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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 - pasechkina@yandex.ru
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 - pasechkina@yandex.ru
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.
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Received 03.03.2019
