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1.4. Model of formation of the competence of corporate dialogue by means of information-communication technologies

Main objective of the research undertaken by us was working out of pedagogical model of formation of the competence of corporate dialogue by means of information-communication technologies.

It is necessary to specify initial concepts: "modelling" and "model".

Modelling as a method of scientific knowledge, according to S.I.Arkhangelsk, allows not only to reflect features of this process, but also to open its structure, dynamics of development, interrelation of components (the purpose, a problem, the form, methods, pedagogical conditions etc.), that finally will raise efficiency of formation of the competence of corporate dialogue [9].

The model is a scheme, the image or the description of a certain natural or public, natural or artificial process, the phenomenon or object [183].

As marks E.V.Oganesyan, the model should be under construction at observance of a principle of similarity of the model and projected object so, it should cover object entirely, to the important and recognised signs [148].

Processes of creation of models are investigated by the Russian and foreign scientists. In rabotahpo methodology, to a technique and in pedagogical researches of Century G Afanaseva, V.I.Zagvjazinskogo, V.V. Kraevskogo, etc. presents scientific requirements to which there should correspond any theoretical model [12, 84, 106].

In researches of Century G Afanaseva the basic qualities of model, among which are called: conformity, similarity to system-original; purposefulness, that is coordination of its parametres with the purpose set as before system, with expected result; a neutrality in relation to value judgment and preferences of participants of modelling; derivation, abstraction from some details and system-original parametres [13, with. 28].

Under model in our research myponimaem mentally represented or financially realised system which, reflecting or reproducing object of research, is capable to replace it so, that its studying gives us the new information on this object [222].

According to I.S.Halitovoj [206; 207], modelling is a method of theoretical research with which help it is possible obobshchenno to approach to the decision of many pedagogical problems. In comparison with other methods of knowledge modelling helps to study object not directly, and by research of other object similar in the certain relation first. Results of research are transferred from model on object.

In scientific and pedagogical research of a special sort modelling which it is accepted to name mental experiment in which course, along with scientific assumptions, use elements of scientific imagination now is widely applied. Mental experiment represents the logic operation based on the assumption, a condition or the admission. Mental experiment is subjective on character of a plan and in this respect falls outside the limits a reality, but in the logic relation it keeps direct analogy to real modelling.

Modelling in pedagogics is a construction of the basic scheme reflecting real pedagogical process or the phenomenon.

By means of model of formation of the competence of corporate dialogue it is obviously possible to describe and prove the given process from the scientific point of view. A methodological basis of creation of the given model were following positions:

The system approach (A.A.Bogdanov, L background Bertalanfi, Evard de Bono, Lindon la Rush, G.Sajmon, P.Druker, A.Chandler, S.A.Chernogor,

A.

N.Maljuta, etc.). The system approach in the course of formation of the competence of corporate dialogue of experts should be realised by integration of all components of teaching and educational process into complete, optimum operating and dynamically developing pedagogical system. In J.A.Kustova's work, under «dynamic development of system it is understood pedagogicheski the organised and purposeful movement of system from summativ - nogo level to integrally complete condition characterised by interrelations of its main components and key parametres uchebnopoznavatelnoj of activity» [113].

If to consider process of formation of the competence of corporate dialogue through a prism of the system approach it there should be the complete system including interconnected elements (components), organised in certain structure.

Kompetentnostnyj the approach (I.Bajdenko, I.A.winter, G.I.Ibragimov,

B. A.Kalnej, A.M.Novikov, M.V.Pozharskaja, S.E.Shishov, A.V.farm, V.V. Davidov, P.J.Galperin, V.D.Shadrikov, etc.) Under kompetentnostnym the approach is understood a formation orientation on development of the person trained as a result of formation at it kompetentnostej by means of the decision of professional and social problems in educational process [90, with. 23]. In detail kompetentnostnyj the approach is considered in chapter 1.1 of the given work.

Communicatively-dejatelnostnyj the approach (AN. Leontev, I.A.winter, G.A.Kitajgorodskaja, S.L.Rubinshtejn, etc.) Considering that fact, that the competence of corporate dialogue assumes the independent individual activity of the expert directed on an establishment of mutual understanding and interaction with representatives of other culture, formation of abilities of such dialogue should combine as communicative, and dejatelnostnuju a training basis. In this connection we believe, that at formation of abilities of the competence of corporate dialogue it is necessary to consider kommunikativnodejatelnostnyj the approach in training. Communicatively-dejatelnostnyj the approach is based on the account of individually-psychological features of the person of the trainee and considers it as the subject of the educational activity, besides all pedagogical decisions are estimated through a prism of the person of the trainee: its requirements, abilities, motives, intelligence.

In works domestic uchenyhkommunikativno-dejatelnostnyj the approach considers training as the activity directed on acquisition and accumulation of knowledge, skills and abilities; object of training is speech activity, and employment are focused on training to dialogue. Prepodava - telpri it defines the training purpose, forms, directs and korrigiruet educational process with a view of development of the trainee as to the person. Construction of educational process should be such that at the decision of communicative problems trainees «felt requirement and had possibility to realise the intentions, that is to operate from own person» [54].

Thus, the given approach unites in sebedejatelnostnuju osno - vuikommunikativnuju a training orientation.

The lichnostno-focused approach (D.A.Beluhin, EVES. Bondarevsky, M.Bouen, K.Rogers, V.V. Serikov, I.S.Jakimansky, etc.). Formation of the competence of corporate dialogue is under construction taking into account personal features trained and refracts through the person trained, its interests and valuable orientations. In the pedagogical literature it is underlined, that appointment of the lichnostno-focused approach to formation is assistance to formation of the person, to development of its individuality, the creative beginning. E.V.Bondarevsky writes what to form the person means to help it to become the subject of culture, to learn zhiznetvorchestvu, that assumes an involvement into this process of the trainee [31]. And speech here goes not about formation any kompetentsy, in advance defined by the teacher, and not about change of the trainee in the direction set by the teacher, and about the help to the trainee in development of the personal qualities which have been put in pawn in it is primary.

Kollaborativnyj the approach (T.Johns, S.Maers, L.Porter, R.Ross, R.Slavin, M.Sapon-Shevi, N.Shnivend, etc.) Kollaborativnoe (joint) training-it the educational approach in which frameworks training is constructed on close interaction between trained or between trained and the teacher for the decision of a problem, task performance. Participants of process receive knowledge through active joint information search, discussion and understanding of senses, talk among themselves, and by means of similar conversations training is carried out.

Osnovnymiharakteristikami kollaborativnogo training primenitelno kprotsessu formations of the competence corporate obshchenijajavljajutsjas - ledujushchie:

1. Training is active process according to which individuals acquire the information on the company and connect its mastering with knowledge (for example, about corporate culture of the company) which they possess.

2. Training demands decision of problems which are directly connected with company work, processing and generalisation of the information on it, instead of is simple storing.

3. Trained profit from acquaintance to the point of view of colleagues.

4. Training is improved in the conditions of the corporate environment in which employees conduct corporate dialogue.

5. In kollaborativnoj to the training environment its participants develop and in social, and the emotional plan as they perceive the points of view of the colleagues, they have a necessity to express and protect the ideas [253].

Thus, in conditions kollaborativnogo the approach obuchajushchiesjaime - jut possibility to communicate, represent and protect own ideas to exchange various belief, to put under doubts of opinion of the colleagues, to accept active uchastiev corporate dialogue.

Researchers (Smith and MacGregor, R.Slavin, L.Porter, N.Shnivend, M.Sapon-Shevi, R.Ross) assert, that, despite a subject, trained, working in small groups, as a rule, learn that is taught more and longer keep received as a result of knowledge, rather than the same information presented in other educational formats [the information from a site: http://collegy.ucoz.ru/load/3 1 0 6022].

Rules organizatsiikollaborativnyh groups play the important role at formation of the competence of corporate dialogue.

Groups can be created by various ways: prepodavateli the trained work with colleagues (friends), the group is formed without any condition according to concrete strengths of persons.

Whatever way formed group, it is necessary to know, that time for adaptation and the adaptation to features of character, skills and styles of work each other is required to any again generated association of people. Successful groups are trained with a condition of use of advantage of these distinctions, their exact definition at the initial stage and the organisation of activity of group in appropriate way.

The formation stage is not limited to the beginning of work of group. In process of awareness of members of group dynamics of work about each other will gradually change, and there will be a necessity to react to such changes, correcting work as required [266].

G ruppovaja activity assumes the decision more challenges, than what can individually dare.

Any command should be guided by the general arch of rules which all its members should know and understand. It is necessary that each member of group knew, that from it expect, as work and how results [266] will be reached will be distributed and be supported.

The important role in the course of formation of the competence of corporate dialogue is taken away to the teacher. By it group work should be organised and be supported, and also time for discussion after task performance should be allocated. Prepodavateldolzhen to support effective work of groups and to promote achievement of positive results.

Work with group at formation of the competence corporate obshche - nijadolzhna to include discussion of that will be reached and that is planned to learn and also as training of all sotrudnikovsvjazano with tasks for work in groups. During discussion it is necessary to remind trained about skills, strategy and rules which they should use.

Correctly organised work in groups at formation of the competence of corporate dialogue promotes development of corporate interaction between members of group and skills of effective corporate dialogue.

Optimum aspect of work in groups at formation of the competence of corporate dialogue is sobstvennovozmozhnostkorpo - rativnogo dialogue that demands from key rules of corporate dialogue trained execution: «to speak by turns, actively to listen, set questions and to ask, whether there are questions, to make offers and to ask, whether there are offers at others, to express the thoughts and opinions and to be interested in ideas and opinions of others collectively to discuss offers, ideas and opinions, to help and ask about the help, to give and ask explanatories, to explain and estimate idea to make group decisions and to come to a common opinion, to sum up discussion, to result convincing arguments, strategy of the decision of problems».

We had been developed the model reflecting process of formation of the competence of corporate dialogue (fig. 8 see).

In model the purpose - formation of the competence of corporate dialogue is designated.

The special place in a teoretiko-methodological substantiation of model of formation of the competence of corporate dialogue is occupied with a category "principles". Principles define the basic approaches, the norms, allowing to operate corresponding processes. The theoretical analysis of a problem of formation of the competence of corporate dialogue allows to allocate obshchepedagogicheskie and.k obshchepedagogicheskim to principles we carry special principles:

- Humanism principle (N.Berdjaev, V.Solovev, V.Vernadsky, Z.Piazhe,

K.Rogers, K.Ushinsky, V.Suhomlinsky, etc.) . The humanistic principle is directed on understanding of a problem of the human person as to the higher value and assumes high degree of an individualization and differentiation of training, places emphasis on formation of activity and initiative trained, and also on formation of relations of teachers and trained on the basis of cooperation principles; creation of favorable conditions for mastering by the trained abilities corresponding to the selected trade. Realisation of a principle of humanism does not remove a problem of preparation of the person as highly skilled expert. Without high qualification it is impossible to realise itself as the person to the full. Humanistic orientation means a withdrawal from an one-dimensional estimation of the pupil as the future functionary of any structure in sphere of manufacture of the goods and services, from highly specialised preparation. It is connected by that the modern market economy can lay down young generation in such conditions that highly specialised knowledge will not allow to prove and even to earn for a life;

- Problematical character principle (S.L.Rubinshtejn, D.N.Bogojavlensky, N.A.Menchinsky, A.M.Matjushkin, M.A.Danilov, M.N.Skatkin, T.V.Kudryavtsev, D.V.Vilkeev, JU.K.Babansky, M.I.Mahmutov and I.J.Lerner). The problematical character principle consists in creation of problem situations, in comprehension, acceptance and the permission of these situations during joint activity trained and the teacher, at optimum independence of the first and under the general directing management of the last, and also in mastering by the generalised knowledge trained in the course of such activity and the general principles of the decision of problem problems. The problematical character principle pulls together among themselves process of training with processes of knowledge, research, creative thinking [125].


Principles special: positive corporativism, transtsedirovanie
Components of the competence of corporate dialogue
kognitivnyj
The reflective
Opera tsionalnyi
Interaction
THE TEACHER
THE EMPLOYEE OF THE COMPANY
Stages of formation of the competence of corporate dialogue
Stage
Acquisition knowledge of features
Both on native, and on a foreign language:
Video series
1 g
Tasks, discussions, debate, conferences
The modular
Technologies
Creative level
LEVELS
Productive level
RESULT: level increase generated ™
The competence of corporate dialogue
Reproductive level
Fig. 8 - Model of formation of the competence of corporate dialogue



The problematical character principle is directed on independent search by trainees of new knowledge and ways of action, he also assumes consecutive and purposeful promotion before trainees of informative problems, resolving which, they under the guidance of the teacher actively acquire new knowledge. Hence, the special type of thinking, depth of belief, durability of mastering of knowledge and their creative application [211] is provided, the competence of corporate dialogue thereby is formed.

- Principle of conscious activity. According to many scientists, construction of all system of training should proceed not from logic of construction of a subject, and to be carried out on the basis of development of the person of the trainee, thus for success of mastering of a subject diligence and discipline, and display by the pupil of activity [53] are important not. Activity in pedagogics is understood as the didactic principle providing active mastering of knowledge, formation of speech skills and abilities, and also active participation of trainees in employment [2]. In V.V. Safonovoj's works the didactic principle of consciousness grows together with an activity principle, that is it is a question of conscious activity, and active conscious activity of trainees gets additional characteristics of creative activity [179]. Thus researchers especially mark also necessity «to introduce in practice didaktiko-methodical technologies which promote an exit for narrow frameworks of aspects of training in area of personal relations and interests of subjects of pedagogical process» [145].

Construction of educational process should be such that at the decision of communicative problems pupils «felt requirement and had possibility to realise the intentions, that is to operate from own person» [144].

To special principles in our model the special place, as tseljujavljaetsja formation of the competence of corporate dialogue is taken away.

- Principle of positive corporativism. Positive corporativism (J. Grinvud, J. Lembruh, A.Kouson, F.Shmitter, G.Shtrek) is a form of achievement of the consent and social partnership of participants of social interaction on mutually advantageous conditions. In the modern world of idea of corporativism as phenomenon of special association of efforts for creation of a cumulative general resource really confirm itself in the world as a basis of working out of modern social technologies. The principle of positive corporativism includes solidarity and cooperation strategy as a way of achievement of the consent, partnership, unity. Realisation of a principle of positive corporativism conducts to formation of the competence of corporate dialogue, and in high school formation allows to set a professional context to educational process as assumes modelling of situations of the socially-psychological interaction regulated by tsennostno-standard system of the future professional work [130].

- Principle transtsedirovanija (T.Adorno, J. Dewey, I.F.Gerbart, Z.Sartre, K.G. Ship's boys).transtsedirovanie in a translation from Latin transcendens - «stepping, falling outside the limits». Within the limits of formation of the competence of corporate dialogue the principle transtsedirovanija means ability of the employee of the company to surpass granitsysvoih sobstven - nyh, knastojashchemumomentu the reached possibilities. Transtsendirovanieosno - vano on vozmozhnostiotreflektirovat ivydelit that developed sample - collectively-distributed professional mysledejatelnosti, kotoryjkultiviruetsjavdannojorganizatsiiizanjat in relation to nemuvnesh - njuju a reflective position, pozvoljajushchujukorrektirovat and to change this slozhivshejsjasposob actions.

Etoizmeneniemozhet to be under construction:

1) a method of corporate designing (a method of projects): when it is supposed, that the competence of corporate dialogue is already generated and will not change at present, and it is necessary to transform forms of interaction of employees of the company only;

2) a method of disclosing at employees of the company of new abilities of the competence of the corporate dialogue, connected with increase of level of the organisation of abilities (abilities) of understanding, imagination etc. when it is supposed, that this increase of a level of development of the competence of corporate dialogue is carried out on the basis of existing abilities and the developed form mysledejatelnosti [68].

Any competence can be considered as difficult strukturnoeob - razovanie. The competence maintenance includes such components, as: knowledge of the maintenance of the competence; readiness for competence display; the relation to the maintenance of the competence and object of its appendix; opytprojavlenija the competence of various standard and non-standard situations [90; 91].

Proceeding from the substantial characteristic of the competence of corporate dialogue, we have allocated in it four structural components: motivatsionnotsennostnyj, kognitivnyj, operational and reflective. Components reflect fields of activity of the employee of the company in which the competence of corporate dialogue functions, and also qualities of the person, the experience, necessary for high-grade corporate dialogue. The competence of corporate dialogue is represented to us as unity of the interconnected motives, knowledge, abilities and the abilities of the personnel necessary for professional work.

On osnoveanaliza components we had been allocated the criteria, allowing to define levels sformirovannosti the competence of corporate dialogue. Them are:

In a ramkahmotivatsionno-valuable component: motives, the purposes, the valuable installations of the expert assuming the relation to professional work and corporate culture as to value, requirement of the expert for designing of the professional career within the limits of corporate culture; orientation of the expert to valuable acceptance of professional work within the limits of the company, and also development of the expert as high-grade member of the company;

In frameworks kognitivnogo a component: knowledge of bases korporativnojkultury; knowledge of features of speech formulas in situations of polycultural business communications, strategy and tactics of dialogue and group corporate dialogue; knowledge ethical and etiketnyh norms of the various countries at conducting corporate dialogue.

Within the limits of an operational component: ability of corporate dialogue, and also operation and the actions connected with use of a network the Internet (a set of electronic messages, e-mail use): ability from - to cover/close the necessary site, ability to be registered and create the accounting record; ability to send/receive the message; ability to use program obespecheniempaketa «MicrosoftOffice», including work with analogues of program Skype for virtual dialogue through the Internet;

Within the limits of a reflective component: the analysis of own polycultural - activity and its products in sphere polilingvalnogo dialogue, and also level of the corporate competence on a foreign language; comprehension of as the polycultural subject, overcoming of prejudices and ethnocentrism, transformation and an interference of the experience of corporate communications.

The competence of corporate dialogue is characterised by certain level sformirovannosti which was presented possible to be defined on the basis of criteria. It has been allocated three levels: reproductive, productive, creative.

Reproductive level (low level) harakterizuetsjaznaniem korporativnojkultury, features speech formulv situations typical mezhkulurnoj business communications, strategy and tactics dialogue and group speaking another language corporate dialogue, ethical and etiketnyh norms of the various countries at vedeniimezhkulturnogo corporate dialogue by means of information-communication technologies. povyshenieurovnja it is carried out at constant management of the teacher, at etomkompetentsija intercultural corporate dialogue by means informatsionnokommunikatsionnyh technologies it is not generated yet.

Productive level (average level) is characterised by ability of the individual to accept «cultural standards», «cultural parametres and distinctions», features of mentality of carriers of other culture and to show the positive relation to culture and traditions of the countries - participants of intercultural corporate dialogue by means of information-communication technologies. At this level application of known ways of the decision of business problems in familiar and synchronous situations, requirement for management from the teacher as the competence of intercultural corporate dialogue already basically is generated by means of information-communication technologies is still observed, but developed there is not enough.

Creative level (high level) is characterised by readiness for corporate dialogue with representatives of a polycultural society, display tvorcheskogonachala in mezhkulturnojdejatelnosti at demonstration of level of the competence of intercultural corporate dialogue by means of information-communication technologies, ability of the polycultural person of the expert adequately to perceive own "products" of intercultural activity and "products" of activity of the colleagues.

For achievement of the purpose specified in model methods of formation of the competence of corporate dialogue have been defined.

Heuristic method (I.P.wol, V.A.Suhomlinsky, A.N.Tubelsky, J.N.Kuljutkin, A.V.farm, V.F.Shatalov). The given method in wide understanding includes a research method at which the trainee himself carries out decision search. It is the progressive method of training directed on the organisation of search informative activity of the trainee, spo - sobstvujushchijrazvitiju its independence.

The heuristic method essence consists that opening of the new is made not by the teacher with the assistance of trained, and trainees under a management and by means of the teacher. Formation of the competence of corporate dialogue occurs in the form of heuristic conversation; statements of problem questions; decisions of informative problems; educational problems are found out and dare trainees by means of the teacher.

Research method. Concept of the given method I.J.Lerner who characterised it as a method, organizujushchy has most full opened mastering process «the decision of problems and problem problems». Its essence that the teacher designs methodical system of formation of the competence of corporate dialogue with the help of problem problems, adapts it for a concrete situation of educational process, then shows to trainees, thereby operating their educational activity, and trainees, solving the problems shown to it, provide shift in structure and cerebration level, gradually seizing creativity procedure, and at the same time creatively acquire also methods of cognition [120].

At employment carrying out the same construction materialai a sequence of questions, instructions, tasks, as well as in a heuristic method is used. If in the course of heuristic method realisation these questions, instructions and tasks have anticipatory character, that is are put to the decision podproblemy, making the maintenance of the given stage, or in the course of its decision and carry out directing function in the course of the decision in case of use of a research method questions are put in the end of a stage after the majority of trainees with the decision podproblemy have consulted.

Method of projects (J. Dewey, V.H.Kilpatrik, S.T.Shchattsky) is a way of achievement of the didactic purpose through detailed working out problems (technology) which should come to the end with quite real, tangible practical result issued in one way or another [157; 158]; it is a set of methods, actions of trainees in their certain sequence for task in view achievement - reshenijaproblemy, personally significant for trainees and issued in the form of a certain end-product. If to speak about a method of projects as about pedagogical technology this technology assumes set research, search,

Problem methods, creative inherently.

The case-method (E.N.Beljaeva, D.Kolba, E.I Mihajlova, O.G.Smoljaninova) is the method of training based on real situations. Feature of this method is creation of a problem situation on the basis of the facts from a real life. At case-method use in formation of the competence of corporate dialogue by the trained suggest to analyse a situation, to understand an essence of problems, to offer possible variants of the decision and to choose best of them.

The case-method helps to seize ways of the analysis of an unforeseen situation of corporate dialogue, independently to develop algorithms of decision-making. This way also promotes formation of such qualities as initiative and independence, besides, it helps to use information-communication technologies in professional work, to distinguish data from the information, to classify, allocate the essential and insignificant information.

Video training is an effective method of formation of the competence of corporate dialogue. Use of the given method probably under condition of working out and granting trained effective auxiliary means of CD / of DVD-disks, video textbooks, the books of problems training of computer programs. Still Konfutsy spoke: «that I hear, I forget. That I see, I remember». The visual perception prevails over the acoustical. For this reason video - the most evident and productive form of training. As shows experience, video in a combination to working off of a material by discussion, use of various interactive exercises, and then and fastening in practice it is more effective. It is especially good to do it by a command, all collective, combining potential of skilled and young employees. Educational ki - but y video films can be shown with use as video - and the computer technics [19].

To advantages of video training carry:

- Communication with practice: at the heart of plots the real events occurring on concrete workplaces lay;

- Presentation and availability of giving of a material. Video is as much as possible approached to a life, with its help probably to show objects and processes in details and in movement;

- Possibility of repeated use on group and individual employment both at the training initial stage, and for increase of the previous level of development of the abilities necessary for corporate dialogue, together with at the advanced stage to freshen knowledge, to acquaint with innovations.

Training. Trainings are understood as such training in which theoretical blocks of a material are minimised also the basic attention is given to practical working off of abilities. During modelling of specially set situations the trained have an opportunity to develop and fix necessary abilities, to master new models of behaviour, to change the relation to own experience. In trainings various forms of active training are usually used: business, role and imitating games, analysis of concrete practical situations and group discussions. Training-that a method which is capable to react to all external and internal changes most operatively. It provides more intensive and interactive training and, is besides, focused first of all on reception of the practical skills necessary in the future daily work, on an exchange of experience between listeners that allows to receive the result possessing high practical value.

Training of corporate dialogue is directed on development in trained not only effective skills of corporate dialogue, but also on increase of the general level of their competence of communicative sphere.

Method storitellinga (D.Armstrong, A.Simmons, P.Riker). Storitel - ling (from English story telling - «telling of histories») consists in that by means of myths and histories from a life of the various organisations to train experts in work rules in the polycultural company. The given method is used at the initial stage of formation of the competence of corporate dialogue, acquainting thereby the future experts with such concepts, as «traditions, philosophy and corporate culture of the company».

Basket-method (A.P.Panfilov, L.A.Gromova, I.A. Rich women, Century And Abchuk). In the scientific literature there are also other names of this method: "In-basket" or "In-trej", corresponding to English variants of names «In-Basket» and «In-Tray» (literally basket - "basket").

This method of training is based on imitation of situations of the corporate dialogue often meeting in practice of work of the company (employees, heads). For example, to the trainee suggest to act in a role of the employee of department of the personnel to which needs to employ the new worker (to fill documents to acquaint with corporate culture of the company to present to colleagues etc.) predprinjavopredelennye actions. Besides, it receives the necessary information on the company and on employees of department of the personnel from which person it should act. Exercise can be complicated, having included in it phone calls, visits of new candidates, emergency situations, etc. During independent work the trained should analyse a situation, order the offered information, to reveal most acute problems, to establish, what information is the most essential, and on the basis of this analysis to make the decision on the offered materials and to prepare corresponding documents for the decision of the put problems.

As a rule, within the limits of this method with official papers work individually, but it is possible to organise interaction trained, having distributed to them different packages of documents and having given corresponding instructions.

Possibilities of the given method: it develops ability to the analysis, ordering and selection of the most important factors and their classification [19].

Formation of the competence of corporate dialogue occurs in the course of the decision of practical problems or the problems demanding integration of knowledge from various subject domains. The trainee gives possibility of independent acquisition of knowledge. To the teacher in frames -

kahproektaotvoditsja a role of the developer, the co-ordinator, the expert, the adviser.

In model of formation of the competence of corporate dialogue we suggest to use following forms of work: business game, role game, group projects, joint workings out, modular technologies, discussions, debate, conferences.

Formation of the competence of corporate dialogue is possible only in the conditions of direct professional work of trainees or at its conditional organisation in the form of game (imitating) activity. As much as possible to approach imitating game activity to a real situation of professional interaction use of business and role games allows.

Role game is an exercise in which trainees, playing alternately various social and psychological roles, master corporate dialogue within social contact and in the conditions as much as possible close to real [102].

Business game is an imitation of decision-making of executives or experts in the various industrial situations, carried out on the set rules group of people or the person from the personal computer in a dialogue mode in the presence of conflict situations or information uncertainty [22].

In the course of formation of the competence of corporate dialogue business games which have been constructed according to the shown basic requirements [214].pri razrabotkedelovyh games for formation of the competence of corporate dialogue mypriderzhivalis following principles were used:

1) modelirovanieprotsessa corporate dialogue of employees of the company;

2) process realisation «chains of decisions». As in business game the modelled system is considered as dynamic, it leads to that game is not limited to the decision of one problem, and demands «a chain of decisions». The decision accepted by participants of game at the first stage, influences model and changes its initial condition. Condition change arrives in a game complex, and on the basis of the received information participants of game develop the decision at the second stage of game, etc.;

3) cast between participants of game;

4) distinction of the role purposes at development of decisions which promote occurrence of contradictions between participants, the conflict of interests;

5) presence of an operated emotional pressure;

6) interaction of the participants playing those or other roles;

7) presence of the general game purpose at all collective;

8) collective development of decisions by participants of game;

9) multialternativeness of decisions;

10) presence of system individual or group otsenivanija activity of participants of game.

To the general pedagogical principles of construction of the business game, listed above, we had been added one more principle which is, in our opinion, especially important for formation of the competence of corporate dialogue: use of information-communication technologies.

I.G.Sternin considers, that business game can be the tool of development of corporate culture as in the course of such game the motivation of members of the company is formed, and also all kinds of intracorporate communications, including competence of corporate dialogue [189].

From the point of view of corporate communications in such game carries out - ся:трансляция values of group; formation of a uniform semantic field; expansion of knowledge of standing problems; a feedback; demonstration of models of behaviour; communications across.

The motivational component consists in: active position formation in relation to occurring changes; clearing of prospects of development; definiteness increase; comprehension of own contribution; comprehension of the importance of event in which you take part.

Game is an interaction of group. Games differ complexity and interdependence of solved problems and assume imitation of a real situation to which dynamism and variability is peculiar. In the course of game there is a playing of a certain situation of corporate dialogue that allows to reveal a number of behavioural lines of employees which cannot be established at use of usual exercises.

The main feature consists that formation of the competence of corporate dialogue will be organised in the real environment of activity of the company that provides effect of "immersing" of employees of the company in process of formation of the competence of corporate dialogue.

Co-operative training is closely connected with kollaborativnym the approach in training [263], which attaches special significance to "naturalness of the doctrine» (as opposition to the trained result from vysokostrukturirovannoj to an educational situation) in such a manner that the effect of compatibility when participants work together in not structured group takes place and create an own educational situation. Sitting next can receive result in competition of the "closed" components (pseudo-group) or individual efforts of times - using to say (traditional educational groups). Complexity of co-operative training the tendency of its use in smaller me - re, than competitive and individual types of training even if in the long term it and is more effective, than others two partially speaks.

Group projects (V.A.Kalnej, T.M.Matveeva, E.A.Mishchenko,

S.E.Shishov):работа over them is always directed on the permission concrete, and a socially-significant problem - research, information, practical ^]. In the pedagogical literature group projects can be divided on praktiko-focused, information, creative, role.

Praktiko-focused proektnatselen on the decision of the social problems reflecting interests of participants of the project. These projects are distinguished by result of activity of its participants accurately designated from the very beginning which can be used in a life of group, high school. Value of the project consists in a reality of use of an end-product in practice and its ability to solve the set problem [97].

Research proektpo to structure reminds scientific research. It includes a substantiation of an urgency of the chosen theme, research problem statement, obligatory promotion of a hypothesis with its subsequent check, discussion and the analysis of the received results. At project performance methods of a modern science should be used: laboratory experiment, modelling, sociological interrogation, etc.

Information proektnapravlen on gathering of the information on any object or the phenomenon for the purpose of the analysis, generalisations and representations of the information for a wide audience. Such projects demand well thought over structure and possibility of its correction on a work course. A project exit often is the publication in mass-media, including. In a network the Internet.

Creative proektpredpolagaet as much as possible free and nonconventional approach to its performance and presentation of results. It can be almanacs, stagings, video films, etc.

The role project. Working out and realisation of such project is most difficult. Participating in it, proektanty take to itself a role of the invented heroes for the purpose of a reconstruction various social or business relations through game situations. The result of the project remains opened to the termination: than corporate dialogue (negotiations) will come to the end; whether the conflict will be resolved and the contract is concluded.

Advantages of group projects consist in the following:

- In design group abilities of cooperation are formed;

- At each stage of work on the project, as a rule, there is a situational leader: the generator of ideas, the researcher, the designer of a product, the director of presentation; each pupil, depending on the strengths, actively is put into operation at a certain stage;

- Within the limits of design group the subgroups offering various ways of the decision of a problem, idea, a hypothesis, the point of view can be formed; the competition element between them, as a rule, raises motivation of participants and positively influences quality of performance of the project.

Joint workings out on the structure coincide with such form of formation of the competence of corporate dialogue as design group and are realised in the form of video report demonstration: a film, advertising; scientific conference, excursion, press conference, a diary of work of the company etc.

Methods of problem training (J.K.Babansky, P.J.Galperin, T.V.Kudryavtsev, I.J.Lerner, M.I.Mahmutov, N.A.Menchinskaja, N.F.Talyzina, etc.). Problem tasks provide active mental work of trainees. At performance of the problem task the trainee should experience some difficulties and at the same time have possibility independently to find the decision, therefore the teacher not simply should "puzzle" the trainee, but also in time interfere with a course of the decision of this problem and if it is necessary, to concretise it in other words.

In the external didactic form the problem situation reminds the dialogue having all its necessary attributes: a mismatch in knowledge level, deficiency of rough bases of action, complete representation about a situation. The dialogical situation is characterised not only objective problematical character, but also the importance of the fact of detection of this problematical character for the subject. To carry on dialogue means to attach another to the problem. The Lichnostno-developing potential of dialogue is connected with the most dialogical nature of the person, that it exists in constant internal dialogue with herself. In it invariably original movement from consciousness to thinking and back [125].

Modular technologies. Modular training is based on the following basic idea: the trainee should study itself, and the teacher is obliged to exercise administration of its training: to motivate, organise, co-ordinate, advise, supervise. According to authors of the given technology (S.J.Batyshev, K.J.Vazina, N.N.Surtaeva, So-called SHamova, etc.), such kind of training integrates in itself all that progressive, that is saved up in the pedagogical theory and practice. The essence of modular training consists that the trainee completely independently (or with a certain dose of the help) reaches specific goals of uchebno-informative activity in the course of work with the module. The module is a target functional knot in which in system of high level of integrity the educational maintenance and technology of mastering is united by it.

Thus, the module acts as means of modular training since into it enters: a target plan of action, information bank, a methodical management on achievement of the didactic purposes. The module can act as the program of training individualised under the maintenance, training methods, independence level, rate uchebno - informative activity of the trainee.

Discussion (from an armour. discusso - «research, consideration, analysis») is called the public dispute which purpose is finding-out and comparisons of the different points of view, search, revealing of true opinion, a finding of the correct decision of a question at issue. Discussion is considered effective way of belief as its participants come to this or that conclusion.

Discussion in pedagogical process is the form of group training providing active involving of trainees in an exchange by opinions, ideas and reasons about ways of the permission of any problem [55].

At mass discussion all members, except for the teacher, are in equal position. Here do not allocate special lecturers, and all are present not only as listeners. The special question is discussed in a certain order, usually according to strict or a little modified regulations of employment which are sounded by the teacher.

Group discussion consists in discussion of questions by the special allocated group before an audience. The purpose of group discussion - to present the possible decision of a problem or to discuss the opposite points of view [163]. The given form of training is widely used in formation of the competence of corporate dialogue.

Debate is the form offered by known American sociologist Charles Popper. Originally debate was created as the program, allowing to train in ability to argue, critically to think, productively to organise discussion process. S.A.Pujman and V.V. Chechet [164] debate as defines debate, an exchange of opinions at any meeting, session.

According to E.O.Galitsky, debate - the form of training to dialogue, a way of the organisation of educational work of the experts, allowing to train skills of independent work with the literature and other sources of the information, to fulfil abilities to conduct discussion and to defend own point of view taking into account that, as the opposite position too has the right to existence.

From our point of view, debate - a way of formation of the competence of corporate dialogue in which frameworks the formalized information interchange is carried out, reflecting the polar points of view on the same problem, for the purpose of deepening or reception of new knowledge, development analitikosinteticheskih and communicative abilities, culture of conducting corporate dialogue.

During debate it is obviously possible to consider the same phenomenon or the fact from opposite positions, to analyze indisputable, at first sight, trues and to doubt their correctness on the basis of what it is independent, osoznanno to develop a vital position.

As specifies E.O.Galitsky, it is possible to consider as a distinctive sign of debate high degree standartizirovannosti: a rigid time limit of performance of each participant, accurate role instructions, a variety and objectivity of criteria of an estimation [50].

Conferences. konferentsijav to the economic literature is a meeting with partners and colleagues, an exchange of opinions and experience, discussion of the general problems. To use the given form of training at formation of the competence of corporate dialogue it is useful, as within the limits of the given form of training it is obviously possible to find a way out of any difficult situations, to help each other council and business, to unite for the decision of the general problems.

Means as the materialised subject ways of "work" with the maintenance are used in unity with methods. In our opinion, informatsionnokommunikatsionnye technologies can be considered as the basic means of formation of the competence of corporate dialogue as they promote improvement of quality of teaching and educational process through increase of socially-professional activity of trainees and teachers, and also are a basis for introduction of innovative educational forms.

To questions of application of information-communication technologies in formation have devoted the works many researchers (A.A.Verbitsky, B.S.Gershunsky, V.V. Davidov, P.I.Obraztsov, A.V.Solovov, etc.) which treat information-communication technologies kaksovokupnost modern computer (microprocessor) and telecommunication means of processing of the information for increase of efficiency of pedagogical work.

So, in P.I.Obraztsova's work following means of information-communication technologies which can be applied vvysshej to school of Russia are allocated: the electronic textbook; multisredovaja system; the expert

System; system of the automated designing; an electronic library catalogue; a databank, a database; the local and distributed (global) computing systems; e-mail; vocal e-mail; an electronic bulletin board; system telekonferen -

tsy; the automated control system of the scientific

Researches; the automated system of organizational management [141-143].

Detailed classification of means of information-communication technologies for formation of the competence of corporate dialogue is presented in 2nd head of the present dissertational work.

During research stages of formation of the competence of corporate dialogue have been defined:

I stage - definition of bases of corporate dialogue; foreign language studying; acquaintance to the information-communication technologies necessary for formation of the competence of corporate dialogue; acquisition of knowledge of features of corporate culture and corporate dialogue, training «Bases of corporate culture and corporate dialogue».

II stage - development of the abilities necessary for corporate dialogue in problem situations on nemetskomjazyke; dialogue with use of information-communication technologies: audio-and a video series, communications within the limits of corporate dialogue, ability to express opinion in different spheres of corporate dialogue; expansion of a professional outlook, formation of the competence of corporate dialogue by means informatsionnokommunikatsionnyh technologies.

III stage - perfection of abilities of the competence of corporate dialogue by means of information-communication technologies (ability to apply the received knowledge for the decision of specific targets in sphere of intercultural corporate dialogue, negotiating, revealing and formation liderskih qualities, image of the company, ability to reach an object in view in a conflict situation).

Thus, the presented pedagogical model urged to provide formation of the competence of corporate dialogue of experts. The given model has passed experimental check, the technique and which results are stated in paragraph 2.3 of the second chapter of the present dissertational research.

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A source: Makarova Elena Leonidovna. FORMATION of the COMPETENCE of CORPORATE DIALOGUE of the EXPERT of SREDSTVAMIINFORMATSIONNO-COMMUNICATION TECHNOLOGIES.

More on topic 1.4. Model of formation of the competence of corporate dialogue by means of information-communication technologies:

  1. 2.1. Pedagogical conditions of formation of the competence of corporate dialogue by means of information-communication technologies
  2. 2.3 Descriptions and results of skilled-experimental work on formation of the competence of corporate dialogue by means of information-communication technologies
  3. CHAPTER 2. Skilled-EXPERIMENTAL WORK ON FORMATION of the COMPETENCE of CORPORATE DIALOGUE by MEANS it is information - COMMUNICATION TECHNOLOGIES
  4. 2.1. Didactic possibilities of means of information-communication technologies vformirovanii the competence of corporate dialogue
  5. Makarova Elena Leonidovna. FORMATION of the COMPETENCE of CORPORATE DIALOGUE of the EXPERT of SREDSTVAMIINFORMATSIONNO-COMMUNICATION TECHNOLOGIES,
  6. CHAPTER 1. TEORETIKO-METHODOLOGICAL APPROACHES To FORMATION KOMPETENTSIIKORPORATIVNOGO of DIALOGUE by MEANS it is information - COMMUNICATION TECHNOLOGIES
  7. 1.3. Distinctive lines of corporate training and its role in the course of formation of the competence of corporate dialogue
  8. 1.1. Formation of the competence of corporate dialogue a kakpsihologo-pedagogical problem
  9. 1.2. The maintenance and structure of the competence of corporate dialogue
  10. § 2. Information-legal regulation of the public The control in a context of development of the new it is information - Communication technologies
  11. § 2. Information-legal regulation of public control in a context of development of the new is information - communication technologies
  12. 4.3. Formation of new possibilities of consumption on the basis of information technologies
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  14. 2.1 Working out of the general model of formation of supplying strategy as element of planning of industrial and commercial activity of a communication statement
  15. Formation of model of the information state of well-being
  16. 2.1 Pedagogical model of formation of creative competence of the teacher of an elementary school in self-educational activity and pedagogical conditions of its realisation
  17. the Chapter II Empirical check of model of formation of creative competence of the teacher of an elementary school in self-educational activity
  18. base model of complex verbally-tactile constructive interaction of interlocutors in English dialogue 1.1. A model General characteristic
  19. Development of information technologies and evolution of approaches to construction of an information infrastructure of management of the organisations