PROFESSIONAL ORIENTATION AND COMPETENCE OF FUTURE PROFESSIONALS WITH A “ PERSON PERSON ” OCCUPATIONAL TYPE

Year in year out researchers pay more and more attention to psychological aspects of professional development of specialists with a “person-person” occupational type. This is due to constant increase in the social signifi cance of these jobs. The paper presents the results of research aimed to determine psychological aspects of professional orientation and competence formation for future specialists with the “person-person” occupational type that can be used to improve effi ciency of their professional training.


Introduction
Social and economic changes that are constantly occurring in society put forward new demands for a modern specialist personality.Abilities to be a subject of own professional development and to fi nd solutions to social and professional issues relevant to rapidly changing reality become more and more important for them.Modern researchers in almost one voice say that the growing pace of new technologies, information "explosion" and quick information "obsolescence", dramatic complication, automation and computerization of production processes, high likelihood of "non-standard" situations in industrial and social spheres impose new requirements for all professionals.Besides professional knowledge and skills, they should now have special abilities, skills and personal characteristics that provide fl exibility and dynamism for professional behavior, creativity at professional activity performing, independence at fi nding and learning of new information and new professional experience.Necessity to acquire ability to make decision adequately in "non-standard" situations, at lack of time and to have skills for optimum interaction with other members of an operational process at joint work of a team is emphasized especially (Кринчик, 2005; Малхазов, 2010).
Much attention is now directed to studying of psychological aspects of professional development of specialists with "person-person" type occupations.In our view, this is because of high social signifi cance of these occupations, which they play themselves, so to speak "in a pure form", as well as because of the fact that they are naturally closely integrated with other types of professions.For example, a fi lm director, an actor (creative

PROFESSIONAL ORIENTATION AND COMPETENCE OF FUTURE PROFESSIONALS WITH A "PERSON-PERSON" OCCUPATIONAL TYPE
Oleg M. Kokun professions), a master, a foreman (a "person-tools" type), an employee of environmental services (a "person-nature" type), a chief accountant, a publishing house director (a "personsign" type) and others occupations besides their primary occupational type belong also to the "person-person" type.Trends of modern society development cause permanent increasing of "person-person" occupational type importance.It is especially true for those jobs that can transform other people personalities -teachers, trainers, psychologists, managers, executives, social workers, business coaches, etc. (Kokun & Karpoukhina, 2010;Kokun, 2011).Occupational features and requirements for specialists of such jobs have undergone signifi cant changes over the past two decades due to the radical transformation of the social, political and economic system in the countries of the ex-Soviet Union and general globalization of world society (Зеер, 2007; Полякова, 2008).
However, there is a signifi cant contradiction concerning training of various professions related to the "person-person" type: from the one hand, social and economic changes taking place in society lead to increased requirements for these professionals, their activity and responsibility regarding their own professional and personal development, form the other hand, such professional training remains mostly purely formal, and their professional development often occurs spontaneously (Вілюжаніна, 2006; Сургунд, 2004).
Moreover, professional selection and, especially, professional training for "personperson" type occupations were studied in many researches, but studies of further stages of specialist development for such professions were hardly ever performed (excluding some studies about teachers).Thus, consistent psychological support for all stages of professional development for "person-person" type specialists involves constant improvement of their professional skills and effi ciency upon condition of continuous personal development.This provision must be based on reliable scientifi c results that describe psychological aspects of specialist's activities and professional development.
Therefore, in this article we are going to present the results of our research aimed to determine the factors of professional orientation and competence formation for future specialists during their training.Main attention will be paid to future specialists of "personperson" type occupations.
Object of the research: The features and determiner's factors of professional orientation and competence formation for future specialists.
Aim of the research: To determine the factors of professional orientation and competence formation for future specialists of "person-person" type occupations.
Participants of the research: In general we have studied 901 undergraduate and post-graduate Russian-speaking students from 15 countries of Eastern Europe, Transcaucasia and Central Asia (234 men and 667 women).The research took place in years 2011-2012.490 tested students were acquiring common profession of the "person-person" type (psychologists, teachers, educators, doctors, lawyers, managers, diplomats and others) or professions related with people (actors, soldiers, administrators, sales workers, hairdressers, journalists and others); 411 tested persons were form other vocational types (chemists, accountants, economists, engineers, designers, architects, critics, programmers and others).The results of students who master other occupational types were used for comparative analysis.Although the number of women participated in the study was signifi cantly higher than the number of men, but their proportion was almost the same as for their countries, specialties elected for learning, years of learning and age.

Methods of the research
During the studies, we used our questionnaire specially designed for this stage of professional development and three psychological diagnostic methods: 1) the Klimov's differential diagnostic questionnaire, 2) the test for "Communication and organizational skills determination" (KOS-2) and 3) self-effi cacy scale of R. Schwarzer and M. Yerusalem.
Our research was based on a psychological diagnostic approach as the remote professional diagnostics (Кокун, 2010) and with the usage of diagnostic site http://prof-diagnost.org t hat we developed.This approach is a modern trend of computer psychodiagnostics and is based on Internet technologies usage.It is especially appropriate in fundamental researches, aimed at revealing general regularities and peculiarities of the phenomena studied.It allows widening the sample by quantitative, regional and professional parameters.Practical implementation of this approach is based on the usage of diagnostic Internet page specifi cally designed for this purpose.
Research data were processed applying methods of mathematic statistics: Descriptive statistics (mean, std.deviation, frequencies), Pearson correlation, Independent samples T-test.

Results and Discussion
General aspects of professional orientation and competence of future specialists of "person-person" occupational type It was found out that future specialists of "person-person" occupational type practically do not have difference in professional orientation and competence depending on gender aspect, as well as a country of residence.Two thirds of future specialists intend to work in their chosen professions and have high and higher than average level of academic self-effi cacy.One third of them are not sure of their choice and have inadequate levels of academic self-effi cacy, they have a need in individual work.
The tested persons mainly have appropriate level of professional orientation: more than half of them have strong or very strong desire to occupy exactly the profession they are being trained for, and 80% of them have levels of learning interest from above average to very high.
We can not ignore the signifi cant gender differences that were found out for the students mastering "person-person" profession according the Klimov's differential diagnostic questionnaire (Table 1).Thus, men show signifi cantly higher levels of interest to "persontools" occupations and women do to "person-art image" and "person-nature" professions, which is quite natural, but it is more important that the average levels of interest for selected "person-person" professions among tested students of different genders differ only slightly and are higher than interest for all other four occupational types.

Dynamics of professional orientation and competence formation for future specialists of "person-person" occupational type during training process
Revealed in our study dynamic for various indexes of testers' professional orientation and competency during profession mastering is quite interesting and, in our view, consistent, it characterizes quite clearly psychological aspects of their professional development (Table 2).As for professional orientation (students' assessment of their own desire to have a chosen profession, their intention to work in it and their interest in training), we can see that it is signifi cantly reduced from the fi rst to third year of learning (at a confi dence level p  0,01-0,001).Then the desire to have the chosen profession even more reduced to fi fth year (p  0,001 compared to the fi rst year), but interest in learning slightly restored.Then, during the last (sixth-seventh) years of training, all three indexes increase signifi cantly (p  0,05-0,001 compared to the third year), almost reaching the fi rst year level, but not higher!But the highest level of professional orientation is fi xed for post-graduate students; it surpasses not only the sixth-seventh year level, but also the fi rst one.
Thus, the students' professional orientation during university years does not increase.It is the highest at the fi rst year of education, when students start mastering a chosen profession.Later orientation deterioration, in our opinion, can be largely explained by inadequate education organization and quality at universities, which leads to decrease of students' motivation to learn and of their desire to have a chosen profession.Professional orientation level recovery among the students of the last university year, in our opinion, is due to not it real improvement, but the fact the best students continue learning at these years (graduate level), and worse students quit their education more early.The same can explain higher levels of professional orientation for post-graduate students who, by the way, shown results slightly higher than fi rstyear students.
By contrast, professional competencies (self-estimation of knowledge about professional conditions and aspect, of skill levels and willingness for independent work) sharply increases from the fi rst to third year of education (at a confi dence level p  0,01-0,001).Further, a similar trend to these indexes improvement remains; however, it is not so expressed.Again, a sharp "jump" is observed for postgraduate students (p  0,05-0,001 compared to the third or fourth years of education).This dynamic, in our opinion, is quite natural and can be related with logical acquisition of professional competence by future specialist during training and, again, with selection of the best students to master's and postgraduate studies.
Let us next discuss the dynamics during university year of students' psychological diagnostic indexes that are important for the "person-person" occupational typecommunication and organizational skills, as well as indexes of academic self-effi cacy (Table 3).Interestingly, all these indexes reach the highest level at the fourth year of education.But only self-effi cacy dynamic from the fi rst to the fourth year is incremental steadily and statistically signifi cant (p  0,05 if the fi rst and the fourth years are compared).This, in our opinion, is also quite natural and is related to natural increase of students' adaptability to educational conditions and requirements.As we noted above, during the same period, there is also almost the same dynamics of professional competence.As for development of such important for "person-person" occupational type qualities like communication and organizational skills, we can say that any incremental dynamics was not observed and their changes are not signifi cant.This, we believe, is the result of lack of these qualities purposeful development during professional training.It can be seen as major drawback.
Professional orientation, competence and professionally important qualities of future specialists of the "person-person" occupational type compared with future specialists of other types Comparison of obtained in our study results for professional orientation, competence and professionally important qualities of future specialists of the "personperson" occupational type with the indexes for other type future specialists has shown, in our opinion, quite interesting results.So all three indicators of professional orientation (student's self-estimation of their own desire to have a chosen profession, to have a job within the chosen profession and interest in learning) and one index of competence of future specialists with "person-person" occupational type are signifi cantly higher

PROFESSIONAL ORIENTATION AND COMPETENCE OF FUTURE PROFESSIONALS WITH A "PERSON-PERSON" OCCUPATIONAL TYPE
Oleg M. Kokun at a reliable level (p  0,05-0,001) than those of other type future specialists (Table 4).Perhaps, this may be due to the next factors: more interesting training program for mastering "person-person" type professions, more conscious choice of profession, potentially greater earnings, presence of psychological differences between people having chosen this type of profession and individuals having chosen a profession of another type.Degree of each factor infl uence on the result can be estimated in further in-depth researches.In our opinion, we obtained interesting and logical differences for indexes presented in the Klimov's differential diagnostic questionnaire between future specialists with "person-person" occupational type and other type specialists (Table 5).Thus, future specialists with "person-person" occupational have signifi cantly higher (at a confi dence level p  0,001) professional orientation level in comparison other type specialists not only to the "person-person" occupational type, but also to the "personnature" type.Moreover, their average professional orientation level to the "personperson" type is signifi cantly higher than to other types.Indexes for the "person-art image" type for two tested groups are virtually equal.A future specialists of other occupational types exceeds signifi cantly (p  0,001) at the professional orientation of "person-person" occupational type specialists on indexes "person-tools" and "personsigns".
Also, in our opinion, it is natural is that future specialists with "person-person" occupational type have signifi cantly higher (at the confi dence level p  0,01-0,001) diagnostic indexes for such professionally important skills like communication and organizational skills (Table 6).Educational self-effi ciency for two compared groups does not differ.

Relations and factors of professional orientation and competency of "personperson" occupational type specialist during professional training
Favorable and unfavorable factors for successful course of this stage of professional development of future specialists with "person-person" occupational type were determined by analyzing correlations (by Spearman) between indexes of their professional orientation and competence used in our study and indexes from questionnaires and psychological diagnostic methods that can act as such factors, as we anticipated.Table 7 shows the correlation matrix of professional orientation indexes with similar indexes.
Before going directly to the analysis of professional orientation and competence relationships and factors it should be noted that all used in our study indexes are positively linked with high signifi cance levels, notwithstanding that correlation coeffi cients themselves do not have high absolute values (from 0,19 to 0,31).This is completely understandable, because professional orientation is not the only factor for successful acquisition of professional competence.
So if we take the direct correlation between most professional orientation indexes (indexes 1-3) and competency (№ 4-7) separately, we can see that their absolute values are signifi cantly higher: from 0,42 to 0,67 between professional orientation indexes (see Table 7) and from 0,35 to 0,54 between professional competence indexes (see
We see that all three professional orientation indexes (students' self estimation of their own desire to have a chosen profession, intention to work with the chosen profession and interest in learning) are most closely (and signifi cantly) related to tested students' self-estimation of their compatibility with requirements of the chosen profession.Also there are reliable correlations of the three indexes with student's self-estimation of relationships with teachers.But the correlation coeffi cient for relationships with fellow students is twice smaller.This can be regarded as a natural phenomenon, because teachers (and relationship with them) for students are more important on the way of professional training than classmates.
Also statistically signifi cant positive correlation between professional orientation indexes and academic achievements and a time spent for lesson preparation can be viewed as commonsensical.But interest in learning stands apart, it correlation coeffi cient with academic achievements and a time spent for lesson preparation is two times larger than the other two orientation indexes.
We cannot overlook the fact that two orientation indexes -desire to have a chosen profession and intention to work in a chosen profession -have signifi cant correlation with students' self-estimation of ability to work during day and during week and their health.
It was found out also that all three professional orientation indexes signifi cantly correlated with all indexes of used psychological diagnostic methods that, as it was expected, along with analyzed above indexes from the questionnaire are indicators of favorable and unfavorable factors for successful professional training: the level of communication and organizational skills and orientation to the "person-person" occupational type.
Les us interpret the obtained results in terms of orientation of established links between the indexes.In our opinion, the relation between obtained from the questionnaire professional orientation and competence indexes is predominantly oneway impact; the fi rst indexes infl uence onto the second ones -the highest level of professional orientation leads to better competence development.Although there may also be a partial infl uence of the third factor -the presence of certain necessary for "person-person" occupational type professionally important qualities can be a cause of better professional competence development and of a higher level of orientation on profession mastering.
A suffi ciently strong and statistically reliable correlation (r = 0,22-0,37; p  0,001) between the diagnostic index of academic self-effi cacy with all questionnaire indexes of professional orientation and competence (see Table 7 and 8) is the argument in favor of the latter assumption.Academic self-effi cacy is a part of such personal feature as general self-effi cacy that determines person's performance in various areas, especially at different stages of professional development for "person-person" type professions.
We believe that relations between professional orientation and students' selfestimation of compliance with professional requirements, willingness to independent professional work, relationships with teachers and fellow students, times for lesson preparations, ability to work during day and week, health are examples of mutual infl uence.For example, form the one hand, a higher level of students' professional orientation determines their desire to have better relations with those who can help them to master their profession -their teachers, and from the other, -good relationships with teachers enhance or preserve the high level of professional orientation.
Infl uence on professional orientation of such psychological diagnostic indicators as academic self-effi cacy, communication and organizational skills and degree of interest to "person-person" occupations, which can be regarded as factors supporting successful training of future specialists with the "person-person" occupational type, can be described as positive one-way infl uence.Professional orientation infl uence on academic achievements, which, in our opinion, is possible to regard as one of the most important "derivatives" of orientation, can be described as predominantly one-way infl uence.
Table 8 shows correlations of professional competence indexes.
From the above two tables we can see that in comparison with the orientation indexes, professional competency indexes related more closely to academic achievements, and along with it the correlation with the time for lesson preparation is much weaker.It also confi rms the validity of the questionnaire on professional
Approximately the same levels have correlations with students' self-estimation of compliance with professional requirements, willingness to independent professional work, relationships with teachers and fellow students, times for lesson preparations, ability to work during day and week, health.
Professional competence index correlation with all used indexes from psychological diagnostic methods appeared to be even tighter than for professional orientation.It is completely logical, since these indexes are important indicators of professionally important features for "person-person" type specialists, development of these features, in turn, can be regarded as an integral part of professional competence.
As for above relations orientation, we would like to highlight the existence of mutual infl uence between professional competence and relationships with professors and classmates.As in the case of orientation, infl uence on professional competence of psychological diagnostic parameters as the level of educational self-effi cacy, communication and organizational skills and degree of orientation to "personperson" occupational type can be regarded as one-sided positive impact.Professional competence impact on academic achievements and self-estimation of own abilities to profession requirements are predominantly one-way.

Conclusions
Obtained results show that two-thirds of future specialists with the "personperson" occupational type are going to work in their chosen professions and have high and higher than average level of academic self-effi cacy.The third of them, who are not sure of their choice and have inadequate levels of academic self-effi cacy, require individual work.The tested persons mainly have appropriate level of professional orientation: more than half of them have strong or very strong desire to occupy exactly the profession they are being trained for, and 80% of them have levels of learning interest from above average to very high.
Future specialists with the "person-person" occupational type shown signifi cant gender differences for a part of indexes of Klimov' differential diagnostic questionnaire (men have signifi cantly higher interest to " person-tools" and women do to "personart image" and "person-nature" professions), but the fact is more important that the average orientation levels of the tested students with different gender to chosen "person-person" type professions differ only slightly and are higher than interest to all other four types of professions.
Students' professional orientation during university studying, unfortunately, does not increase.It is the highest during the fi rst year, when they start learning a chosen profession.It deterioration later is largely due to inadequate education organization and quality at universities, which leads to decrease of students' motivation to learning and of students' desire to have the chosen profession.Professional orientation level recovery occurs for students in the last year of learning, but it is not real improvement, but the fact that only the best students enter for these courses (graduate and postgraduate levels).
Unlike orientation, professional competency indexes increases sharply from the fi rst to the third year of education.Further, the similar trend for improvement remains, however, is not so expressed.A new sharp "jump" is observed among postgraduate students.Such dynamics is quite logical and associated with professional competence acquiring by future specialists during learning process and, again, with selection of the best students for master and postgraduate studies.
All professionally important psychological diagnostic indexes reach the highest level at the fourth year of education.But among these indexes only academic selfeffi cacy increases constantly from the fi rst to the fourth year of education and this increasing is statistically signifi cant, that is due to the natural increase of students' adaptation to training conditions and requirements.But such professionally important abilities as communication and organizational skills are hardly developed.And this is a big disadvantage of professional training.
Obtained indexes of professional orientation, competence and professionally important qualities of future specialists with the "person-person" occupational type naturally differ from that of future specialists with other occupational types.So all three orientation indexes and one competence index of future specialists with the "person-person" occupational type are much higher than those of future specialists with other occupational types.The formers exceed substantially future specialists with other occupational types according their interest not only to the "person-person" type, but also to the "person-nature" type.In addition, their average orientation to the "person-person" type is signifi cantly higher than to other occupational types.The "person-art image" type indexes of the two groups do not differ.Future professionals with other occupational types are signifi cantly more interested in "person-tools" and

PROFESSIONAL ORIENTATION AND COMPETENCE OF FUTURE PROFESSIONALS WITH A "PERSON-PERSON" OCCUPATIONAL TYPE
Oleg M. Kokun "person-sign" types.Future specialists of the "person-person" occupational type have signifi cantly higher diagnostic indexes for such professionally important skills like communication and organizational skills.Academic self-effi cacy of two compared groups does not differ very much.All indexes of professional orientation and competence of future specialists with the "person-person" occupational type are positively correlated with a high signifi cance level.Moreover, the absolute values of correlations "inside" indexes of these two groups is signifi cantly higher, which confi rms the validity of the questions to determine the levels of professional orientation and competence of future specialists.
As for orientation of these and other signifi cant relationships between the various indexes, the correlation type between professional orientation indexes and competence ones is mainly one-way infl uence of the formers onto the latter -a higher level of professional orientation leads to better competence acquisition.Although there may also be present a third factor -presence of certain professionally important for the "person-person" occupational type qualities can cause better professional competence acquisition by students and of a higher level of orientation on certain profession mastery.
Relations between professional orientation and self-competence from one hand and with students' self-estimation of relationships with teachers and fellow students, times for lesson preparations, ability to work during day and week, health from the other can be described as mutual infl uence.
Infl uence of professional orientation and competence into academic achievements is predominantly one-way.
Infl uence on professional orientation of such psychological diagnostic indicators as academic self-effi cacy, communication and organizational skills and degree of interest to "person-person" occupations, which can be regarded as factors supporting successful training of future specialists with the "person-person" occupational type, can be described as positive one-way infl uence.

PROFESSIONAL ORIENTATION AND COMPETENCE OF FUTURE PROFESSIONALS WITH
A "PERSON-PERSON" OCCUPATIONAL TYPE Oleg M.Kokun

Table 2
Indexes of professional orientation and competence of future specialist with the "person-person" occupational type at various stages of professional training (on the base of questioning)

Table 3
Indicators of academic self-effi cacy, communicative and organizational skills of future specialists of the "person-person" occupational type

Table 4
Comparison of professional orientation and competence of future specialists with "person-person" occupational type with other type specialists

Table 5
Differences for indexes of Klimov's differential diagnostic questionnaire shown by future specialists of "person-person" occupational type and by other type specialists