CC BY
20
УДК: 378 ГРНТИ: 14.35 DOI: 10.32415/jscientia.2019.03.09
PROFESSIONAL TRAINING OF FUTURE SPECIALISTS OF EMERCOM: THE COMMUNICATIVE ASPECT
T. N. Pasechkina
FSBEE HE Siberian Fire and Rescue Academy EMERCOM of Russia 1 Severnaya St., 662972 Zhelesnogorsk, Russia
E3 Pasechkina Tatiana - [email protected]
The article includes the analysis of scientific and educational literature, as well as regulatory documents relating to the communicative component of EMERCOM future specialists professional training. Emphasis is placed on the formation of communicative self-efficacy of students as one of the components of their successful communicative competence mastery. Attention is drawn to the need for interaction of all the teaching staff and officers and the organization of purposeful and systematic work on the subject under study.
Keywords: professional training, communicative competence, communicative self-efficacy, future EMERCOM specialist.
ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА БУДУЩИХ СПЕЦИАЛИСТОВ МЧС В ВУЗЕ: КОММУНИКАТИВНЫЙ АСПЕКТ
7. Н. Пасечкина
Сибирская пожарно-спасательная академия ГПС МЧС России Россия, 662972 г. Железногорск, ул. Северная, 1
ЕЗ Пасечкина Татьяна Николаевна - [email protected]
Представлен анализ научной и учебной литературы, а также нормативно-правовых документов, касающихся коммуникативной составляющей профессиональной подготовки будущих специалистов МЧС на этапе получения высшего образования. Сделан акцент на формировании коммуникативной самоэффективности обучающихся как одного из компонентов успешного овладения ими коммуникативной компетенцией. Обращено внимание на необходимость взаимодействия и организации целенаправленной и систематической работы со стороны всего профессорско-педагогического и офицерского состава по исследуемому вопросу.
Ключевые слова: профессиональная подготовка, коммуникативная компетентность, коммуникативная самоэффективность, будущий специалист МЧС.
Increasingly, in the scientific and journalistic literature, in the mass media is said that in the near future the world will be more complicated than the one to which we are accustomed. This world is described by the term VUCA (volatility, uncertainty complexity, ambiguity). This will lead to the appearing of a new class of complex tasks that humanity will have to solve. [6; p. 39]. It is noted that new jobs and new areas of activity will arise in spheres where a personalized approach to product production or service delivery is required, where tasks belong to higher cognitive levels (the ability to analyze, synthesize, make independent judgments, and develop new things), require emotional engagement, focused on the realization of creative potential. At the same time, it is pointed out that in response to the growth of robotization, digitalization and the transition of a significant part of communication into a virtual environment, the need for human contact, in interaction with humans, increases. [6; p. 58-59]. A natural reaction to these changes is the reorientation of the professional training of future specialists at the university.
Professional training is understood as a set of special knowledge and skills allowing to perform work in a specific area of activity [15]. It is also a system of organizational and pedagogical activities that ensures the formation of a person's professional orientation of knowledge, skills, abilities and professional readiness for such activities [9].
At present, higher education makes the transition from the training of specialists - competent workers with the necessary knowledge and skills to the training of professionals. As noted
by Zeer E.F., a professional is a socially and professionally competent worker with well-defined professionally important qualities and competencies, distinguished by an individual style of activity. [3; p. 4]. The main task of a university is to prepare the graduate not only for professional activities, but also for social reality. And modern social reality is such that it requires the graduate not only to fulfill their professional duties, but above all it requires the ability to create socially significant values, and also to understand the meaning and purpose of their work, independently set professional goals and objectives, think through ways to achieve goals, be able to choose and to cooperate, to be active, professionally mobile, to be able to develop their knowledge, skills, be open and tolerant. Shestak V.P. Doctor of Sciences, professor notices that the key goal of modern higher education is to prepare graduates who are able to offer and implement new activities, create modern and advanced products and services, solve problems that previously had no solution, flexibly adapt to changing conditions [18; p. 18].
Analysis of domestic and foreign researches devoted to the training of engineering personnel (which include fire and technosphere safety specialists of EMERCOM) also shows that at present a lot of attention is paid to non-technical -metacognitive and social-personal competencies, which include: the ability to learn and develop lifelong; the ability to think integratively and globally, critically and creatively; the ability to perceive and generate innovative ideas; communication skills, interpersonal and teamwork skills;
self-assessment skills; ability to measure own resources, opportunities and the requirements of professional activity [2; p. 16]. Thus, the idea of the need for the formation and development of students' super-subject competencies, which are also called "soft skills" and associated with self-efficacy of a person, is constantly emphasized.
Describing the system of vocational training in higher education institutions of the State Fire Service of the EMERCOM of Russia, we note that it is aimed at forming a graduate's professional-competent personality with such qualities as: quick and accurate response to changes in the environment, observation, distribution and stability of attention, spatial orientation, emotional-volitional resistance, resistance to external stimuli, the ability to maintain performance in conditions of developing fatigue, initiative, resourcefulness, endurance, using special equipment, methods and techniques for emergency response, persistence which largely determines not only the process of social adaptation, but also the process of professional realization [7, 17]. In modern conditions, for specialists in this industry, not less important is the willingness to cooperate, mutual understanding, the ability to communicate competently, to find points of contact. Considering that the EMERCOM of Russia employees interact with people not only in their daily activities, but also in extreme situations, they also need to be able to build communication and manage the actions of the victims, taking into account their psycho-emotional state.
Regulatory documents relating to the requirements of the EMERCOM and the requirements of the Ministry of Education to the future specialists (primarily in the areas of training fire and technosphere safety) also indicates that communication skills are an important component of the professional training [12, 13, 14, 16]. In spite of the fact that communicative competence as an independent unit is not represented in the Federal State Educational Standard of future specialist of EMERCOM, a careful study of this document shows that among the general professional, general cultural, and professional competencies of the future specialist there are many which explicitly or implicitly related to communicative competence and belong to the group of "soft skills". According to researchers such Kovchina N.V., Ignatova V.V., Baranovskaya L.A., Saprygina S.A., soft skills determine the success of a person in the professional sphere by 85%.
The work of specialists in the field of fire and technosphere safety requires them to be able to assess the situation, make the right decision, willing to cooperate, interact when solving professional problems, communicate correctly, and find common ground. In the psychogram of the fire service employees, the following psychological qualities associated with the communicative competence are noticed: balanced, self-control in conflict situations; the ability to quickly establish contacts with new people and to inspire confidence in them; the ability to find the right tone, appropriate form of communication, depending on the psychological state and the individual characteristics of the interlocutor. [7]. These qualities manifest themselves depending on the specifics of the tasks performed. The following important skills of fire safety specialists, which are related to communication, are indicated by Shoigu S.K. [17; p. 169]: the ability to exert a psychological effect on the victim, to prevent panic and take a leadership role; to coordinate activities to the work of other rescuers; to be ready for mutual understanding, compassion; mastery of terminology. Akhvatova Yu.V. in her research, pays
special attention to the ability of firefighters to communicate with colleagues [1; p. 6]. Masaeva T.V., in turn, pays special attention to the need of formation such communicative skills as managing own communicative activities, regulating communicative activities in emergency situations of extinguishing fires and saving people; communicative coordination of partners in extinguishing fires and solving other professional tasks [8]. Ilyushina T.E., considering the abilities of the State Fire Service staff, identifies four main groups: the ability to be creative in the process of professional activity, the ability to build a coherent expression of their thoughts in emergency situations, the ability to promptly contact colleagues for clarification of professional issues, the ability to talk in the framework of a typical vocational guidance areas of communication [5; p. 83]. The author says not only about the need to develop the communicative abilities of future specialists, but also believes that they are an important factor for their professional development. Shkrob N.V. considers the communicative competence of a fire safety officer as an integrative quality of a person, as the ability to apply a combination of knowledge, skills and interpersonal experience of a person, ensuring effective interaction with others by solving various communicative tasks. At the same time, the scientist clearly and in detail prescribes the content of the personal, cognitive, emotional and behavioral components of the professional interaction of specialists [19].
Analyzing different approaches to the interpretation of the concept "communicative competence", in the professional context of fire and rescue services, we conclude that some researchers understand this phenomenon more narrowly, as a set of knowledge, skills, and some experience. (Emelyanova Yu.I., Petrovskaya L.A., Sidorenko E.V., Stolyarenko L.D., etc.) This approach is most often reflected in the educational practice of universities. Other researchers pay attention to another component, which is very important from our point of view, to a person's subjective attitude towards communication, self-confidence, motivation for quality communication, which is connected with his turn to internal resources, possibilities of choosing or creating a certain communication strategy. This, in turn, is due to a person's self-efficacy.
We agree with the point of view of scientists studied the formation of self-efficacy (A. Bandura, M.I, Gaidar, S.G. Gonchar, J. Kaprara, R.L. Krichevsky, J. Maddux, V.G. Romek, D. Servon, M. Scheer and others). They proved that not knowledge, skills, personal qualities and abilities, but above all, the ideas about one's own competence is a powerful motivational condition that determines a person's behavior in a particular situation, including professional communication situations. In this sense, communicative self-efficacy is considered as a self-assessment of communicative readiness, awareness of the fact that he has the potential, experience that will allow him to be competent in communication, as a person's confidence that he can choose appropriate communication strategies and tactics.
Relying on the works of scientists, as well as on our own research, we conclude that communicative self-efficacy of future specialists may be viewed as professionally important meta quality, characterized by positive ideas about the person's own communicative skills and capabilities, confidence in the ability to choose effective business communication strategies, supported by personal and social experience, social support and self-suggestion, and as a result, manifested in a successful demonstration of their competence in various situations of uncertainty and willingness to develop their communication skills.
Obviously, the task of communicative self-efficacy formation, as one of the components of the successful mastery of communicative competence, is relevant. After all, high self-efficacy allows students as future specialists to maximize their potential, self-actualize in a certain type of activity, as it is associated with a positive attitude towards this activity, with the expectation of a positive result and recognition of it by others. Low self-efficacy is associated with the expectation of failure, disbelief in one's own capabilities, negative emotions.
Analysis of the curriculum, as well as the programs of all disciplines taught to students in the areas of "Fire Safety" and "Technosphere Safety" showed that future professionals have a lot of opportunities for the formation and development of the communicative competence as an important part of the professional competence. It can be developed through studying disciplines, and through extracurricular work of students (Fig. 1).
Figure 1. The system of EMERCOM future specialists' professional
training in the context of communicative competence formation
A number of disciplines that have greater potential for the formation of students' communicative self-efficacy has been identified. These are the disciplines taught in the departments
of foreign language and culture of speech, humanities and socio-economic sciences, legal and personnel support, civil defense. The main role in this we assign to a number of disciplines, primarily such as Russian and foreign languages, extreme psychology, business communication, pedagogy and psychology, organization of clerical work, cultural studies, management, legal regulation in the field of fire safety, organization of work with personnel of EMERCOM of Russia and some others. Emphasis is placed on the fact that for a more successful formation of communicative competence and communicative self-efficacy, a coordinated work of all faculty members is needed, based on understanding and recognizing the need for the work being done, on a competent use of the forms, methods and content of education, on demonstrating own effective communicative experience of teachers. As one of the ways to form students' communicative self-efficacy we consider the use of professionally oriented communicative tasks at lessons of various disciplines [4, 10, 11].
In the conclusion should be noticed that the socio-pedagogical importance of the formation of students' communicative competence and communicative self-efficacy is not in doubt. After all, EMERCOM specialists have to be the first to communicate with the victims, organize interaction at the emergency site, promptly and fully convey the necessary information, get out of the communicative difficulty in an extreme situation, build communication and direct the actions of subordinates and victims, taking into account their psycho-emotional state, while owning a professional language. One cannot but say about expanding the boundaries of professional interaction, which imposes on specialists additional requirements in the field of communicative competence, namely: to be ready to represent their country abroad, respectfully and tolerantly refer to the spiritual values of other countries and peoples; be able to systematically study the scientific and technical information of domestic and foreign experience on fire safety issues. Within the framework of international cooperation of the EMERCOM of Russia with other countries, there are more than 40 intergovernmental agreements to assist foreign colleagues in extinguishing wildfires and protecting human settlements, providing humanitarian assistance, and conducting complex search and rescue operations.
REFERENCES
1. Akhvatova YuR. Psikhologo-pedagogicheskoe soprovozhdenie professional'nogo stanovleniya sotrudnikov GPS MChS Rossii. Candidate of Pedagogic Sciences: Abstract. St. Petersburg; 2011. 22 p. (In Russ). [Ахватова Ю.Р. Психолого-педагогическое сопровождение профессионального становления сотрудников ГПС МЧС России. Автореф. ... канд. пед. наук. Санкт-Петербург; 2011. 22 с.]
2. Veselov GE, Lyz' NA, Lyz' AE. Construction of the Future: The Experience of Phased Improvement of Engineering Education. Vysshee obrazovanie v Rossii = Higher education in Russia. 2017;(5):15-21. (In Russ). [Веселов Г.Е., Лызь Н.А., Лызь А.Е. Построение будущего: опыт поэтапного совершенствования инженерного образования // Высшее образование в России. 2017. № 5. C. 15-21]
3. Zeer EF. Psikhologiya lichnostno orientirovannogo professional'nogo obrazovaniya. Ekaterinburg: Ural. gos. prof.-ped. un-t. 2000. (In Russ). [Зеер Э.Ф. Психология личностно ориентированного профессионального образования. Екатеринбург: Изд-во Урал. гос. проф.-пед. ун-та. 2000]
4. Ignatova VV, Pasechkina TN. Professionally oriented tasks in the process of formation of communicative self-efficiency of future engineers of fire safety security. Alma mater Vestnik Vysshey Shkoly. 2018;(6):76-79. (In Russ). [Игнатова В.В., Пасечкина Т.Н. Профессионально ориентированные задания в процессе формирования коммуникативной самоэффективности будущих инженеров пожарной безопасности // Alma mater Вестник высшей школы. 2018. № 6. С. 76-79]. doi: 10.20339/AM.06-18.076.
5. Ilyushina TE. Structurally functional model of development of communicative abilities among the employees of the State Fire Service of the Ministry of Emergency situations of Russia. Uchenye zapiski universiteta Lesgafta. 2011;9(79):79-85. (In Russ). [Илюшина Т.Е. Структурно-функциональная модель развития коммуникативных способностей у сотрудников ГПС МЧС России // Ученые записки университета Лесгафта. 2011. № 9(79). С. 79-85]
6. Loshkareva E., Luksha P., Ninenko I., et al. Navyki budushchego: chto nuzhno znat' i umet' v novom slozhnom mire. Moscow; Global Education Future, Future Skills, WorldSkills Russia; 2017. (In Russ). [Лошкарева Е., Лукша П., Ниненко И., и др. Навыки будущего: что нужно знать и уметь в новом
сложном мире. М. Global Education Future, Future Skills, WorldSkills Russia, 2017]
7. Mar'in MN. Professiografiya osnovnykh vidov deyatel'nosti sotrudnikov Gosudarstvennoi protivopozharnoi sluzhby MVD Rossii: manual. Moscow: VNIIPO; 1998. (In Russ). [Марьин М.Н. Профессиография основных видов деятельности сотрудников Государственной противопожарной службы МВД России: пособие. М.: ВНИИПО; 1998]
8. Masaeva TV. Psychological and pedagogical conditions necessary for the preparation of the State fire service heads for professional communicative activities. Uchenye zapiski universiteta Lesgafta. 2011;10(80);166-170. (In Russ). [Масаева Т.В. Психолого-педагогические условия, необходимые для подготовки руководителей ГПС МЧС России к профессионально-коммуникативной деятельности // Ученые записки университета Лесгафта. 2011. № 10(80). С. 166-170]
9. Azimov EG, Shchukin AN. Novyi slovar' metodicheskikh terminov i ponyatii (teoriya i praktika obucheniya yazykam). Moscow: IKAR Publ.; 2009. (In Russ). [Азимов Э.Г., Щукин А.Н. Новый словарь методических терминов и понятий (теория и практика обучения языкам). М.: Издательство ИКАР; 2009]
10. Pasechkina TN. Creating professionally oriented tasks of communicative nature: from teaching experience. Juvenis scientia. 2019;(1):23-26. doi: 10.32415/jscientia.2019.01.05.
11. Pasechkina TN. Use of professionally oriented tasks in the process of foreign language teaching: the methodology in the example. Siberian Fire and Rescue Bulletin. 2018;3(10):58-62. (In Russ). [Пасечкина Т.Н. Использование профессионально ориентированных заданий в преподавании дисциплины «иностранный язык»: методология в примере // Сибирский пожарно-спасательный вестник. 2018. № 3(10). C. 58-62]
12. Order of the Ministry of Education and Science of Russia No. 851 dated August 17, 2015 "Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta vysshego obrazovaniya po spetsial'nosti 20.05.01 Pozharnaya bezopasnost' (uroven'spetsialiteta)". (In Russ). [Приказ Ми-нобрнауки России № 851 от 17 августа 2015 г. «Об утверждении федерального государственного образовательного стандарта высшего образования по специальности 20.05.01 Пожарная безопасность (уровень специалитета)»]
13. Order of the Ministry of Education and Science of Russia No. 246 dated March 21, 2016 "Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta vysshego obrazovaniya po napravleniyu podgotovki 20.03.01 Tekhnosfernaya bezopasnost' (uroven' bakalavriata)". (In Russ). [Приказ Минобрнауки России № 246 от 21 марта 2016 «Об утверждении федерального государственного образовательного стандарта высшего образования по направлению подготовки 20.03.01 Техносферная безопасность (уровень бакалавриата)»]
14. Order of the Ministry of Labor of Russia No. 707n of December 03, 2013 "Ob utverzhdenii Edinogo kvalifikatsionnogo spravochnika dolzhnostei rukovoditelei, spetsialistov i sluzhashchikh, razdel "Kvalifikatsionnye kharakteristiki dolzhnostei rabotnikov, osushchestvlyayushchikh deyatel'nost' v oblasti grazhdanskoi oborony, zashchity naseleniya i territorii ot chrezvychainykh situatsii prirodnogo i tekhnogennogo kharaktera, obespecheniya pozharnoi bezopasnosti, bezopasnosti lyudei na vodnykh ob'ektakh i ob'ektakh vedeniya gornykh rabot v podzemnykh usloviyakh" (In Russ). [Приказ Минтруда России № 707н от 03 декабря 2013 «Об утверждении Единого квалификационного справочника должностей руководителей, специалистов и служащих, раздел «Квалификационные характеристики должностей работников, осуществляющих деятельность в области гражданской обороны, защиты населения и территорий от чрезвычайных ситуаций природного и техногенного характера, обеспечения пожарной безопасности, безопасности людей на водных объектах и объектах ведения горных работ в подземных условиях»]
15. Visnykova SM. Professional'noe obrazovanie Slovar'. Klyuchevye ponyatiya, terminy, aktual'naya leksika. Moscow: NMC SPO; 1999. (In Russ). [Вишнякова С.М. Профессиональное образование Словарь. Ключевые понятия, термины, актуальная лексика. М.: НМЦ СПО; 1999]
16. Order of the Ministry of Labor and Social Protection of the Russian Federation No. 814н of October 28, 2014 "Ob utverzhdenii professional'nogo standarta "Spetsialist po protivopozharnoi profilaktike". (In Russ). [Приказ Минтруда России № 814н от 28 октября 2014 г. «Об утверждении профессионального стандарта «Специалист по противопожарной профилактике»]
17. Shoigu SK, Faleev MI, Kirillov GN, et al. Uchebnikspasatelya; Vorob'ev Yu.L. (ed.). Krasnodar: Sovetskaya Kuban'; 2002. (In Russ). [Шойгу С.К., Фалеев М.И., Кириллов Г.Н., и др. Учебник спасателя; под общ. ред. Воробьева Ю.Л., Изд. 2-е, перераб. и доп. Краснодар: Советская Кубань; 2002]
18. Shestak VP. Triple Helix Model, Novel State Educational Standards and Educational Programs at the Universities of Russia. Vysshee obrazovanie v Rossii = Higher education in Russia. 2017;(2):15-23. (In Russ). [Шестак В.П. Модель «тройной спирали», ФГОС 3++ и образовательные программы в высшей школе России // Высшее образование в России 2017. № 2. С. 15-23]
19. Shkrob NV. To the question of the formation of communicative competence of military student of higher educational institutions of EMERCOM of Russia. Siberian Fire and Rescue Bulletin. 2018;2(9):64-69. (In Russ). [Шкроб Н.В. К вопросу о формировании коммуникативной компетентности курсантов высших образовательных учреждений МЧС России // Сибирский пожарно-спасательный вестник. 2018. № 2(9). C. 64-69]
Received 03.03.2019
