2Chirchik State Pedagogical University Effectiveness of Introduction of Digital
Volume 4 | CSPU Conference 1 | 2023 Ta'lim jarayonida raqamli texnologiyalarni
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WAYS OF FORMING ORGANIZATIONAL-MANAGERIAL COMPETENCES OF MASTER'S STUDENTS IN SOCIAL-CULTURAL
ACTIVITIES
Gulsanam Khusanovna Khasanova
Head of Foreign Languages Department of Journalism and Mass Communications University of Uzbekistan, PhD, Associate Professor
ABSTRACT
The aim of thesis is to study various ways of forming the organizational-managerial competencies of master's students in socio-cultural activities, to study the scientific and theoretical views of pedagogue-scientists, as well as to make suggestions. These methods provide a holistic approach to the formation of skills and knowledge necessary for the successful management of socio-cultural activities.
Keywords: competence, organizational-management competence, organizational ability, socio-cultural activity, holistic approach, professional development.
In connection with the modern trends in the development of the higher education system based on the humanitarian, person-oriented paradigm, the problem of forming the organizational-management competence of master's students is urgent. Graduates are required to have high professional skills, general culture, high technical and technological level, based on modern production technologies, which imply the search for new solutions, more effective approaches to the organization and management of production situations.
Formation of organizational-management competencies of master's students in socio-cultural activities can be done using different methods. Below are effective strategies for developing these competencies:
1. Practical experience: It is important to provide graduate students with practical experience in organizing and managing socio-cultural events. This may include assigning them leadership roles in event planning and execution, working closely with event committees, or managing specific aspects of the activity. By actively participating in practical assignments, students gain real-life experience and develop organizational and management skills.
2. Mentoring and Coaching: Appointing experienced mentors or coaches to guide graduate students in socio-cultural
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activities can significantly contribute to their development. These mentors can help students improve their skills by providing advice, feedback and support throughout the process. Regular communication, discussion, and constructive criticism from coaches can accelerate student growth and improve performance.
3. Workshops and training programs: Conducting seminars and training programs specially adapted to organizational-management competencies is an effective way to improve the skills of graduate students. These workshops can cover a variety of topics such as event planning, project management, leadership development, communication skills, and teamwork. Practical exercises, case studies and simulations may be included to provide a hands-on learning experience.
4. Collaboration and Networking: Encouraging graduate students to collaborate and network with professionals in their respective fields can broaden their horizons and knowledge. Collaborating with industry experts, cultural organizations or social influencers allows students to learn from experienced professionals and gain insight into the complexities of socio-cultural activities. This exposure helps students build professional relationships and expand their networks, which can be valuable for future career opportunities.
5. Research and Analysis: Incorporating research and analysis components into sociocultural activities can enhance graduate students' data collection, critical thinking, and decision-making skills. They may be tasked with conducting surveys, analyzing audience preferences, or evaluating the impact of specific cultural events. This research-oriented approach enables students to apply theoretical knowledge and develop the analytical skills necessary for effective organizational and management practices.
6. Reflection and self-evaluation: Encouraging graduate students to reflect on their experiences and engage in self-evaluation exercises is essential to their growth and development. They can document their knowledge, strengths and areas for improvement after each socio-cultural activity. This reflective practice helps students identify their strengths, weaknesses, and areas that need further development, allowing them to set goals for continuous improvement.
7. Integration with the academic curriculum: the inclusion of organizational-management competencies in the curriculum is an effective way to ensure comprehensive development among graduate students. By incorporating these skills into coursework, assignments, and projects, students can
apply their theoretical knowledge to practical scenarios. Such an approach helps them understand the relevance of organizational
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and management principles in socio-cultural activities and strengthens their application.
In short, the formation of organizational-management competencies of master's students in socio-cultural activities can be achieved through practical experience, mentorship, practical training, cooperation, research, reflection and inclusion of these competencies in the curriculum. These methods provide a holistic approach to the formation of skills and knowledge necessary for successful management of socio-cultural activities.
REFERENCES
1. Шумилин В.С. Особенности формирования профессиональной компетентности слушателя магистратуры военного вуза в соответствии с требованиями Федеральных государственных образовательных стандартов нового поколения. / В.С.Шумилин, А.Н.Печников, Д.С.Сизов // Ежеквартальный научно-аналитический журнал "Вестник военной академии материально-технического обеспечения имени генерала армии А.В. Хрулева", г. Санкт-Петербург. 2020. № 3(23). С. 28-34
2. Хуторской А.В. Ключевые компетенции как компонент личностно-ориентированной парадигмы. // "Народное образование" журнал. - 2003. - № 2.
3. Khasanova G. Essence and Components of The Concept of Organizational and Management Skills of Master's Students //European Journal of Pedagogical Initiatives and Educational Practices. - 2023. - T. 1. - №. 2. - C. 217-222.
4. Khasanova G. Scientific Evidence and Their Role in Pedagogical Research //European Journal of Pedagogical Initiatives and Educational Practices. - 2023. - T. 1. - №. 2. - C. 59-64.
С.58-64
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