The development of skills is closely related to the formation of skills. Initially, the student masters a certain action, which ensures the emergence of skills. The repeated solution of the same task leads to the fact that a sequence of operations realizing the action is stored in the human mind. As a result, a certain integrity arises in the implementation of the action - the need for constant selection of methods of execution is excluded from the field of consciousness. The process of constantly shifting the goal from the action as a whole to individual operations is “folding”. The action becomes more automated. Such action components formed in the process of successive repetition and devoid of conscious regulation are called skills.

Thus, skills, like skills, arise in the process of human social activity. Repeated repetition of an action in different conditions leads to its consolidation in the form of a skill. To be able to do something means to consciously achieve results in any situation of activity. Under the condition of constant training, within the framework of some of the student's skills, skills can be formed.

The emergence of skills is due to the fact that the repetition of an action under the same conditions leads to the allocation in the structure of the action of some stable elements - automatisms. This means that the image of the situation, due to its stability, “leaves” consciousness, leaving consciousness only with the process of holding the goal. As a result, the initial action, as a conscious process of solving a problem, is largely transformed into an automated way to achieve the expected result.

The decisive factor in the formation of a skill is a certain stereotyping of the conditions for the implementation of an action. Accordingly, the launch of a skill is largely due to the quality of awareness of the conditions in which the action is to be carried out. The launch of the skill occurs if the new situation is perceived as adequate to the previous conditions. Thus, the use of skill largely depends on the ability of a person to a generalized and differentiated perception of the situation.

Physiologically, the appearance of automatism means the transfer of coordination of the elements of movement from the higher nerve centers to the lower ones. At the beginning of mastering a new action, a person has to carry out a number of background corrections, which are implemented, like the leading action itself, at a higher conscious level. As the movement is mastered, background corrections switch to their lower levels of regulation and, therefore, leave the field of consciousness.

Such an automation process is carried out in several separate steps, according to the number of components that have to be subjected to automatic switching. In this case, each successive switching is always performed not gradually, but clear leap. The trainee discovers the results of such a jump in himself in the form of some innovation at the next resumption of movement. In general, the automation process provides significant changes both in the quality of the movement and in the corrective structure of the action itself. The movement itself becomes more precise and stable in relation to external influences.

At the same time, as N. A. Bernshtein emphasizes, it would be a mistake to present automatisms as persistent stereotypes. Like all other elements of building movements, they have adaptive variability and plasticity. But this plasticity is limited by the possibilities of the level of construction at which these automatisms are realized.

The psychological content of the skill is that in the process of automation, the corresponding components of regulation leave the field of consciousness. There is a liberation of consciousness from control over perceptual, motor and mental operations. Depending on the degree of predominance of these operations in the structure of the action, one speaks of the corresponding skills. Perceptual skills are aimed at distinguishing objects by their external features. For example, distinguishing the shape of letters when reading, determining speed and distance by eye, etc. Motor skills are associated with the automation of muscle movements: riding a bicycle, typing on a keyboard, etc. Thinking skills involve the curtailment of certain intellectual operations - calculations in the mind, decision a certain type of task.

When carrying out these operations, a person can use two main methods of control - dynamic(meaningful attention to the composition and course of action) and tonic(following the program of action at a minimum intensity of consciousness). As the operational composition of the action is mastered and a dynamic stereotype is developed, the control is transformed from dynamic to tonic.

As a result, the process of performing an action becomes largely automated. However, the goals, conditions and results of the action continue to remain in the field of consciousness of the student.

The effectiveness of the formation of skills largely depends on the implementation of certain psychological and pedagogical requirements. As the main psychological mechanism for developing a skill, S. L. Rubinshtein proposes to consider the process of “transferring a perceived goal beyond the limits of an automated action” . This means that all the particular tasks that are to be automated must be considered by the subject as elements of a larger process implemented by the action. For example, when developing reading skills, all particular processes - identifying letters, highlighting syllables, combining them into words, etc. - should be considered as elements of a more general action - the oral transmission of a text from one person to another. Because of this, the formation of skills is associated with combining a number of exercises into a system, ensuring the integrity of the action.

The general logic of developing a skill is somewhat similar to the thought process. In thinking, the basis of generalization is the continuous interaction of analysis and synthesis, which allows us to consider it as an analytic-synthetic process. As a result of such a process, the sensual attributes of the object “leave” consciousness, bringing its essential characteristics to the fore.

The development of a habit is also a generalization, but only of a mode of action. As a result, sensorimotor operations leave consciousness in order to leave more opportunities for conscious control of its effectiveness. Skill also implies the presence of two interrelated processes.

On the one hand, it is required to carry out an analysis of the action - to decompose it into its component operations and pay enough attention to the qualitative development of each of them. On the other hand, it is important to constantly ensure the synthesis of operations - to maintain the integrity of the action all the time in order to be able to achieve coordination and flexibility in the articulation of all its parts.

For the formation of skills in the learning process, the main condition is reproduced - multiple repetition special exercises. Exercise is a systematically organized repeated performance of an action (mental or practical) with the aim of mastering and improving it.

Exercise and training involve not only the repetition of an action, but also its improvement. If this did not happen, then in the habit there would be a fixation of primary, imperfect, sometimes erroneous methods of action. Because of this, the pedagogical management of the skill development process involves the activation of feedback for the purpose of timely correction.

But at the same time, one cannot ignore the inner potential of the student himself. As S. L. Rubinshtein noted, “finding a new one, changing, qualitative restructuring, improvement, moving forward, and not just preserving and consolidating what is already there are taking place inside the exercise process itself, and not just outside of it. This means that the student's conscious attitude to the training process can lead to qualitative changes in the structure of his actions.

The emergence of a skill has its own dynamics, which is usually described by means of "learning curves". "Learning Curve" is a graph that expresses the dependence of the success of skill formation on training time. G. Ebinghaus identified and formulated the first dependencies of this kind, which he called the "laws of exercises":

The success of the exercise grows very quickly at first, and then extremely slowly;

Sometimes an interrupted activity is performed better immediately upon resumption than in the final period before the interruption.

Further research revealed at least two main strategies for skill formation.

The first approach can be described using a so-called "negative acceleration" curve. This means that at the initial stage of skill formation, the student shows significant progress, but as the training continues, each new time period gives an ever-decreasing additional effect. Such dynamics is most typical for the process of developing sensorimotor skills, for the process of mechanical consolidation of actions. Here, the analytical component in mastering the action comes to the fore.

The second approach can be described as a "positive acceleration" process. In this case, the initial steps do not give significant results. However, subsequently, as the actions are repeated, there is a fairly rapid accumulation of positive dynamics in the growth of educational success. Such dynamics is characteristic of the processes of developing mental skills, when, as an action is understood, its internal structure changes. Here the leading role is played by the synthetic approach to the construction of the action.

At the same time, as the researchers note, an important role in the development of the skill is played by the individual characteristics of students. Therefore, it is hardly possible to talk about the existence of some universal "success curve".

The appearance of a skill means a certain leap in the process of accumulation of certain properties of an action. This may be preceded by the appearance of the so-called "plateau" on the "learning curve". "Plateau"- this is a temporary stop or even a regression in the implementation of the development of movement. This creates the illusion that the exercises do not bring benefits and do not lead to the improvement of the action. In fact, there is a complex process of qualitative restructuring of the action, which then manifests itself in automation. A more effective accumulation of changes in the implementation of an action is facilitated by a thoughtful variation in the methods that are used to solve problems in the process of performing exercises. It is believed that temporarily switching to other forms of exercise, or even completely suspending work on a skill for a while, is more useful than trying to overcome these difficulties "head on".

In the educational process, the development of skills occurs over a sufficiently long period of time, which creates situations of simultaneous or sequential mastering of heterogeneous actions. In this regard, the question arises about the mechanisms of interaction of various skills in the structure of the student's action. There are two main points of such mutual influence - interference and transfer.

Transfer Skill development involves spreading the positive effect of the practice of one skill on the process of forming another. From the point of view of the theory of “building movements”, the essence of such a phenomenon lies in the ability to use previously developed automatisms to develop another skill. The most important thing is to take into account the fact that automatisms are not movements, but corrections. Therefore, the possibility of transfer is determined not by the similarity of the mastered movements themselves, but by the coincidence of the construction of corrective mechanisms. In this regard, such completely dissimilar movements as skating and cycling turn out to be close in terms of the corrections implemented during them, which makes it possible to carry out the “transfer of exercise by skill”.

The manifestation of the pass-through effect depends on many factors. Thus, motion components that are automated at the lowest levels are least adapted to transfer. At the same time, the background components of the spatial field level are more susceptible to this. Therefore, having learned to type on a typewriter, a person can quite easily master any other typed keyboard. The general condition for the emergence of transfer is the student's awareness of the presence of some commonality between the mechanisms for constructing mastered actions and his desire to implement this commonality in practice. Thus, the possibility of transfer can be one of the important indicators of the quality of skill formation.

Interference acts as the reverse side of the transfer and means the inhibitory effect of the existing skill on the process of developing a new skill. A typical example of this phenomenon is the process of mastering the steering of a rowboat. In this case, the movement of the visible part of the rudder is always opposite to the side in which you want to turn the boat. For a person who has experience driving a bicycle or car, such a procedure presents a certain difficulty.

This complication of the process of acquiring a skill can be caused by two psychological reasons:

A situation may arise when one and the same signal has to develop different skills. In this case, the very fact of the presence of a stable connection to a given signal prevents the development of new dependencies;

In the process of reproducing related skills, reproductive inhibition occurs when the interaction of two competing skills weakens their strength.

Formed by repetition and bringing to automatism.

Any new mode of action, proceeding initially as some kind of independent, developed and conscious, then as a result of multiple repetitions, can already be carried out as an automatically performed component of activity.

Unlike a habit, a skill, as a rule, is not associated with a stable tendency to actualize in certain conditions. Separate stages of the formation of a motor skill are traced in detail in the works of the Soviet psychologist N. A. Bernshtein.

Classification

Perceptual, intellectual and motor skills differ.

Motor skill - automated impact on an external object with the help of movements in order to transform it, repeatedly carried out earlier.

Intellectual skill - automated techniques, ways to solve previously encountered mental problems.

Perceptual skill - automated sensory reflections of the properties and characteristics of well-known objects that have been repeatedly perceived before.

Skill building

The development of a skill is a process that is achieved through the performance of exercises (purposeful, specially organized repetitive actions). Thanks to the exercises, the way of action is improved and consolidated and speaks of the formation of skills. The indicators of the presence of a skill are that a person, starting to perform an action, does not think in advance how he will carry it out, does not single out separate private operations from it. Thanks to the formation of skills, the action is performed quickly and accurately, and you can concentrate on developing and acquiring new knowledge, skills and abilities.

Skill formation is influenced by:

1. motivation, learning, progress in assimilation, exercises, reinforcement, formation as a whole or in parts;
2. to understand the content of the operation - the level of personal development, the availability of knowledge, skills, a way to explain the content of the operation, feedback.
3. for mastering an operation - the completeness of understanding its content, the gradual transition from one level of mastery to another according to certain indicators (automation, internalization, speed, etc.).

Different combinations of these factors create different pictures of the process of skill formation: fast progress at the beginning and slow at the end, or vice versa; mixed options are also possible.

Theories of the mechanisms of skill formation, the necessary factors and conditions without which it cannot occur, are a special case of the theory of learning.

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Synonyms:

See what "Skill" is in other dictionaries:

skill- an action formed by repetition, characterized by a high degree of mastery and the absence of element-by-element conscious regulation and control. Distinguish N. perceptual, intellectual, motive. Perceptual N. automated ... ... Great Psychological Encyclopedia

See knowledge, experience, the habit of acquiring a skill ... Dictionary of Russian synonyms and expressions similar in meaning. under. ed. N. Abramova, M.: Russian dictionaries, 1999. skill, knowledge, experience, habit; art, craftsmanship, craftsmanship, skill, ... ... Synonym dictionary

SKILL, skill, husband. 1. Skill created by habit. I don't have the skills for this job. Get used to something, anything. Labor skills. "Practice makes perfect." (last). || preim. pl. Practical skills (ped.). The school should give... Explanatory Dictionary of Ushakov

SKILL- SKILL. An action that has reached the level of automatism and is characterized by integrity, the absence of element-by-element awareness. It functions in speech activity, including speech actions and speech operations. Operations perfected... ... A new dictionary of methodological terms and concepts (theory and practice of teaching languages)

habit of the work; Skill is the ability to perform targeted actions brought to automatism. Skill is developed by exercise or habit. The stability of the skill depends on the characteristics of memory. Skills are based on conditioned reflexes. Distinguish… Glossary of business terms

SKILL, ah, husband. A skill developed by practice and habit. Buy n. why n. N. at work. Explanatory dictionary of Ozhegov. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 ... Explanatory dictionary of Ozhegov

The ability to solve one or another type of task (most often motor) brought to automatism. Every new mode of action, flowing initially as some kind of independent, developed and conscious. action, then as a result of repeated ... Philosophical Encyclopedia

English habit; German Fertigkeit. The ability to perform purposeful actions brought to automatism, as a result of repeated repetition of the same actions or solving typical tasks. Antinazi. Encyclopedia of Sociology, 2009 ... Encyclopedia of Sociology

SKILL- the ability to solve certain tasks (most often motor ones) brought to automatism ... Russian encyclopedia of labor protection

skill- - [A.S. Goldberg. English Russian Energy Dictionary. 2006] Topics energy in general EN ability/yhabit … Technical Translator's Handbook

Books

• Eighth Habit. From Efficiency to Greatness, Covey S. `The eighth habit is not just the addition of seven skills with one more, which for some reason was forgotten. The eighth skill is related to understanding the meaning of the third dimension, which is the answer to ...

Training for beginners Rutskaya Tamara Vasilievna

Methods and techniques for developing skills

Skills are forms of dog behavior acquired in the course of life or training. Skills are diverse, different in their meaning and represent a consistent manifestation of several conditioned reflexes. So, the skill of bringing objects is manifested in the form of searching for an object, taking it with your teeth, bringing it to a trainer, etc. The necessary skills in a trained dog are developed by the following methods: imitative, taste-promoting, contrasting and mechanical. They must be used carefully and skillfully, taking into account the type of higher nervous activity of the animal.

imitative method based on the use of the innate ability of one dog to imitate the actions of another, since by nature dogs are animals that live in a pack and obey the leader in their behavior, and at the age of one year - a mother bitch who teaches puppies caution, disguise, active and passive defense. All innate instincts are supplemented by life experience based on imitation and submission to force.

This method is most common in the training of herding and hunting dogs. Together with adult dogs, puppies are involved in the work, which learn from their older relatives the necessary actions. With this method it is easy to teach dogs to overcome obstacles, to make a bite, to stop a runaway, etc., but it is impossible to teach commands that prohibit action.

Taste-promoting method. With this method of training, the dog is prompted to perform the desired action for the trainer by a food stimulus, and giving treats is used to reinforce the conditioned reflex to the command, gesture. The positive aspects of this method are the rapid formation in the dog of most of the conditioned reflexes that require action, its great interest in the performance of these actions, as well as the preservation and strengthening of the trainer's contact with the dog.

The disadvantage of the method is that it does not provide trouble-free execution of commands, especially in the presence of distracting stimuli. In addition, this method cannot process commands that prohibit an action. The gustatory method is the main one in training puppies.

contrast method. It can be considered the main method of dog training. Its essence lies in a certain combination of mechanical and incentive effects on the central nervous system of the animal in various forms (delicacy, stroking). At the same time, mechanical stimuli are used to encourage the dog to perform the desired actions, and incentives are used to reinforce these actions. For example, when practicing the "Sit!" the corresponding command is given in a strict tone, the trainer presses the dog's sacrum with his hand (mechanical impact), and after landing he gives a treat and encourages stroking, approvingly "Good!".

The positive aspects of this method of training include: fast and stable consolidation of conditioned reflexes to certain commands; the dog's interest (from a conditioned food reflex); maintaining and strengthening the contact of the dog with the trainer; the ability to achieve trouble-free performance by the dog of the practiced actions in difficult conditions (in the presence of distracting stimuli).

mechanical method. It consists in the fact that a mechanical stimulus is used as an unconditional stimulus, causing the dog to strive to avoid mechanical impact. For example, the landing reflex is worked out by pressing the dog's croup with a hand (a mechanical stimulus not only causes an unconditioned reflex, but also reinforces the conditioned stimulus, i.e., a command or gesture). The positive aspects of this method are that all actions are fixed in the animal firmly, reliably and are performed flawlessly. The method is used in the training of adult dogs with a strong, balanced nervous system. With its frequent use in training, young dogs experience a depressed, inhibited state and distrust of the trainer. The dog begins to be afraid of the trainer and performs his commands forcibly, without interest.

When using this method, prolonged and severe pain effects on the animal should not be allowed. Its individual characteristics should be taken into account, remembering that the depressed state, passivity and cowardice of the dog make it impossible to develop the necessary skills.

Each skill after the final development should be a completely finished action. Skill development occurs in three stages.

First stage skill development is to evoke an initial reaction (and action) in the dog in response to a certain conditioned stimulus (sound command, gesture, etc.). It is characterized by the fact that the dog has a weak differentiation of conditioned stimuli (it does not clearly distinguish commands, gets confused in their execution). The trainer should reward with a treat only the correct execution of the command. Classes should be carried out without extraneous irritants distracting the dog and on a short leash.

Second stage consists in complicating the initially developed action of the conditioned reflex to a habit. At the same time, other actions are added to the initial action (the main conditioned reflex), complicating the initial conditioned reflex. For example, the approach to the trainer on the command "Come to me!" complemented by bypassing it from the right to the left leg and self-shrinkage. At this stage, one should not complicate the conditions in which the skill is practiced. This will ensure quick and easy production.

Third stage consists in consolidating the practiced complex action (skill) in difficult environmental conditions, i.e., in the presence of extraneous stimuli. This is necessary in order to achieve trouble-free manifestation of skills or bring them to automatism. When conducting classes, they change the place, time, conditions, apply stronger measures of influence on the dog, use not only the imitative, but also the contrast method of training, and in training, mainly the mechanical method.

As a result of training (i.e., the development of skills), a certain dynamic stereotype of behavior is developed in a dog. A dynamic stereotype is understood as the property of the animal's cerebral cortex to generalize and link together individual conditioned reflexes, as well as conditioned stimuli into a specific system. The manifestation of a dynamic stereotype lies in the dog's ability to "program" its behavior (for example, when bringing an object to a trainer, the dog sits down and waits for him to take it).

The stronger the dynamic stereotypes, the more reliable the dog's work. However, with the wrong actions of the trainer, the dog may develop a negative (unnecessary) stereotype. For example, if you give commands in the same sequence (“Stand!”, “Sit!”, “Lie!”, etc.), while observing relatively equal time intervals between their giving, the dog, having firmly mastered a certain sequence actions, will perform them in this sequence, no longer responding to the given commands. To avoid this, it is necessary to alternate different commands and times of training during training.

When developing skills in a dog, general and special training techniques are used. General training techniques facilitate the submission of the dog to the trainer, create conditions for controlling its behavior by strengthening the connection (contact) between the trainer and the dog. Special training techniques lay down skills, the development of which ensures the use of the dog for specific purposes (for example, search, guard, shepherd, sled, hunting, etc.).

The success of training depends to some extent on environmental conditions. Hot or cold weather makes work difficult, windy makes it easier or harder to control the dog's behavior, etc. The most favorable air temperature for training is from -10 to +20 °C. Training in cold or hot weather increases the performance of the dog.

In cold weather, the dog should be protected with a blanket, in hot weather - more often to give to drink and provide rest (if possible, in the shade). In wet, rainy weather, the dog's body must be covered with a blanket made of waterproof fabric or film.

When training, each dog needs an individual approach, taking into account the analysis of behavior, the state of its body, age, growing conditions and education. The prevailing reaction of behavior, features of the nervous system of puppies and young dogs at the age of 1.5 years are taken into account. Young growth should be drawn into work gradually, observing the exercise regimen and more often using the imitative method.

If a food reaction predominates in a young dog, more food stimuli should be used. In the presence of a passive-defensive reaction, it is necessary to carefully use mechanical stimuli. If the active-defensive reaction predominates in the dog, the exercises for the development of anger are carried out after the development of inhibitory reflexes.

When training dogs of an excitable type of nervous system, inhibitory skills should be worked out carefully and gradually, since the tension of the inhibitory process can lead to neurosis. It should be borne in mind that dogs of a mobile type (sanguine) are easily trained, and in dogs of an inert type (phlegmatic) skills are developed slowly. When organizing classes in groups, the instructor must draw up an individual schedule.

The manifestation of undesirable skills in dogs should be suppressed. For example, an unwanted habit is developed when a dog tends to attack a pet, bark at flying birds, chase them, etc. As a result, it becomes unfit for duty, and it can be very difficult to wean it from this.

It is also impossible to allow the dog to be set on passers-by, children, otherwise it will always be aggressive, attack strangers without the trainer's command and become dangerous to others, which will make it impossible to keep it in an apartment environment.

Mistakes made in the process of training make it difficult to develop skills and lead to the appearance of unwanted reflexes that reduce the service and other qualities of dogs. For example, improper exposure of the dog to the leash can lead to the trainer's fear reflex.

The trainer can confuse the order of application of conditioned and unconditioned stimuli - for example, he will make a jerk with a leash (unconditioned stimulus), and then gives the command "Next!" (conditioned stimulus). This violation of one of the laws of the emergence of a conditioned reflex leads to a violation of the contact between the trainer and the dog. The dog may also have an undesirable reaction to the situation and time if the training is always carried out in the same place and at the same time.

Often the owner wonders why the dog, doing everything at home, does not work on the site. This phenomenon is explained by the fact that the reflex fades away under the influence of strong extraneous stimuli, that is, the skill has not been worked out to automatism.

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Description of the performance of skills 1. Movement of the dog next to the trainer Command by voice “Near!”, gesture.

Skill- conscious performance of an action, based on knowledge and developed skills.

Skill - the ability of a person to apply existing knowledge in practice.

For the most part, skills are complex actions that always require intense, active work of thinking. They are not automated. Skills characterize the degree of training of an aviation specialist, including a pilot. Speaking of skill, they mean a relatively high level of his theoretical and practical training, the ability to correctly perform actions to control an aircraft.

Skills are inextricably linked with skills, complement it and make it more effective. Sometimes it is difficult to distinguish one or another skill from a skill. Depending on the nature of the actions and the conditions in which the skill is manifested, it can include such automated actions that it merges into a single complex skill.

In practice, the skill manifests itself even without automated elements.

Skill is a mandatory component of almost any activity.

Skill- an action brought to automatism during the exercise.

The role of skill in activity is great, especially in aviation. In conditions of lack of time to think about their actions, piloting skills are a necessity for safely and efficiently managing an aircraft.

Distinguish skills:

1. Touch- (perception skills) - determining distances by eye, monitoring the operation of the engine or equipment by ear.

2. mental- thinking processes.

3. Motor- development of action.

Skills are formed during the exercise, i.e. repeatedly repeated conscious action.

The productivity of a skill depends on the methods and principles of teaching, the individual abilities and emotional state of the trainees, the correct distribution and planning of time.

The main psychological features of this process are: the influence of old skills on the formation of new ones, breaks in activities and the emotional factor associated with new conditions.

New skills are formed on the basis of previously developed ones. Old skills can make it easier or slower to develop new skills.

Transfer- the influence of previously acquired skills on the new. They can be positive or negative.

Interference- negative transfer.

Flexibility of skills, i.e. the ability to apply them in different conditions is closely related to the positive transfer of skills.

Negative skill transfer is the process of inhibition by each other's skills.

Skills are subject to change. Skill stability depends on experience.

Skills can develop into habits. A habit is an action that becomes a human need.

A skill is a skill developed through repeated repetition, a formed ability that allows you to achieve results in a certain type of activity. Human skills are exclusively acquired, any activity must be learned. There are no people who have any skills from birth, but definitely, each of us has more tendencies to develop some skills, and less to develop others. It is easier for someone to learn to draw or dance, for someone to program, and for someone, learning languages ​​or playing a musical instrument will be the fastest.

Personal skills are a set of individual skills necessary for life in modern society. They help us to cope with any daily tasks, interact with others and live a productive and fulfilling life.

Of great value for a person are also his professional skills, which make him an expert in any field, and help, having mastered a certain profession, to find a good job, earn money, and benefit society.

In addition to personal skills, each person has a set of individual personal qualities. The totality of personal skills and personality traits create a human character, which to a certain extent is inherent in us from birth, but is also formed and changed under the influence of the external environment and life circumstances. In many ways, this determines our future priorities and creates the foundation for what our life is likely to be. A person can follow his predetermined life scenario, or by showing willpower, and developing the necessary personal skills and qualities, change it at his own discretion, in accordance with his goals or dream!

Many experts are convinced that a person's character is formed in the first five years of his life. In the future, the character undergoes only minor adjustments under the influence of external circumstances. But at the age of five, hardly anyone begins to seriously think about what personal skills will help him or her in life. Although there are exceptions. For example, little Wolfgang Amadeus Mozart, already at the age of 4, sat down at the harpsichord, and could have fun with the selection of harmonies for a long time. As it turned out later, it was these skills, as well as the development of a phenomenal ear for music, memory and the ability to improvise, that allowed Mozart to become one of the most famous composers in the world.

How do personal development skills help in life?

Modern society is so complex and multifaceted that hundreds of thousands of skills of different people are needed for its functioning. Just imagine any professional field of activity, for example, construction or medicine, and think about how many skills experts in these fields must have in order to successfully solve everyday problems. And these are just two areas. Now imagine how many professional fields there are in the world, and multiply this number by the required number of skills in each. Most likely you will not be able to calculate this, but they say that the answer is a figure consisting of more than ten digits.

The world needs a huge number of personal skills, and if all people agreed among themselves and everyone would develop those skills that are closer to him and help to contribute to the common cause, then we would have long ago revealed many of the mysteries of the universe and mastered life in neighboring galaxies.

But while we have huge social inequality in different countries and growing unemployment. Therefore, your choice regarding which personal and professional skills to develop is very important. This can either make you a sought-after and needed specialist in any country in the world, or provide you with a minimum wage and a small pension. You decide!

Throughout life, we master new skills and abilities, as a result of which there is a correction of character and life goals. One of the most important qualities that will bring incredible benefits to its owner can be identified life planning skills. In other words, it is the ability of a person to stick to the intended goal. Having this skill allows us to stick to the lifestyle we dream of building for ourselves and develop in the areas that we have chosen as priorities for ourselves.

Mastering new personal skills makes a person comprehensively developed. He learns to respond correctly to external stimuli and succeed in the chosen direction, no matter what, as well as to effectively use internal resources. Personal skills determine the success and uniqueness of an individual in many areas of human life. This also applies to the choice of style in clothing, and the development of a particular profession. A person who is clearly aware of the need to improve the quality of life will work in a given direction.

What is the difference between skills and personality traits?

To better understand yourself and others, you should pay special attention to the study of personality traits. This allows you to better understand the nature of other people, and gives you more opportunities to predict their behavior.

Personality qualities are repetitive human reactions, i.e. his behavior, which he demonstrates in certain situations, depending on the influence of the external environment and his own motives.

Personal qualities are associated with the characteristics of the type of the human nervous system, some of them directly depend on temperament, others can be developed through rewriting, or independent work on oneself.

Here are some examples of the skills and personality traits that are most useful and that employers are most likely to look for in candidates:

personality skills

personality traits

– Reading and writing skills - Knowledge of working with information - Communication skill - Ability to manage your emotions - Empathy and understanding of other people's emotions - Ability to plan and set goals - Skill of self-motivation – Decision making skill - Active listening skills - Ability to work in a team - Public speaking skill - Relationship building skills - First aid skills - Wildlife Survival Skill - Money management skills – Foreign language skills - Driving skill - Ability to multitask - Skill of self-organization

– Tranquility - Self confidence - A responsibility – Punctuality – Goodwill - Politeness – Optimism – diligence - Attentiveness - Patience – Persistence – Purposefulness - Stress tolerance – Initiative – Energy – Diplomacy – Sociability – Independence

As you can see, personal qualities are the most representative of who we are, and personal skills reflect what we can do.

How is the formation of personal skills?

To start developing the necessary skills in yourself, it is enough to realize the need to live life at your own discretion, and not according to a scenario dictated by society or parents.

The formation of personality skills begins in early childhood in the process of interaction with relatives and society, as well as in the process of self-development. In preschool age, the development of personal skills, to a greater extent, depends on the family and the values ​​adopted in it. In the process of interaction with loved ones, the child begins to consider himself as an individual, learns to make responsible decisions and tries on various patterns of interaction with other people.

The skills and abilities of personality development are most actively mastered at the moment when the child realizes his uniqueness and begins to evaluate his place in the world around him. The start of such processes is evidenced by:

• appropriate and active use of personal pronouns in speech;

• mastering the skills of self-control and self-service (self-care);

• the ability to explain one's experiences and interpret the motivation of the actions performed.

These processes allow us to conclude that the active development of a child's personal skills begins at the age of 3-5 years. Until this age, in the mind of a small person, preparations are being made for subsequent work on the formation of one's own "I-concept".

At the initial stage, skills for personality development do not need to be adjusted. It is enough to create conditions for the harmonious development of intellectual, emotional and physical abilities. Gradually, the child, in a soft and unobtrusive form, gets acquainted with generally accepted behavioral norms. The family can be considered as an educational environment, which for a long time will be the main one, in terms of character formation, for the child.

In order to successfully develop the personal qualities of the child and form new ones, one should constantly involve him in active and creative activity.

When entering school, the skills of a small personality continue to be formed under the influence of the environment and the authority of adults: educators, coaches, teachers. If the educational process is organized correctly, then the formation and development of the child's personal qualities occurs in parallel with educational and cognitive activity. Responsibility, creativity and a number of other qualities are laid in the process of schooling.

The presence of friends and comrades inevitably affects the formed personal qualities. If a child learns in a class with many brilliant and precocious children, then his own development will be an order of magnitude faster. In elementary school, children learn to interact with each other, with people around them, choose the correct behavior patterns, and look for ways out of difficult situations.

Why is it better to develop professional skills from a young age?

Personal professional skills develop in parallel with personal. Their set determines the future field of activity and the possibility of realizing oneself as a good specialist. The sooner attention is paid to the chosen professional field and its skills, the faster it will be possible to achieve success in it. Now more and more often, children who have such an opportunity and aspirations graduate from school as an external student, while simultaneously mastering the disciplines chosen for the future, such as foreign languages, computer and gadget skills, programming, finance, marketing, and much more.

Young people are becoming more and more disillusioned with the school curriculum, and they are becoming aware of the value of professional skills, which they devote a lot of time to, and are making great strides in their development!

If we take an objective look at the existing education system, then it is generally not aimed at creating the necessary set of professional and personal skills in a person, making him successful and competitive in the labor market. Rather, on the contrary, education is aimed at mastering basic concepts, at inculcating dogmas and rules that are convenient for society, and at creating an average citizen who is most likely to have difficulty finding a job and will have a low market value. And even more so practically nowhere they teach how to be a leader, how to create your own business, they do not provide the basics of financial literacy, because for many it is much more profitable for a young family to get into debt and take out a mortgage! And the sooner young people realize how they are really capable and want to be useful, the more successful their professional and personal life will be.

The formation of personal and professional skills consists of the following stages:

• Determination of the future field of activity based on personal preference. The individual chooses not only his path in life, but also his profession.

• Adaptation to the conditions of subsequent development. These conditions are initially unknown to a person, so he receives huge amounts of information about the work to be done and the qualities necessary for success.

• Stabilization of the learning or development process, obtaining certain practical skills and awareness of compliance with oneself and the chosen profession. In the future, success will be determined not by natural data, but by the readiness for constant work on oneself and self-improvement.

• Targeted work on a selected range of personal and professional skills built on a systematic basis, and ideally carried out with the support of experienced mentors, mentors or coaches, who help in tracking the development of the entire set of skills, and provide high-quality developmental feedback.

An effective tool for helping young people to pass through these stages are professional career planning trainings, as well as interpersonal trainings that allow you to introspect your talents, inclinations, existing qualities, and form an attractive vision of your professional future!

Many aspirations and hopes of a person are connected with his future work, since we spend most of our lives in work. According to a set of professional skills, the degree of compliance of a person with the position he occupies is assessed, and according to a set of personal skills, his potential is assessed. To achieve some success, it is also important to adequately perceive yourself as part of a team. If a person has well-developed communication and team skills, then he can easily take root in any team and quickly build the necessary relationships with other people! Such an employee knows perfectly well how to proceed further, and what is necessary to move up the career ladder.

What skills have helped famous people succeed?

Self-confidence and belief in one's own This is the belief of many famous people who have managed to achieve their goals and proudly consider themselves successful people.

At the same time, it is important not only to develop personal growth skills, but also radically change their perception of the surrounding reality. It is necessary to get rid of the complexes, prejudices and fears that prevent most of us from moving towards our goal. A person achieves success in the process of painstaking work, only a few can boast of banal luck.

Many people who built a successful business from the ground up didn't win the lottery or inherit a million dollars. They relied on their own: creativity, uniqueness, diligence, the desire to realize themselves in the area of ​​interest to them and the opportunity to bring maximum benefit to society and their clients. The secret of their success lies in the ability to correctly set a goal, find the right resources and choose the best strategy.

Modern business knows many examples when businesswomen, people with disabilities, people from poor families managed to achieve incredible success in their business. One of these world-famous entrepreneurs is Sergey Brin. He is one of the founders of Google and has long been a billionaire. Sergei was born in Moscow into a poor family of mathematicians who decided to move to the United States. While studying at Stanford University, Brin, along with a friend, set about developing a search engine. Their offspring has successfully passed testing at the university level, investors have appeared who are ready to develop the project. Seven years have passed, and the names of young developers entered the Forbes list.

Another example: a successful US TV presenter, Oprah Winfrey, became a billionaire through hard work. She was born into a poor African-American family of a maid and a miner, so she relied only on her own punchy character and desire to achieve a lot in this life.

Ruth Hendler also repeatedly indicated her versatile personal skills in her resume for finding a decent job, but the success of the American entrepreneur after a long series of failures brought her childhood dream come true: the creation of a doll for children named Barbie. Ruth then repeatedly assured that:

Success comes to those who are able to find the strength in themselves to rise after a fall and continue moving towards the intended goal.

Handler was born in 1916. In a family of immigrants in the United States. As the tenth child, she worked from an early age. Hard work and dedication paid off. In 1959, Ruth invented Barbie, and since then, her family business has become a multi-million dollar business. This American businesswoman needed a single creative idea and the ability to find a way out of absolutely hopeless situations in order to ensure a decent life for herself and her entire family.

The resounding success of Ruth did not pass without a trace. In 1970 She was diagnosed with breast cancer, in parallel she was accused of financial fraud and sentenced to a suspended sentence. These circumstances did not make the woman fall into despair. After losing her position at her former company, Hendler founded a new one - for the manufacture of prosthetic breasts - and returned to the pinnacle of success again.

Each company is individual, has an established corporate culture, and most often looks for people in its team with the most similar set of personal skills to most employees, while sharing similar corporate values.

If we consider this issue as a whole, then the most important business skills and qualities that a person will need to successfully move up the career ladder include:

• professional maturity (introspection and self-criticism, the ability to listen to other people's opinions, the ability to subordinate one's own interests to the interests of the organization);

• responsible attitude to work and colleagues (hard work, sensitive and attentive attitude towards people, a developed sense of personal responsibility, personal discipline);

• a decent level of highly specialized knowledge (qualifications in accordance with the position held, the presence of a minimum set of knowledge for the successful performance of one's job duties, the ability to use advanced technology in one's work);

• organizational skills (the ability to organize one's own work, interact with managers and subordinates, correctly express thoughts in any business conversation and when writing correspondence, build relationships with other departments and organize an effective exchange of information).

For persons applying for a leadership position, the following are also of particular importance:

• the ability to make the right decisions in a timely manner;

• the ability to control the execution of decisions properly;

• the ability to instantly orient in a difficult situation and find a way out with the least losses;

• self-control;

• self-confidence;

• the ability to see new technologies in a timely manner, evaluate their benefits, implement them in work;

• initiative and leadership;

• the ability to create a close-knit team around oneself;

• Willingness to take reasonable risks.

What personal skills help people in family life?

The basis of a happy and successful marriage is a responsible attitude to the duties assumed. This quality equally needs to be developed by both men and women, since the family is a balanced system of two loving energies, which gives synergy only with the mutual and full interaction of partners with each other.

The next important skill is the desire for constant self-improvement. If the spouses do not devote time to their development, do not help each other to become better, then such a marriage sooner or later goes into a stage of stagnation. Simply put, it begins to resemble broken crutches, with which it is already less convenient to walk than without them, but at the same time it is a pity to quit!

No less dangerous for further family life is male anger and female resentment. For this reason, it is important to learn to let go of these qualities. Actions taken at the moment of strong resentment or anger can lead to irreparable consequences. Not always the wounds left by them on the soul of a loved one are able to heal.

Self-giving and caring for each other in a relationship is a skill that both spouses must master. The ability to share only strengthens the family.

Among other personal skills that will help in creating a happy family, one can name: developed self-control, trust and openness, fulfillment of obligations and promises.

The formation of the necessary skills is a process that includes several stages. It involves hard work on your own consciousness.

Initially, it is important to set the right goal that you are striving to achieve. The formation of personal skills is the result of repeated repetition of certain actions.

There are three ways to develop personal skills:

1) Independent work on selected skills

2) Skill building with the support of a coach or mentor

3) Participation in trainings on the formation of personal and professional skills

Consider the pros and cons of each method:

Independent work on selected skills
- The most affordable way - Is free - Work at any time of the day	– Low rate of skill development – There is a high probability that you will quit classes without bringing the skills to the desired level – Lack of developmental feedback – Lack of opportunity to ask questions – Lack of competent support and assistance from professionals – The longest way to develop skills

If you decide to work on your skills yourself, then make a written action plan, set deadlines and start implementing it as soon as possible!

Skill building with the support of a coach or mentor
– The most adapted way to your needs and requirements – Maximum consideration of your features and abilities – Individual approach – Developmental feedback – High speed of skill development – Reducing the risk of quitting what you started and the opportunity to bring the development of the skill to the desired level - Coaching to the point – Help and support after training	– It is not easy to find a good mentor or coach – The need to pay for the lesson or you need to somehow interest the coach so that he takes you as a student for free – Classes according to the schedule to be followed - To achieve results, you will need regularity and a certain number of classes, which depends on the complexity of the skill, and the level to which you want to bring it.

If you want to work with a mentor or coach, start by finding experts in your area of ​​expertise.

Participation in trainings on the formation of personal and professional skills
– The fastest way to develop skills. Standard training is usually designed for 1-3 days, after which you get the necessary skills and tips for developing them. – All relevant and valuable information on the topics you need, which is already collected for you in advance – An experienced coach or coaches who will teach you what you already know and demonstrate how to use the skills you need – The presence of practical tasks, performing which you immediately get the result – Availability of handouts and materials for self-study after the training – At the trainings, a person learns both from the trainer and from other participants, each of whom shares his invaluable experience – Opportunity to communicate with like-minded people who have similar goals and help each other – Receiving a large charge of motivation and energy from the training, which helps to achieve further goals – The opportunity to find friends who will stay with you after the training for life – Post-training support from trainers and other participants – Obtaining a certificate of completion of the training (perhaps this will be useful to you when looking for a job)	– All such trainings are paid, at free trainings you will most likely hear a lot of advertising and get little benefit – You will have to spend time to find and choose a good training – It is possible that the required training will not be available in your city, but in this case it is worth considering other cities or find out if online training is provided to develop the skills you need.

Participation in any training is a whole event that can certainly change your life for the better! The most important thing is to choose an effective training that has already really helped many other people, and take participation in it with all seriousness! This is a big and interesting work that can bring maximum results!

Why do you need personal development skills?

Mastering the skills of personal growth helps us become successful in this life. We develop qualities that help improve one or more areas of life: social, cultural or any other.

Personal growth of a person is aimed at increasing human potential and performance in the chosen area of ​​life.

The concept of personal growth, based on the ideas of Carl Rogers and Abraham Maslow, is based on the fact that human nature is initially positive and creative, and the meaning of human life lies in self-development, exploration of oneself and the world around, development of one's personal skills, and disclosure of one's talents. This approach is the exact opposite of classical Freudianism, and a number of religious teachings that declare that a person is inherently sinful, bad and needs not so much development as restrictions and correction.

Intelligence. Body. Soul.

Which of the chosen concepts to take on faith, everyone decides for himself. For those people who are closer to the positive nature of a person, it is also important to develop personal growth skills, which include: studying their characteristics, understanding themselves and their emotions, discovering their talents, searching for new interests, the ability to understand and respond to the emotions of other people, skills empathy, trust, forgiveness, building relationships, inner freedom and independence, love for others, for nature, for the Universe. Many personal growth skills are intertwined with the ideas of various religious teachings.

Both believers and atheists agree that personal growth skills improve and make the lives of modern people more harmonious.

This is especially true now in the era of consumption, when most companies are trying to manipulate customers, using advertising and propaganda, to replace true values ​​with imposed desires, in order to encourage them to acquire more unnecessary material values, earning money for which a person wastes his life aimlessly!

What personal skills are best reflected in a resume?

To get your dream job, it's important to first make a list of all the significant skills you have. After that, choose from them those that, in your opinion, are best suited for this work. For example, for applicants for the position of sales manager, the following are of particular importance:

• sociability;

• the ability to persuade one's own point of view;

• broad horizons;

• the ability to build friendly relationships with people;

• stress tolerance;

• initiative;

• Ability to multitask effectively.

It is important for anyone who claims to be a leader to develop their managerial and analytical skills, to be able to show loyalty, perseverance and decency. A lawyer must have virtuoso skills in interpreting and juggling various articles of laws, and the ability to find solutions to difficult problems.

If you are having difficulty analyzing your personality traits, then you can make it even easier.

Go to any job search site, look at the vacancies you are interested in, and write down from there all the skills that employers list in their requirements.

After that, choose those that you have developed the most and include them in your resume. In this case, you can find a new employer as quickly as possible. The main thing is not to exaggerate much, and do not indicate in the resume the presence of those skills that you do not have. Indeed, during the interview or in further work, you will not be able to demonstrate them, and you will encounter problems.

How do personal skills change over time?

Each age of a person needs a different set of skills. Over time, our goals and needs are transformed. This happens both under the influence of external factors and in accordance with our internal changes. The relevance of some skills is lost, while others increase. Such changes are inevitable, because life does not stand still. It should also be remembered that in the process of life, a person goes through a series of psychological crises, for example, in adolescence. Many people are familiar with the concept of “mid-life crisis”. There are quite a few reasons for this, mainly due to the fact that a person’s expectations are too different from the surrounding reality.

People who have fairly well developed personality skills can deal with any such crisis fairly quickly.

If certain personality skills are poorly developed, then this can lead to temporary apathy, depression, bad mood, lack of motivation. In this state, a person may feel unhappy, but it can be avoided by taking time to work on yourself and your own development. Mental and personal health is just as important as physical health. Happier feel those people who strive for balance and harmony in life, paying attention to the body, and mind, and soul.

Thus, the presence of certain personal skills is the result of a long and laborious work. Set a goal, visualize who or what you want to be, and boldly move in that direction: identify the skills you want and start practicing them. Regularity is important in this matter, since a skill is formed by repeated repetition of the necessary actions. This job is much more pleasant than the one for which many wake up every morning, and it will help you get a completely different quality of life and feel like a successful person.

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