15 research outputs found
Informatization and digitization of the educational process in higher education: main directions, challenges of the time
Formation of Multicultural Competence of Future Tourist Support Specialists (Guides) as a Pedagogical Problem
The purpose of the paper is to study multicultural competency training future tourist support specialists (guides) in the higher educational institutions. Multicultural competency training is defined as ways of teaching and educating aimed at developing multicultural competency. It may include: creating awareness of one’s cultural worldview, stereotypes and biases; deepening knowledge of different cultural practices and views; understanding and understanding that cultural and linguistic differences can affect communication; understanding why and how communication and behaviour should be adapted in different cross-cultural situations; how to work effectively and respectfully with people of different cultural and linguistic backgrounds; highlighting the benefits of diversity in the workplace or in society more broadly; creating plans and strategiesfor developing organisational multicultural competency, such as multicultural access and equity or hiring policy plans. At the university organisational level, developing multicultural competency requires clear and practical policies and procedures, as well as a commitment to implementation and evaluation to create a workplace that evaluates and matches cultural and linguistic diversity
Технологія коучингу як метод оптимізації соціально-економічної ефективності персоналу організації
The article discusses the theoretical provisions of coaching technology as a method of optimizing the socio-economic efficiency of the personnel in organization. The types of coaching, principles, and procedures of coaching are analyzed. The main philosophical and psychological postulates of coaching and its main directions are considered. The modern classification of coaching, the conditions for the effectiveness of coach management, the main aspects of process management in the context of coaching technology have been studied. The general provisions for setting goals in coaching are studied. The system of questions “GROW” developed by J. Whitmore and E. Parslow is analyzed. The instrumental foundations of coaching have been studied. The article considers the approach of R. Dilts to determine the peculiarities of the system of values and beliefs of a person, as well as the model of “spiral dynamics”, built on the original ideas of Dr. K. Graves.У статті розглянуто теоретичні положення технології коучингу як методу оптимізації соціально-економічної ефективності персоналу організації. Проаналізовано типи коучингу: коучинг вищого керівництва, бізнес-коучинг, коучинг високих показників, коучинг команд, коучинг кар’єри, коучинг особистої ефективності, лайф-коучинг, коучинг стосунків. З’ясовано принципи процедури коучингу: принцип усвідомленості і принцип відповідальності. Розглянуто: основні філософсько-психологічні постулати коучингу та основні напрямки коучингу. Вивчено сучасну класифікацію коучингу: за кількістю учасників та коучинговими технологіями, за ієрархічним рівнем та цілями, за режимом, за формою. Розглянуто умови ефективності коуч-управління, що призводять до значного підвищення ефективності та результативності, мотивації співробітників, посилення особистої відповідальності. З’ясовано основні аспекти управління процесами в контексті коуч-технології: постановка цілей; визначення необхідних ресурсів для досягнення мети; створення стосунків, які допомагають підтримувати прихильність до мети та до цінностей, згідно з якими було сформульовано мету; аналіз результату. Вивчено розроблені загальні положення щодо постановки цілей у коучингу, а також підходи до формулювання цілей. Проаналізовано систему питань «GROW», розроблену Джоном Уітмором та Еріком Парслоу. Розглянуто інструментальну основу коучингу – систему основних ефективних питань, що дозволяють отримати інформацію, необхідну для досягнення результатів. Розглянуто гіпотезу про позитивну кореляцію між урахуванням «ментальної карти» цінностей людини та мотивацією до продуктивної професійної роботи. Визначено необхідність усвідомлення сутності професіоналізму, його критеріїв та передумов у контексті постановки коучингових цілей. Розглянуто підхід Р. Дилтса щодо визначення особливостей системи цінностей і переконань людини (система питань, що актуалізують усвідомлення ціннісних пріоритетів людини), а також модель «спіральної динаміки», побудована на оригінальних ідеях доктора К. Грейвз («зростаюча, циклічна двохспіральна модель розвитку біо-психо-соціальних систем людей»)
The Psychological Peculiarities of Innovative Activity in the Risk Society
У статті розглянуто сутнісні характеристики суспільства ризику в соціально-психологічному контексті. Проаналізовано актуальні дослідження із соціології, філософії та психології щодо особливостей психологічної захищеності особистості в умовах травматичних подій суспільства ризику. Обґрунтовано необхідність вивчення психологічних умов щодо ефективної інноваційної діяльності в ситуації соціальних трансформацій. Розглянуто поняття «надситуативної активності», «активної неадаптивності», «аутотелічної особистості». Сформульовано психологічні рекомендації щодо подолання кризового стану особистості в суспільстві ризику та оптимізації її здатності до творчої інноваційної діяльності.The article reveals the essential characteristics of risk society in the social-psychological context. The current studies in sociology, philosophy and psychology concerning the psychological security of the person in conditions of traumatic events of risk society are analyzed. The necessity of studying the psychological conditions for effective innovative practice in a situation of social transformations is proved. The specific features of an innovative creative personality are analyzed. Based on the analysis of different scientific sources the strategies for overcoming the challenges of social-psychological adaptation in terms of ambiguity of the society are identified: 1) personality’s realization of the sense of his/her own life in a new environment and desire for its implementation; 2) individualization of the life scenario design that ensure readiness for action in a situation of choice; 3) «oversituation activity» which has the potential to revive the lost and to form the new values and meanings through search activity; 4) «active non-adaptability», that assumes transcendental openness to new experiences and is the basis of creative, research, innovative activity; 5) «autotelic» lifestyle, according to which the main driving force is not external, but internal motivation of the personality caused by deep feelings and real needs. The attention is focused on the need of searching the optimal solution to the problem of the personality’s information security in the context of uncontrolled manipulative influence of modern information and computer technologies. The need for forming in the personality the ability to overcoming, transforming behavior, to self-regulation that provides a sense of security, as well as transgressive orientation is identified. The psychological recommendations for optimization of the creative innovative activity in risk society are formulated. It is determined that individuals with high creative potential who use creative strategies to overcome difficult life situations are more able to effective innovative activity. It is emphasized that the strategic benchmark of modern education should be awakening in a person innovative qualities, creativity and ability to comprehend and create a new one. For further research the problem concerning the transformative transgressive strategy of the person in conditions of risk society is proposed
The Main Tendencies of Environmental Psychology Development
У статті розглянуто теоретичні основи екологічної психології, проаналізовано основні дефініції екологічної психології. З’ясовано актуальні питання міждисциплінарного наукового напряму: вивчення психології людей, що приймають екологічні рішення, їх мотиваційної сфери, системи цінностей, наявність установок, розробка психотехнічних засобів екологізації свідомості. Розглянуто напрями екопсихологічного підходу: психологічна екологія, психологія оточуючого середовища, екстремальна психологія, психологія інформаційного простору, психологія охорони довкілля, екологічна психологія. Проаналізовано основні завдання екологічної психології. Позначено перспективи подальших наукових пошуків: вивчення проблеми психологічної та духовної безпеки особистості в умовах суспільства ризику.The article emphasizes the relevance of environmental psychology studying. It is shown that the risk society contains a number of hazards that threaten the individual and society: advanced industrial technologies that violate the ecology of nature, information impact on the person, complex social transformations, value-normative changes, profanation of culture and spirituality, manipulation of consciousness. The importance of finding ways of eco-psychological protection of the personality, its identity and authenticity, physical, mental, social and spiritual development, and harmonious interaction with the environment is affirmed.
The article analyzes the theoretical foundations of environmental psychology, which is considered as a multidisciplinary science that studies environmental well-being of mental health of the nation, people, personality, explores the impact of harmful factors on the person. The basic definitions of environmental psychology are considered. The current issues of eco-psychological approach are outlined: the study of psychology of people who take environmental decisions, their motivational sphere, value system, availability of facilities, developing psychological tools of ecologization of consciousness. The directions of eco-psychological approach are analyzed: psychological ecology, psychology of environment, extreme psychology, psychology of the information space, psychology of environment protection, environmental psychology.
Methodological features of environmental psychology are discussed: versatility of environmental awareness (includes scientific worldview, religious worldview, reflection about the natural world, aesthetic appreciation of landscapes, scientific picture of the world); environmental psychology considers the nature as a holistic living organism, as a collection of natural objects taken in their diversity, the unity and uniqueness; environmental psychology sees natural phenomena as living entities; environmental psychology uses a conceptual apparatus of psychology of personality, developmental psychology, social psychology, historical psychology, medical and pedagogical psychology. The main tasks of environmental psychology are analyzed. The perspectives of further research are: the study of problems of psychological and spiritual security of the individual in conditions of the risk society
The Problem of the Person's Self-Identity Value of a Future Manager of Education
У статті розглянуто проблему ціннісного самовизначення особистості. Проаналізовано плани буття, в яких формуються та інтеріорізуються відповідні цінності. Акт ціннісного вибору потребує від людини свободи духу, усвідомленості свого життя, особистісної зрілості. Створення особистісної системи цінностей є найважливішою умовою повноцінної життєдіяльності та продуктивної професійної діяльності майбутнього менеджера освіти.The article deals with the problem of the person's self-identity value. The plans of existence in which the appropriate values are formed and interiorized are analysed. The act of choice values demands human freedom of spirit, awareness of his life, personal maturity. The most important condition of life activity and productive professional work of a future manager of education is creating personal value system
Phenomenon оf Conformism іn the Context оf the Problem оf Administrative Management Efficiency
У статті розглянуто погляд основних теорій адміністративного управління на врахування людського фактору. Проаналізовано сутність феномену конформізму в контексті проблеми ефективності адміністративного управління. З’ясовано особливості прояву конформізму в соціальний групі. Зроблено спробу визначення позитивного та негативного значення конформізму в процесі управління колективом.In the article the basic administration theories’ views on taking into account of the human factor are revealed. The essence of the phenomenon of conformity in the context of administrative efficiency is analyzed. The features of the manifestation of conformity in social groups are found out. An attempt to determine positive and negative values of conformity in the management team is made. The main aim of the team management is to improve work efficiency, and the most important factor is people. The head leads the basic resource of organization – staff and its potential strength. But the quality of administration and staff mutual understanding is influenced by the row of socio-psychological phenomena. The specificity of this influence, in author’s opinion, is one of the challenging and underexplored issues in the management psychology. One of such important factors is the phenomenon of conformism. Conformism is a conscious or unconscious subordination of the individual to the group influence in which it is included; passive adaptive perception of ready standards in behavior, unconditional admiration of authorities. The degree of conformity depends on several factors: 1 – personal characteristics of the person (age, gender, occupation, personal feelings of competence, self-esteem, physical and mental health; 2 – level of complexity of the problem; 3 – group size, degree of agreement of the majority; 4 – relationship between the person and the group (the higher the degree of commitment to the group, the more evident is conformity); 5 – publicity: in case of open thought expression person demonstrates high level of conformity); 6 – lack of information for decision making; 7 – attitudes of individuals: innovative or authoritarian; 8 – culture mentality. Positive impact of conformity on management is manifested in the increase of the personnel cohesion in crisis situations, simplification of the organization of joint activities, reducing of the adaptation time in the collective, getting rid of thinking how to behave in ordinary situations. As a result of manifestation of conformism the group of supporters is formed, all members share values and norms. Excessive conformism is a psychologically detrimental phenomenon. The person follows the group template without having his own views. Negative traits of conformism are: loss of ability to make decisions and navigate in unfamiliar conditions; creation of conditions and prerequisites for the development of totalitarian sects and countries, implementation of the massacres and genocide; development of various prejudices and biases against minorities; reducing the ability of the individual to make a significant contribution to the culture or science, as well as conformity eradicates original and creative thought. It is concluded that socio-psychological phenomenon of conformism is ambiguous concerning the impact on the management efficiency: on the one hand it helps the leader to influence the collective, unite staff; on the other hand, it hinders openness of staff to new professional solutions, to creative initiatives. Therefore, the manager must consider all aspects of the phenomenon of conformism and adjust its level in collective by means of professional management methods
To the Problem of Optimizing the Social Psychological Climate in the Teaching Staff
У статті розглянуто проблему оптимізації соціально-психологічного клімату у педагогічному колективі. Сприятливий соціально психологічний клімат сприяє підвищенню професійної ефективності педагогічного колективу. Оптимізація передбачає покращення умов праці, рівня задоволеності роботою, корекцію режиму роботи, контроль соціально-психологічних характеристик колективу, вдосконалення взаємовідносин у колективі, корекцію індивідуального стилю керівництва.The paper considers the problem of optimizing the social psychological climate in the teaching staff. Favourable social psychological climate improves professional performance of teaching staff. Optimization involves improving working conditions, job satisfaction, correction mode, the control of social and psychological characteristics of the group, improving relations in the team, correction of personal leadership style
To the Problem of Psychological Sustainability of Future Higher School Teachers in Conditions the Risk Society
У статті розглянуто проблему психологічної стійкості майбутніх викладачів вищої школи в умовах суспільства ризику. Проаналізовано актуальні дослідження із соціології та психології щодо особливостей психологічної захищеності особистості в умовах травматичних подій суспільства ризику. Обґрунтовано необхідність вивчення психологічних аспектів професійної підготовки науково-педагогічних кадрів у суспільстві ризику. Розглянуто сутність понять «психологічна стійкість», «життєстійкість», «залученість», «життєстійкі переконання». Сформульовано психологічні рекомендації щодо формування психологічної стійкості до ризиків у майбутніх викладачів у суспільстві ризику, їх уміння оцінювати ризики, бути здатними до актуалізації психологічної стійкості в собі та у студентському середовищі.The article reveals the problem of psychological sustainability of future higher school teachers in conditions of the risk society. Current research in sociology and psychology on the peculiarities of psychological security of the personality in conditions of traumatic events of the risk society are analyzed. The necessity of studying the psychological aspects of training research-pedagogical staff in the risk society is proved. The essence of the concept «psychological sustainability» is defined, which is interpreted as the ability of a person to face difficulty, keep the faith in situations of frustration and to maintain a high level of mood. The components of psychological sustainability are outlined, namely: emotional, volitional, intellectual (cognitive), motivational and psychomotor. It is proved that the psychological sustainability of the personality to social problems and risks is an integral index, which reflects the results of training and education of the personality, and the experience of interaction with the environment. The article focuses on the study of specific risks in the life of young generation. The typology of situations of youth social risk, according to which the first type of risk is associated with competition between peers in personal development, problems of health and protection of life; the second type of risk is conditioned by the uncertainty of youth life start; the third type of risk is associated with uncertainty of youth self-realization opportunities; the fourth type of risk situations is connected with value-normative uncertainty; the fifth type of risk situations is associated with the uncertainty of youth identity. The essence of the concept of «sustainability» is defined, which is understood as the ability to overcome difficult situations constructively, remain active and prevent negative effects of stress. The basic values of vital sustainability are clarified: cooperation, trust, and creativity. The components of vital sustainability as a system of beliefs about oneself, about the world and relationship with it: inclusion, control, and risk taking are considered. The emphasis is put on the fact that sustainable personality views life as a way to gain experience and is ready to take risks. Common indicators of destroying of personal psychological sustainability are outlined. Psychological recommendations for forming psychological sustainability to the risks in future teachers in the risk society, their ability to assess risks, to be able to actualize psychological sustainability in them and in the students’ environment are formulated
Methodology of Positive and Negative Reinforcement in Pedagogical Psychology
У статті розглянуто теоретичні положення методики позитивного та негативного підкріплення в контексті педагогічної психології. Проаналізовано сутність позитивного та негативного підкріплення в контексті біхевіористичного підходу. Розглянуто сутність закону ефекту Е. Торндайка; модель оперантної поведінки Б. Скіннера. Розглянуто специфіку та відмінність між термінами «заохочення» та «покарання», з одного боку, та «позитивне» і «негативне підкріплення», з іншого. З’ясовано різновиди підкріплення: позитивне заохочення, позитивне покарання, негативне заохочення, негативне покарання. Проаналізовано типові методи аверсивного контроля. З’ясовано особливості використання методики позитивного підкріплення у процесі навчання та виховання.The article deals with theoretical provisions of the methodology of positive and negative reinforcement in the context of pedagogical psychology. The essence of positive and negative reinforcement in the context of the behavioral approach is analyzed. The peculiarities of the methodology use of positive reinforcement in the process of education and upbringing have been found out. Nowadays the problem of motivation to study is very important in the education and training sphere of Ukraine. One method of optimizing the learning process is the positive reinforcement method. The concept of “reinforcement” came from behavioral psychology. B. Skinner’s theory of reinforcement relies on the scientific findings of E. Thorndike, who developed an objective, mechanistic theory of teaching. As the studies result, E. Thorndike formulated the Law of Effect: any action that causes pleasure in a given situation is associated with given situation, so that when it occurs again, the occurrence of this action becomes more probable than before. On the contrary, any action that causes discomfort is separated from the situation, so that when it occurs again, the occurrence of a certain action becomes less likely. It is important to emphasize the important feature of the results of the E. Thorndike’s following studies: encouraging reaction leads to its strengthening, but the punishment does not give the obvious negative result for drawing a parallel. E. Thorndike’s experimental works significantly influenced B. Skinner’s scientific views. The American psychologist, the founder of the operant learning theory, B. Skinner proved that behavior that had positive consequences – was repeated, and behavior that had negative consequences, most likely did not repeat. A key structural unit of B. Skinner’s approach is response – an external part of behavior that can be associated with environmental events. Operant behavior is determined by the events that follow a reaction. That is, the behavior is followed by an investigation, and the nature of this investigation changes the body’s tendency to repeat this behavior in the future. Behavior management is done by choosing the type of reaction that needs to be reinforced and determining the degree of likelihood of its recurrence. The rate at which operant behavior is acquired and stored depends on the mode of reinforcement used (a certain time interval or a certain reaction interval). The logical extension of the reinforcement principle is that the behavior reinforcement in one situation is likely to recur when the body encounters other situations that resemble it. B. Skinner’s theory defines the concept of “stimuli generalization”, which is essentially realized as a tendency of reinforcement behavior to extend such situations. A special class of generalized conditional reinforcement incentives that define a complex system of interpersonal relationships is social reinforcement incentives. It can be attention, praise, social approval, commitment, subordination to others and more. These incentives are often very difficult, but they are important for human behavior in a variety of situations. In behavioral psychology, there are two types of reinforcement: positive (a pleasant stimulus that follows a desired response, enhances or maintains it at the same level, increases the likelihood of its recurrence) and negative (an unpleasant stimulus, which eliminates the desired response). The differences between the terms “encouragement” and “punishment”, on the one hand, and “positive” and “negative reinforcement” – on the other, should be noted. The term “promotion” can be used synonymously with the term “positive reinforcement factor”. However, punishment is not the same as a negative reinforcement factor. It is important to understand that the term “negative reinforcement” means cessation of unwanted events following one form or another; as well as positive reinforcement; it increases the likelihood of appropriate behavior. Punishment has the opposite effect: it reduces the likelihood of certain behavior. Reinforcement enhances reaction, punishment weakens it. From B. Skinner’s point of view, human behavior is also controlled by aversive stimuli. The two most common methods of aversive control are punishment and negative reinforcement. When punished, aversive event occurs, proportional to the reaction. Unlike punishment, negative reinforcement is the process by which the aversive stimulus, conditional or unconditional, is eliminated. A very important contribution to the study of the problem of positive and negative reinforcement was made by a contemporary American researcher, behavioral biologist Karen Pryor. Its designs represent an effective methodological platform for any teacher, trainer, or simply a person who wants to improve the learning process in any sphere. Therefore, learning with desire and pleasure can be overcome by many obstacles through internal reserves, which can only be accessed through joy. Man is a learning being, and the desire to know is one of his most pressing needs. So, the most important thing is not to extinguish that curiosity flame, wonder and joy that accompanies learning everything new, and to try to support it throughout the learning process