An important point in the resume that all employers pay attention to is the column about the main professional skills. Neither education nor work experience will indicate your personal expertise in certain issues. Therefore, it is worth looking at examples of key skills in your resume in order to correctly fill out the relevant section. This will help show the employer exactly what you can do.

What to choose from

It is difficult to choose any “typical” skills. After all, each profession has its own requirements and the applicant must meet them. If you don’t know what exactly you can write, then you can indicate the following:

• interpersonal business communication skills;
• ability to organize work, plan, make decisions;
• attention to various nuances and details;
• the ability to analyze problems and effectively seek ways to resolve them;
• ability to show flexibility;
• project management skills;
• business leadership.

But it is still advisable to select skills depending on the requirements for candidates. Usually the employer himself indicates what he wants from the future employee. The applicant can simply rephrase his requirements and indicate them in the key skills.

Leader Skills

First of all, understanding what key skills are for a resume is important for those applying for a management position. Potential managers are always subject to increased demands and their candidacies are checked more thoroughly.

The following skills can be specified as skills:

• resolve conflict situations;
• plan and optimally organize the work process;
• make decisions and be responsible for their results independently;
• think critically;
• effectively manage time and people under subordination;
• apply motivational programs;
• think strategically and creatively;
• negotiate;
• communication skills, the ability to gain the trust of colleagues, partners and senior management.

It is important to be able to distinguish between your skills and personal qualities. The former are acquired through work and learning, while the latter characterize you as a person.

You can also add multitasking, the ability to adapt to different conditions, transfer some of the powers and monitor the proper implementation of assigned tasks.

Professions related to communication

It is also worth noting what skills you should indicate if you are applying for a position as a salesperson, manager, or consultant. For example, you can indicate the following sales consultant skills in your resume:

• ability to manage time;
• Experience in personal communication and successful sales;
• literate oral speech, well-trained voice, necessary diction;
• creative approach to sales;
• ability to listen, give competent advice, find an approach to clients;
• the ability to learn quickly and easily perceive large amounts of information;
• people service skills, ability to show tact and tolerance.

If you know that the company works with foreign clients, then knowledge will be an undeniable advantage foreign languages. When applying for the vacancy of a sales manager, also indicate, if this is, of course, true:

• knowledge of English, Italian, French or another language;
• Confident use of a PC, knowledge of MS Office programs;
• skills business correspondence, including in a foreign language;
• ability to show attention, interest, friendliness.

But for teachers, teachers, and presenters of seminars and trainings, slightly different requirements are imposed. They must have the following skills:

• motivation for the learning outcome;
• high energy and initiative;
• the ability to concentrate the attention of a group of people and hold it for a certain time;
• developed skills of patience and flexibility, which must be demonstrated when communicating with trainees;
• ability to plan and competently organize the work process.

The main skill common to all these professions is to establish contact with people.

Other options

Selecting the right skills for technicians is just as easy. The main task, for example, for system administrator is to control the operation of the entire computer network. Therefore, he must have the following key skills:

• carry out diagnostics of professional equipment;
• monitor possible risks and plan ways to restore the functioning of systems as soon as possible;
• speak technical English;
• work with large volumes of information.

According to the specified necessary skills For this position, you can see how the specifics of the job influence what needs to be included in the resume. It is also worth noting that in some industries, professional skills are so closely intertwined that it is difficult to separate them.

If you are applying for the position of accounting specialist, it is better to first familiarize yourself with the requirements. Examples of key skills in a resume for an accountant can be taken directly from the description of the requirements for candidates. They have to:

• be able to think analytically;
• organize work in a designated area;
• analyze problems, be able to look for ways to solve them;
• plan wisely;
• pay enough attention to small nuances and important details;
• set priorities correctly;
• be able to work with a large number of documents;
• be able to identify priority tasks;
• have the skills to work with regulatory authorities.

There are slightly different requirements for legal department employees. For a lawyer you can specify:

• knowledge of legislation, principles of operation of the judicial system;
• ability to draw up documents and contracts;
• skills in analyzing legal documents;
• the ability to work with a variety of information and quickly assimilate it;
• computer knowledge, MS Office programs;
• communication skills;
• ability to use legal frameworks presented in electronic form;
• multi-vector (ability to work in different directions);
• skills in working with clients and employees of regulatory authorities;
• ability to work with documents;
• ability to organize work and plan tasks.

Each specialty should have its own skills, but you can choose something suitable for your future job from all the lists presented.

An additional help in finding the correct and appropriate characteristics can be the following reflection: imagine yourself as a manager who needs an employee for a position that interests you. What would you expect from a job candidate?

The immediate goals of any educational subject are the assimilation by students of a system of knowledge and their mastery of certain skills. At the same time, the mastery of skills and abilities occurs on the basis of the assimilation of effective knowledge, which determines the corresponding abilities and skills, i.e., indicates how to perform this or that skill or skill.

In order to understand the issue of ways and mechanisms for developing skills and abilities in students, we must first understand what skills and abilities provide. The relationship between the concepts of “skills” and “skills” has not yet been clarified. Most psychologists and educators believe that skill is a higher psychological category than skills. Practicing teachers take the opposite point of view: skills represent a higher stage of mastery physical exercise and labor actions than skills.

Some authors understand skills as the ability to carry out any activity at a professional level, while skills are formed on the basis of several skills that characterize the degree of mastery of actions. Therefore, skills precede ability.

Ability and skill is the ability to perform one or another action. They differ in the degree (level) of mastery of this action.

A skill is the ability to perform an action that has not reached the highest level of formation, performed completely consciously.

A skill is the ability to perform an action that has reached the highest level of formation, performed automatically, without awareness of intermediate steps.

When a person reads a book, controlling its semantic and stylistic content, the reading of letters and words occurs automatically. When he reads the manuscript to identify typos in it, the control is directed at the perception of letters and words, and the semantic side of what is written fades into the background. But in both cases, a person knows how to read, and this ability has been brought to the level of skill.

A skill is an intermediate stage of mastering a new method of action based on some rule (knowledge) and the corresponding correct use knowledge in the process of solving a certain class of problems, but has not yet reached the level of skill. Skill is usually correlated with a level expressed in terms of initial stage in the form of acquired knowledge (rules, theorems, definitions, etc.), which is understood by students and can be arbitrarily reproduced. In the subsequent process of practical use of this knowledge, it acquires some operational characteristics, appearing in the form of a correctly performed action, regulated by this rule. In case of any difficulties that arise, the student turns to the rule in order to control the action being performed or when working on mistakes made.

Skills are automated components of a person’s conscious action that are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of performing it. The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal.

This means that when we develop in the process of teaching a student the ability to perform some action, then first he performs this action in detail, recording in his consciousness every step of the action performed. That is, the ability to perform an action is formed first as a skill. As you train and perform this action, the skill improves, the process of performing the action is curtailed, the intermediate steps of this process are no longer conscious, the action is performed completely automatically - the student develops a skill in performing this action, i.e. the skill turns into a skill.

But in a number of cases, when the action is complex and its implementation consists of many steps, no matter how much the action is improved, it remains a skill without turning into a skill. Therefore, skills and abilities also differ depending on the nature of the relevant actions.

If the action is elementary, simple, widely used when performing more complex actions, then its implementation is usually formed as a skill, for example, the skill of writing, reading, oral arithmetic operations on small numbers, etc. If the action is complex, then performing this action, As a rule, it is formed as a skill, which includes one or more skills.

Thus, the term “skill” has two meanings:
initial level of mastery of any simple action. In this case, the skill is considered as the highest level of mastery of this action, its automated execution: the skill turns into a skill.
the ability to consciously perform a complex action using a range of skills. In this case, a skill is the automated execution of elementary actions that make up a complex action performed using the skill. The process of developing educational skills (general and subject-specific) is long and, as a rule, takes more than one year, and many of these skills (especially general ones) are formed and improved throughout a person’s life.

You can set the following levels of student mastery of actions that correspond to both educational skills and abilities:
Level 0 - students do not master this action at all (no skill).
Level 1 - students are familiar with the nature of this action and can perform it only with sufficient help from a teacher (adult);
Level 2 - students are able to perform this action independently, but only according to a model, imitating the actions of a teacher or peers;
3 level - students are able to perform actions quite freely, being aware of each step;
Level 4 - students perform actions automatically, condensed and accurately (skill).
However, not all learning skills should reach the level of automation and become skills. Some learning skills are usually formed at school up to the 3rd level, others, mainly general ones, up to the 4th level, after which they are improved in subsequent training.

The application of knowledge, skills and abilities is the most important condition for preparing students for life, a way to establish a connection between theory and practice in educational work. Their use stimulates educational activities, instills student confidence in their abilities. Knowledge becomes a means of influencing objects and phenomena of reality, and skills and abilities become an instrument of practical activity only in the process of their application. The most important function of application is obtaining new knowledge with its help, i.e. turning it into a tool of cognition. In this capacity, the application of knowledge can often mean only a mental transformation of some initial models of reality in order to obtain new ones that more fully and completely reflect real world. Typical example This application is called thought experimentation. The ability to use acquired knowledge to obtain new ones is called intellectual skills. In practical activities, in addition to intellectual ones, it is necessary to use specific skills and abilities, which together ensure the success of work.

The application of knowledge, skills and abilities - one of the stages of assimilation - is carried out in the most various types activity and largely depends on the nature of the academic subject and the specifics of the content being studied. It can be organized pedagogically by performing exercises, laboratory work, practical activities. Particularly profound in its impact is the application of knowledge to solving educational and research problems. The application of knowledge enhances the motivation of learning, revealing the practical significance of what is being studied, makes knowledge more durable and truly meaningful.

The application of knowledge in each academic subject is unique. When studying physics, chemistry, natural science, physical geography, knowledge, skills and abilities are used in such types of student activities as observation, measurement, recording the data obtained in written and graphic forms, solving problems, etc. When studying humanitarian subjects, knowledge , abilities and skills are realized when students independently explain certain phenomena, when applying spelling rules, etc.

The application of knowledge, skills and abilities is associated, first of all, with recognizing in a specific situation cases where such application is appropriate. Special training in appropriate recognition is associated with the establishment of fundamental similarity and, therefore, with the ability to distract (abstract) from factors and features that, under given circumstances, can be considered insignificant. The unity of generalization and specification makes it possible to avoid solving problems only relying on memory, and not on a comprehensive analysis of the proposed conditions, i.e., avoiding the formalism of knowledge. Another necessary condition is knowledge of the sequence of application operations. Usually more attention is paid to teaching this kind of actions, but mistakes are also encountered here - most often, attempts to reduce it to purely algorithmic procedures in a once and for all given sequence. The application of knowledge, skills and abilities is successful when it acquires a heuristic and creative character.

Learning is impossible without the use of available (even minimal, gleaned from everyday experience) knowledge, skills and abilities and is a purposefully organized system of consistent application of knowledge, skills and abilities. In some cases, application can only be mental, imaginary. Improvement of knowledge, skills and abilities also occurs only in the process of their application, therefore, repetition of what has been learned should, as a rule, not be a simple reproduction, but its application in more or less new conditions. To apply knowledge, skills and abilities, interdisciplinary connections are important, since actions with real objects require simultaneous consideration of knowledge in several academic subjects. The successful application of knowledge, skills and abilities is facilitated by self-control.

Human knowledge about the world appears initially in the form of images, sensations and perceptions. Processing of sensory data in consciousness leads to the formation of ideas and concepts. In these two forms, knowledge is stored in memory. No matter how general the ideas and abstract the concepts, their main purpose is the organization and regulation of practical activities.

Knowledge does not exist for the sake of knowledge. They can significantly exceed the level of existing production needs, paving the way for future practical activities, reveal the possibilities of human influence on nature and society, and ultimately are always included in the regulation of activities.

Indispensable components of activity are a variety of skills and abilities. Different opinions are expressed about their relationship. Some researchers believe that skills precede skills, others believe that skills arise before skills. The reason for these discrepancies is the ambiguity of the word “skill”.

Definition: Skills- this is the most elementary level of performing actions, as well as a person’s mastery in this type of activity.

Definition: Skills- these are ways to successfully perform an action that correspond to the goals and conditions of the activity. Skills are always based on knowledge.

It is necessary to distinguish:

1. Elementary skills that follow knowledge and first experience of action.

Definition: Elementary Skills- these are actions that arose on the basis of knowledge as a result of imitation of actions or independent trial and error in handling the subject.

2. Skills that express one or another degree of mastery in performing an activity that arises after the development of skills.

Skill-mastery arises on the basis of already developed skills and a wide range of knowledge.

The more complex the activity, the more advanced the machines that need to be controlled, the less hope there is for the success of skills that develop only as a result of observation and imitation.

The activity will be performed skillfully if the person has mastered the skills.

Definition: Skill- this is an established way of performing actions that has become automated as a result of exercises.

A skill as a component of human activity should not be confused with a skill in animals, which is a form of their behavior. A skill in animals is formed as a mechanism for their adaptation to the environment through trial and error.

The development of a skill in a person is based on conscious actions.

There are three main stages in developing a skill:

1. Analytical

2. Synthetic.

3. Automation stage.

Rice. 26. Diagram of reasons influencing the productivity of a skill.

Skills are developed through practice.

Definition: Exercise– these are purposeful and systematically repeated actions.

As the exercise progresses, both quantitative and qualitative performance indicators change.

The skills and abilities acquired by a person influence the formation of new skills and abilities. This influence can be either positive (transfer) or negative (interference).

Definition: Skill Interference– this is the weakening of new skills under the influence of previously developed ones, due to their similarity.

The essence of transfer is that a previously developed skill facilitates the acquisition of a similar skill.

To preserve a skill, it must be used, otherwise deautomation occurs when speed, ease, smoothness and other qualities characteristic of automated actions are lost. And the person again has to pay attention to his every movement, consciously control the way it is performed.

A skill can be formed in different ways:

1. Through a simple display

2. Through explanation

3. Through a combination of showing and explaining.

The success of mastering a skill depends not only on the number of exercises, their pace and distribution over time, as well as knowledge of the results.

Unlike skills, habits capture the need to do something.

If a skill is formed through conscious exercise, then a habit can be formed without much effort on the part of the person. A skill allows you to perform an action masterfully, but it does not stimulate the execution of the action itself. Habits require action.

Definition: Habit is the need to take action.

Definition: Habit- this is an action or element of behavior, the implementation of which has become a need.

The inability to perform usual actions causes dissatisfaction and negative emotions.

Ways to form habits:

1. Through imitation.

2. As a result of repeated repetition of an action.

3. Through conscious, focused effort.

Review questions:

1. What is activity and what are its main elements?

2. What do we mean by the category “action” and what is its psychological structure?

3. What types of actions are distinguished depending on mental acts?

4. Describe the labor movement.

5. What is psychomotor skills and what are the elements that make it up? Give them a description.

6. What are “interiorization” and “exteriorization”?

7. What main types of activities do you know?

8. Characterize communication as a type of activity.

9. Describe the game as a type of activity.

10. Describe teaching as a type of activity.

11. Describe work as a type of activity.

12. What are “knowledge” and “skills”? What are their similarities and differences?

14. Explain the process of developing a skill?

15. Explain the process of habit formation?

End of work -

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Psychology

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Auditory sensations
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Emotions, feelings and their physiological basis and varieties
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Emotional states, characteristics and personality traits
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Personality and team, management and leadership, compatibility and workability
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Name index
Blessed Augustine (Aurelius Augustine) (354 – 430) – Bishop of Hippo, philosopher, preacher, Christian theologian and politician. Avicenna (Abu Ali Hussein ibn Abdallah ibn Sina) (980-1037) –

1 SKILLS…………………………………………………………………………………………………………5

2 SKILLS…………………………………………………………………………………………………………7

2.1 Types of skills………………………………………………………………………………….9

2.2 The role of exercise in developing skills………………………………………………………..10

2.3 Interaction of skills………………………………………………………………..11

3 HABITS…………………………………………………………………………………………………………..13

CONCLUSION…………………………………………………………………………………15

REFERENCES…………………………………………………………………………………17

INTRODUCTION

Scientific knowledge, including psychological knowledge, is increasingly becoming a powerful productive force in our time. Therefore, mastering information from the field of mental hygiene, psychoprophylaxis, self-regulation and self-programming of the individual, which is so rich in historical experience humanity, has not only theoretical interest, but also direct practical significance. The modern well-informed reader is already sufficiently prepared not only to perceive this experience, but also to understand the essence of the mental processes underlying it.

The essence of man is open to the future, that its possibilities are universal. Man confronts the natural world in his being as a universal force, possessing inexhaustible possibilities, stretching into infinity. And this dialectical unity of the constant, stable and continuously changing is one of the most important characteristics of a person. Truly, man is the most changeable creature.

In this regard, such human sciences as psychology, pedagogy, and medicine are faced with the great task of increasing, developing and using those greatest reserves of the nervous system and human psyche. The advantages of mental self-programming over all kinds of pharmacological and gene surgical influences primarily lie in the fact that such self-programming makes a person a truly free creator of his own personality. It is this path of personal improvement that eliminates any temptation to impose something unusual on her or, moreover, to deliberately program her behavior through outside interference.

Familiarization with the laws and methods of programming mental activity will help to better understand the examples given, which he could, not without reason, perceive with distrust. Another thing is more important: methods of self-programming and self-regulation of mental states provide ample opportunities for human self-improvement, creating additional “degrees of freedom” for his multifaceted development.

Mastering the relevant skills allows not only high degree intensify your intellectual and physical work, but also consciously and systematically overcome negative traits character and even correct some physical defects own body. Exactly like this high level self-regulation of the individual eliminates the possibility of outside negative influence and spiritual violence.

Exactly developed ability to self-regulation and self-programming, manifested on the basis of a high moral level and ideological conviction, will become one of the main characteristics of the psychological appearance of the person of the future.

1 SKILLS

Skill They call both the most elementary level of performing actions and a person’s mastery in this type of activity. They say about a first-grader that he can read. An adult can read too. Between these “skills” lies a long journey of exercise and improvement of reading skills. These are, of course, qualitatively different skills in their psychological structure. It is necessary to distinguish between elementary skills that follow knowledge and the first experience of action, and skills that express one or another degree of mastery in performing activities that arise after the development of skills. Elementary Skills- these are actions that arose on the basis of knowledge as a result of imitation of actions or independent trial and error in handling the subject. Skill-mastery arises on the basis of already developed skills and a wide range of knowledge.

An example of the relationship between elementary skills, abilities and mastery using the example of a teacher’s work.

A teacher training university student has basic ability to work with a blackboard. The skill arose during the student’s studies at school and university, but the student did not purposefully and constantly practice its implementation. Psychology, pedagogy, private methods fail theoretical basis for this skill. Thus, studying in a psychology course the concepts of “contrast of sensations,” “relationship of figure and background,” “distribution and concentration of attention” justifies the requirements for writing on the board. However, even after graduating from a university, a student may not acquire the skill of writing on the blackboard. Lack of skill leads to the fact that the teacher rushes with each next formula to the nearest free space on the board, randomly erases previously written expressions, so that a mess of incoherent symbols remains on the board after the lesson.

The ability to write on the board develops into a skill in the early years of teaching and then becomes an element of the teacher's skill, characterized by seeing the entire note before it is meaningfully and neatly arranged on the board during the lesson.

The elementary ability to do something arises from imitation, from random knowledge. For example, fifth-graders entering a carpentry or plumbing workshop for the first time know how to saw, but most of them have incorrect techniques for handling tools. The primary task of the teacher is to develop the correct skills in using tools and in further labor training to raise the performance of activities to the level of mastery.

The more complex the type of activity, the more advanced the machines that need to be controlled, the less hope there is for the success of skills that develop only as a result of observation and imitation.

2 SKILLS

The activity will be performed skillfully if the person has mastered the skills. Skill- an established way of performing actions. A skill as a component of human activity should not be confused with a skill in animals, which is a form of their behavior. A skill in animals is formed as a mechanism for their adaptation to the environment through trial and error.

The development of a skill in a person is based on detailed, conscious actions. At the initial stage of mastering an activity, the actions and movements integrated in the skill appear unrelated. Thus, when learning to read, the division of words into syllables and the synthesis of syllables into a meaningful word represent the content of two various actions. By practicing reading, the student develops the skill of reading fluently. This means that now he does not set himself the task of breaking the word into parts and synthesizing it. The action turned into the skill of reading words as a whole, relying on individual letters. Only when encountering a new, unfamiliar word does the skill give way to individual actions of analyzing and synthesizing the syllabic composition of the word.

The basis of any skill is the development and strengthening of conditioned reflex connections. The established nervous mechanisms cause a number of changes in the process of performing an action. Firstly, as a result of developing a skill, the time required to perform an action sharply decreases. A novice typist types much slower than an experienced one. As the writing skill improves, a person begins to write up to one hundred letters per minute, while at the beginning of training he barely has time to write 2-3 short words in the same time. Secondly, unnecessary movements disappear and the tension when performing an action decreases. As a result of well-developed motor skills, labor productivity increases, the quality of work improves and human fatigue decreases.

Developed motor skills allow you to rebuild the structure of activity. There is a change in the relationship between the analyzer systems that control the execution of the action. Before skills are developed, the accuracy and correctness of objective actions are controlled joint activities visual and motor analyzers with the leading role of vision. As a motor skill becomes stronger, the need for visual control of movements decreases significantly. Kinaesthetic (sensation of movements) mechanisms are developed that independently control the accuracy of movements. A professional pianist does not look at the keyboard while performing a piece. A good typist types using the “touch” method.

These facts indicate that in the process of developing a skill, a restructuring of the interaction between analyzers occurs. Visual-motor control is replaced by motor control. The visual analyzer, as well as consciousness, are freed up to process other signals, the consideration of which is necessary in the process of activity.

Control of one sensory kinesthetic system reduces the degree of confidence in the correct execution of an action, especially in certain types of activities. Tactile sensitivity also becomes a system that duplicates movement control during operation. Practice has shown that equipping a Linotype keyboard (typesetting machine) with tactilely distinguishable characters improves the quality of typing.

A feature of skills formation is their gradual automation. The developed skills do not require conscious control when performing them. Of course, in the initial period, consciousness controls the movement, but as the skill is developed, consciousness control gradually turns off. It has been noted that at the stage of a well-practiced skill, conscious control of movement can make it difficult to perform. For example, a person, analyzing every step of his gait, loses confidence in his movements.

Human knowledge about the world appears initially in the form of images, sensations and perceptions. Processing of sensory data in consciousness leads to the formation of ideas and concepts. In these two forms, knowledge is stored in memory. No matter how general the ideas and abstract the concepts, their main purpose is the organization and regulation of practical activities.

Knowledge does not exist for the sake of knowledge. They can significantly exceed the level of existing production needs, paving the way for future practical activities, reveal the possibilities of human influence on nature and society, and ultimately are always included in the regulation of activities.

Indispensable components of activity are a variety of skills and abilities. Different opinions are expressed about their relationship. Some researchers believe that skills precede skills, others believe that skills arise before skills. The reason for these discrepancies is the ambiguity of the word “skill”.

Skill They call both the most elementary level of performing actions and a person’s mastery in this type of activity. It is necessary to distinguish between elementary skills that follow knowledge and first experience of action. Skills that express one or another degree of mastery in performing an activity that arises after the development of skills. Elementary skills are actions that have arisen on the basis of knowledge as a result of imitation of actions or independent trial and error in handling an object. Skill-mastery arises on the basis of already developed skills and a wide range of knowledge.

The more complex the activity, the more advanced the machines that need to be controlled, the less hope there is for the success of skills that develop only as a result of observation and imitation.

The activity will be performed skillfully if the person has mastered the skills. Skill- an established way of performing actions. A skill as a component of human activity should not be confused with a skill in animals, which is a form of their behavior. A skill in animals is formed as a mechanism for their adaptation to the environment through trial and error.

The development of a skill in a person is based on detailed, conscious actions. At the initial stage of mastering an activity, the actions and movements integrated in the skill appear unrelated.

Habit- the need to take action. If a skill is formed through conscious exercise, then a habit can be formed without much effort on the part of the person. A skill allows you to perform an action masterfully, but it does not stimulate the execution of the action itself. Habits require action.

24. Professional activity of a doctor, psychological characteristics.

Principles of psychological theory of activity:

1. Consciousness cannot be considered as closed in itself: it must manifest itself in activity (the principle of “blurring” the circle of consciousness).

2. Behavior cannot be considered in isolation from human consciousness (the principle of the unity of consciousness and behavior).

3. Activity is an active, purposeful process (the principle of activity).

4. Human actions are objective; their goals are social in nature

(the principle of objective human activity and the principle of its social conditionality).

In activity theory, psychophysiological functions are understood as physiological mechanisms for ensuring mental processes.