed. Three groups of key competences are distinguished: personal, interpersonal, systemic. The age features of the development of key competencies in early, middle and late adulthood are analyzed. The stages of personal maturity of adults are specified depending on the development of their competences, namely: «self-management», «management of others», «system management» and «system construction». The study highlights and characterizes a new strategic-integrative approach. The research methodology includes the principles of development of the studied phenomenon, namely: integration and synergetic connection of the personal strategy of the adult with the strategy of the company; transformation of values and patterns of behavior of employees of the organization into personal values and habitual behavior of adults; actualization of key competencies (personal, interpersonal and systemic) in the effective professional activity of adults. On the basis of the strategic-integrative approach the basic key competences of employees of the organizations are empirically revealed: personal – «purposefulness», «development / self-development»; interpersonal – «partnership», «communication» and «customer orientation»; systemic – «leadership», «effectiveness», «initiative». The structure of the studied phenomenon (information-reflexive; motivational-value; cognitive-activity components) and its psychological mechanisms (reflection of abilities; personal and professional identification; exteriorization of dominant factors of professional motivation; internalization of values of company skills, transformation of knowledge and skills into key competencies) are determined. Based on the modeling method there were developed a model of competencies (requirements for company employees) and a model of development of key competences of adults in the process of corporate learning. The latter model is divided into three substantive blocks: strategic, developmental, competence-effective. The model includes personal strategy and company strategy, which, when successfully integrated, form synergies and ensure the achievement of the goals of both the organization and the individual. The model is based on psychological and pedagogical conditions for the development of key competencies of adults in the process of corporate learning, namely: psychological – understanding of their «I» and their own professional abilities; development of value orientations, formation, provision and preservation of professional motivation; coordination of personal goals with the goals of professional activity, etc.; pedagogical – creation of a holistic development program for the formation of key competencies of adults in the process of corporate learning; distribution of participants by groups and training programs in accordance with their achievements and areas of development; gradual formation of key competencies using various forms and technologies of corporate training and systematic evaluation, etc. The age, regional and content specifics in the development of key competencies of adults are identified. The obtained results of the observational experiment actualized the problem of creating psychological support for the development of the studied phenomenon. The psychological program for the development of key competencies in adulthood in the process of corporate training in companies was developed and implemented. It included three stages: information-knowledge (reflection of abilities and formation of knowledge at seminars / webinars; culturologies, cinemalogies), educational-technological (formation of skills by simulating and modeling work situations at workshops, trainings and post-trainings) and practical-activity (use of acquired skills and abilities in the workplace and acquisition of new experience, behavior and relevant competencies through the sharing experiences with colleagues and implementation of projects). The high efficiency of the educational and development program of development of key competencies of the adult personality in corporate training is proved and methodical recommendations on the development of key competencies of adults in the process of corporate learning are offered.