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UDC 378.147
Sibirskii Gosudarstvennyi Aerokosmicheskii Universitet imeni Akademika M. F. Reshetneva. Vestnik Vol. 17, No. 3, P. 817-823
IMPROVING QUALITY OF TRAINING PERSONNEL FOR HIGH TECHNOLOGY INDUSTRIES BASED ON INNOVATIVE APPLICATION OF COMPETENCE APPROACH
G. M. Grinberg1, V. A. Fedorov1, M. V. Savelyeva1*, D. A. Barhatova2
1Reshetnev Siberian State Aerospace University 31, Krasnoyarsky Rabochy Av., Krasnoyarsk, 660037, Russian Federation 2Krasnoyarsk State Pedagogical University named after V. P. Astafiev 89, Ada Lebedeva Str., Krasnoyarsk, 660049, Russian Federation *Е-mail: [email protected]
Currently the most significant state mission is an innovative development of Russian aerospace industry as the foundation for a new economic paradigm based on high technologies. Realising the mission is possible if highly-qualified personnel are available, and they are ready for innovative transformations in the industry, that requires to apply new or significantly advanced methodologies in training university graduates to be the major part of the personnel at the enterprises of aerospace industry.
Researchers in the field of theory and methodology of professional education propose different solutions for personnel training and employment issue, one of them is connected with the paradigm of competence approach. The authors' analysis of domestic and foreign publications demonstrates that there is not enough focused research in the field of competence approach potential application to organise proficient students' training. This results in the necessity to develop new teaching technologies meeting modern requirements to the level of graduates' competence.
The goal of the research is to identify organizational educational conditions of applying competence approach technologies to improve the quality of training graduates whose majors are "Innovation technologies" and "Control systems of flying vehicles", while they are doing academic assignments in cooperation.
To specify the rational conditions and spheres of cooperation we have analysed the requirements of Federal state educational standards of high education for bachelor training whose major is 222000 "Innovation technologies" and specialists in major of 161101 "Control systems offlying vehicles". We have compared the main characteristics in professional activity according to the graduates' training programmes: the spheres, objects, and types of professional activity, job assignments as well as the requirements to the graduates demonstrated by the set of common cultural and professional competences. We have indicated their similarities and differences.
According to the obtained results of the comparative analysis and the competence approach we consider the possibility to train students of "Innovation technologies" together with technical students applying interdisciplinary, inter-field specific education interaction. We prove the necessity to develop the interaction to increase the quality of teaching common cultural and professional competences to the students. We show the results of practical using the proposed approach on the example of training students with majors at the departments "Organisation and Management of High-Technology Enterprises" and "Systems of Automatic Control".
Keywords: personnel training, the quality of education, interdisciplinary interaction, inter-field specific education interaction, common cultural and professional competences, competence approach.
Вестник СибГАУ Том 17, № 3. С. 817-823
ПОВЫШЕНИЕ КАЧЕСТВА ПОДГОТОВКИ КАДРОВ ДЛЯ ВЫСОКОТЕХНОЛОГИЧНЫХ ПРОИЗВОДСТВ НА ОСНОВЕ ИННОВАЦИОННОГО ПРИМЕНЕНИЯ КОМПЕТЕНТНОСТНОГО ПОДХОДА
Г. М. Гринберг1, В. А. Федоров1, М. В. Савельева1*, Д. А. Бархатова2
1 Сибирский государственный аэрокосмический университет имени академика М. Ф. Решетнева Российская Федерация, 660037, г. Красноярск, просп. им. газ. «Красноярский рабочий», 31 2Красноярский государственный педагогический университет имени В. П. Астафьева Российская Федерация, 660049, г. Красноярск, ул. Ады Лебедевой, 89 Е-mail: [email protected]
Вестник СибГАУ. Том 17, № 3
Важной государственной задачей на современном этапе является инновационное развитие российского ракетно-космического комплекса как основы роста новой экономики, основанной на высоких, наукоемких технологиях. Решение этой задачи возможно только при наличии высококвалифицированных кадров, способных к инновационным преобразованиям, что, в свою очередь, требует использования новых или значительно усовершенствованных методов подготовки выпускников вузов, являющихся основой кадрового состава всех предприятий ракетно-космического комплекса.
Один из путей решения кадрового вопроса многие исследователи в области теории и методики профессионального образования связывают с парадигмой компетентностного подхода. Проведенный авторами статьи анализ отечественных и зарубежных публикаций показывает, что целенаправленных исследований по вопросам использования потенциала компетентностного подхода для организации качественного обучения студентов еще недостаточно. Сказанное приводит к необходимости выработки новых технологий организации учебного процесса, адекватных современным требованиям к уровню подготовки выпускников вузов.
Целью настоящего исследования является выявление организационно-педагогических условий применения технологий компетентностного подхода для повышения качества подготовки выпускников направлений подготовки «Инноватика» и «Системы управления летательными аппаратами» при их совместном выполнении учебных заданий.
Для выяснения условий и установления рациональных областей такого взаимодействия был проведен сравнительный анализ требований федеральных государственных образовательных стандартов высшего профессионального образования к подготовке студентов-бакалавров направления подготовки 222000 «Инноватика» и студентов-специалистов направления подготовки 161101 «Системы управления летательными аппаратами». Сравнивались основные характеристики профессиональной деятельности по таким направлениям подготовки, как области профессиональной деятельности, объекты профессиональной деятельности, виды профессиональной деятельности, профессиональные задачи по видам деятельности, а также требования к результатам освоения основных образовательных программ, выраженным через набор общекультурных и профессиональных компетенций. Выявлены сходства и различия.
На основании полученных результатов сравнительного анализа и с позиций компетентностного подхода рассмотрена возможность обучения студентов направления подготовки «Инноватика» в условиях междисциплинарного межпрофильного взаимодействия со студентами технических специальностей. Дано обоснование необходимости развития такого взаимодействия для повышения качества формирования общекультурных и профессиональных компетенций у студентов. Приведены результаты практического применения предложенного подхода на примере обучения студентов кафедры организации и управления наукоемкими производствами и кафедры системы автоматического управления.
Ключевые слова: подготовка кадров, качество образования, междисциплинарное взаимодействие, межпрофильное взаимодействие, общекультурные и профессиональные компетенции, компетентностный подход
Introduction. Within the new strategy of economic development of the country improving the quality of training specialists in different spheres appears to be significant; engineering education is under special focus. At the meeting of the Council on science and education RF president V. V. Putin highlights: "Today the leaders of global development are those countries that are able to create breakthrough technologies and establish their own powerful production capacities on the technological basement. The quality of engineering personnel is becoming the key factor of state competitiveness, and its foundation is really important for the state's technological, economic independence" [1].
According to the Federal state education standard one of the main criteria is specialist competence. A. Yu. Kar-pova, D. A. Karpova, Yu. Yu. Kruchkova [2], D. V. Man-turova [3], A. E. Shastina [4], N. A. Shmatko [5], Mayls Yen [6] and others study the issues of training engineering personnel in their research. They consider it to be one of the stages to realize the strategic goals and the economy competitiveness of the country.
Firstly, the significance to introduce competence approach into the system of training engineering personnel depends on dramatic changes at the labour market determined by technological progress, increasing various data flows, forming the global market of
educational services, research and development. The process of new training standards changes their subject: they focus on the result, that is the graduates' qualification, their preparedness to perform the specific practical functions, but not on the syllabus contents [5]. The ways of achieving the determined results depend on what competences the educational process concentrates on at the moment. In that connection I. A. Zimnyaya selects three main competence groups:
- competences based on the student personality as the subject of his/her personal growth and development;
- competences based on interpersonal relationship;
- competences based on people activities in different types and forms [7].
The second group of competences is of interest because specialist competitiveness greatly depends on his/her ability to work in a group. People almost never work on their own, they interact with others most of their job time. Under this condition the result of one specialist's job is directly connected with the other specialist job. The efficiency of their interaction directly influences the result of their mutual efforts: ultimately, the efficiency of every person can be raised or the result of a team job can be equal to zero.
We should notice that in 2006 while developing the general requirements to the university graduates the
accrediting agency for programs in applied science, computing, engineering, and engineering technology ABET formulated 11 quality criteria of engineering education, there are some of them:
- the ability to work in a team doing the interdisciplinary assignments;
- the ability to socialise fruitfully [8].
Therefore, the technological process effectiveness, where an engineer participates, directly depends on the specialist ability to work in a team interacting with colleagues, delegating responsibilities and understanding his/her own assignments and his/her liabilities to the team members. It should be taken into consideration that engineers with different specializations participate in the process and all of them have their own tasks.
It is a key problem for the aerospace enterprises. Continuous construction perfection and sophistication of aerospace technologies, technological processes to produce and maintain the equipment require suitable human resourcing for the field to support research and development in the sphere multi-task engineering activities.
According to the condition it is necessary to train engineering personnel within interdisciplinary field-oriented interaction allowing to approach educational process to the real-life professional activity.
The competence approach in the training system of a future engineer. The researchers comprehend the concept "competence" differently:
- the abilities to solve complicated problems in various situations by mobilizing diverse (including cognitive) psychological resources [9; 10];
- the basic quality of a person obtaining casual connection to the efficient and (or) the best performance criteria in a job or in other situations [11];
- the behavior of a person in the process of performing the assignments efficiently at the enterprise [12];
- some inner, potential, hidden psychological innovative personal qualities: knowledge, ideas, programmes (algorithms) of actions, system of values and relations are determined within human expertise; we could specify a range of the main competences bearing in mind their further appearing as expertise [7];
- social role parameter is evident as a personal expertise: it is revealed as job relevance, time relevance; this is an ability to do some job in accordance with social requirements and expectations. The competence is considered as the possibility to trace a connection between knowledge and a situation or, in more general sense, an ability to identify the procedure (knowledge, activity) adequate to solve a problem [13].
There are other definitions of term "competence", but all of them are similar in the following aspect: it is a relation between the existing specific qualities (competences) and their efficient and successful realization in job performance [14].
According to J. Raven the specialist competence components are people characteristics and abilities allowing them to achieve personal significant goals independently from the nature of these goals and a social structure, where people live and work. These competence components are divided into the groups, such as: cognitive (determining the obstacles to the goal achievement), affective (job enjoyment) and volitional (persistence, determination and volition). J. Raven states there should be a different set of competences for various spheres of activity [15].
N. A. Shmatko specifies some most critical engineer competences, such as: professional knowledge, team work ability, manager skills, strong interpersonal skills (tab. 1) [6].
Table 1
Russian engineer competence classification
Category Competences
Applying professional knowledge Professional engineering skills
Theoretical knowledge in specialty
Analytical abilities
Fast acquisition of knowledge
Team work Critical inquiry of own and other people ideas
Mobilising and applying colleagues' abilities (subordinates' abilities)
Searching for compromises
Ability to identify new possibilities
Manager skills Organisation and coordination of team work
Efficient use of time
Efficient realization of plans
Ability to sell a product or a service
Personal efficiency Efficient team work
Work under the stress (consequence pressure)
Clear presentation of own ideas
Taking a stand
Strong interpersonal skills Computer, Internet literacy
Writing reports, notes and other documents
Presenting the work results to the audience (at a meeting, seminar and others)
Discussing professional topics in a foreign language
BecmHUK CuôrAY. TOM 17, № 3
It is undeniably important to develop all groups of future engineer competences, but it has been already shown that developing competences during team work is of special interest. For example, groups of competences responsible for the ability to participate in team work, manager skills and strong interpersonal skills are impossible under the conditions of individual work, when a person is isolated from other participants of education process. It is required to create a situation close to real professional life where future engineers will participate soon. Such education situation contributes to the development of responsibilities to the work team, the ability to disseminate information in a precise authentic form clear to the receiving part and others.
Developing competences of aerospace university students within interdisciplinary field-oriented interaction. U. S. Podverbnich notes the significance of this corporate competence at the aerospace university according to two reasons. Firstly, primary production employees producing the items of aerospace enterprise should be loyal and understand significance, prestige and high value of their job. Secondly, the aerospace enterprises are historically characterized with high level production culture and understanding the personnel assignments. However, lately some of these positive features have been lost especially for the category of employees who are the least protected at the labour market. Solving the problem can be done with forming corporate competences to select, evaluate, motivate and develop personnel of an aerospace enterprise [16].
Teaching majors to the students does not always contribute to creating efficient conditions to form the required competences. In this occasion the students' educational activity is subject to goals and tasks of their major disciplines. However, within the interdisciplinary field-oriented interaction of students there are chances to reorganize the educational process into research and development and profession-oriented one. The prerequisites for more successful development of general cultural and professional competences appear.
To check the efficiency of the approach at the aerospace university we have researched the activity of the department of organization and management of knowledge-intensive industry that realizes the educational programme for bachelor training in direction 222000 "Innovation technologies" and the department of automatic control systems training engineers-electromechanics in direction 161101 "Control systems of flying vehicles".
The detailed comparative analysis of the fundamental document of any educational programme - Federal state educational standard - is the basics of the research. We compare the principal elements of the educational standards and identify their similarity and differences. To start we consider the objects of professional activities of the departments' graduates. The main object of bachelor professional activity in "Innovation technologies" direction is innovation projects. The Federal state standard contains the information, there we could also find the mentioning of projects in all given activity objects:
- corporate, region and inter-region, field and interfiled, federal and international projects and programmes;
- innovation projects to create competitive production of goods and services;
- innovation projects of business-processes reengineering;
- innovation projects of territory development;
- projects and processes of forecasting innovation development and adaptation of operational systems to the innovations;
- projects and processes of acquisition and application of new products and new services, new technologies, new types of resources, new forms and methods of production organization and management, new markets and their possible combinations;
- projects of novation commercialization;
- tool-associated systems for all phases of managing innovation projects [17].
The objects of professional activity of engineers-electromechanics trained in the major of "Systems of controlling flying vehicles" are:
- controlling, navigational and electrical energy complexes of flying vehicles;
- instruments and orientation, stabilization and navigation systems of flying vehicles;
- control systems of flying vehicles;
- staff members [18].
Though at first the objects of professional activity of the considered directions are significantly different, they do not exclude each other in reality and often complement each other. For example, developing projects of new elements for the control systems of flying vehicles can be realized within an innovation project.
Further we perform the comparative analysis of the types of professional activity in the given educational programmes. The results are available in tab. 2.
Table 2
Types of professional activity in the educational programmes of 222000 and 161101
Types of professional activity Code of the training programme
222000 161101
Organisation-management • •
Engineering and manufacturing • •
Design and engineering • •
Experiment and research • -
Research and development - •
Probation and operation - •
The comparison results testify the high degree of correspondence of professional activity types for the two directions.
Similarly we compare and analyse the tasks for the graduates to solve in the following training directions in their professional activity. The table of similarity and differences of the solved tasks is not suitable for the present research. However, we should notice that the comparison results in a big class of similar tasks as the types of activity are almost the same.
Analysing the general cultural and professional competences stated by the Federal state standard of students' different training directions we use the approach described by the research [19], according to that it is practical to highlight the following conclusions:
1. Competences are similar, it is impossible to develop them beyond the students' interdisciplinary interaction.
2. Competences are similar, it is better to develop them within the students' interdisciplinary interaction.
3. Competences misfit, but it is better to develop them within the students' interdisciplinary interaction.
4. Competences misfit, and their development is senseless within the students' interdisciplinary interaction.
Applying the given approach allows to identify the connections among the components for the different specialties [17; 18], that is demonstrated by tab. 3.
According to the researchers' opinion the competences from the groups 1 and 2 can be practical to develop together within the students' interdisciplinary interaction. Additional substantiation to develop competences in the process of students' interdisciplinary interaction is logically derived from the analysis of the competence approach functions:
- introducing competences into the standard and practical component of education, that is directed to solving problems when students are able to acquire the necessary volume of theoretical knowledge but have difficulties in activity requiring the knowledge application
Comparative
to deal with the definite professional tasks or problem-based situations;
- universities should establish an entire system of universal and professional knowledge and skills as well as experience of students' independent activity and personal responsibility;
- constructing an education system based on the principles of continuity in the education.
From the aggregate of continuity principles in the education [20] we can emphasize the principle of "the integration formal and informal components of life-long education process".
Such integration results in the students' training process organizing as agreement of the two "meeting" grounds: from one hand, education should correspond to the requirements of the graduates' professional qualification, on the other hand, education should contribute to graduates' developing professional scope, meet their various professional interests, personal aspirations and expectations.
According to this we realize the integration of formal and informal education as the process directed to provide completeness and integrity of education with overcoming interdisciplinary disunity based on interaction and extension of possibilities during in-class and out-class activity for all education subjects; the process is characterized by the harmony in their interrelation and agreement of interests, and it is realized both vertically and horizontally within a specially created common educational environment [21].
In the proposed approach the formal component of the education process realizes within students' interdisciplinary interaction in different training directions if the competences are similar; the informal component realizes if the competences misfit, but their effective development increases within students' interdisciplinary interaction.
Table 3
is of competences*
Training direction 222000 - Innovation Technologies Training direction 161101 - Control Systems of Flying Vehicles
1. Similar competences, developing them beyond the students' interdisciplinary interaction is impossible
ОК-6 ОК-6
2. Similar competences, developing them within the students' interdisciplinary interaction is more efficient
ОК-4; ОК-7; ОК-9; ОК-11; ОК-12; ОК-14; ОК-16; ОК-17; ПК-2; ПК-3; ПК-4; ПК-5; ПК-6; ПК-7; ПК-8; ПК-9; ПК-10; ПК-11; ПК-13; ПК-14; ПК-15; ПК-17; ПК-18 ОК-3; ОК-7; ОК-8; ПК-1; ПК-2; ПК-3; ПК-4; ПК-6; ПК-7; ПК-11; ПК-16; ПК-18; ПК-19; ПК-20; ПК-21; ПК-23; ПК-26; ПК-29; ПК-30; ПК-31; ПК-33; ПК-35
3. Misfitting competences, developing them are more efficient within the students' interdisciplinary interaction
ОК-1; ОК-5; ОК-10; ОК-18; ПК-1; ПК-9; ПК-12; ПК-16 ОК-5; ОК-9; 0К-10; ОК-11; ПК-5; ПК-8; ПК-9; ПК-10; ПК-12; ПК-13; ПК-14; ПК-15; ПК-17; ПК-22; ПК-24; ПК-25; ПК-27; ПК-28; ПК-32; ПК-34; ПК-36; ПК-37; ПК-38; ПК-39; ПК-40; ПК-41; ПК-42; ПК-43
*OK means general cultural competence; nK is professional competence.
BecmHUK Cu6rAY. TOM 17, № 3
Therefore, integration in this case is not simply in the agreement of different level education programmes and directions as a component of educational process, but the transition to the structure and contents of education determined by the tasks of the competence approach in training specialist.
The example of organizing students' interdisciplinary interaction can be the complex diploma projects performed by the graduates of the departments of organization and management of knowledge-intensive industry and automatic control systems. The base enterprise for the diploma implementation is joint stock company "Krasmash". The departments identified two themes connected with realizing projects of transducer probation at the base enterprise. Two students, one from each department, developed the first theme together. For the second diploma project there were three students from both departments. One student from the department of organization and management of knowledge-intensive industry collaborated with two students of the department of automatic control systems. In both research the students of the department of organization and management of knowledge-intensive industry solved the problems of managing the projects and did their economic efficiency analysis. The students of the department of automatic control systems focused on developing design and engineering parts of the projects, solving the programming problems. Participating in the discussions and sharing the opinions in the process of project performance allowed every participant to understand all the project components in details. Due to the students' cooperation the projects were completed and ready to implement at the base enterprise, they got excellent marks by the State attestation board.
Conclusion. The analysis of the Federal state standards of higher education concludes that it is practical to organize the students' interaction while doing the interdisciplinary educational tasks to form general cultural competences and professional competences more efficiently, that is necessary for the university graduates' successful realization of their personal and professional qualities. This interaction results in improving all participants' socialization skills, deepening professional knowledge, knowledge of information technologies, forming necessary competences.
The proposed approach to organizing educational activity was probated within the target training of students for the base enterprise - joint stock company "Krasmash" -in the direction of 222000 "Innovation technologies", bachelor qualification, and 161101 "Control systems of flying vehicles", engineer qualification. The approach can be used to organize training students of other training programmes and qualifications for other enterprises.
The described method of organizing educational process gives the possibility to motivate students to achieve higher results in studying, and educators can realize their educational goals with higher quality.
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© Grinberg G. M., Fedorov V. A., Savelyeva M. V., Barhatova D. A., 2016
