Development Of Professional Organizations Research Articles

System Model of Professional Development Process

System approach to management professional development organization is explored in the article. The importance and urgency of the problem of personnel development of a modern organization in a competitive environment is proved. The professional development of personnel as a component of personnel management and a means of increasing the competitiveness of the organization is considered. Different views of scientists on the definition of personnel development, professional development and personnel development system have been clarified.The tasks of professional development of personnel are outlined. System model of professional development process has been developed. The elements of the developed model are characterized, namely:development of professional staff development strategy;setting goals and objectives for professional development of staff; organization of professional development process; diagnosing the needs of professional development of staff; drawing up a plan for professional development of staff;budgeting professional development; determining areas of staff training; definition of methods and forms of teaching; implementation of the staff training process and evaluation of the effectiveness of professional staff training.

Competence-based approach in the professional development of civil servants

In the current context, competencies are becoming a universal measure of the success and effectiveness of human activity in any profession. The civil service of Kazakhstan is promising and trainable. Today, an important task is to train civil servants of the “new generation”. As a global information world, digital transformation requires them to understand the new specifics of civil service and improve their skills and competencies. Therefore, the competence-based approach in the professional development of civil servants that is becoming increasingly relevant. It motivates civil servants to further advance in their professional careers, and is also the basis for the formation of information support for the management of civil service personnel in almost all countries. The competence-based approach has recently been declared as the starting point of all personnel management activities. It can be used to select personnel, evaluate the quality of their work, and build a career and training system. In this article, the authors give the concept of the competence approach, professional development of civil servants. The purpose of this study is to study the features of the organization of professional development of civil servants in foreign countries, to compare the composition of the competencies of the presented models for further development of ways to reform the system of professional training of civil servants in Kazakhstan. The analysis of the main components of the models of competencies of civil servants in different countries is presented. The development of professional competencies of civil servants should acquire a strategic character, be designed for the future. The research methodology is based on the application of the process approach, historical analysis, modeling and classification methods, and the method of scientific generalizations.

Teacher competence in implementing higher-order thinking skills oriented learning in elementary schools

<p>Information and technology development in the last decade have caused fundamental changes in all of the life aspects, including in the educational aspect. Learning in the school was demanded to be an agent of instilling the ability of higher-order thinking (HoTS) so that the students could deal with life challenging in future life. The teachers also must have competence in implementing HoTS oriented learning. This study aimed to explore teachers’ competencies and implement HoTS oriented learning in the public elementary school 2 of Ketaon, Boyolali Regency. Data was collected through interviews, observation, and documentation. The data collected further were analyzed by using the data analysis technique of the interactive inductive model of Miles and Huberman. The the research results showed that 1) there are five competencies used by the teachers in implementing HoTS oriented learning as follows; Educational Competence, Competence for Technological Commercialization, Competence in Globalization, Competence In Future Strategies, and Counsellor Competence. 2) Efforts made by teachers are to improve competence in implementing HoTS oriented learning by following the training and education program, participating in the empowerment of professional teacher development organizations such as teachers’ cluster working groups (KKG)<em>,</em> teacher working group (MGMP), webinar, technical guidance, and workshop. In addition, the role of colleagues contributed to increasing teachers’ competencies</p>

Assessment of the labor capacity of nurses for organization of professional development in workplace

The purpose of the study was to assess the labor potential of nursing specialists in order to organize their professional development in a medical organization. Results: the main components of the labor potential of the personality of a nurse (intellectual, qualification, communicative, motivational) have been determined, a socio-psychological portrait of the personality of a nurse has been compiled, recommendations for professional training and development of the labor potential of a nurse in the workplace have been developed. Conclusion: the results of the assessment of the labor potential of nursing specialists revealed the need for their development in the workplace on specific professional problems.

Управління професійним розвитком науково-педагогічних працівників у системі вищої освіти

Annotation. Introduction. In the article the main trends in the professional development of scientific and pedagogical workers of Ukraine in 2019-2020 were analyzed. Approaches to defining the concept of “professional development” are based on updated legal documents and scientific sources. The system of professional management development is considered as a priority task of modern higher education, which provides a continuous process of improvement and acquisition of new professional and key competencies of research and teaching staff in order to comply with European standards of educational services quality. Purpose. The aim of the study is to identify features of dynamic changes in the system of professional development of research and teaching staff in 2019-2020, to clarify the factors and forecast further development based on the updated regulatory framework, the formation of general mechanisms for managing professional development. Results. The formed approaches to definition of a trajectory, a direction, planning, and system of the organization of professional development of scientific and pedagogical workers of higher education institutions reflect conformity to public inquiries and requirements. The obtained results contributed to the qualitative analysis of the system of professional development of scientific and pedagogical workers on the example of the Dnipro Academy of Continuingl Education. Conclusions. The article proposes ways to improve and diversify the management system of professional development of scientific and pedagogical workers of higher education institutions, namely the creation of a unit of professional development, development of regulations, implementation of systematic control and analytical activities, stimulation and motivation of scientific and pedagogical workers to professional growth. Trajectories, job responsibilities, interests and needs, specifications of personnel management development, application of strategic planning technology are displayed. Keywords: scientific and pedagogical employees; professional development; advanced training; internships; innovation management.

Organization of school leaders' training abroad: approaches to training and guidance

The article provides an overview of the organization of the school leaders professional development in a number of foreign countries. The official requirements for persons wishing to become school leaders abroad are described: teaching experience, administrative experience, experience as a supervisor, special training and education. It is shown that the level of professionalism of the school head varies from country to country and different types of development programmes are offered. Countries' approaches to training and supporting school principals are divided into: a) pre-service or preparatory training, b) induction training, c) in-service training. All three types of training are discussed in detail with examples from selected countries (Great Britain, Netherlands, Australia, Sweden, Austria, etc.).

Дієві інструменти управління персоналом в органах місцевого самоврядування

The article examines the essence of personnel management in public organizations, which is to ensure optimal quantitative and qualitative staff, the organization of professional development of staff, achieving a rational degree of mobility of staff in public organizations. The peculiarities of personnel management in public organizations by generalizing the theoretical basis are substantiated. Innovative methods and tools of personnel management, not directly provided by the legislation, but corresponding to it, are studied. It is determined that for effective personnel management, attention should be paid to such an approach to human resource development management as the formation of lifelong learning systems. Key words: personnel, personnel management, local self-government bodies, territorial communities

Personal style of cognition (cognitive traction) and the level of involvement of the student (engagement) in the assessment and development of digital competencies of the teacher

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.

Actual organization of professional development of teaching staff

Actual organization of professional development of teaching staff

ТЕХНОЛОГІЯ ОРГАНІЗАЦІЇ МАСОВОГО ДИСТАНЦІЙНОГО НАВЧАННЯ УЧНІВ В УМОВАХ КАРАНТИНУ НА БАЗІ ПЛАТФОРМИ MOODLE

У дослідженні висвітлено актуальність організації масового дистанційного навчання в умовах карантину. Проаналізовано сучасний стан впровадження дистанційного навчання в закладах загальної середньої освіти та наявні недоліки організації цієї форми навчання під час карантину; виокремлено необхідні засоби для ефективної організації дистанційного навчання. Визначено критерії добору платформ дистанційного навчання для закладів загальної середньої освіти та встановлено відповідні числові значення рівнів їх прояву, на основі яких здійснено порівняльний аналіз платформ дистанційного навчання. Обґрунтовано доцільність розгортання на базі платформи Moodle «Освітнього порталу для закладів загальної середньої освіти» та визначено передумови його використання учасниками навчального процесу зазначених закладів; представлено структуру електронного освітнього ресурсу. Представлені компоненти дистанційного курсу: система навчально-методичних матеріалів і система освітніх послуг. Для навчання учнів найдоцільніше використовувати тижневий формат курсу, що передбачає час для опрацювання учнем навчальних матеріалів самостійно чи за підтримки тьютора відповідно до навчального розкладу, для виконання домашніх завдань, для відпочинку, хобі та самовдосконалення. Наведено приклад структури дистанційного курсу для окремого класу закладу загальної середньої освіти. Виділено обов’язкові змістові елементи в структурі дистанційного курсу. У дистанційному навчанні тьютор є ключовою фігурою, яка відповідає за проведення занять з учнями, створює відповідне навчальне середовище. Це обумовило виокремлення основних функцій тьютора та компетентностей, якими він повинен володіти. Також обґрунтовано потребу в організації систематичного підвищення кваліфікації педагогів за дистанційною формою навчання. Головною особою дистанційного навчання є учень. Це обумовило виокремлення умов успішного навчання учнів у дистанційному курсі та роль тьютора у їх реалізації.

21st Century Leadership Skills Practiced by School Leaders in Pakistan During COVID-19 Pandemic

21st-century leaders need strong leadership skills to effectively lead schools. They must use and implement 21st-century skills for long term change. The study aimed to identify the practices of secondary school leaders of Rawalpindi city about [recommended] 21st century 4 Cs leadership skills (Competence, Character, Compassion & Courage) during the pandemic of Covid-19. This was exploratory research following the quantitative research approach. One hundred and nine school leaders were selected through a simple random sampling technique to complete an adapted survey questionnaire. Descriptive statistics were used for analyzing and reporting the findings. Quantitative data analysis indicates that school leaders are using 21st-century leadership skills during Covid-19, but the level of use is dissimilar to the recommended 21st century 4 Cs leadership skills. It was identified that school leaders use relationship (mean= 4.21), Accountability (mean= 4.45), and Self-Belief (mean= 4.37) skills more than other sub-skills in their leadership practices. The findings recommend that policymakers and professional development organizations should plan workshops on these recommended leadership skills for school leaders so they can perform well under situations like Covid-19.

Platform “Profosvita” as innovative educational and digital environment for specialists' professional development

The article substantiates organizational and methodological principles of the Educational platform “Profosvita” as an innovative educational and digital environment to ensure the continuous professional development of specialists in accordance with the requirements of the state policy in the field of education, of employers and key stakeholders, as well as to meet educational needs of an individual as educational services customer. The Educational platform “Profosvita” developers summarized and systematized theoretical assets and took into account the latest tendencies of platforms creation for distance and mixed training. The proposed structure of the educational-digital environment provides mastery for learners, customers of educational services of different directions and specialties of certain theoretical and practical aspects of educational courses, educational headings. The presentative and educational locations are described as the main elements of the Educational platform “Profosvita” structure, forms of participant participation, principles of work organization. The research results can be used in the modernization process of postgraduate education system, in particular in the activity of postgraduate education institutions of all levels of accreditation, district methodical services for organization of continuous professional development of specialists in the conditions of sustainable development of education and science.

Scientific, methodological and institutional support for the development of the management system of a coal company

Relevance. In conditions of high variability of the external and internal environment, the implementation of new technologies and increased competition, the formation and development of management systems for coal companies capable of providing targeted innovative activity based on a high level of organization, resource saving, and efficiency, becomes relevant. This task can be solved by improving the scientific, methodological and institutional support for the development of the management system of a coal company. Purpose of the study: to analyze the scientific and methodological tools and institutes that are used to develop the management system at SUEK-Krasnoyarsk, to evaluate their effectiveness. Research methods included comparison, information gathering, analysis, expert assessment of the scientific, methodological and institutional support of the coal company’s management system. Results. This paper systematizes and analyzes the scientific, methodological and institutional support used at the coal company SUEK-Krasnoyarsk to solve three interrelated tasks: involving personnel in the development process of the organization and production management; organization of continuous professional development of staff; organization of a continuous development process. It is revealed that the formed scientific, methodological and institutional base as a whole allows the company to dynamically develop and remain competitive. At the same time, the main directions of improving the scientific, methodological and institutional security of the development management of SUEK-Krasnoyarsk were identified: bridging the gap in the organization of development processes between the management levels of the association, enterprise managers and line managers; increasing the systematic and cyclical application of existing development tools, increasing the involvement of line managers. Conclusions. Development of the management system of a coal company depends on increasing the level of involvement and the growth of staff professionalism. This can be achieved through the development, testing and implementation of scientific, methodological and institutional support necessary for involving personnel in the process of continuous development of the organization and production management in order to increase the company’s competitiveness.

The Transformation of the Education System Into the Digital Age in the Teaching Process

The purpose, objectives, content, and methods of education are reflected in the organization training system. Optimization of the educational process, its scientific organization, increase of its effectiveness will result in an intensification of student activity and, consequently, lead to quality education. Under the traditional teaching methods the courses are designed as a sequence of schematically organization of the auditorium, continuity checking, homework and past lesson inquiry, new knowledge and its reinforcement, assessment, tasks, etc. The topics of such subjects are not revealed to the students comprehensively. The training design based on the diligence of a few students has led to the passivity of the others. Loading the students with unwanted unnecessary information can cause the worsening of their memories prematurely. Furthermore, the experience of many years indicates that an individual with a high intellectual capability, willing to conduct reasoning, free judgment or problem identification, demonstrates a passive attitude for the reason of fear and insecurity. When analysing the term of new teaching methods, the main focus falls on the teacher's ability to demonstrate professionalism in fostering the knowledge, skills, and habits of the learners. New teaching methods can be realized with the help of critical thinking. The ability of critical thinking and overall the effectiveness of the use of new methods can be achieved primarily, on the organization of teacher training and professional development. From the training on new teaching methods, the teachers can obtain some practical skills by utilizing the method of critical thinking during the teaching process. Improvement of education quality has influenced the comprehension of the subject and object, and has brought the interaction to the new meaning. The incorporation of active learning is one of the goals of educational reform. In the course of active learning, the teachers become guides while learners become researchers.

Postgraduate training in surgery: From theory to practice.

Postgraduate training is a time-honored entity, the goal of which was to develop and ensure the acquisition of new medical knowledge for the medical profession. The main goal of this retrospective study is to analyze the current situation of postgraduate training in surgical disciplines within the framework of the French Universities. We studied the legal texts found in the LéxisNéxis® and Légifrance® sites up until December 1, 2018; references were sought from the Web of Science repository. Postgraduate training in France is mandatory from the legal point of view. Currently there are two possibilities for validation of postgraduate training: either through a recognized continuing professional development (CPD) organization controlled by the National Agency of Continuing Professional Development (NACPD), or by asking for certification through an official accreditation council (AC) (one exists for each surgical specialty), controlled by the High Health Authority that can automatically provide the equivalence of passing through the NACPD organization. The continuing education process remains complex. It could well be modified in the near future by the creation of a new certification procedure. With regard to surgical education, whether it concerns the CPD or the accreditation process, the goal is to decrease patient risk and to be an integral part of the overall policy to decrease health care costs. The role of professional national counsels will be more and more important; this is an advantage for each of the surgical specialties. Nonetheless, from the regulatory viewpoint, the decree concerning the role of National Professional Councils has not yet been published in the Journal Officiel de la République Française (French Republic official journal) at the time of writing. Currently two systems are available for surgeons to comply with the 2016 legislative obligation of continuing education: CPD which is run by the NACPD, and the accreditation process, run by an AC and controlled by the HAS; in the first instance, surgeons can ask for reimbursement from the NACPD and in the second, request that the National Health Insurance Fund for Salaried Employees cover a portion of the litigation insurance premium. Retrospective study: level of evidence IV.

Основные положения организации повышения квалификации и профессиональной переподготовки специалистов в современных условиях

Основные положения организации повышения квалификации и профессиональной переподготовки специалистов в современных условиях

СУЧАСНІ ВИМОГИ ДО КОНКУРЕНТОСПРОМОЖНОСТІ ВИКЛАДАЧА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The article is devoted to the problem of formation and development of competitiveness among teachers of higher education institutions. If the content and structure of professional competitiveness, defined by state standards, are formed without taking into account the personal qualities of the learning subject, its interests, abilities and are not determined by the professionalism of the teacher, it is impossible to lay the foundations of competitiveness and develop the ability to compete. The genesis of different approaches to the concept of competitiveness of the modern educator has been analyzed, in particular, in modern researches it is emphasized on: – managerial, psychological and pedagogical aspect of competitiveness. The process of forming the competitiveness of a teacher of a higher education institution, which includes its components, is outlined: = levels of development: a motivational and holistic component; emotional-volitional component; evaluation and adjustment component; = conditions of formation: the need to find such forms of work of the teacher, which would ensure the continuity of the process of his professional growth, development and introduction of multidimensional models of the organization of professional development, introduction of new educational technologies, participation in innovative activity; = development of a complex of properties of his personality necessary for a high level of professional activity. The activity of the teacher is characterized by pedagogical expediency by orientation, individually creative character in content and organization, choice of means; = ways of formation: a certain amount of knowledge, abilities, skills and continuous improvement of the state of theoretical, psychological-pedagogical, methodological and technological preparation; motives for professional self-improvement; the desire for selfrealization and self-affirmation of personality; professional growth; expanding horizons; increasing the level of development of all types of competences; the presence of cognitive interest; creating a positive image among students and colleagues; upgrading the qualification category during certification; receiving awards; raising personal rankings at different levels of subordination; improving professional competence; raising the level of organization of the educational process.

РЕАЛІЗАЦІЯ ВІДДАЛЕНОЇ ОСВІТНЬОЇ ВЗАЄМОДІЇ В ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ

Updating the ways of interaction between the subjects of educational space, changing the formats of professional activity of a specialist requires a search for improvement of educational practices aimed at developing the digital competence of academic staff in postgraduate pedagogical education. The main challenges in distance educational interaction implementation at advanced training courses in an institution of postgraduate pedagogical education under the conditions of quarantine restrictions are investigated in the article. The approaches offered in the article implement educational communication using the possibilities of digital technologies in postgraduate pedagogical education. The advantages and limitations of distant interaction in the process of teaching adults are highlighted. The means of remote interaction organization in the process of professional development of teachers are systematized. The peculiarities of modern educational environment design in the institution of postgraduate pedagogical education are highlighted, which allows to create and implement a set of educational strategies aimed at implementing remote educational interaction. The definitions of the notions «distance learning», «online learning» are considered and the models of teachers professional development organization on the platform of distance learning of Communal institution «Zhytomyr Regional Institute of Postgraduate Pedagogical Education» of Zhytomyr Regional Council are characterized. The results of the research survey of teaching staff and teachers of advanced training prove that the use of learning environment, system of practical training courses requires adaptation of content, forms and means of teaching to the requirements of social demand, changes in the work of academic staff of postgraduate pedagogical education and improving the digital competence of subject teachers.

Framework to Measure Effectiveness of Teacher Professional Development

This paper presents a framework developed to measure the effectiveness of teacher professional development programs. Adapted from Hunzicker’s (2010) effective professional development, the framework consisted of five dimensions: supportive, job-embedded, instructionally focused, collaborative, and ongoing. The framework was then used to analyze the effectiveness of the teacher professional development programs in the Teacher Professional Development Coupons project in Thailand. The framework was used to analyze the programs qualitatively. The data revealed that most programs contain the elements of supportive, job-embedded, and instructionally focused; however, the elements of collaborative and ongoing were limited. Suggestions for future teacher professional development organizations are provided in terms of the quality of the programs, the monitoring system of the programs, and the program implementation. Keywords: Effectiveness, Teacher professional development, framework, ongoing DOI : 10.7176/JEP/10-36-05 Publication date: December 31 st 2019

Gaps on Quality Teaching: Assessing Teachers’ Needs towards the Creation of A Framework for an Extension Program on Teachers’ Professional Development

The study assessed the professional development needs of basic education teachers in upland areas of Goa, Camarines Sur, along with the different domains of the Philippine Professional Standards for Teachers (PPST) to create a framework for an extension program. A researcher-made surveyquestionnaire was used to capture the data, and the results were statistically treated using weighted mean and percentage technique. Results showed that the majority of the respondents belong to the young population and are relatively new to the service. Also, most of the respondents have attended professional development training; however, most of these training was conducted either locally or school-based. Results also showed that the National Achievement Test scores of most of the identified schools are declining over the last three years. Based on the findings of the study, it recommended that more professional development programs be created to satisfy teachers’ needs for further improvement. The design of the programs should be holistic and touch all the domains of the PPST. In addition, the activities under the programs should be of sustained length or duration and should involve experts that may include trainers or coaches from universities and professional development organizations. A framework for an extension program was also proposed.