Typology of personal traits of officers involved in the training of csdets at higher military educational institutions (military educational units of higyer educational institutions) as the component of their image formation
The formation of a positive image of officers involved in the training of cadets at higher military educational institutions. The results of empirical research which effect the determination of typology of their personality traits of these officers.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 11.12.2022 |
| Размер файла | 92,1 K |
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It should be noted that the number of officers in this category reflects only those who participated in the survey - about 40 % of all identified personnel (meaning officers who hold senior positions, namely: heads of faculties, departments and their deputies). The research was planned in such a way that almost 100 % of military personnel had the opportunity to take part in it (considering duty days, vocations, and even heavy workload). Taking this fact into account, we can assume that the other 60 % of officers in senior positions have such personal and professional characteristics as: 1) irresponsibility; 2) contempt for the top management (bringing to the personnel of the event was provided through the order of the head of the educational institution) and colleagues; 3) predominance of their own interests over official ones; 4) subjective assessment of the importance of the task leads to its poor performance; 5) feeling "above" others; 6) the belief that no one will pay attention to their absence and non-compliance with the order will not have any serious disciplinary consequences, etc. It should be noted that these characteristics have some similarities with the behavior of most cadets. Again, only at the level of conjecture can it be argued that such behavior by senior officers may even unknowingly motivate cadets to behave in the same way, or simply ignore such behavior and, as a result, not be punished (under the Disciplinary Regulation) - the principle of "not to encourage, but also not to punish". Adherence to this principle leads to a sense of permissiveness of cadets, and subsequently to contempt for officers (including management), violation of discipline, non-compliance with the educational program and other negative consequences.
Considering the results of the respondents of the second group - "Officers-educators" (see Table 2). Factor analysis of group 2 allowed to obtain a three-factor structure, which describes 75.62 % of the total variance of features (more than 50 % is considered as an acceptable result). These percentages were divided into the following:
• the first factor (component) accounted for 50.14 %;
• the second - 14.05 %;
• the third - 11.43 % of the variance.
The factor load greater than 0.7 was chosen as the criteria of the level of significance, which allowed to avoid the inclusion in each of the factors of indicators (traits) with low factor load, i.e. those that belong the least to it (see Table 2).
Table 2
The results of research according to the method of J. Oldham and L. Morris "Methods of determining the type of personality" of respondents in group 2 "Officers-educators"
|
Variable |
Factor |
||||
|
І (50,14 %) |
ІІ (14,05 %) |
ІІІ (11,43 %) |
|||
|
1 |
Vigilant |
,675 |
,617 |
-,026 |
|
|
2 |
Hermit |
,230 |
,777 |
,058 |
|
|
3 |
Idiosyncratic |
,321 |
,770 |
,354 |
|
|
4 |
Adventurous |
,555 |
,345 |
,396 |
|
|
5 |
Active |
,678 |
,411 |
-,415 |
|
|
6 |
Dramatic |
,765 |
-,147 |
,406 |
|
|
7 |
Self-confident |
,915 |
,104 |
-,103 |
|
|
8 |
Sensual |
-,145 |
,853 |
,264 |
|
|
9 |
Devoted |
,124 |
,101 |
,877 |
|
|
10 |
Honest |
,180 |
,692 |
-,150 |
|
|
11 |
Permissive |
,815 |
,301 |
,080 |
|
|
12 |
Aggressive |
,766 |
,207 |
,199 |
|
|
13 |
Self-sacrificing |
,642 |
,561 |
,317 |
|
|
14 |
Serious |
,526 |
,710 |
-,261 |
The first factor (50.14 %) is represented by such indicators as: "Self-confident" (0.915), "Permissive" (0.815), "Aggressive" (0.766), "Dramatic" (0, 765). This type has the following characteristics:
• "Stardom", high ambitions (sometimes arrogance);
• well-developed organizational skills;
• motivated by their own success;
• know how to work with audience;
• expect from others only a good attitude towards themselves;
• confident in their abilities;
• value their own time; will not work more than determined;
• strong personalities;
• have leadership qualities;
• mood swings;
• able to exaggerate the problem;
• fun.
Thus, this category of officers-educators has enough knowledge, skills and experience, but such a psychological characteristic as personality orientation is aimed at one's own person. There is a feeling that they have already achieved a certain status in their professional activities, and it is not interesting for them to pass on their own experience to cadets, not to mention the formation of a positive image. Despite the fact that they have every opportunity to do so, they have almost no such desire. We can assume that they believe that their image is already formed, so it makes no sense to make an effort. This type can be named "Star".
The second factor (14.05 %) is represented by the following indicators: "Sensual" (0.853), "Hermit" (0.777), "Idiosyncratic" (0.770), "Serious" (0.710). Common characteristics for all these types are:
• lack of vivid emotional reactions;
• self-centered characteristics;
• unwillingness to establish social contacts;
• observation;
• caution in official relations;
• absence of efforts to impress others;
• measured, leisurely way of life prevails;
• the opinion of others is important to them depending on the situation (sometimes they care about this issue, sometimes not at all);
• used to act according to a script, a clear plan, etc.
In our opinion, it will be quite difficult for officers-educators to form a positive image within cadet environment. This is the category of teachers whose cadets allow themselves the inadmissible behavior (talk, listen to music, go about their business, sleep, etc.). Lack of emotional saturation usually creates a lack of interest in the discipline and personality of the teacher. According to the set of characteristics, this type can be called "Introverted".
The third factor (11.43 %) consists of one indicator - "Devoted". These are individuals who have the following characteristics:
• strong social connection with others;
• sincerity, loyalty;
• responsibility in work (try to give themselves completely to the cause, treat it "with the soul"), show concern for others;
• have respect for commanders;
• in decision-making they are interested in the opinion of others and in the future it must be taken into account;
• try to make other people comfortable around them.
In our opinion, this type is a perfect teacher. But the is one question - "will cadets perceive these positive personality traits properly? Will such traits not be perceived as a weakness and an opportunity to be rude?". It can be said that this type of officers-educators can create a positive image, but only within the educated, polite, moral target audience, which is not always the cadets of military educational institutions. In our opinion, this type is more characterized by the name "Almost exemplary" than "Devoted" (after the name of the only indicator included in this type).
Let's consider another group of respondents - officers of the course level (see Table 3). Factor analysis of the group 3 allowed to obtain a four-factor structure, which describes 93.25 % of the total variance of features - more than half, which is considered an acceptable result. These percentages were divided into the following:
• the first factor (component) accounted for 59.39 %;
• the second - 14.01 %;
• the third - 10.78 %;
• the fourth - 9.07 % of the variance.
The factor load greater than 0.7 was chosen as the criteria of the level of significance, which allowed to avoid the inclusion in each of the factors of indicators (traits) with low factor load, i.e. those that belong the least to it (see Table 3).
Table 3
The results of research according to the method of J. Oldham and L. Morris "Methods of determining the type of personality" of the respondents of group 3 "Course officers"
|
Factor |
||||||
|
Variable |
І |
ІІ |
ІІІ |
IV |
||
|
(59,39 %) |
(14,01 %) |
(10,78 %) |
(9,07 %) |
|||
|
1 |
Vigilant |
,466 |
,384 |
,224 |
,616 |
|
|
2 |
Hermit |
-,019 |
,022 |
,936 |
,237 |
|
|
3 |
Idiosyncratic |
,447 |
,138 |
,470 |
,670 |
|
|
4 |
Adventurous |
,205 |
,916 |
,142 |
,313 |
|
|
5 |
Active |
,959 |
,173 |
,066 |
,047 |
|
|
6 |
Dramatic |
,095 |
,144 |
,028 |
,939 |
|
|
7 |
Self-confident |
,132 |
,944 |
,100 |
,037 |
|
|
8 |
Sensual |
,927 |
,242 |
,250 |
,061 |
|
|
9 |
Devoted |
,657 |
,488 |
,438 |
,368 |
|
|
10 |
Honest |
,861 |
,075 |
,100 |
,292 |
|
|
11 |
Permissive |
,289 |
,564 |
,706 |
-,196 |
|
|
12 |
Aggressive |
,326 |
,910 |
,135 |
,213 |
|
|
13 |
Self-sacrificing |
,391 |
,590 |
,643 |
,193 |
|
|
14 |
Serious |
,898 |
,347 |
-,032 |
,218 |
The first factor (59.39%) consists of such indicators as: "Active" (0.959), "Sensual" (0.927), "Serious" (0.898), "Honest" (0.861). These officers have the following characteristics:
• they are energetic, active, focused;
• show emotions depending on situations;
• there is a thirst for life;
• charismatic;
• focused on what is happening around;
• quite emotionally perceive troubles in relationships with others (superiors, subordinates);
• always lively, busy, creatively active, enthusiastic;
• care of what others think of them;
• well-developed imagination;
• want to have complete information about the situation and the people with whom they communicate;
• tactful;
• show care for others;
• do not like to reveal their thoughts and feelings to others;
• realists;
• adapted to changes in the situation, to various troubles;
• they really assess their capabilities, know their shortcomings, are not arrogant and do not have inflated self-esteem;
• have inflated self-esteem;
• constantly take responsibility for their own actions;
• they analyze, evaluate, reflect on everything before taking any action;
• always adhere to moral and ethical norms that are expected of other people;
• they are very obligatory, they do not allow themselves to rest until the work is done and done correctly.
We can frankly state that these are real officers. In our opinion, these people, would be easy enough for them to form a positive image among colleagues and higher authorities, but for cadets, the question remains open... It can be assumed that the reaction of cadets can be quite ambiguous, and perhaps even negative, as this category of officers will encourage them to maintain discipline, order, dignity of themselves and others, conscientious performance of duties and more. These officers can be advised to expand their range of communication skills and methods of influence, as well as to work individually, paying more attention to the so- called "problematic" cadets.
The type, which includes the personality features mentioned above, can be called "Correct or moral and ethical".
The second factor (14.01%) consists of the following indicators: "Self-confident" (0.944), "Adventurous" (0.916), "Aggressive" (0.910). Officers of this subgroup have their own characteristics. They are:
• self-confident leaders;
• love power;
• ambitious and charismatic;
• know what they want and achieve it;
• have the talent to involve others in the task;
• they know perfectly well how to work with the masses, how and where to lead them;
• bold;
• expect only a good attitude towards themselves;
• can take advantage of other people's strengths and abilities to achieve their goals, they are perceptive in business relationships;
• able to compete, love to reach the top and enjoy being there;
• like to present themselves as heroes, stars or the best in their profession, the happiest in their field;
• they know how to take their lives;
• feel comfortable under the burden of power and responsibility;
• they work best within a certain structure of government, where everyone knows their place and everyone understands their authority;
• invent rules and require others to follow them clearly;
• will do everything to get the desired result;
• strive hard to get leading positions;
• they are born to take command;
• they are leaders in the pack, the strength of their personality is powerful.
In our opinion such officers have every chance to create a positive image, but for this they may lack a certain softness of character and need to slightly reduce their ambition, desire for power and constant competition with colleagues. Under such conditions, they will develop a positive relationship with commanders and colleagues. It may be difficult for cadets to interact with such temperamental officers, but a high level of service performance and a high level of discipline will be achieved. It is recommended to put them at leading positions of senior courses. This type can be called "Ambitious".
The third factor (10.78 %) consists of such indicators as "Hermit" (0.936) and "Permit" (0.706). Characteristic of this subgroup of officers are the following:
• put their own interests above official;
• not to worry about everyday difficulties;
• to focus all attention on one's own person;
• do not strive to impress others;
• low emotionality;
• not paying attention to criticism (it does not bother them, and of course cannot be a method of influence or education);
• these people will perform their duties if they have free time;
• they will not allow any person, institution or anyone or anything to interfere with their personal happiness;
• if their personal freedom is threatened, they vigorously defend their right to do what they want;
• believe that haste is too much of a concern;
• cheerful and optimistic;
• avoid any exploitation;
• resist demands that they consider unreasonable or beyond their capabilities.
Permissive people believe that they should get the best out of life, they believe in luck and believe that "If you paid for the trip, well, did not pay - even better". Such officers, of course, will find common ground with the cadets, because their behavior and traits are not much different from them. It can be assumed that their communication will take place on an equal level, without due respect from the cadets to the officers. Yes, it is possible that such officers will form a certain "imaginary authority" among the cadets, but when it comes to completing the tasks, it is unlikely that their orders will be accepted for execution. Thus, the inherent nature of this type of friendly relations with cadets negatively affects the service of the latter and does not form the necessary features of future officers in them, that is, such an image can hardly be called positive. This type can be called "Infantile".
The fourth factor (9.07 %) is "Dramatic" (0.939). Such officers have the following characteristics:
• they are emotional, demonstrative and physically tender;
• react quickly to everything that happens;
• instantly change the mood;
• in life they are expansive, alive, bright;
• have a rich imagination, tell interesting stories;
• they want to be seen and noticed, so they often become the center of attention; pay a lot of attention to appearance and enjoy clothes, style, image creation;
• charming and temperamental;
• easily support new ideas and suggestions of others.
This type of officers, with certain professional skills and knowledge, has the opportunity to create a positive image.
In our opinion, it would be appropriate to name this type after the indicator that is its basis.
Conclusion
Based on the results of empirical research, a typology of personal traits of officers involved in the training of cadets at higher military educational institutions (military educational units of higher educational institutions) of the Armed Forces of Ukraine was created. The three most common types of personality traits were identified among the officers of senior level and officers-educators, among course level officers - four.
Personality types of senior officers: 1) balanced type - tries to find the middle ground between conscientious performance of official duties and good relations with the personnel; 2) effective type - the inherent focus on service performance, rather than on the formation of relations with personnel (this applies to both cadets and officers who are subordinated to them); 3) committed or executive type - combination of individual and psychological qualities for the lack of professional management skills.
Personality types of officers-educators: 1) star type - people who have reached certain heights in their professional activities, and cadets are not interested in passing on their own experience, not to mention the formation of a positive image (they believe that it is already formed); 2) introverted type - the lack of emotional saturation, usually forms a lack of interest in a discipline and personality of a teacher; 3) almost perfect type - can create a positive image, but only within the educated, polite and moral target audience, which is not always about cadets.
Personality type of course level officers: 1) correct or moral and ethical type - easily form a positive image among colleagues and senior management, but more difficult with cadets, as this category of officers will encourage them to maintain discipline, order, dignity and others, conscientious performance of official duties; 2) ambitious type - have every chance to create a positive image, but they lack the softness of character, cadets may find it difficult with such temperamental officers, but the results of service and a high level of discipline will be achieved; 3) infantile type - the inherent creation of friendly relations with cadets, which negatively affects the service of the latter and does not form the necessary features of future officers in them, i.e. such an image can hardly be called positive; 4) dramatic - in the presence of certain professional skills and knowledge have the opportunity to create a positive image.
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