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Modern concepts about organizational and management
skills of master
’
s students in social and cultural activities
Gulsanam KHASANOVA
Journalism and Mass Communications University of Uzbekistan
ARTICLE INFO
ABSTRACT
Article history:
Received October 2023
Received in revised form
15 November 2023
Accepted 25 November 2023
Available online
15 January 2024
In this article, organizational and managerial activity is
considered as a problem associated with the formation of
organizational and managerial abilities of students.
It also highlights the cognitive, activity, professional and
personal, motivational, communicative, and information and
communication components of the organizational and
management skills of a master
’
s student.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss10/S-pp177-182
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
organizational and
managerial activity,
professional competence,
organizational and
management skills,
components,
cognitive,
activity,
professional and personal,
motivational,
communicative and
information and
communication.
Ijtimoiy-madaniy faoliyatda magistratura talabalarining
tashkiliy-boshqaruv k
o‘
nikmalari haqidagi zamonaviy
g‘
oyalar
ANNOTATSIYA
Kalit so‘zlar
:
tashkiliy va boshqaruv
faoliyati,
kasbiy kompetensiya,
tashkiliy va boshqaruv
k
o‘
nikmalari,
komponentlar,
kognitiv,
faoliyat,
Ushbu maqolada tashkiliy va boshqaruv faoliyati
talabalarning
tashkiliy
va
boshqaruv
qobiliyatlarini
shakllantirish bilan bo
g‘
liq muammo sifatida k
o‘
rib chiqildi.
Shuningdek, maqolada magistratura talabasining tashkiliy va
boshqaruv kompetensiyasining kognitiv, faollik, kasbiy va
shaxsiy,
motivatsion,
kommunikativ
va
axborot-
kommunikatsiya komponentlari ajratib k
o‘
rsatildi.
1
PhD, Docent, Journalism and Mass Communications University of Uzbekistan.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
10 (2023) / ISSN 2181-1415
178
kasbiy va shaxsiy,
motivatsion,
kommunikativ va axborot-
kommunikatsiya.
Современные представления об организационно
-
управленческих навыках магистров в социально
-
культурной деятельности
АННОТАЦИЯ
Ключевые слова:
организационно
-
управленческая
деятельность,
профессиональная
компетентность,
организационные и
управленческие
компетенции,
компоненты,
когнитивный,
деятельностный,
профессионально
-
личностный,
мотивационный,
коммуникативный и
информационно
-
коммуникационный.
В данной статье организационно
-
управленческая
деятельность рассматривается как проблема, связанная с
формированием
организационно
-
управленческих
способностей студентов. Также выделяется когнитивный,
деятельностный,
профессионально
-
личностный,
мотивационный, коммуникативный и информационно
-
коммуникационный
компоненты
организационно
-
управленческой компетентности студента магистратуры.
INTRODUCTION
The change in the socio-economic conditions taking place in the modern world has
led to a change in the role of education in society, leading to the introduction of a multi-
level system of education, the implementation of which is associated with the
development of the institute of magistracy [1; 35]. Organizational and managerial activity
in scientific research is presented as a problem associated with the formation of
organizational and managerial abilities of students and this aspect is formulated based on
understanding it as a complex of general and special abilities necessary to ensure the life
of an institution [2; 173]; it is noted that organizational and managerial activity consists
of a complex of activities (cognitive, projective, stimulating, educational), the specificity
of which determines their qualitative certainty, and its content (organizational and
managerial activity) comes from the process moments of the designated types of activity:
taking into account the terms of the concept organizational and managerial activity
researchers put managerial activity in the first place, which includes organizational
aspects.
LITERATURE REVIEW
The formation of managerial competencies of a master
’
s student is a complex and
large-scale problem that has certain social, organizational, and pedagogical features. Such
authors as G.P. Kornev, V.A. Slastenin, V.S. Serikova, V.I. Stolbov, and others devoted their
research to the problem of training managerial personnel, considering it from the point
of view of professional pedagogy. Later, O.V. Popova studied the formation of managerial
competencies among university students in the process of extracurricular activities,
Жамият
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Society and innovations
Special Issue
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179
in their studies, N.A. Ran and A.E. Shastina studied the features of the formation and
problems of modeling managerial competencies among students of technical specialties.
And today this problem is underdeveloped [3; 100
–
106].
RESEARCH METHODOLOGY
In this aspect, management activity is a complex intellectual activity of a person,
which requires special knowledge and experience and is one of the most important
factors in the functioning and development of an organization in a market economy; at
the same time, approaching the professional accents of managerial activity, a type of
professional activity is considered, aimed at co-organizing the activities of other people
in achieving goals [4].
RESULTS AND DISCUSSION
R.G. Panteleev defines the organizational and managerial competence of a
specialist as an integrative characteristic, which includes a set of acquired knowledge,
skills, and professionally important qualities that determine his ability and motivational
readiness to carry out organizational and managerial activities and manifests itself in the
process of self-realization [5; 229].
In the structure of the professional competence of a master’s student, as one of the
key ones, many authors, including us, single out organizational and managerial
competence. So, S.G. Markovchin and S.A. Kravtsov understand organizational and
managerial competence as “... an individual, integral, dynamically changing, relatively
stable characteristic of a person, which is the result of his continuous professional and
personal development and manifests itself in an independent and responsible solution of
the tasks of ensuring optimal relationships
”
[6; 321].
Researchers believe that when forming organizational and managerial
competence, it is necessary to take into account the fact that “... to correspond to this
image, an employee needs to understand what characteristics of his activity (results,
actions, efforts) are most important. And taking into account this understanding, it is
necessary to build activities by precisely these requirements, so that they are given
priority ..." [7].
As V.A. Belikov notes, denoting the structure of organizational and managerial
competencies formed among students, the structure
“
...should be clear and logical so that
the future specialist, receiving theoretical knowledge at a university, could be able to
solve problems based on this knowledge...
”
[8; 357].
The organizational and managerial competence of a master
’
s student is
understood by us as a systemic psychological and personal characteristic, including the
following fundamental components: cognitive, motivational, activity, design-research,
and personal, designed to provide him with the effective performance of organizational
and managerial functions in the course of the implementation of high-tech production
technologies [9; 193].
In modern conditions of the development of innovative technologies, the problem
of uninterrupted and reliable control is of particular relevance. First of all, this requires
the formation of organizational and managerial competence of undergraduates in the
process of their professional training. In turn, the promotion of this competence is
ensured by the creation of the necessary pedagogical conditions, which we outlined in
the study [3; 100
–
106]. This complex of pedagogical conditions represents those
conditions, the provision of which leads to the successful promotion of its structural
components.
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For us, the most preferable analysis of the structure of the organizational and
managerial competence of the student in the implementation of master’s programs is
proposed by E.V. Savenkova [10; 212].
This structure includes a certain set of components: motivational-personal
(motivational orientation), cognitive (experience recorded in knowledge), operational-
activity (skills and possession of methods of activity in standard and non-standard
situations), and communicative, allowing, taking into account the existing experience
students in solving problems of a certain type of professional activity, to successfully put
into practice the knowledge, skills, and abilities acquired during the training.
As a result, in the structure of the organizational and managerial competence of a
master’s student, we have
identified cognitive, activity, professional and personal,
motivational, communicative, and information and communication components (Fig. 1).
Figure 1. The structure of the organizational and managerial competence of
a master
’
s student
Thus, the integrity of the organizational and managerial competence of a master
’
s
student is made up of cognitive, activity, professional and personal, motivational,
communicative, and information and communication components.
First of all, the cognitive component identified in the structure of organizational
and managerial competence allows, taking into account the experience of organizational
and managerial activities of a master
’
s student, to successfully implement in practice the
knowledge gained in the learning process in a certain area of professional activity when
solving problems of organizational and managerial types.
The activity component includes a certain set of organizational and managerial
skills that are professionally important for a master
’
s student and acquired (developed)
both in the process of professional activity and in the learning process, allowing them to
consciously and independently make informed management decisions.
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The professional-personal component includes a set of certain professionally
important qualities of a student that influence the qualitative characteristics of his future
professional activity.
Moreover, the professionally important qualities of a master’s
student are formed (developed) both in the process of carrying out his professional
activities and in the course of professional education.
Since one of the distinguishing features of the professional activity of a student with a
master’s degree in management is its indispensable connection with the implementation of
organizational and managerial activities, in this regard, the structure of his professionally
important qualities should provide the ability to manage subordinate units, as well as make
informed management decisions in any situation [11; 28
–
34].
An analysis of scientific research conducted in this area made it possible to identify
a certain set of psychological and physiological professionally important qualities of an
undergraduate student, necessary for the implementation of his organizational and
managerial activities.
These, in our opinion, include purposefulness, determination, team leadership,
sociability, non-standard thinking, the ability to make informed decisions in non-
standard situations, taking into account the limited time resource, as well as in the
presence of incomplete (inaccurate) information, the ability to self-reflection, the ability
to act in conditions of significant physical and mental stress, etc.
CONCLUSIONS
Based on the foregoing, we note that the process of professional training of a
master’s student at a university is targeted training in theoretical aspects, the formation
of professional knowledge, skills, and their development, consolidation through practice-
oriented classes that enrich the student with personal experience.
The specificity of the master’s program is that the student receives deep
theoretical training, and acquires professional competence of a higher level. This
program includes in-depth educational and research components, conducting research
and scientific-pedagogical practices, and writing a dissertation. A large number of hours
are given to the master for independent work, which is extremely relevant on the way to
becoming a master in his professional activity.
Thus, we note that university education should be based on motivating students to
be true subjects of the educational process since only personal work will allow a student
to turn into a competitive, highly qualified specialist.
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