THE DEVELOPMENT OF SUPRA – PROFESSIONAL COMPETENCE OF STUDENTS OF TECHNICAL UNIVERSITIES AS COMPETEN

International Journal of Mechanical and Production Engineering Research and Development (IJMPERD) ISSN (P): 2249–6890; ISSN (E): 2249–8001 Vol. 10, Issue 3, Jun 2020, 2057-2062 © TJPR Pvt. Ltd.

THE DEVELOPMENT OF SUPRA – PROFESSIONAL COMPETENCE OF STUDENTS OF TECHNICAL UNIVERSITIES AS COMPETENCIES OF THE FUTURE IRINA ALEKSEEVNA POGREBNAYA & SVETLANA VIKTOROVNA MIKHAILOVA Industrial University of Tyumen, Russia ABSTRACT The development of the economy, technology, industry all over the world dictates new requirements for specialists in technical areas of training, initiates pedagogical research in the field of the competency profile of a modern specialist.

Teachers actively discuss supra-professional or general competencies, “soft skills” as a solution to this problem. The article attempts to systematize this group of competencies in relation to the educational process of a technical university.

Monitoring was conducted to identify the disclosure of socio-communicative supra-professional competencies among students of the Tyumen Industrial University in Nizhnevartovsk. The data are summarized in a table and displayed on a graph, as well as an analysis of the literary sources of world-class academic educators dealing with the problem of forming a model of a future specialist for the modern labor market, conducted and described.

KEYWORDS: Educational Process, Technical University, Modern Specialist, Engineer, Professional Competencies,

Received: May 25, 2020; Accepted: Jun 15, 2020; Published: Jul 03, 2020; Paper Id.: IJMPERDJUN2020193

INTRODUCTION Recently, specialists in technical areas of training, that is, engineers, are becoming more and more popular in the

Original Article

Critical Thinking, Competency Profile, Skill, Labor market & Soft Skills

labor market, and the profession of an engineer is becoming more prestigious. Technical specialists are involved in a wide range of professional activities at the present stage of economic development of society: the production of material goods, mining and processing of minerals, the design and development of new technological processes and technologies, energy and nanotechnology, and much more. There is often an opinion in the literature that a significant number of domestic engineers were lost, and domestic engineering education was in crisis at the end of the last century, during the collapse of the USSR and the transition to a market economy. There are tendencies towards stabilization of industrial production and an increase in the need for engineering personnel of a new level as a result of the beginning of this century, marked by rapid social, economic, political and technological changes.

METHODS The scientific and pedagogical task of finding and revealing a new competency profile of a modern specialist in technical areas of training is relevant today around the world. Many domestic studies aimed at solving this problem are devoted to comparing the competency profile of a domestic and foreign specialist, analyzing the professional training of an engineer and the requirements of the labor market for an engineer. For example, the All-Russian educational program “Lift to the Future” of the Sistema Charitable Foundation, together with the international company Odgers Berndtson, conducted an analytical study of the competencies of a Russian young engineer. As a result of a large-scale study, the competence profile of an R&D engineer was formed, including universal, industry

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Irina Alekseevna pogrebnaya & Svetlana Viktorovna Mikhailova

and role competencies, which, in turn, are divided into technical and personal ones. Employers also note the insufficient training of graduates of technical universities in terms of personal competencies. Despite the fact that in pedagogical science the discussion continues regarding the content of the concepts “competence”, “competency”, “skill”; most scientists are united in the belief that a modern technical specialist needs to develop precisely supra – professional competencies (soft skills). It should be emphasized that this group of competencies in different sources can have different interpretations. So, they are referred to as social in the works of R. Boyatzis; G. Mason; as general or soft in the works of A.A. Verbitsky, O.L. Larionova; I.A. Zimnyaya; as well as “soft skills” in the works of J. Loo, J. van Semeijn; W.J. Nijhof, J.N. Streumer; J. Raven (Raven, 1982); L.N.Spencer. The problem of the development of supra – professional (personal, soft, general) competencies is certainly not new for domestic professional pedagogy: for example, E.F. Seeer justified the concept of vocational training, in which, in addition to professional competencies, another meta-quality construct was considered in the competency profile of a specialist. An analysis of the content of meta-qualities according to E.F. Zeer makes it possible to consider them supra – professional competencies.

The second, rather difficult scientific and pedagogical task is to systematize this group of competencies. Today there are more than a dozen different grounds for classification. The carried out content analysis of sources and publications on the systematization of supra – professional competencies makes it possible to conclude that there can be from four (4-K concept) to several dozen from the standpoint of different grounds.

RESULTS AND DISCUSSIONS The fact is recognized all over the world: a modern specialist must possess a number of competencies, qualities, properties for success and competitiveness. Based on our analysis, we assigned three main groups of supra – professional competencies to them: Supra – professional competences of personal development (the competence of self-education and the competence of self-management (self-organization). The issue of self-education and self-organization in the scientific literature is closely related to such processes as professional self-development, self-realization, self-expression, self-knowledge, selfimprovement. Having analyzed the encyclopedias of professional education, we came to the conclusion that the nature of these concepts is a conscious, purposeful activity that is controlled by a person. Consequently, the whole process of selforganization is always expressed in the orientation of the individual towards "self." The concept of "self" in literary sources in psychology is defined as the conscious planning by a person of his own actions in accordance with personal desires, this is giving commands to himself, to perform certain actions, stimulating himself, self-control of his actions, his behavior and condition. From the point of view of N.A. Zaenutdinova, self-organization is understood as a process of orderly conscious activity, entirely aimed at organizing and managing itself to achieve the result of goals.

Socio-communicative supra – professional competencies (the competence of effective communication and interaction, the competence of teamwork). Studying the factors of these competencies, we made a reasoned conclusion that the ability to work in a team, find an approach to the interlocutor even in difficult situations, achieve his location, and establish friendly relations is characteristic of a person who is prone to productive interaction with other people. Cognitive supra – professional competencies (competence of critical thinking, competence of creative thinking). D. Halpern, an American psychologist and specialist in the field of psychology of thinking, presents in his book that critical thinking is a whole complex of fundamental skills, such as the ability to give assessments, make conclusions, interpret and observe, analyze. In addition, critical thinking uses logic and is based on a number of criteria of intelligence: clarity, accuracy, Impact Factor (JCC): 8.8746

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credibility, depth of significance. Components, to a lesser extent, are also value attitudes and creative imagination. Critical thinking can be characterized as cognitive activity, closely related to the use of the mind and one's own intellectual abilities. The development of these competencies, of course, can and should take place in the educational process of a technical university. So, G.V. Mayer, V.V. Makoveeva emphasize that the development of supra – professional competencies as competencies of the future is possible only in a specially organized educational process. T.A. Yarkova claims that today there are two approaches to the development of this group of competencies. As part of the first approach, special courses are included in the educational program (team building, development of critical thinking, project activities, etc.); the second approach uses the existing potential of the educational process. The second approach in the Russian educational process is more widely embodied. The potential of the educational process for the development of professional competencies should be understood as the possibilities of interactive approaches and methods to learning, educational technologies, methods and means of updating the content of education, the potential of independent, research work of students and much more.

Analyzing the foregoing, there was a need for a survey of students to identify the disclosure of sociocommunicative supra – professional competencies. Analyzing the foregoing, it became necessary to interview students for revealing the disclosure of socio-communicative supra – professional competencies, namely, team work competencies for compiling a sociological portrait of students and identifying their readiness for professional activity. This survey was conducted among 2 groups of students (3 year of study - 20 people, 4 year of study - 19 people) on the basis of the Tyumen Industrial University in Nizhnevartovsk in 2020; Anonymous questionnaire was used for diagnosis.

The question was asked: “Do you show these qualities in teamwork?”. After analyzing the answers received, we got the output: initiative (65.8% – 4 year of study, 59.1% – 3 year of study), unconventional thinking (70.4% – 4 year of study, 69.2% – 3 year of study), ability to trust ( 59.5% – 4 year of study, 56.7% – 3 year of study), the ability to manage your emotions (58.8% – 4 year of study, 56.3% –3 year of study), the ability to compromise (74.7% – 4 year of study, 69.1% –3 year of study). The analysis is shown in table 1 and figure 1.

Figure 1: Show the Qualities of Teamwork.

Source: Authors of the article

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Table 1: Show the Qualities of Teamwork Suggested Answers to the Question “Do you Show these Qualities in your Work with the Team?”

4 Year of Study

3 Year of Study

The Number of Students who Answered Yes

%

The Number of Students who Answered Yes

%

Initiative

13,6

65,8

11,8

59,1

Thinking outside the box

14,8

70,4

13,8

69,2

Ability to trust

11,1

59,5

11,3

56,7

Ability to manage your emotions

11,8

58,8

11,26

56,3

Compromise skills

14,9

74,7

13,82

69,1

Source: Authors of the article

CONCLUSIONS To become successful, a modern graduate of technical courses must not only possess fundamental and specialized professional knowledge and be able to apply it in practice, but also possess a number of supra – professional competencies that allow him to effectively work with a large amount of information, know the trends in technology development around the world, approach problems in a non-standard and creative way, work effectively in a team, interact, including crosscultural, be able to take leadership and responsibility for the result of work.

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