Scales: student readiness level various types professional work (a total of 72 professions, including an artist, a surgeon, a housewife, a traffic police inspector, a writer, a programmer, a racketeer, a salesman, a secretary, a bodyguard, a lawyer, etc.)

Purpose of the test

The purpose of the methodology is to increase the level of awareness among high school students of their readiness for various types of professional work.

Instructions for the test

The facilitator says that now the students will be offered a list of various labor activities. Students should evaluate whether they could successfully complete each of these activities at this stage of their development. To do this, use a self-assessment scale from 0 to 10 points. If a particular action seems difficult to students, then it is not put in front of it. high score. If they believe that they would easily cope with this action, then a high score is put on the contrary. It is necessary to draw the attention of students to the fact that here we are not talking about their desires, but only about their capabilities and abilities.

All points are put down to the right of the approval number in the "Self-assessment" column.

As with other activating techniques, the psychologist can refine and comment on individual statements.

It should be noted that when reading out some statements, such as “Do dirty work (which may be accompanied by an unpleasant smell, dust, dampness, noise” (No. 17), it is advisable to remind students that we are talking about their abilities. Even if "dirty" work (or other clearly unattractive labor activities) is very unpleasant for someone, but he still easily performs them, then a high score should be set. And vice versa, if you like some action, but a person cannot perform it well now, then a low score is put on the form.

Test

labor activities

1. Follow the readings of the instruments, the information on the screen (display).
2. Work with texts (read a lot, study something).
3. Perform calculations (on a computer, microcalculator, in the mind).
4. Draw a lot, draw.
5. Keep records, type on a typewriter, on a computer.
6. Talk a lot, speak to an audience, talk to people.
7. Be helpful, be able to please and please customers.
8. Observe labor discipline and subordination (rules of subordination).
9. Manage equipment (machines, machine tools, units).
10. Handle something by hand or with simple tools.
11. Often work outdoors, in nature (in any weather).
12. Remember a lot as you work.
13. Travel often (business trips, expeditions).
14. Quickly respond to a changing situation, be able to switch attention.
15. Check, control, evaluate something and someone, make a diagnosis.
16. Be careful and prudent, follow safety rules (take risks, but smartly).
17. Do "dirty" work (which may be accompanied by an unpleasant smell, dust, dampness, noise).
18. Transfer monotonous, monotonous work.
19. Tolerate ridicule, rudeness.
20. Experience prolonged physical activity (walk a lot, perform a variety of movements, pressure, endure vibration, temperature changes).
21. Be able to organize, manage people.
22. Know a foreign language.
23. Be able to stand up for yourself, with honor to get out of conflict situations.
24. Do not deceive others and yourself (they say this is not given to everyone).
25. To be able not to take everything to heart (not to worry that someone will feel bad from your work).
26. Often work in the evenings and seven days a week.
27. Be able to make important decisions on your own (and be responsible for them yourself too).
28. Be able to interact with colleagues, work in a team (without scandals and squabbles).
29. Be able to think quietly and calmly, dream at work (and so earn your daily bread).
30. Constantly look after yourself, train, rehearse, be in good shape.
31. It is sacred to believe in something (in a great idea, in God, in an adored person, in a boss).
32. Constantly come up with something new and unusual at work.
33. Create beauty, be able to appreciate the beautiful.
34. Be agile, be able to work quickly.

Processing and interpretation of test results

The scores assigned by students for each labor action are compared with the norms:

If the scores fall within the norm (inclusive), then “0” is put,
. if more than normal - "+1",
. if less - "-1".

The values ​​are recorded in the column "Compliance with the norm".

for example, if on the first question one of the young men rated his abilities at six points, and the norm for young men on this issue corresponds to the interval from 4 to 8 points, then “0” is put.

Then the algebraic sum of the scores is calculated in the "Compliance with the norm" column. The result obtained in this way is also compared with the general norm for all. This norm is the result from -5 to +6 points.

If the result obtained falls within this norm (inclusive), then, most likely, general self-esteem adolescent adequate (“normal”);
. if the result is above the norm - self-esteem is somewhat overestimated;
. if below the norm - low self-esteem.

Using the "Set of professions" list, it is determined whether there are such professions in the methodology, and if they are, then next to the written professions their serial numbers from this list are put down. If those professions that are of interest to adolescents are not on the list, then, in agreement with the students, it is possible to consider professions close to them.

The “Set of Professions” includes some types of activities that are traditionally not included in such lists: a homeless person, a tramp, a beggar, a thief, a prostitute, a racketeer, a drug dealer. In modern conditions, it is precisely these ways of making money that cause adolescents to heightened interest, and such inclusion makes it possible to discuss these “professions” with schoolchildren.

Further, the psychologist shows by example how readiness for the profession is determined. Students repeat the relevant calculations after the psychologist, and then independently determine their readiness for those professions that interest them. Each student can test his readiness for at least four professions.

An example of calculating readiness for the profession "Programmer"

First, the name of the profession is recorded in the form - “programmer”.
. Then, in the "Set of professions" list, the profession "programmer" is found, where the numbers of labor actions corresponding to this profession and the significance of these actions for successful work, expressed in points, are marked. All this is recorded in the answer sheet in the appropriate column.
. Further on the right, next to the indicators of the significance of actions, those answers (self-assessment points) that the student had previously put in his form are recorded. For example, the first labor action (monitor the instrument readings) - 7 points; the third (perform calculations) - 5 points; eighteenth (endure monotonous work) - 3 points, etc.
. After that, the significance indicators are multiplied by the corresponding scores of the teenager's self-assessments.
. Then the results are summarized.

Table for calculating readiness for the profession "Programmer"

Action numbers	Names of actions for profession	The significance of actions for the profession	Self-assessment of readiness for action	Probability of readiness for action
1	watch the instruments	2	x 7	= 14
3	perform calculations	4	x 5	= 20
18	endure monotonous work	2	x 3	= 6
28	be able to work in a team	1	x 2	= 2
32	come up with something new	1	x 5	= 5
				Amount: 47%

The overall indicator of a teenager's readiness for a profession, expressed as a percentage, is recorded below. If it is below 60-70%, then there may be doubts about the readiness of this student for this profession.

It is also necessary to take into account the self-esteem of a teenager:

If it is increased, then the obtained indicator of readiness for the profession "programmer" is multiplied by an adjustment factor of 0.7,
. if reduced - by 1.3,
. if self-assessment turned out to be adequate, then no adjustments can be made.

Such an adjustment is conditional and serves not so much to obtain a more “objective” diagnosis, but to familiarize the teenager with the logic of thinking about his readiness for a particular profession.

In the above example, the initial, low readiness rate of 47% was multiplied by an adjustment factor of 1.3, and the result was 61.1%, which indicates a good readiness for the profession "programmer".

Similarly, students independently calculate their readiness for other professions that are most interesting to them.

When using the technique in individual work(or when working with a microgroup of 3-5 people), the general logic of the procedure is preserved, but it becomes possible to make significant additions.

The instruction is somewhat expanded, where the student is invited not only to assess his ability (“I can”) to perform certain actions, but also his desire to perform these actions (“I want”) and the need to perform such work (“must”). After the psychologist reads each labor action, the student puts down the corresponding self-assessment in three columns on the answer sheet, using a scale from 0 to 10 points.

In individual work, not only abilities are evaluated, but also the desire and need to engage in such work.

Table of norms

Numbers of labor actions (in accordance with the list) Score range for girls Range, scores for boys
1 4 - 8 4 - 8
2 3 - 7 3- 7
3 2 - 6 4 - 7
4 2 - 7 5 - 8
5 6 - 9 5 - 9
6 5 - 8 2 - 6
7 6 - 9 4 - 7
8 3 - 8 2 - 8
9 5 - 8 6 - 9
10 3 - 7 4 - 8
11 5 - 8 6 - 9
12 3 - 6 3 - 7
13 5 - 9 4 - 8
14 5 - 8 5 - 7
15 4 - 8 3 - 6
16 6 - 9 4 - 8
17 1 - 6 1 - 5
18 1 - 6 2 - 6
19 2 - 5 2 - 6
20 3 - 7 4 - 8
21 4 - 7 3 - 6
22 6 - 9 2 - 6
23 6 - 9 5 - 7
24 3 - 6 2 - 6
25 3 - 7 3 - 6
26 2 - 5 3 - 7
27 4 - 7 4 - 8
28 6 - 9 4 - 8
29 6 - 9 6 - 8
30 5 - 8 6 - 8
31 6 - 9 4 - 8
32 5 - 8 4 - 8
33 6 - 9 4 - 7
34 4 - 8 5 - 8

Professions set

Opposite each profession, the serial numbers of labor actions necessary for this profession are written in italics. Under each number of the labor action, its significance for this profession is written in plain type.

1. Car mechanic 7 9 10 15 17
2 1 3 2 2
2. Agronomist 2 5 11 20 21 26
2 2 2 2 1 1
3. Drama theater artist 2 6 13 17 19 26 30 33
1 2 1 1 1 1 2 1
4. Archaeologist, ethnographer 2 5 10 11 13 18 20 22
2 2 1 1 1 1 1 1
5. Librarian 2 5 7 18 22
2 2 2 3 1
6. Homeless person, tramp, beggar 6 7 16 17 19 20
1 1 2 3 2 1
7. City bus driver 9 14 16 19 20 23 26
2 2 2 1 1 1 1
8. Truck driver 9 10 12 13 14 16 18 22
1 1 1 1 1 1 2 1
9. Educator in kindergarten, manger 6 14 21 24 32
3 2 3 1 1
10. General practitioner 5 6 7 12 15 17 19 26
1 2 1 1 2 1 1 1
11. Surgeon 6 10 14 15 19 20 26 27
1 2 1 1 1 1 1 1
12. Geologist 5 10 11 13 16 17 22 28
1 1 2 1 1 1 2 1
13. Designer (technical aesthetics) 3 4 18 32 33
3 4 1 1 1
14. Housewife (raising children, creating comfort in the house, serving her husband) 7 17 19 21 23 26 30 33 34
1 2 1 1 1 1 1 1 1
15. Animal breeder (livestock specialist) 10 16 17 20 26 34
1 1 4 1 2 1
16. Industrial engineer 1 3 9 15 18 28
1 3 1 1 1 3
17. Traffic police inspector 6 11 14 15 16 19 26
1 2 2 1 2 1 1
18. Cashier - operator of cash registers (in a store, in a bank) 3 7 19 23 24
4 1 3 1 1
19. Thief 10 12 15 16 19 23 25
2 1 1 2 1 1 2
20. Kommersant 3 7 13 16 19 21 27
2 2 1 1 1 1 2
21. Designer (drafter-designer) 3 4 9 10 13 15 32
2 2 1 1 1 1 2
22. Seller in a cooperative stall 3 7 12 13 14 16 19
1 1 1 1 1 3 2
23. Forester, fishery inspector 10 11 16 17 20
3 3 1 1 2
24. Pilot (pilot civil aviation) 1 9 13 16 18 20 28
1 2 2 1 1 2 1
25. Fashion model, fashion model 6 13 19 26 30 33
2 2 1 1 3 1
26. TV studio master 7 10 15 18
1 5 3 1
27. Sailor, fisherman on a seiner 8 10 11 13 16 17 20 18
1 2 1 2 1 1 1 1
28. Train driver 1 9 10 13 17 18
1 3 2 1 2 1
29. Metallurgist 9 10 16 17 20 28
1 1 2 2 3 1
30. Monk, hermit, novice 8 11 17 18 29 30 31
1 1 1 1 2 1 3
31. Army officer ( landing troops) 6 8 9 11 16 20 27 30
1 1 1 1 1 1 1 1
32. Waiter 3 7 12 17 19 22 24
2 3 1 1 1 1 1
33. Hairdresser 7 10 17 19 20 32 33
2 1 1 1 2 1 2
34. Translator (text translation) 2 5 12 15 18 22
1 2 1 1 2 3
35. Writer, poet, publicist, journalist 2 5 6 13 19 24 26 29 31 33
1 1 1 1 1 1 1 1 1 1
36. Cook (in a prestigious restaurant 7 10 15 17 20 34
1 3 1 3 1 1
37. Border guard ( land border) 8 9 11 16 20 26 30
2 1 1 2 1 1 1
38. Fireman, rescuer 8 9 14 16 17 20 27 30
1 1 1 2 1 1 1 2
39. Political figure, diplomat 6 13 16 19 22 23 24 27
1 2 1 2 1 1 1 1
40. Outerwear tailor 4 7 10 15 33
1 3 4 1 1
41. Laundry clerk, dry cleaner 3 7 15 19
2 2 5 1
42. Programmer 1 3 18 28 32
2 4 2 1 1
43. Seller 3 7 11 15 17 19 20 24
1 2 1 1 1 2 1 1
44. Train conductor 6 7 10 13 17 19 20
1 3 1 2 1 1 1
45. Prostitute 7 16 17 19 20 22 25 30
2 1 1 2 1 1 1 1
46. ​​Psychologist, psychotherapist 6 7 15 19 21 24 32
3 1 1 1 1 1 2
47. Editor, proofreader 2 5 15 18 22 24 33
3 1 1 2 1 1 1
48. Head, manager 6 13 15 19 21 23 26
1 1 1 2 3 1 1
49. Racketeer 3 8 14 16 19 25 30
1 1 2 2 1 2 1
50. Priest 2 6 7 19 24 26 29 30 31
1 1 1 1 1 1 1 2 2
51. Assistant secretary 2 3 5 7 12 19 22 26
1 1 2 1 2 1 1 1
52. Rural machine operator (combineer, tractor driver) 9 10 11 17 20 26 34
2 1 2 1 2 1 1
53. Repairman 9 10 15 16 17 20
1 3 1 2 2 1
54. Athlete - professional (team sport) 13 14 16 19 20 26 28
2 1 1 1 3 1 1
55. Wide profile machine operator (turner, miller) 3 9 10 15 34
1 5 1 2 1
56. Builder-installer 10 11 16 17 20 26
2 1 1 2 3 1
57. Stewardess 6 7 13 14 19 20 22
1 2 2 1 1 2 1
58. Taxi driver 7 9 12 14 16 19 23 26
2 1 1 2 1 1 1 1
59. Bodyguard, security guard 7 8 14 16 19 25
1 1 3 2 1 1
60. Drug dealer 7 8 12 16 17 19 25
2 1 1 2 1 1 2
61. District police officer 6 12 15 16 19 23 26
1 2 1 2 2 1 1
62. Theoretical scientist (biologist) 2 5 22 26 29 31 32
2 2 1 1 1 1 2
63. Scientist - experimenter (scientist at a bio-meteorological station) 2 3 5 11 15 24 29 29 32
2 1 1 1 1 1 1 1 1
64. Teacher high school 2 5 6 15 19 21 23
1 2 3 1 1 1 1
65. Photojournalist 11 12 14 16 20 22 24 26
1 1 2 2 1 1 1 1
66. Painter, sculptor 2 4 7 17 24 26 29 31 33
1 1 1 1 1 1 1 1 2
67. Official, employee, inspector 2 5 7 13 15 18 21
2 3 1 1 1 1 1
68. Miner, drifter 9 10 16 17 20 34
1 1 3 2 2 1
69. Economist 3 12 18 28 34
3 1 3 2 1
70. Guide-translator 2 6 7 13 19 22 26 33
1 2 1 1 1 2 1 1
71. Jeweler 7 10 15 18 33
1 3 2 2 2
72. Lawyer (lawyer) 2 6 7 12 13 16 19 24
1 1 2 1 1 1 1 2

The purpose of the methodology is to increase the level of awareness among high school students of their readiness for various types of professional work.

Instructions for the test

The facilitator says that now the students will be offered a list of various labor activities. Students should evaluate whether they could successfully complete each of these activities at this stage of their development. To do this, use a self-assessment scale from 0 to 10 points. If this or that action is difficult for students, then a low score is put in front of it. If they believe that they would easily cope with this action, then a high score is put on the contrary. It is necessary to draw the attention of students to the fact that here we are not talking about their desires, but only about their opportunities and abilities .

All points are put down to the right of the approval number in the "Self-assessment" column.

As with other activating techniques, the psychologist can refine and comment on individual statements.

It should be noted that when reading out some statements, such as “Do dirty work (which may be accompanied by an unpleasant smell, dust, dampness, noise” (No. 17), it is advisable to remind students that it is about their abilities. Even if the “dirty” work (or other clearly unattractive labor actions) are very unpleasant for someone, but he still easily performs them, then you should put a high score. a low score is entered on the form.

test material

labor activities

1. Follow the readings of the instruments, the information on the screen (display).
2. Work with texts (read a lot, study something).
3. Perform calculations (on a computer, microcalculator, in the mind).
4. Lots of drawing and drawing.
5. Keep records, type on a typewriter, on a computer.
6. Talk a lot, speak in front of an audience, talk to people.
7. Be helpful, be able to please and please customers.
8. Observe labor discipline and subordination (rules of subordination).
9. Manage equipment (machines, machines, units).
10. Handle something by hand or with simple tools.
11. Often work outdoors, in nature (in any weather).
12. Lots to remember as you go.
13. Travel frequently (business trips, expeditions).
14. Respond quickly to a changing situation, be able to switch attention.
15. Check, control, evaluate something and someone, make a diagnosis.
16. Be careful and prudent, follow safety rules (take risks, but smartly).
17. Do "dirty" work (which may be accompanied by an unpleasant smell, dust, dampness, noise).
18. To transfer monotonous, monotonous work.
19. Tolerate ridicule, rudeness.
20. Experience prolonged physical exertion (walk a lot, perform a variety of movements, pressure, endure vibration, temperature changes).
21. Ability to organize and manage people.
22. Be proficient in a foreign language.
23. To be able to stand up for oneself, with honor to get out of conflict situations.
24. Do not deceive others and yourself (they say this is not given to everyone).
25. To be able not to take everything to heart (not to worry that someone will feel bad from your work).
26. Often work in the evenings and seven days a week.
27. Be able to independently make important decisions (and be responsible for them, too, independently).
28. Be able to interact with colleagues, work in a team (without scandals and squabbles).
29. Be able to think quietly and calmly, dream at work (and so earn your daily bread).

Registration required

To see the material in its entirety, you need to register or enter the site.

Attention!
1. Nobody will see in the test results, your name or photo. Instead, only gender and age will be listed. For example, " Woman, 23" or " Man, 31“.
2. The name and photo will only be visible in comments or other posts on the site.
3. Rights in VK: “ Access to friends list" and " Access at any time” are required so that you can see the tests that your friends have passed and see how many answers in percentage you have matched. Wherein friends won't see answers to questions and the results of your tests, and you will not see their results (see paragraph 1).
4. By authorizing on the site, you give permission for the processing of personal data.

Handling test results

The scores assigned by the students for each labor action, are compared with the norms:

• if the scores fall within the norm (inclusive), then “0” is put,
• if more than normal - "+1",
• if less - "-1".

Values ​​are written in the column " Compliance».

for example, if on the first question one of the young men rated his abilities at six points, and the norm for young men on this issue corresponds to the interval from 4 to 8 points, then “0” is put.

Then the algebraic sum of the scores is calculated in the column " Compliance". The result obtained in this way is also compared with the general norm for all. Such a norm is the result -5 to +6 points.

• if the result obtained falls within this norm (inclusive), then, most likely, the general self-esteem of the adolescent is adequate (“normal”);
• if the result is above the norm - self-esteem is somewhat overestimated;
• if below the norm - low self-esteem.

Using the list " Professions set» it is determined whether there are such professions in the methodology, and if there are, then next to the prescribed professions their serial numbers from this list are affixed. If those professions that are of interest to adolescents are not on the list, then, in agreement with the students, it is possible to consider professions close to them.

AT " Professions set» includes some types of activities that are traditionally not included in such lists: a bum, a tramp, a beggar, a thief, a prostitute, a racketeer, a drug dealer. In modern conditions, it is precisely these ways of earning money that arouse increased interest among teenagers, and such inclusion allows discussing these “professions” with schoolchildren.

Further, the psychologist shows by example how the readiness for a profession. Students repeat the relevant calculations after the psychologist, and then independently determine their readiness for those professions that interest them. Each student can test his readiness for at least four professions.

An example of calculating readiness for the profession "Programmer"

• First, the name of the profession is recorded in the form - “programmer”.
• Then in the list Professions set» the profession «programmer» is found, where the numbers of labor actions corresponding to this profession and the significance of these actions for successful work, expressed in points, are marked. All this is recorded in the answer sheet in the appropriate column.
• Further on the right, next to the indicators of the significance of actions, those answers (self-assessment points) that the student had previously put in his form are recorded. For example, the first labor action (monitor the instrument readings) - 7 points; third (perform calculations) - 5 points; eighteenth (endure monotonous work) - 3 points, etc.
• After that, the significance indicators are multiplied by the corresponding scores of the teenager's self-assessments.
• Then the results are summarized.

Table for calculating readiness for the profession "Programmer"

Action numbers	Names of actions for profession	The significance of actions for the profession		Self-assessment of readiness for action		Probability of readiness for action
1	watch the instruments	2	X	7	=	14
3	perform calculations	4	X	5	=	20
18	endure monotonous work	2	X	3	=	6
28	be able to work in a team	1	X	2	=	2
32	come up with something new	1	X	5	=	5
						Amount: 47%

The overall indicator of a teenager's readiness for a profession, expressed as a percentage, is recorded below. If it is below 60-70%, then there may be doubts about the readiness of this student for this profession.

It is also necessary to take into account self-esteem teenager:

• if it is increased, then the obtained indicator of readiness for the profession "programmer" is multiplied by an adjustment factor of 0.7,
• if reduced - by 1.3,
• if self-assessment turned out to be adequate, then no adjustments can be made.

Such an adjustment is conditional and serves not so much to obtain a more “objective” diagnosis, but to familiarize the teenager with the logic of thinking about his readiness for a particular profession.

In the above example, the initial, low readiness rate of 47% was multiplied by an adjustment factor of 1.3, and the result was 61.1%, which indicates a good readiness for the profession "programmer".

Similarly, students independently calculate their readiness for other professions that are most interesting to them.

When using the technique in individual work(or when working with a microgroup of 3-5 people), the general logic of the procedure is preserved, but it becomes possible to make significant additions.

The instruction is somewhat expanded, where the student is invited not only to evaluate his opportunities(“I can”) perform certain actions, but also my own wish perform these actions (“want”) and need performing such work ("should"). After the psychologist reads each labor action, the student puts down the corresponding self-assessment in three columns on the answer sheet, using a scale from 0 to 10 points.

In individual work, not only abilities are evaluated, but also the desire and need to engage in such work.

Table of norms

Numbers of labor actions (in accordance with the list)	Score range for girls	Range, points for boys
1	4 – 8	4 – 8
2	3 – 7	3– 7
3	2 – 6	4 – 7
4	2 – 7	5 – 8
5	6 – 9	5 – 9
6	5 – 8	2 – 6
7	6 – 9	4 – 7
8	3 – 8	2 – 8
9	5 – 8	6 – 9
10	3 – 7	4 – 8
11	5 – 8	6 – 9
12	3 – 6	3 – 7
13	5 – 9	4 – 8
14	5 – 8	5 – 7
15	4 – 8	3 – 6
16	6 – 9	4 – 8
17	1 – 6	1 – 5
18	1 – 6	2 – 6
19	2 – 5	2 – 6
20	3 – 7	4 – 8
21	4 – 7	3 – 6
22	6 – 9	2 – 6
23	6 – 9	5 – 7
24	3 – 6	2 – 6
25	3 – 7	3 – 6
26	2 – 5	3 – 7
27	4 – 7	4 – 8
28	6 – 9	4 – 8
29	6 – 9	6 – 8
30	5 – 8	6 – 8
31	6 – 9	4 – 8
32	5 – 8	4 – 8
33	6 – 9	4 – 7
34	4 – 8	5 – 8

Professions set

Opposite every profession in italics the serial numbers of labor actions necessary for this profession are written. Under each number of the labor action, its significance for this profession is written in plain type.

1. Car mechanic	7	9	10	15	17
	2	1	3	2	2
2. Agronomist	2	5	11	20	21	26
	2	2	2	2	1	1
3. Drama theater artist	2	6	13	17	19	26	30	33
	1	2	1	1	1	1	2	1
4. Archaeologist, ethnographer	2	5	10	11	13	18	20	22
	2	2	1	1	1	1	1	1
5. Librarian	2	5	7	18	22
	2	2	2	3	1
6. Homeless, tramp, beggar	6	7	16	17	19	20
	1	1	2	3	2	1
7. City bus driver	9	14	16	19	20	23	26
	2	2	2	1	1	1	1
8. Truck driver	9	10	12	13	14	16	18	22
	1	1	1	1	1	1	2	1
9. Educator in kindergarten, nursery	6	14	21	24	32
	3	2	3	1	1
10. Therapist	5	6	7	12	15	17	19	26
	1	2	1	1	2	1	1	1
11. Surgeon	6	10	14	15	19	20	26	27
	1	2	1	1	1	1	1	1
12. Geologist	5	10	11	13	16	17	22	28
	1	1	2	1	1	1	2	1
13. Designer (technical aesthetics)	3	4	18	32	33
	3	4	1	1	1
14. Housewife (raising children, creating comfort in the house, serving her husband)	7	17	19	21	23	26	30	33	34
	1	2	1	1	1	1	1	1	1
15. Animal breeder (livestock specialist)	10	16	17	20	26	34
	1	1	4	1	2	1
16. Engineer in industrial production	1	3	9	15	18	28
	1	3	1	1	1	3
17. Traffic police inspector	6	11	14	15	16	19	26
	1	2	2	1	2	1	1
18. Cashier - operator of cash registers (in a store, in a bank)	3	7	19	23	24
	4	1	3	1	1
19. Thief	10	12	15	16	19	23	25
	2	1	1	2	1	1	2
20. Merchant	3	7	13	16	19	21	27
	2	2	1	1	1	1	2
21. Designer (drafter-designer)	3	4	9	10	13	15	32
	2	2	1	1	1	1	2
22. Seller in a cooperative stall	3	7	12	13	14	16	19
	1	1	1	1	1	3	2
23. Forester, fishery inspector	10	11	16	17	20
	3	3	1	1	2
24. Pilot (civil aviation pilot)	1	9	13	16	18	20	28
	1	2	2	1	1	2	1
25. Fashion model, fashion model	6	13	19	26	30	33
	2	2	1	1	3	1
26. TV studio master	7	10	15	18
	1	5	3	1
27. Sailor, fisherman on a seiner	8	10	11	13	16	17	20	18
	1	2	1	2	1	1	1	1
28. Train driver	1	9	10	13	17	18
	1	3	2	1	2	1
29. Metallurgist	9	10	16	17	20	28
	1	1	2	2	3	1
30. Monk, man - hermit, novice	8	11	17	18	29	30	31
	1	1	1	1	2	1	3
31. Army officer (landing troops)	6	8	9	11	16	20	27	30
	1	1	1	1	1	1	1	1
32. Waiter	3	7	12	17	19	22	24
	2	3	1	1	1	1	1
33. Hairdresser	7	10	17	19	20	32	33
	2	1	1	1	2	1	2
34. Translator (text translation)	2	5	12	15	18	22
	1	2	1	1	2	3
35. Writer, poet, publicist, journalist	2	5	6	13	19	24	26	29	31	33
	1	1	1	1	1	1	1	1	1	1
36. Cook (in a prestigious restaurant	7	10	15	17	20	34
	1	3	1	3	1	1
37. Border guard (land border)	8	9	11	16	20	26	30
	2	1	1	2	1	1	1
38. Firefighter, lifeguard	8	9	14	16	17	20	27	30
	1	1	1	2	1	1	1	2
39. Politician, diplomat	6	13	16	19	22	23	24	27
	1	2	1	2	1	1	1	1
40. Outerwear tailor	4	7	10	15	33
	1	3	4	1	1
41. Laundry clerk, dry cleaner	3	7	15	19
	2	2	5	1
42. Programmer	1	3	18	28	32
	2	4	2	1	1
43. Seller	3	7	11	15	17	19	20	24
	1	2	1	1	1	2	1	1
44. Train conductor	6	7	10	13	17	19	20
	1	3	1	2	1	1	1
45. Prostitute	7	16	17	19	20	22	25	30
	2	1	1	2	1	1	1	1
46. ​​Psychologist, psychotherapist	6	7	15	19	21	24	32
	3	1	1	1	1	1	2
47. Editor, proofreader	2	5	15	18	22	24	33
	3	1	1	2	1	1	1
48. Head, manager	6	13	15	19	21	23	26
	1	1	1	2	3	1	1
49. Racketeer	3	8	14	16	19	25	30
	1	1	2	2	1	2	1
50. Priest	2	6	7	19	24	26	29	30	31
	1	1	1	1	1	1	1	2	2
51. Secretary-referent	2	3	5	7	12	19	22	26
	1	1	2	1	2	1	1	1
52. Rural machine operator (combine operator, tractor driver)	9	10	11	17	20	26	34
	2	1	2	1	2	1	1
53. Repairman	9	10	15	16	17	20
	1	3	1	2	2	1
54. Athlete - professional (team sport)	13	14	16	19	20	26	28
	2	1	1	1	3	1	1
55. Wide profile machine operator (turner, miller)	3	9	10	15	34
	1	5	1	2	1
56. Construction worker	10	11	16	17	20	26
	2	1	1	2	3	1
57. Stewardess	6	7	13	14	19	20	22
	1	2	2	1	1	2	1
58. Taxi driver	7	9	12	14	16	19	23	26
	2	1	1	2	1	1	1	1
59. Bodyguard, security guard	7	8	14	16	19	25
	1	1	3	2	1	1
60. Drug dealer	7	8	12	16	17	19	25
	2	1	1	2	1	1	2
61. District police officer	6	12	15	16	19	23	26
	1	2	1	2	2	1	1
62. Theoretical scientist (biologist)	2	5	22	26	29	31	32
	2	2	1	1	1	1	2
63. Scientist - experimenter (scientist at a bio-meteorological station)	2	3	5	11	15	24	29	29	32
	2	1	1	1	1	1	1	1	1
64. Middle school teacher	2	5	6	15	19	21	23
	1	2	3	1	1	1	1
65. Photojournalist	11	12	14	16	20	22	24	26
	1	1	2	2	1	1	1	1
66. Artist, sculptor	2	4	7	17	24	26	29	31	33
	1	1	1	1	1	1	1	1	2
67. Official, employee, inspector	2	5	7	13	15	18	21
	2	3	1	1	1	1	1
68. Miner, tunneller	9	10	16	17	20	34
	1	1	3	2	2	1
69. Economist	3	12	18	28	34
	3	1	3	2	1
70. Tour guide-translator	2	6	7	13	19	22	26	33
	1	2	1	1	1	2	1	1
71. Jeweler	7	10	15	18	33
	1	3	2	2	2
72. Lawyer (lawyer)	2	6	7	12	13	16	19	24
	1	1	2	1	1	1	1	2

Questionnaire "How are you?" is used for the purpose of considering in a joking manner essential for this teenager life values, and also in order to assess from the point of view of what human stereotypes such values ​​are approved, and which ones are condemned ...

The technique allows you to work with a group (class) and takes about 30-40 minutes in time.

The general procedure for working with the questionnaire is as follows:

1. The facilitator shows on the board how best to prepare the form, and the students in their notebooks in a box, laid so that the sheets are in a horizontal position, draw such a form (see Table 4).

2. General instruction: “Now you will be offered pairs of some valuables from the list that is in your form. Each time you must determine which value is more important to you and which is less important. To the initial score over important value(to 10 points) add +1 and immediately write on the form new result= 11 points, and from the initial score of a less important value for you (also from 10 points), subtract -1 and immediately write down the result = 9 points next to it. In the future, all values ​​will either increase their points or decrease, sometimes even acquiring negative values. This will be an indicator of what is more important for you in life, and what is less.”

3. The facilitator reads out pairs of values ​​\u200b\u200b(see the List of questions ... - at the end of this section), and the students make the appropriate entries in their forms (points are added to more attractive values, and subtracted from less attractive values).

4. After reading all pairs of values, the final results for each of the 15 values ​​are circled for clarity.

5. The facilitator reads out the “norm” for each value (see Table 5). If the student’s result is below the norm for the considered value, then in the “norm” column he puts a minus sign (“-”) opposite the value, if above - a plus sign ( “+”), if it falls into the norm inclusively - the sign is zero (“0”).

The results obtained, although they are not correct psychodiagnostic information, still roughly show what is more important for a given teenager in life, and what is not a special “value” for him...

6. Further, if time permits, the facilitator in an ironic form determines together with the students how they would treat such value orientations various people representing certain social stereotypes. To do this, the facilitator first reads out the available stereotypes (see Table 6), and the students all together choose 3-5 most authoritative stereotypes for themselves, which are immediately written out on the board.

7. The "opinion of a stereotype" about certain value orientations of specific schoolchildren is defined as follows. The facilitator starts with a stereotype written out on the very right side of the form (this is much more convenient for calculations). Value priorities typical for a given stereotype are read out (see Table 6, signs of the considered stereotype for each value). Students should immediately add these signs with their own signs (written out in the “norms” column), obtained after correlating the results with the norms, and write out the total amount of signs in the column of this stereotype. For example, such a wonderful stereotype as “housewife” is considered. According to the first value (a foreign car), the housewife, of course, has a “plus”. In a teenager, after correlating the results with the norms in the “norms” column, there is also a “plus” opposite the car. The result is two pluses, i.e. already in the column of the stereotype “housewife”, opposite the value “car”, the entry “++” is made. If, when adding signs, it turns out to be “plus” and “minus”, then in the end - “zero”. If “minus” and “zero”, as a result - “minus”, etc.

9. The facilitator immediately reads out the “norm” for the considered stereotype. The assessment of the relationship of the stereotype to the values ​​that the teenager is guided by is carried out according to the same logic. If the algebraic sum of “pluses” and “minuses” is less than the norm, then most likely the stereotype “does not respect you very much”, if higher - “respects very much ...” (or maybe even starts to envy ...), if you fall into the norm inclusive, then the attitude towards your value orientations is “normal” and calm.

Although, of course, all this is a joke (!), even despite the use of “norms” and all kinds of “calculations” ...

10. Other interesting (authoritative) stereotypes for adolescents are considered in the same way.

Table 4

An example of a form for a joke questionnaire “How are you?”.

Values (required with sequence numbers)	Initial scores - 10 each (from left to right, new values ​​​​are immediately written out)	"Norms"	"Business"	hard worker	A housewife
1. Car
2. Pool Villa
3. Vacation in Italy
4. Artist friends
5. Foreign friends
6. Scientists Friends
7. Working friends
8. Health
9. Beauty
10. Beer with roach...
11. creative work
12. You are passionately loved
13. You yourself are in love
14. Faith in God
15. Dangerous Adventures

A list of questions for the "How are you?" .

Indicate which of the two values ​​is more attractive to you personally (+1 in the answer sheet), and which is less (-1 point in the answer sheet). The numbers in each question indicate the serial numbers of these values ​​in the answer sheet - for the convenience of finding them when working with the questionnaire.

So, what is more important for you personally in life?

1) 1 - Car ("Mercedes") or 8 - Health (strength, endurance...)

2) 5 - Foreign friends (from developed capitalist countries) or 7 - Worker friends (ordinary people)

3) 9 - Beauty (charm, fashionable clothes) or 11 - Creative work (opportunity to create something significant)

4) 2 - Villa with swimming pool (fresh air, all amenities) or 6 - Friends-scientists (teachers, engineers...)

5) 1 - Car ("Volvo") or 9 - Beauty (charm, expensive outfits...)

6) 3 - Holidays in Italy (luxury hotel, lots of currency) or 10 - Beer with roach (communication with normal men and ladies ...)

7) 4 - Friends-artists (poets, journalists - “bohemia”) or 15 - Dangerous adventures (life full of excitement)

8) 9 - Beauty (charm, attractiveness) or 12 - you are passionately loved (ready to give their lives for you)

9) 14 - Faith in God (peace of the soul ...) or 15 - Dangerous adventures (a lot of events, a lot of experiences ...)

10) 2 - Villa with pool (fresh air, all amenities) or 4 - Artist friends ("bohemia")

11) Add “+1” to any one value of your choice, and subtract “-1” from any other value.

12) 5 - Foreign friends ("currency") or 13 - you yourself are in love (noble, but unrequited impulses of the soul ...)

13) 7 - Working friends (ordinary people) or 15 - Dangerous adventures (excitement of life)

14) 3 - Holidays in Italy (luxury hotel, a lot of currency) or 12 - you are passionately loved (ready to give their lives for you)

15) 8 - Health (strength, endurance) or 11 - Creative work (opportunity to do something great)

16) 10 - Beer with roach (communication with normal men and women) or 13 - You yourself are in love (noble, but unrequited impulses of the soul)

17) 1 - Car (Citroen) or 11 - Creative work (an opportunity to show your talents)

18) 2 - Pool Villa or 8 - Health

19) 12 - you are passionately loved or 13 - you yourself are in love

20) 3 - Vacation in Italy or 14 - Faith in God (peace of the soul...)

21) 4 - Artist Friends ("Bohemia") or 7 - Worker Friends (ordinary people)

22) At your choice, add “+1” to any one value, and subtract “-1” from any other value.

23) 5 - Foreign friends (with currency) or 6 - Scientists friends (smart and intelligent. but without currency ...)

24) 2 - Villa with a pool (very expensive and good) or 10 - Beer with roach (heartfelt conversations with real men)

25) 4 - Friends-artists (famous throughout the country) or 14 - Faith in God (purification of the soul ..)

26) 2 - Villa with a pool (luxurious!) or 11 - Creative work (an opportunity to know the truth, beauty, miracle ...)

27) 3 - Holidays in Italy (white boats, tours of the ruins) or 13 - You yourself are in love (your soul suffers and bliss...)

28) 7 - Worker friends (ordinary people) or 14 - Faith in God (absolution...)

29) 1 - Car ("BMW") or 6 - Friends-scientists (interesting, erudite people...)

30) 5 - Foreign friends (businessmen) or 9 - Beauty (Your magical attraction...)

31) 8 - Health or 10 - Beer with roach (and no worries...)

32) 12 - You are passionately loved (for your sake they are ready for anything) or 14 - Faith in God (the happiness of contact with the Almighty ...)

33) Add “+2” to any one value of your choice, and subtract “-2” from any other value

34) 13 - You yourself are in love (ready for anything for a loved one) or 15 - Dangerous adventures (unforgettable impressions and experiences)

35) 1 - Car ("Ford") or 7 - Working friends (very simple and poor people, no currency...)

36) 4 - Artist friends (artists, poets...) or 9 - Beauty (charm, luxurious outfits, cosmetics...)

37) 5 - Foreign friends (Europe-America) or 10 - Beer with roach (respect for tough guys and women...)

38) 6 - Friends-scientists (educated and educated) or 14 - Faith in God (purification and reverence ...)

39) 8 - Health or 12 - You are passionately loved

40) 3 - Vacation in Italy or 15 - Dangerous adventures

41) 6 - Friends-scientists or 7 - Friends-workers

42) 11 - Creative work (the opportunity to embody yourself in something significant) or 13 - You yourself are in love (lose control over yourself, but happy ...)

43) 2 - Villa with pool or 12 - You are passionately loved

44) Add “+2” to any one value of your choice, and subtract “-2” from any other value

45) 4 - Friends-artists (refined people, “bohemia”) or 13 - You yourself are in love (You have learned what happiness is ...)

46) 3 - Holidays in Italy (luxury hotel, lots of currency) or 6 - Scientists friends (they know a lot of amazing and interesting things...)

47) 5 - Foreign friends (may invite to visit ...) or 11 - Creative work (an opportunity to reveal their talents)

48) 10 - Beer with roach (communication with normal men and women) or 15 - Dangerous adventures (opportunity to test yourself ...)

49) 8 - Health (longevity) or 9 - Beauty (everyone admires you...)

50) Add “+3” to any one value of your choice, and subtract “-3” from any other value.

Table 5

Approximate "norms" for the questionnaire "How are you?".

Values
1 car
2 pool villas
3 holidays in Italy
4 artist friends
5 foreign friends
6 scientist friends
7 work friends
8 health
9 beauty
10 beer with roach
11 creative work
12 you are loved
13 You are in love
14 faith in God
15 dangerous adventures.

Table 6

Stereotypes and their approximate “relationship” to certain value orientations.

Values	A housewife	Aristocrat		Foreigner	Believer	hard worker
1 car
2 pool villas
4 artist friends
5 foreign friends
6 scientist friends
7 others - workers
8 health
9 beauty
10 beer with roach
11 creativity
12 you are loved
13 You are in love
14 faith in God
15 adventures
"Norms" for stereotypes

Table 6 (continued).

Values	Creative personality	Criminal	Beautiful woman dreaming of a profitable marriage	Cunning fellow, wishing settle down somewhere	"Business" person	Child (preschooler)
1 car
2 pool villas
3 holidays in Italy
4 friends - artists
5 friends are foreigners
6 friends are scientists
7 friends - workers
8 health
9 beauty
10 beer with roach
11 creative work
12 You are passionately loved
13 You yourself are in love
14 faith in God
15 dangerous adventures
Approximate "norms" for stereotypes

If you work with all 13 stereotypes available in the methodology, it will take a lot of time and the methodology may seem tedious for students.

"Definition of competencies educational organizations Samara region in the field of career guidance"

March 13, 2014 a design seminar was held at the CPO of the Samara region « Determining the competencies of educational organizations of the Samara region in the field of career guidance”
In modern conditions labor and professional mobility is becoming the norm: during their working life, people change not only their place of work, but also their profession more than once. A person must be ready for this, understand and accept it as a sociocultural norm.

In this perspective, the education system assumes the responsibility of accompanying the process of professional self-determination of students, preparing them for their future professional life in modern socio-economic conditions. This work consists in the formation of competencies, designated as the expected results of education in the Federal State educational standards general and vocational education.
The competence-based approach, together with the systematic, consistent and continuous activities to support the professional self-determination of students, will ultimately ensure the independence and responsibility of a person’s professional choice, understanding of the meaning and social mission of the chosen sphere. professional activity, readiness for professional mobility and continuing education and self-education.
In addition to studying the current state and targets of career guidance in the Samara region, the specialists of the Resource Centers in charge of career guidance in educational districts, teachers responsible for the implementation of career guidance in educational institutions, and teachers who provide career guidance to students, who were present at the seminar, identified the main competencies educational organizations of the Samara region in the field of organizational and pedagogical support of professional self-determination of students. In particular, the workshop participants came to the conclusion that main activities structural and organizational unit of an educational organization that provides organizational and pedagogical support for the professional self-determination of students in this particular educational organization ( Office of professional career planning in an educational organization) should become:
- professional informing (transmission of information about the content of labor, the labor market, the basics of choosing a profession, etc.);
- professional consulting (assistance in solving the problems of professional self-determination identified by the student);
- coordination of activities teaching staff educational organization and external environment in the field of supporting the professional self-determination of students.
The participants of the seminar determined the necessary resources for the functioning of the Professional Career Planning Rooms in educational institutions.
The proposals made will form in the basis of organizational and administrative documents, which are currently being developed by the CVE of the Samara Region in accordance with the State assignment of the Ministry of Education and Science of the Samara Region, and will further regulate the activities of organizational and pedagogical support for the professional self-determination of students. The developed documents will be offered for review and discussion within the framework of Internet conferences on the website of the CPO of the Samara region from March 19 to March 26, 2014.