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The main directions of measuring personal and professional development

Along with knowing how the measurement procedure is carried out or how the corresponding measuring scale is arranged, it is very important to present the main directions in which the measurement is made when assessing personal and professional development.

If we consider this assessment as an example of public service, it is first of all important to evaluate such aspects of the individual and professional as professional knowledge, life and professional experience, and, of course, personal qualities. In particular, for heads of district administrations, the “weights” of these quality groups are distributed as follows (in%):



Knowledge 17

Personal qualities 40

Experience 43



Most often, at a qualitative level, professional knowledge is assessed using the qualification exam procedure. If the requirements for professional knowledge are fairly well formalized and stable, then it is possible to develop qualification tests (including computer ones) with the help of which a quantitative measurement of this important aspect of personal and professional development is carried out.

Along with professional knowledge, you can evaluate the general mental abilities that form the foundation for the rapid assimilation of new professional knowledge. The use of classical intelligence tests to determine the IQ: the Wechsler, Stanford-Binet, Amthauer, Raven and Kettel tests are sometimes used to a limited extent in the practice of staff assessment centers. The main disadvantage of these techniques is their significant complexity and the high cost of their practical application. In addition, when conducting a professional selection, some tests of mental abilities are sometimes used to quantify a wide range of applicants' knowledge of the position, for example, the COT test (Brief selection test, an adapted version of Otis’s well-known “self-applying mental test”). For a similar purpose, you can use the Kettel test scale C. The advantages of these tests are their simplicity, short testing time (15 - 20 minutes) and ease of interpretation of individually obtained results. However, the use of such tests is advisable only for relatively low-skilled professions.

In addition to mental abilities, it is important to evaluate other personal qualities, such as responsibility, diligence, honesty, prudence, authority, foresight, decision-making, leadership, communication skills, and many others.

In practice, the main means of a qualitative assessment of personal and professional characteristics are expert assessment, biographical methods. As additional methods for the quantitative measurement of personal qualities, psychological testing, including computer testing, can be used.

Expert assessment is the leading method of assessing the individual and the professional, based on the principle that "the evaluating system should be no less complex than the object of assessment." It can be based on an analysis of the results of activity (its quantitative indicators and quality assessments) or on a personal interview of an expert with an assessed person. According to the methodology, the analysis of performance is close to content analysis. A personal interview is usually conducted in the form of a structured (or focused) interview. Both approaches require a very high qualification of the expert, otherwise, their application leads to significant subjective distortions of the results. Specific expert assessment methods are presented at the beginning of the section when discussing measurement levels.

An important practical example of peer review is the certification process. When conducting certifications, people who are fairly well acquainted with the attestant and his work are usually selected as experts, so they may not use the special methods of expert assessment mentioned above. To reduce subjective distortions during certification, a comparison of the opinions of several experts is used, however, in this case, as a rule, only a qualitative assessment is obtained.

Recently, there has been a tendency to use such expert methods for evaluating employees that functionally go beyond just evaluation.
For example, the method of business discussion allows you to make the most appreciated the main evaluation tool. The possibilities of business games are even wider, within the framework of which game situations are created that are close to real. The task of the evaluator is to make the optimal decision based on the analysis of the problem situation. The main problem during such games is to develop a set of problem situations. In addition, the process of preparing and conducting the game is very laborious. However, in addition to the evaluation function, the use of the game can effectively improve the skills of employees.

In addition, expert assessment can act as a permanent working tool for the leader. In this case, it takes the form of an evaluation interview, which the leader regularly conducts with subordinates, which allows for closer feedback between the manager and subordinate and helps to develop the most realistic plans in combination with strengthening the labor motivation of subordinates.

Psychological testing involves the use of specially designed and standardized psychological tests for the quantitative measurement of personal and professional qualities. The most commonly used methods are testing character traits (say, Kettel and MMPI tests), states and personality orientations (for example, the Klimov career counseling test, the Rokich test, the semantic differential). Using computers during diagnostics can significantly simplify the procedure for presenting stimulus material and processing test results, and will remove some psychological barriers that distort the answers of the test person.

An important trend in the development of psychodiagnostic techniques is an increasing orientation toward projective methods of personality research, which allows us to obtain more objective information about it. A classic example of the use of projective techniques to study such a "closed" area as value orientations is the application of the semantic differential technique or the "Values ​​and Norms" method for this purpose.

Biographical methods largely organically complement the results of testing and examination, allowing you to understand the background of the personality, those features of its life path that have a serious impact on its current state. The arsenal of biographical methods is very wide, but their application requires serious preliminary preparation. The biographical method has both qualitative and quantitative options. In particular, if some biography facts are interpreted in terms of psychoanalysis, then the corresponding method is called psychobiographical. For a quantitative assessment of a person’s life experience, one can use the methodology of structural assessment of personal and professional potential on the basis of a standardized description of the life path. At the same time, it is important to remember that the spasmodic process of personality development does not guarantee future high results based on previous achievements.

The use of biographical methods for assessing personal and professional development is extremely useful for understanding the dynamics of the development of the personality of a professional on the scale of his life, thereby complementing other methods for assessing these qualities. In addition, it is biographical methods that are best suited for assessing and measuring the life experience of a professional, who in many cases is a key criterion.

An important element in the qualitative assessment of personal qualities is self-esteem, given either in free form, for example in the form of an autobiography, or structured into key sections.

It must be emphasized that only the integrated use of the above means of qualitative assessment and quantitative measurement of personal and professional qualities allows us to obtain reliable information about the development of the individual and professional, and also gives information about the internal contradictions of its development.
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The main directions of measuring personal and professional development

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