Competent person. Personality communicative competence

What do the personal competencies of employees include, how to create conditions for the development and formation of social and personal competencies - read about this in the materials of the article.

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What are the competencies and personal qualities of employees

Today, there is a need in society for specialists who have not only deep knowledge in a particular area, professional skills, but also the corresponding personal competencies and qualities.

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The competence-based approach is understood as a priority focus on the goals or vectors, these are:

• high level of learning;
• self-determination;
• self-actualization;
• socialization;
• personality development.

The main unit for assessing the quality of learning outcomes is competence and competence. In the psychological literature, both concepts are considered ambiguously. This is due to the complexity of the overall professional structures... It should be borne in mind that different areas are used in different theoretical approaches research.

Competencies and personal qualities are considered in the form of:

• the appropriate degree of formation of the social and practical experience of a particular subject;
• adequacy in the implementation of job duties and requirements;
• a high level of learning in special and individual programs;
• forms of activity.

Personal competencies - the ability to do something well, with the maximum level of efficiency, with a high degree of self-regulation, a high level of self-esteem, with speed, to change the relevant circumstances and the external environment.

Psychological, internal and potential formations, are considered as personal factors. Competence is understood directly as a meaningful generalization of empirical and theoretical knowledge, which are presented in the form of principles, concepts and semantic provisions. Under the competence, generalized ways of all actions performed are considered that help to perform productively .

The basic competencies are those that all people possess, regardless of a particular professional affiliation. Professional competencies include the ability, readiness to perform appropriate actions in accordance with the requirements, methodological organization, solution of all assigned tasks, and in the future to self-assess the result of the activity.

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How to ensure the development of personal competencies

The formation of professional and personal competence, the development of communication skills is influenced by the use of methods of developing psychodiagnostics, trainings. It must be borne in mind that psychodiagnostics allows , study the features of the personality structure, self-attitude, self-esteem, ways of changing the qualities of a negative nature. Trainings improve and develop positive personality traits, allow correcting negative ones.

The development of personal competencies occurs when using project methods that help integrate the knowledge gained in the study of various disciplines.

When performing professionally oriented tasks, the following increases:

1. level of interest in professional activity;
2. the speed of adaptation, the techniques are most important to apply in the adaptation process of new personnel.

Individual and collective forms of training are developed by HR specialists. If it is necessary to develop the personal qualities of employees, it is rational to use psychological training that helps to master and determine which mode of behavior is most productive in the event of a particular situation.

It should be borne in mind that in the formation of personal competencies, collective forms of education and training have the greatest effect. The number of interpersonal and social ties between employees increases. This increases cohesion, mutual assistance and mutual understanding, teaches you to understand and listen to the interlocutor and take into account the opinions of others. With the stimulation of business and professional communication, communicative competence also develops.

Creative tasks contribute not only to learning, but also to the integration of skills and knowledge gained during vocational training. The focus of this process develops , increases the general orientation of all processes of labor activity.

How is the formation of social and personal competencies carried out

The formation and development of social and personal competencies is inextricably linked with the development of basic and professional... In psychology, special attention is paid to education and development in the formation of the human psyche. Nor do they deny the role of heredity in the development of certain qualities.

Training is aimed at stimulating personal development. When receiving professional education, the formation of self-awareness, accelerated development of the personality occurs. Moral and aesthetic feelings are developed, character is stabilized. It was during this period that social functions were laid: civil, professional and labor.

The process of developing social and personal competencies takes a lot of time and includes the following types of competencies:

personal or personal, which is expressed in the preservation of mental and physical health, self-knowledge, self-development, striving ;

communicative, helping to master the skills of oral, written communication, ensuring readiness for cooperation, mastering the techniques of interpersonal and professional communication;

informational, including possession of multimedia technologies, understanding the possibilities of their application, developing a critical attitude to all types of information.

The structure of personal competencies includes such qualities as:

• organization;
• learnability;
• a responsibility;
• self-control;
• realization of personal potential;
• call of Duty;
• self-planning;
• the need to realize internal potential;
• tolerance;
• tolerance;
• humanity, etc.

EMOTIONAL COMPETENCE OF THE PERSONALITY
AS A SUBJECT OF RESEARCH

Frantsuzova O.E.

Tambov State University named after G.R. Derzhavin

[email protected]

For all the importance of the cognitive development of a person, his harmonious development is impossible without an emotional attitude towards the environment in accordance with the values, ideals and norms of society. Emotions - a special class of mental processes and states associated with instincts, needs, motives, reflecting in the form of direct experience the significance of phenomena and situations acting on an individual for the implementation of his life.

An important function of emotions is the regulation of human behavior. S.L. Rubinstein emphasized that no active step or decision is unthinkable without emotion. Whatever events and conditions determine a person's life, all his specific actions and deeds are performed under the influence of those internal, psychologically effective emotional phenomena that have arisen, refracted and strengthened under the influence of the environment. One of the main functions of emotions is that with their help we can better understand each other, and, without using speech, judge the states of another person. People can recognize each other's emotional states, regardless of cultures, nationalities, or other differences.

Currently, psychology is beginning to actively use such a concept as "emotional intelligence", understood as a set of human intellectual abilities to perceive, evaluate and understand their own and other people's emotions, the ability to manage them. Or in other words, it is a person's ability to operate with emotional information, that is, the one that we receive or transmit with the help of emotions. Emotionally intelligent people can have good self-control and interact effectively with those around them.

What is fundamentally new in the concept of "emotional intelligence"? The answer can be partially found in the combination of the words "emotional" and "intelligence." It implies: both the ability to immerse yourself in your emotions in order to be aware and feel them, and the need for a rational analysis of emotions and making decisions based on this analysis. Emotions carry a significant layer of information, using which a person can act much more efficiently.

Practice shows that the greatest success in life is achieved by those who are able to pull themselves together at a critical moment and not succumb to anger, irritation or despondency. It is interesting that if a person has developed such qualities, then they apply to all life situations, and not only to the area related to work.

American psychologist D. Goleman emphasized that emotional intelligence plays an important role in the development of a person's personality, and proposed the term - EQ (emotional intelligence index - EQ coefficient). The scientist explained that control over one's own emotions and the ability to correctly perceive other people's feelings characterize intelligence more accurately than the ability to think logically.

EQ is a special parameter that is not associated with the “emotionality” of someone in a familiar context. An emotional temperamental person may well have a low EQ, which is due to his inability to recognize and manage his emotions. At the same time, a person who is calm, balanced can demonstrate a high level of emotional intelligence.

According to the research of American psychologists Mayer and Salovey, "people with high EQ levels are capable of faster progress in certain areas and more effective use of their abilities." Although emotion and intelligence are usually opposed, they are actually interconnected, intertwined, and very often closely interact. And the success of a person in many areas of life directly depends on the success of this interaction.

The personal and professional growth of a modern teacher is impossible without self-knowledge, with which emotional experiences are closely related. Managing your own emotions and understanding the emotions of others are the most important qualities necessary for successful pedagogical interaction. Emotional intelligence allows the educator to treat each learner as a whole person with their own feelings, opinions, ideas, needs, abilities and dreams. It is emotional intelligence that helps the teacher develop and maintain high self-esteem for each student, as well as create an atmosphere of trust and respect.

Closely related to the concept of emotional intelligence is the concept of emnational competence,which is based on it. A certain level of emotional intelligence is required to teach the future teacher specific competencies related to emotions. For example, the ability to clearly recognize how another person (student) is feeling provides an opportunity to develop competencies such as the ability to influence and motivate other people. People who are better able to manage their emotions develop competencies such as initiative and the ability to work in a crisis situation more easily. It is the analysis of emotional competencies that is necessary to predict success in practice. Thus, it can be stated that if emotional intelligence is an ability, then emotional competence is rather a skill that can and should be formed and developed.

The problem of emotional competence is one of the most important psychological and pedagogical problems that are relevant for the personal and professional development of a modern teacher. Emotional competenceis the ability to be aware of one's emotions and the emotions of a communication partner, to analyze them and manage them in order to choose the most effective behavior in a particular situation.

Developed skills of emotional competence allow the teacher to consider their emotions and the emotions of the trainees as a management resource and thereby increase the effectiveness of their activities.

The main components of emotional competence can be distinguished :

self-awareness;

self-control

• relationship skills.

Self-awareness - the main element of emotional competence. A person with a high degree of self-awareness knows their strengths and weaknesses and knows how to be aware of their emotions. Self-awareness means a deep understanding of yourself, your needs and motivations.

Self-control Is a consequence of self-awareness. A person who possesses this trait not only “knew himself”, but also learned to control himself and his emotions. Indeed, despite the fact that our emotions are driven by biological impulses, we can well control them. Self-regulation is an important component of emotional competence. It allows people not to be "prisoners of their feelings." Such people will always be able not only to curb their own emotions, but also to direct them in a useful direction.

If the first two components of emotional competence are self-control skills, then the next two - empathy and sociability (relationship skills) - refer to a person's ability to manage relationships with others.

Successful interaction with other people is impossible no empathy... This is the ability to put oneself in the place of another, to take into account the feelings and emotions of other people in the decision-making process.

Sociability - the ability is not so simple, because it is not just friendliness, but friendliness with a specific purpose: to move people in a direction that is desirable for a person. It is the ability to build relationships with other people in a way that is beneficial to both parties.

Developed emotional competence is the most important quality of a good teacher or leader. If a person has a high IQ, but his EQ is very low, he is unlikely to be a successful teacher or manager. After all, the work of a teacher or leader consists of communication, the success of which directly depends on the coefficient of emotional intelligence, on which emotional competence is based.

Evidence from scientific research in the US and Europe in the field of emotional competence suggests that managing emotions is a skill that can be learned and developed throughout a person's life! Recognizing your emotions is the first step in developing EQ. Often a person finds it difficult to describe in words the feelings he experiences. There are hundreds of emotions, each with many levels of intensity, so emotional awareness is not an easy task. The more clearly a person learns to identify each of his emotions, the wider will be the possibilities for controlling their own behavior.

The development of this competence is difficult work, but it is this work that gives the greatest results, it is it that increases personal effectiveness. The tools for the development of emotional competence are books, trainings, and coaching. But it is also worth remembering that high rates of emotional flexibility will never replace either professional competence, or the ability to weigh the pros and cons and draw objective conclusions. According to M. Reynolds, "the development of emotional competence makes a person more professional and a professional more human."

Thus, much attention is paid to the problem of the emotional competence of a person, both from the side of psychology and from the side of pedagogy, since at present the importance of this competence, especially in education, is significantly increasing.

Literature

1. Rubinstein S.L. Psychology of a mentally retarded student. M., 1986.

2. Goleman D. Emotional intelligence. M., 2009.

4. Reynolds M. Coaching: emotional competence. M., 2003.

LECTURE 1.

Lecture plan:

1.1. The concept of "competence" of the individual, the semantic separation of the concepts of "competence" / "competence".

1.2. The concept of professional competence of a teacher.

1.1. The concept of "competence" of the individual, the semantic separation of the concepts of "competence" / "competence".

In general scientific terms, the translation of the Latin words competentia (belonging by right), competens, competentis (appropriate, capable, having knowledge). It allows us to formulate the following definition: “competent is a knowledgeable, well-versed specialist in a certain area, who has the right to do or decide something, judge something according to his knowledge and authority, and who has the right to resolve issues as subordinate ones”.

Interest in competence research arose in the 1960s in the United States as a response to the socio-economic crisis. In those years, the ineffective activity of specialists in various fields of economics was associated with the incompetence of their teachers. Further, the development of competence-oriented education is associated with the appearance of the works of R. White, N. Chomsky, in studies of which competence is filled with personal components, including motivation, thinking and speech.

The introduction of new constructs into professional education - competencies and competencies, as well as the significant development of the competence-based approach in foreign science, was facilitated by the works of B. Oscarson, J. Raven, A. Shelten, in the domestic science of the work of V.A. Bolotova, L.V. Vedernikova, A.A. Verbitsky, I.A. Zimney N.V. Kuzmina L.A. Kupriyanova, O. G. Larionova, A.K. Markova, E.A. Sadovskaya, E.I. Sakharchuk,
V.V. Serikova, Yu.G. Tatura, A.V. Khutorsky, etc.

A.A. Verbitsky, I.A. Winter, O.G. Larionova note that after Russia's entry into the Bologna process, which began with the 1997 Lisbon Convention and the division of the common European goals of education, involving the development of key or basic competencies by students, necessary for successful professional activity and a prosperous life in society. And also after the publication of the texts "Strategy for the modernization of the content of general education", "The concept of modernization of Russian education for the period up to 2010" and "Main directions of socio-economic policy of the Government Russian Federation for the long term ”. The introduction of a competency-based approach into domestic education is beginning, which should replace the traditional or knowledge-based approach.

The competence-based approach, focusing on the demands of the labor market, presupposes the formation of practice-oriented knowledge and skills that enable students to effectively solve professional problems and problems of social relationships, that is, the formation of professional and social competence. Also, this approach provides for a certain scientific terminology, to which the terms “competence” and “competence” refer.

A.V. Khutorskoy proposes to distinguish between the concepts of “competence” and “competence” as general and individual. Competence means “a certain alienated, predetermined requirement for the educational preparation of a student, for mastering a set of interrelated personality traits, knowledge, abilities and skills, methods of activity. The term "competence", according to the scientist, can be used to record the already established personality traits, "possession, possession of a person with appropriate competence, including his personal attitude towards her and the subject of activity."

Yu.V. Frolov and D.A. Makhotin share the concepts of “competence” and “competence”, linking the former with the content of future professional activities, and the latter with the personality traits of the future specialist.

SOUTH. Tatur and A.A. Verbitsky suggest the following semantic division of the concepts of “competence” and “competence” of a specialist. “We propose to consider the subjectivity and objectivity of the conditions that determine the quality of professional activity as the classification basis for the separation of these concepts. Objective conditions will be called “competencies” and we will understand them as the scope of a specialist's activity, his rights and obligations, enshrined in various official documents: laws, decrees, orders, regulations, instructions. As subjective conditions - "competencies" we will consider the personal qualities, knowledge, skills, abilities, desires, responsibility of a specialist developed at the time of performance of professional actions. "

British psychologist J. Raven makes a significant contribution to the study of competence. In 1984, in the work "Competence in modern society" a detailed definition of competence is given. This is a phenomenon that "consists of a large number of components, many of which are relatively independent of each other, ... some components are more related to the cognitive sphere, and others to the emotional, ... these components can replace each other as components of effective behavior."

J. Raven understands competence as a specific ability necessary to perform a specific action in a specific subject area and including highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one's actions. According to J. Raven, to be competent means to have a set of specific competencies of different levels. At the fundamental level, there are all the specific skills and abilities for performing a certain action, and at the highest level - competencies for organizing activities of any kind: initiative, organizational skills, communication, the ability to reflect. J. Raven divides all competencies, the presence of which provides the possibility of successful completion of the work begun, into three groups: cognitive, affective and volitional [Ibid].

The most important in the theory of J. Raven is the statement about taking into account the interests, goals, priorities (personal and social) of each person when assessing his competence in this area. J. Raven notes that the components of competence will manifest and develop only in the conditions of an interesting activity for a person. And therefore he calls competences "motivated abilities."

Domestic scientists-researchers of professional activity from different positions consider both the very concept of "competence", certain types of competence, and its structure.

According to E.A. Sadovskaya's competence is determined not only by knowledge that has direct practical significance, but also by the system of value orientations and personal meanings of a person, his general beliefs and ideas about himself, people, society and nature.

N.F. Efremova and A.V. Khutorskoy define competence as generalized, developed personality traits, a set of semantic orientations necessary for a person's productive activity.

The definition of the competence of a specialist with a higher education is found in Yu.G. Tatura “Competence of a specialist with a higher education is his aspiration and ability (readiness) to realize his potential (knowledge, skills, experience, personal qualities, etc.) in practice for successful creative (productive) activity in the professional and social sphere. Conscious social significance and personal responsibility for the results of this activity, the need for its constant improvement. "

According to V. A. Bolotov, V. V. Serikov, the nature of competence is such that, being a product of training, it does not directly follow from it, but rather is a consequence of the self-development of the individual, his not so much technological as personal growth, a consequence self-organization and generalization of activity and personal experience. Competence is a way of existence of knowledge, skills, education, contributing to personal self-realization, finding a place for students in the world, as a result of which education appears as highly motivated and, in a true sense, personality-oriented, ensuring the demand for personal potential, recognition of the personality by others and awareness of its very own significance.

The phenomenon of personality competence based on the existential-humanistic approach is considered as an integrative personality quality, including: deep personal and professional beliefs, knowledge and skills, abilities, needs and motives, values \u200b\u200band meanings, emotional and volitional attitudes of a person. Competence, reflecting the experience of a person, makes it possible or impossible to realize his potential, to effectively perform professional activities, to self-actualize a person as a whole.

Competence does not imply any fixedness or immobility. At any moment, on the one hand, it can be considered as being in the process of development, and on the other hand, as a result of this process.

The concept of a person's communicative competence is important not only for theory, but also for the practice of communication. In theoretical terms, it develops an understanding of the communicative personality, more fully reveals the characteristics of its functioning in the system of social interactions. At the applied level, both this category itself and the methods of its practical use are necessary for assessing the quality of the functioning of professional communicators, for personnel management, for organizing a training system for specialists, for analyzing conflict and crisis situations, and for many management tasks associated with the abovementioned tasks.

It cannot be said that in modern science on communications, the problem of a person's communicative competence has been ignored. On the contrary, in recent decades more and more works have been devoted to it. Among the scientists who have developed various aspects of this problem, we will name Yu. N. Emelyanov 1, A. A. Bodalev, Yu. N. Zhukov, N. Yu. Khryashcheva, I. I. Seregin, F. I. Sharkov, M. A Vasilik and his colleagues, etc. However, until now, many of the theoretical and practical problems in this area have not received an adequate solution. The most important of them are the following.

Firstly, it is the task of strictly defining the concept of “communicative competence of an individual”, delimiting it from related concepts, such as communicative efficiency and communicative effectiveness. Secondly, it is the task of determining the parameters of communicative competence. Thirdly, the task of measuring and assessing the communicative competence of specialists in various fields of activity.

The first two tasks belong to the subject area of \u200b\u200bcommunication theory. Let's turn to their solution.

Several approaches to understanding communicative competence have been presented in the scientific literature. So, M. A. Vasilik defines it as follows: “Communicative competence is a certain level of formation of personal and professional experience of interaction with others, which is required by an individual, so that within the framework of his abilities and social status to function successfully in a professional environment and society. " FI Sharkov understands communicative competence as “the ability to choose a communicative code that provides adequate perception and targeted transmission of information in a specific situation” 1.

Neither definition can be considered satisfactory due to the following factors. First of all, they do not rely on a basic understanding of the category of competence as such. Meanwhile, in the phrase "communicative competence" the adjective "communicative" is a predicate of the basic concept of "competence". Further, the above definitions are based on not fully adequate ideas about the communicative personality as a social subject that implements communicative practices. The first of the definitions actually expands communicative practices to the entire field of social practices of the individual. As a result, without any argumentation, the communicative competence of an individual is equated to a much broader category - social competence. The second definition, on the contrary, unreasonably narrows the understanding of the category under consideration, reducing it only to the ability to choose communication codes.

In addition, you can make additional comments on the definition proposed by M.A.Vasilik and his colleagues. If we ignore the specifying elements, this concept represents communicative competence as a certain level of formation of the experience of the subject's interaction with other subjects. This interpretation of the category under consideration is vulnerable on several grounds. First, the very link between the category of competence and the verbal construction “the level of formation of experience” is questionable. Secondly, this concept closes communicative competence only to personal experience, leaving out of the brackets such important components of a communicative personality as knowledge and abilities.

Competence in its most general form is understood as the possession of knowledge that allows one to judge something, to express a weighty authoritative opinion. In a broader sense, competence is the ability of a subject to realize his competence in a particular field of activity.

Competence in this context means a certain area of \u200b\u200bresponsibility, scope of responsibilities, function or set of functions assigned to a social subject in the system of social functioning (social competence) or social division of labor (professional competence).

There are two possible understandings of competence - normative and terminal. Normative understanding interprets the category of competence as a property of a subject to realize his competence within the limits that are socially recognized (normal) in a given society (community). Going beyond the normative interval both from below (incompetence) and from above (hypercompetence) is considered abnormal and falls under the category of incompetence. With this understanding, the competence of the subject has a certain extended character and it is possible to raise the question of greater or lesser competence. If the subject implements his competence at a lower value of the normative interval, he is less competent. If it is higher, his competence is higher. The terminal understanding of competence interprets the norm not as an interval, but as a certain strictly specified value. With this approach, only two states of realization of the competence of an individual in any sphere of activity are possible - competence and incompetence. We will further use the normative understanding of the category of competence. Based on this understanding, it is possible to formulate the so-called metric definition of competence: by the competence of the subject we mean the measure of the implementation of his competence, or, in other words, the characteristic of the quality of the implementation of competence in a particular field of activity.

The first is closely related to the processes of socialization and can also be designated as the social competence of the individual. By general or social competence we mean the ability of a social subject to function normally (that is, within the range set by social norms) in society.

Special (professional) competence is the ability of a social subject to function normally (that is, within the range specified by the relevant social norms) in a specialized field of activity and in the professional community, to effectively implement specialized (professional, official, etc.) competence. Special competence is a function of special education, professional socialization and professional experience.

Communicative competence in its most general form can be defined as the ability of a person to function normally (that is, within the range specified by the corresponding social norms) as a communicative actor. Or, if we use the metric version of the definition, by communicative competence we mean the quality of the performance by a social subject of the functions of a communicative actor.

Fundamentally important for this understanding of communicative competence is its closeness to the normative range. This isolation means that the category of communicative competence is inherently relational. Depending on the normative range of one or another element of society, one and the same person can be recognized as communicatively competent in one community and incompetent in another.

In the general case, the communicative competence of an individual consists of two components - general and special communicative competence. For most individuals, those whose professional activities are not related to the organization and implementation of communication, general communicative competence coincides with communicative competence as such. General communicative competence is part of the social competence of an individual. It characterizes the ability of an individual to communicate in various situations and is implemented at the level of everyday communications, everyday practices of information interaction both in everyday life and in the professional sphere. For professional communicators, in addition to general, special communicative competence is also required. The latter is a kind of "aerobatics" of communicative knowledge, skills and abilities that are necessary for a communicator to perform professional functions. Special communicative competence, like any special competence, requires special training.

The category of communicative competence should not be confused with the categories of communicative performance or communicative effectiveness. Communicative effectiveness should be understood as the measure of achieving the goal of the communicator as a result of the interaction initiated by him. Communicative efficiency is understood to mean reduced to a single denominator (value or otherwise) the ratio of communication effects corresponding to the communicator's goal and the resources used by the communicator to achieve these goals in this interaction. By its content, the concept of communicative competence is closest to the concept of a person's communicative qualifications.

Moving on to solving the second of the tasks we have designated for this section, we note that attempts to form a list of parameters of a person's communicative competence in the scientific literature can be found even more than formulations of the definition of this category. These lists are more or less detailed. So, F.I.Sharkov designates only one parameter - the ability to communicate - as the main component of communicative competence 1. II Seregina identifies two main characteristics of it - "first, the ability to communicate with other people (sociability), and secondly, the possession and ability to operate with semantic information." The team of authors under the leadership of M.A.Vasilik offers as many as eight components of communicative competence:

• knowledge of the norms and rules of communication (business, everyday, festive, etc.);
• a high level of speech development, which allows a person to freely transmit and perceive information in the process of communication;
• understanding of non-verbal communication language;
• the ability to come into contact with people, taking into account their gender and age, socio-cultural, status characteristics;
• the ability to behave adequately to the situation and use its specifics to achieve their own communication goals;
• the ability to influence the interlocutor in such a way as to win him over to his side, to convince him of the strength of his arguments;
• the ability to correctly assess the interlocutor as a person, as a potential competitor or partner and choose your own communication strategy depending on this assessment;
• the ability to evoke in the interlocutor a positive perception of his own personality.

The methodological weakness of these lists, despite the fact that many positions in them are not in doubt, lies in the fact that they seem to "hang in the air", do not rely on systemic ideas about the structure of a communicative personality. As a result, the sets of characteristics of communicative competence proposed by various authors are eclectic, do not have a systemic character, and are not necessary and sufficient.

To avoid these problems, it is necessary to turn to the transactional model of the communicative personality developed above. It is on this model that the structure of the person's communicative competence proposed by us is based.

There are two possible approaches to building a structural diagram of a communicative personality - a wide and a narrow one.

A broad, or comprehensive approach assumes the use of all potentially falling under the definition of communicative competence elements of the transactional model of a communicative personality to form the required structure. As the analysis shows, these components function as part of the habilitation, resource-cognitive and operational blocks of the characteristics of the communicative personality. As a result, a complex structural model of a person's communicative competence takes on the following form.

Personality communicative competence (complex structural model)

Habilitation competence	Cognitive competence	Operational competence
the level of development of the perceptual parameter; the level of development of the parameter of the speed of response to stimuli from the external environment; the level of development of the parameter of care; the level of development of the mnemonic parameter (memory parameter); the level of development of the parameter of the ability to process information arrays of various sizes; the level of development of the parameter of empathy; the level of development of the charm parameter; the level of development of the parameter of introspection and reflexivity; level of development of the parameter of transitivity (ability to the transfer of information)	level of knowledge of coding rules, codes and coding systems that ensure adequate coding and decoding of information in the course of communicative interaction; the level of knowledge of the rules for the coordination of signs leading to the formation of texts; level of knowledge of the rules and regulations for the use of certain signs and sign systems in various communication situations; the level of knowledge of the basic elements of the culture / subculture of the society or any of its parts, within which the interaction takes place, including norms, values, beliefs, stereotypes, prejudices, etc .; the level of knowledge of the characteristics of the main communication channels through which a message can be transmitted; the level of knowledge of the criteria and methods for assessing one's own communicative competence, communicative characteristics and communicative competence of communication partners;	Skill level and the skills of determining the nature and pragmatic parameters of a communicative situation for the selection of relevant communicative means; skill level and the skills of building a discourse in accordance with the norms and rules set by the cultural context of communication; Skill level and the skills of varying communicative means in the process of interaction, depending on the dynamics of the communicative situation; skill level and skills of communicative introspection and reflection;

A narrow or operational approach of the entire complex of characteristics of a communicative personality as a basis for building a model of communicative competence leaves only an operational block - a block of skills. The methodological grounds for such a limitation are that the sphere of communication skills is the last, highest level of the transactional model, built on top of all other levels. At the same time, the logic is realized: the more the communicative skills and abilities of a person correspond to socially recognized norms, the more they are developed within the normative range, the more communicative competence a given person has.

The operational structural model of a communicative personality is as follows.

Person's communicative competence (operational structural model):

• the level of skills and abilities to determine the nature and pragmatic parameters of a communicative situation for the choice of relevant communicative means;
• the level of practical knowledge of the code systems of verbal and non-verbal communication; skills to encode and decode, use an individual supply of verbal and non-verbal means to ensure effective communication;
• the level of skills and abilities of building a discourse in accordance with the norms and rules set by the cultural context of communication;
• the level of abilities and skills of varying communicative means in the process of interaction, depending on the dynamics of the communicative situation;
• the level of skills and abilities in choosing communication channels that are adequate to the communicator's goal and relevant to the interaction situation;
• the level of skills and abilities of communicative introspection and reflection;
• the level of abilities and skills in assessing communication practices and communicative competence of communication partners;
• the level of abilities and skills of identification and overcoming communication noise and communication barriers.

Both models of a person's communicative competence (complex and operational) can be used in practice - to assess the communicative competence of specialists of any profile, management personnel, professional communicators. However, due to the lower labor intensity, in practice it is more often recommended to use the operational model. The complex model is used in especially difficult communication situations - when planning anti-crisis communications, when selecting key communicators for solving particularly important tasks, when investigating the causes and factors of emergencies and crisis situations, etc.

The research of modern scientists has repeatedly emphasized the idea that key competencies are a prerequisite for successful human activity in various areas of professional and social life. psychological professional competence

Today there is a sufficient variety of definitions of the concept of "competence". At the same time, in the materials of the symposium “Key competences for Europe” (Bern, 1996), “competence” is defined as the general ability of a specialist to adequately and effectively mobilize his knowledge in professional activities, as well as to use the appropriate skills and generalized ways of performing actions.

The development of research into the problem of competencies has led to the expansion of their content component and the inclusion in the definition of a set of interrelated qualities of the subject of professional activity: knowledge, skills, methods of carrying out activities, which are set in a given professional situation as necessary and desirable in relation to a certain range of objects and organizational processes , ensure high-quality and productive performance of activities (A.V. Khutorskoy, S.N. Ryagin).

It should be noted that competence is not limited to the sum of knowledge, skills and abilities, or abilities. This is, first of all, a set of qualities of the subject of life, providing the possibility of establishing an adequate and effective relationship "knowledge - situation" and finding an optimal solution to the problem.

Studies (V.A.Kalnei, E.F. Zeer, S.E.Shishov, T.N.Shcherbakova) show that the following competencies can be included in the number of required competencies of a professional in the educational sphere: cognitive, social, communicative, autopsychological, informational and special.

When defining and researching competencies, psychologists focus on the fact that it is not only professional knowledge and skills, but the possibility of their effective use in a specific situation through mechanisms of actualization and mobilization.

An analysis of the history of the development of a competence-based approach in training a specialist in any professional field shows that the term "key competencies" was introduced in the 1990s by the International Labor Organization into the qualification requirements for specialists receiving postgraduate education. Then the concept of "key competencies" began to be widely used in the practice of training and certification of specialists in the system of external professional education.

In domestic psychological and pedagogical science, there are various definitions of the analyzed concept. So, E.F. Zeer defines core competencies as the procedural knowledge, skills and abilities necessary to carry out successful activities in a specific situation. S.E. Shishkov emphasizes that key competencies should be understood as cross-sectoral and intercultural knowledge, as well as skills and abilities that ensure adaptation and productive activity.

E.V. Bondarevskaya focuses on the fact that “the deployment of the content of education around key competencies, their inclusion in the content is the path of transition from impersonal, alienated from students“ meanings ”to personal meanings, ie. incremental, valuable attitude to knowledge [see. 189].

Analysis of the definitions presented in the scientific literature shows that the common understanding of key competencies is the recognition of the universality of knowledge, skills and abilities that ensure the effectiveness of the performance of activities in any conditions. at the same time, it is emphasized that the system of knowledge, skills and abilities is built into the personal experience of the subject, which makes it possible to ensure the effectiveness, success and effectiveness of solving life and professional problems.

Moreover, psychology emphasizes the connection of key competencies with values \u200b\u200band personal meanings (A.G. Asmolov, V.I. Abakumova, J. Rean), which makes it possible to consider this neoplasm as the basis for further self-development.

The question of the possibility of clearly defining the list of key competencies that a modern person should have in order to achieve competitiveness, adaptability and social success is quite debatable today. The presence of some controversy in defining the list of key competencies is a reflection of the transformation processes taking place in modern society.

At the same time, today there is a list of key competencies put forward in the framework of the project "Secondary Education in Europe" initiated by the Council of Europe.

study: be able to benefit from experience; organize the relationship of their knowledge and streamline it; organize your own teaching methods; be able to solve problems; self-study;

look for: query various databases; poll the environment; consult an expert; get information; be able to work with documents and classify them;

think:organize the relationship of past and present events; to be critical of this or that aspect of the development of our societies; be able to resist uncertainty and complexity; take a position in discussions and forge your own opinion; see the importance of the political and economic environment in which training and work takes place; assess social habits related to health, consumption, and the environment; be able to evaluate works of art and literature;

cooperate:be able to collaborate and work in a group; decisions; resolve differences and conflicts; be able to negotiate; be able to develop and execute contracts;

get down to business:get involved in the project; be responsible; join a group or team and contribute; prove solidarity; be able to organize their work; be able to use computing and simulation devices;

adapt: be able to use new technologies of information and communication; prove flexibility in the face of rapid change; show resistance to difficulties; be able to find new solutions.

Analysis of the proposed list of competencies shows that their formation is based on activity, activity, experience, which imposes certain requirements on the process of training a specialist in the system of both general secondary and higher professional education.

In the studies of domestic and foreign psychologists, the properties of key competencies are distinguished: multidimensionality, multifunctionality, productivity in relation to intellectual and mental development. Multidimensionality lies in the fact that they include a variety of intellectual skills: analytical, prognostic, evaluative, reflexive, critical; as well as theoretical and practical ways to solve the problem; involve various mental operations and forms of thinking.

Key competencies are impossible without the development of reflection, critical thinking, abstract thinking, as well as clarity of the personal position in relation to the subject of knowledge or the object to which the action is directed.

Multifunctionality is expressed in the fact that one and the same key competence can participate in solving problems from different areas of the subject's industrial and personal life.

In modern psychology, the concepts of "competence" and "competence" are quite clearly divorced, if the former refers to a greater extent to a certain specified requirement for a specialist in the process of his training at different stages of continuous education, then competence is a holistic integral education, an attribute of the subject's personal and professional maturity life activity.

Key competencies are presented in the new standards of secondary and higher education. So in the Federal component of the state standard of secondary general education, key competencies are distinguished in the following areas: information, cognitive, communicative, reflexive. In addition to “key competencies”, “key competencies” are distinguished in modern psychological and pedagogical literature.

In the study by A.V. Khutorsky describes the following competences: value-semantic, general cultural, educational and cognitive, informational, communicative, social and labor, personal self-improvement. Each of the designated competencies has its own content-specific certainty.

The content of value-semantic competence includes the adequacy of target and semantic attitudes to the requirements of the time and one's own activity, the presence of a clear position in the perception, understanding and assessment of the world, others and oneself in social context, the ability to navigate the situation and make the best decision, to assert their meaningful orientations in real activity. This competence is the basis of professional and personal self-determination, the quality of an individual program of life and, in a certain sense, individual trajectory professional development.

General cultural competence unites awareness of the content-specific originality of the national and general trends in the development of universal culture, the culturological foundations of human life in various spheres of his life, the relationship between science and religion in the perception of the world by a person.

Educational and cognitive competence consists in readiness for independent cognitive activity, for its initiation, goal-setting, reflection planning, analysis, assessment, control and correction; as well as possession scientific methods knowledge and the presence of the necessary skills for the implementation of cognitive activity.

Information competence means the willingness to independently find, transform, analyze, evaluate, structure and broadcast information coming from different sources.

Social and labor competence combines the knowledge and experience of a subject acquired in civil and public activities through the performance of various social roles in various spheres of social, professional and personal life.

Of interest is also the competence of personal self-improvement, which consists in the readiness to independently carry out spiritual, physical, emotional and intellectual self-development, as well as self-regulation, self-control and self-correction.

Today, the concept of profile competence is being introduced, which plays a special role in professional self-determination and self-realization and includes such components as: the formation of fundamental knowledge in a certain profile, the formation of cognitive and informational key competence, as well as meta-knowledge.

K.G. Jung wrote: “Anyone who graduates from school is considered a priori fully educated - in a word, an adult. Moreover, he must consider himself as such, for he must be firmly convinced of his competence in order to be able to withstand the struggle for existence. Doubt, a feeling of uncertainty would have a paralyzing and embarrassing effect, they would bury the much-needed person's faith in his own authority and would make him unfit for a professional life. It is expected of him that he is able to do something and is confident in his work, but it is not assumed that he is in doubt about himself and his own solvency. A specialist is already inevitably doomed to be competent ”[see. 192].

At the same time, J. Raven expressed the point of view that society as a whole develops the faster the more its members consider it important:

• - look for a job where they can bring the maximum benefit to society, and not only receive the maximum possible benefits from society;
• - to do this work as best as possible;
• - change the outdated, solve new problems, involve employees in this and create the structures necessary for this;
• - reflect on the work of your organization and society as a whole and about your place in them, follow the latest research in this area and rely more on them than on the authorities of the past [ibid, p. 71 - 72].

His research has shown that most people strive to work in a developmental environment that provides diversity, learning, responsibility, and peer support. They want to feel competent and be competent, and to know that their abilities are in demand and appreciated. They want their abilities to develop and find applications. For an important goal, they are ready to undertake more and more difficult tasks. They do not seek to avoid work for leisure. It seems that they feel that if they do not strive to solve more and more new problems, if they just stand still, then this leads to regression. In general, they don't want to do routine work. People strive to develop and be useful, want their talents to be recognized and rewarded. People strive for professionalism. VN Markin notes that professionalism in the modern sense of the word is, first of all, the desire of an individual to present his I to the world through the “business field” of this or that activity, to be fixed in its results. The synthesis of the personal and the professional occurs when the employee in his activity realizes not only the necessary “subject-object” relationship, but also an open, meaningful attitude to the world (Markin, 2004).

HER. Vakhromov believes that the main competence for a person is the transition from a certain moment in life to self-development and self-organization of his activity, activity, taking responsibility for his life and the life of his neighbors.

J. Peter proposes to judge the presence of competence by the nature of human labor. Each employee is competent to the extent that the work performed by him meets the requirements for the final result of this professional activity. “Evaluating or measuring the end result is the only scientific way to judge competence. Competence cannot be judged by the process, since diligence does not yet mean competence ”[ibid., P. 40].

R.V. White (1960) believed that competence is the result of a functional “effect motive” that encourages the subject to constantly argue with the outside world, including the social one, in order to improve his ability to effectively act. He associated competence with power, which is one of the general abilities of a person. In this context, competence is synonymous with human strengths and abilities. He singled out the motivation for efficiency (an attempt to achieve results through their actions) and the motivation for competence (an attempt to achieve competence in their activities). Performance motivation is an early form of later competency motivation. Competence motivation refers to the aspirations that make life exciting, not just possible (White, 1959; 1960).

J. Raven correlates competence with human goals. He writes: “When assessing a person's competence, it cannot be argued that he does not possess it, if he does not show it in relation to a goal that has no value for him, or even such a goal as he determines highly valuable at the cognitive and emotional levels, but does not appear to be achievable under the circumstances. In order for people to be able to more successfully achieve their goals, we must help them develop types of competence, but regarding the goals that we consider important these people themselves". For J. Raven, competence is a quality of behavior equal to skills and abilities. The reason for the behavior is motivation. Competent behavior depends on:

• - motivation and ability to engage in high-level activities, for example, to show initiative, take responsibility, analyze the work of organizations or political systems;
• - willingness to engage in subjectively significant actions, for example, to seek to influence what is happening in your organization or the direction of movement of society;
• - the willingness and ability to foster a climate of support and encouragement for those trying to innovate or looking for ways to work more effectively;
• - an adequate understanding of how the organization and society function, where a person lives and works, and an adequate perception of his own role and the role of other people in the organization and in society as a whole;
• - an adequate understanding of a number of concepts related to the management of organizations. These concepts include risk, efficiency, leadership, responsibility, accountability, communication, equality, participation, welfare, and democracy.

Thus, a person will strive to show competence if he has a number of personal qualities, corresponding values \u200b\u200band motivation.

Competence as the highest level of development of cognitive skills is considered in cognitive psychology. “We study information in a specific area in which we are trying to become specialists. An area of \u200b\u200bspecialization is a specific area of \u200b\u200bexpertise or knowledge. Competence is the highest level of cognitive skill development. Competence can be viewed from different angles. For the uninitiated, the knowledge of a specialist seems mysterious, accumulated over the years of study and requiring an exceptional mind. "

From the point of view of cognitive psychology, competence is based on the creation of large banks of specialized and systematized knowledge. Experts know if the problem is within their knowledge or if it is necessary to apply rules from related fields. Therefore, a competent person can be called someone who can separate his area from another, adjacent one. If a person cannot do this, he is not competent enough; or subjectively he considers himself competent, but those around him see that this is not so. You can check the selection of situations to determine the scope of competence.

In the process of becoming a specialist, two types of knowledge are acquired: facts and rules for their organization, which are gradually systematized. With the growth of competence, the speed of pattern recognition and access to information increases. There is evidence of a wider application of procedural knowledge, including the stage where knowledge is “reconciled” and therefore validated and tuned, which saves thinking time when applying it.

Reproduction of knowledge among specialists is more intensive and effective. They are not susceptible to interference, which makes it easy to handle a large number of specialized facts and data. Professionals are more efficiently oriented in knowledge, while special skills are mainly applied by them automatically (according to Chase and Simon, 1973; Larkin, 1981; Anderson, 1983) [see. 7].

Thus, competence is “the reliance on large blocks of special facts from a specific field, which are realized through the application of rules. These facts are organized into related groups, which makes it easier to remember information. The knowledge gained from memory can be used in different ways, depending on the field of specialization and the situation ”[see. 7]. Competence is formed with work experience, it is not the result of training in the appropriate educational institution... The knowledge gained at the university lays the foundation for the further development and improvement of competence.

In the model of human employment, competence is a component of volitional regulation. The model of human occupation (MOHO) was developed in the early 1970s by the University of Illinois professor G. Kielhofner and his colleagues in the mainstream of American occupational therapy. The task of MONO is to answer three main questions related to human activity: why does a person choose this or that occupation ("will") ?, how does a person do the chosen business (lifestyle) ?, how does the formation of a structure the person's daily activities (executive ability)?

The central concept is will, which is based on the basic human need for action. Man is an active worker. Awareness of one's ability to influence the world around us is one of the most important discoveries in human life, which is found in childhood. The subject's perception of his own competence is designated in MONO by the term personal causation. A person's ideas about himself as a doer are formed simultaneously in two dimensions: cognitive and emotional, they relate to a person's knowledge of his capabilities and belief in them. Within the framework of MONO it is assumed that a person is inclined to be persistent in achieving goals in precisely those areas where he feels most competent and effective. So the subject's perception of his competence influences the motivation for action.

The perception of one's own competence, values \u200b\u200band interests form a single interconnected system of volitional regulation of a person.

Thus, in this context, competence is a necessary condition for effective employment of a person, filling life with meaning.

In foreign professional pedagogy, in determining competence, the emphasis is on the ability to act independently and responsibly (Schelten, 1991). The main components of professional competence are:

• - social competence - the ability for group activities and cooperation with other employees, willingness to take responsibility for the results of their work, mastery of vocational training techniques;
• - special competence - readiness to independently perform specific types of activities, the ability to solve typical professional tasks and evaluate the results of one's work, the ability to independently acquire new knowledge and skills in the specialty;
• - individual competence - readiness for continuous professional development and self-realization in professional work, the ability for professional reflection, overcoming professional crises and professional deformations.

R. Burns [see. 189] believes that we face the problem of competence and incompetence throughout our lives. In school years, it is especially acute, since during this period you have to study a lot, and new cognitive tasks arise every day for the child, which he cannot always successfully cope with. But the problem of competence and incompetence at any age is nothing more than a problem of positive self-perception. The child should develop the ability to perceive his incompetence in new situations as an excuse to learn something, and not as a personality defect or a sign of imminent failure. Therefore, if a child is not able to do something, the task of parents and teachers, according to R. Burns, is to inspire him that success will surely come to him, only later.

Competence provides a person with confidence and well-being, positive self-esteem and a positive outlook. A. Bandura called this state the idea of \u200b\u200bself-efficacy. J. Caprara and D. Servon point out that the concept of self-efficacy is important for a person for three reasons.

• 1) the perception of one's own effectiveness directly influences decisions, actions and experiences. People who have doubts about their effectiveness try to avoid difficulties, drop out when faced with problems, and experience anxiety;
• 2) beliefs about self-efficacy affect other cognitive and emotional factors, which, in turn, affect the level of achievement and behavior. The perception of one's own effectiveness influences the expectations of the result and the choice of goals. People who are convinced of their own effectiveness have higher claims, they are more persistent in achieving goals. Perceptions of efficiency affect causal attribution. People with a strong sense of self-efficacy tend to attribute results to stable, controlled factors;
• 3) The perception of self-efficacy may mediate the influence of other variables that can increase the level of achievement. Mastering skills and acquiring knowledge increases the level of achievement, but only when a person does not doubt his capabilities so much that it is difficult for him to apply his knowledge in practice.

I.A. Winter distinguishes between the concepts of "competence" and "competence" on the basis of potential - actual, cognitive - personal. Competence is an actual, formed personal quality as a knowledge-based, intellectually and personally-conditioned social and professional characteristic of a person, his personal quality. Competencies as some internal, hidden psychological neoplasms (knowledge, ideas, programs (algorithms) of actions, value systems and relationships) are revealed in the competencies of a person.

The author believes that competence should be formed as a result of education as a kind of integral socio-professional quality that allows a person to successfully perform production tasks and interact with other people.

Distinctive features of competence:

• a) competence is broader than knowledge and skills, it includes them;
• b) competence includes emotional-volitional regulation of its behavioral manifestation;
• c) the content of competence is significant for the subject of its implementation;
• d) being an active manifestation of a person in his activities, behavior, competence is characterized by mobilization readiness as the possibility of its implementation in any situation that requires it.

At the same time, competence is not a static phenomenon, but a dynamic one. It can be expanded and increased throughout life, although the factors on which this depends are not defined in the literature: biological prerequisites, and a connection with inclinations, and personal qualities of a person are indicated.

A.V. Sadkova empirically identified two types of professionals: with overestimated and underestimated professional self-esteem, who have achieved acme in their professional activities, but differ in their style of activity. If professionals with high self-esteem are guided by external factors when reaching the heights of professionalism (for example, using the capabilities of other people, situational opportunities), they feel more confident with those around them, placing higher demands on their subordinates; then professionals with low self-esteem, on the contrary, when reaching the heights of professionalism, are guided by individual norms, by internal resources, making high demands on themselves, meaning-forming motives of professional activity are more important for them, they reveal a greater discrepancy between self-esteem “I am the ideal” and “I - myself ”, are often dissatisfied with themselves. A.V. Sadkova believes that internal dissatisfaction with oneself and what has been achieved serves as a more effective factor for self-development than self-satisfaction.

The competence includes, according to S. Perry [see. 114], a set of similar knowledge, skills and attitudes (belief systems) that are necessary for an employee to successfully perform their work are associated with successful performance of work, can be measured in accordance with established standards, and can be improved through training and development. Personal positions, views are not motivational elements. S. Perry believes that the beliefs of employees and the formal and informal elements of the organizational culture of the company should be included in the definition of "competence", taking into account the fact that these components of the concept of "competence" can be changed with the help of employee training and development.

Competence is associated with ability and motivation. An example is the competence structures proposed by J. Raven and P. Muchinski.

The term "components of competence" J. Raven denotes those characteristics and abilities of people that allow them to achieve personally significant goals - regardless of the nature of these goals and the social structure in which these people live and work.

Competence includes ability and intrinsic motivation.

J. Raven offers the following list of competencies:

• - a tendency towards a clearer understanding of values \u200b\u200band attitudes in relation to a specific goal;
• - the tendency to control their activities;
• - involvement of emotions in the process of activity;
• - willingness and ability to learn independently;
• - search and use of feedback;
• - self-confidence (can be both generalized and local, limited by the achievement of 1-2 important goals);
• - self-control;
• - adaptability: no feeling of helplessness;
• - a tendency to think about the future; the habit of abstraction;
• - attention to problems related to the achievement of the set goals;
• - independence of thought, originality;
• - critical thinking;
• - willingness to solve complex issues;
• - willingness to work on anything controversial and worrying;
• - research environment to identify its capabilities and resources;
• - willingness to rely on subjective assessments and take a moderate risk;
• - lack of fatalism;
• - willingness to use new ideas and innovations to achieve the goal;
• - knowledge of how to use innovation;
• - confidence in the positive attitude of society towards innovations;
• - orientation towards mutual benefit and breadth of perspective;
• - persistence;
• - resource usage;
• - confidence;
• - treating rules as indicators of desirable behaviors;
• - the ability to make the right decisions;
• - personal responsibility;
• - the ability to work together to achieve a goal;
• - the ability to encourage other people to work together to achieve a goal;
• - the ability to listen to other people and take into account what they say;
• - striving for a subjective assessment of the personal potential of employees;
• - willingness to allow other people to make independent decisions;
• - the ability to resolve conflicts and mitigate differences;
• - the ability to work effectively as a subordinate;
• - tolerance towards different lifestyles of others;
• - understanding of pluralistic politics;
• - willingness to engage in organizational and social planning.

A very motley list, consisting of personal qualities, value orientations and competence of different types: professional, communicative, as well as the performance of professional duties.

According to P. Muchinski, competence is seen as a characteristic or quality of people, the manifestation of which the company would like to see in its employees. From the point of view of traditional work analysis, competence is the most important knowledge, skills, abilities and other qualities. Competency modeling is the identification of a set of abilities that an organization would like to see in its employees.

In acmeology, some general types of competence necessary for a person regardless of profession are distinguished, referring to them professionally important qualities and types of professional behavior. Then:

• - special competence - the ability to plan production processes, the ability to work with office equipment, documentation;
• - personal - the ability to plan, control and regulate one's work activity, independently make decisions, creativity, the ability to self-study;
• - individual - achievement motivation, striving for the quality of one's work, self-motivation, self-confidence, optimism;
• - extreme - willingness to work in suddenly complicated conditions.

I.A. Winter considers social and professional competence, which includes four blocks, to be important for the development of professionalism.

I. Basic - intellectually-supporting, according to which a graduate of a university must have the following mental operations: analysis, synthesis; comparison, comparison; systematization; decision-making; forecasting; correlating the result of an action with a set goal.

II. Personal, within which the graduate must be inherent in: responsibility; organization; purposefulness.

III. Social, according to which a graduate must be able to: organize his life in accordance with a socially significant idea of healthy way life; be guided in the hostel by the rights and duties of a citizen; be guided in their behavior by the values \u200b\u200bof life, culture, social interaction; build and implement promising lines of self-development (self-improvement); integrate knowledge in the acquisition process and use it in the process of solving social and professional problems; cooperate, lead people and obey; communicate verbally and in writing in a native and foreign languages; find a solution in a non-standard situation; find creative solutions to social and professional problems; receive, store, process, distribute and transform information.

IV. Professional - the graduate must be able to solve professional problems in the specialty.

The concept of reflexive competence is quite new, which is defined as "the professional quality of a person, which allows the most effective and adequate implementation of reflexive processes, the implementation of reflexive ability, which ensures the process of development and self-development, promotes a creative approach to professional activity, achieving its maximum efficiency and effectiveness" ( Polishchuk O.A., 1995).