A cook is a specialist who prepares food for public catering.

The main goal of a cook’s work is to prepare food according to a recipe in compliance with cooking technology, which should have good taste and beautiful appearance.

• Chef- This is, first of all, the production manager. He is involved in preparing orders, receiving food products from the warehouse, monitoring the quality of goods and volumes of deliveries. What will be on your menu today is decided only by the chef, taking into account the wishes of consumers. The chef also distributes tasks to junior cooks and other workers. This person monitors whether sanitary requirements for food preparation are met and controls the proportions of raw materials for dishes. The chef regulates the employees' attendance at work according to the schedule he has drawn up, and also keeps records of products, draws up reports and introduces rationalization proposals aimed at improving work activity.
• Pastry chef. Prepares all kinds of confectionery products. Cake, roll, cupcake and pastry are the work of a pastry chef. He can prepare any filling, whip up delicious cream, roll out the dough. Such chefs create masterpieces from chocolate, fruits and nuts. They also produce semi-finished products and can expertly determine the weight of the finished product.
• Cook-technologist. Manages the organization of the entire raw material procurement process. He is entrusted with responsibilities for quality control, caloric content of daily food intake, preparing menus and providing price lists. Distributes tasks among a team of chefs, creates signature dish recipes with technological maps. Instructs cooks and maintains documentation. He is responsible for accounting for basic materials, goods and prepared food.

There are different types of cooks: chef, baker, ship cook, pastry chef, sushi chef.

Cook's profession

The roots of the craft go back to those distant times, when people learned to make fire and fry raw meat and fish on it. Delicious food was especially appreciated by noble people of Ancient Rome and Greece.

In the 17th century in Rus', skilled chefs were engaged in cooking, and the 19th century was famous for its cooking schools. In the chronicles you can find references to the Magi, who are still considered the first cooks. Whatever you say, chefs have always been valued. The need for qualified specialists today dictates the restaurant business, making the profession of a cook even more in demand.

Worldwide The 20th of October Chefs celebrate their professional holiday - “Chef's Day”.

Advantages and disadvantages

Being a chef has a number of advantages:

• there is scope for creativity;
• a qualified cook will not be left without work;
• decent income;
• the opportunity to prepare delicious and healthy food for your loved ones, friends, and loved ones.

In the culinary field, chefs face certain difficulties:

• It’s hard to stand on your feet all day long, and even perform physical activity, lifting weights;
• lost vigilance, resulting in a cut or burn;
• the need to prepare several dishes at the same time leads to fatigue of the whole body by the end of the work shift.

Requirements for the profession of a cook

• When hiring a culinary specialist, the recruiter is primarily interested in the specialist’s education. People with secondary education have every chance of getting a job.
• The employer wants to hire a person to his team who understands the recipe for preparing dishes and knows the technology for producing culinary products and semi-finished products.
• The applicant must understand the compatibility of products, their shelf life and the results of cooking.
• The cook must be familiar with the labeling of the raw materials used and possess merchandising skills.
• Know the basics of proper nutrition and how to prepare dietary dishes.
• A qualified specialist must be able to determine the quality of products by smell.

People who follow innovations in the field of cooking are valued.

Job responsibilities

Wherever you work, but if your profession is a cook, then you are obliged to:

• get products;
• follow general food preparation technology;
• use kitchen utensils correctly;
• ensure proper accounting and storage of raw materials;
• prepare the dish listed on the menu;
• know the caloric characteristics of products and monitor their expiration dates;
• Maintain cleanliness and order in the workplace.

The main task of the cook– prepare various dishes, decorate them, develop new recipes of your own.

Responsibility of the cook

The Culinary Specialist is responsible for:

• compliance with safety standards;
• quality of prepared products;
• cooking sequence;
• output portion weight.

The cook's responsibilities are determined by the organization's employer, who has the right to make the necessary amendments to the job description.

Cook's powers

A qualified specialist is authorized to:

• interact with related organizations and their divisions;
• make decisions and give orders in the event of force majeure circumstances arising due to the nature of their activities;
• take part in the inventory.

The cook has the right to act within his competence.

Features of the chef's profession

Becoming a good qualified specialist is not given to everyone. First of all, a chef must love what he does, be imaginative and have creative potential. Chefs become talented, organized, neat and attentive to details people.

The main feature of the chef's profession– very developed sense of taste and subtle sense of smell, as well as good memory.

Professional skills and abilities of a cook

A qualified specialist must learn:

• handle kitchen appliances correctly;
• cook strictly according to the recipe;
• perform food processing;
• determine the quality of raw materials and additional components provided for the work;
• skillfully design a ready-to-eat product;
• determine the value of the prepared dish.

Preference is given to chefs who know how to use production tools and equipment, as well as follow the technology for preparing flour, confectionery and other types of products.

Personal qualities

A good cook has the following character traits:

• the presence of olfactory and tactile sensitivity, a developed eye, rich imagination;
• activity, responsibility, endurance, well-developed hand motor skills.

A chef who is guided by courage and ingenuity can already be called a professional, because not everyone is capable of creating something worthwhile and presenting their dishes to strict connoisseurs.

Chef career

You can get a job as a chef's assistant while still a student. You will have to do a lot of dirty work: cleaning, cleaning, cutting, washing. The main thing is to prove yourself well. Then everything will go by itself: simple dishes will gradually not be of interest to you, your knowledge and experience will improve every day. Over time, you will be able to increase your qualification level, and when you reach the sixth, you will become a contender for the position of chef.

Having studied all the intricacies of the craft, you can safely open your own restaurant business.

Chef's places of work

• The service sector today is gaining momentum, which means that chefs are needed in restaurants and bars, cafes and shopping and entertainment establishments.
• Food needs to be prepared in kindergartens and schools, work canteens, and hospitals.
• Working as a personal chef for a wealthy family is no less prestigious than cooking for a luxury restaurant.

A good chef is in demand in any industry and will never be left without work.

Earnings

How much you will earn as a cook depends on many factors.

Owners of popular establishments, in order to lure the best professionals, do not offend chefs and are willing to pay good money for their work. Also, a lot depends on the location of the establishment and the pricing policy of the kitchen.

Of course, if you cook for budget organizations, schools or canteens, then you should not count on a large income. There is a lot of work, a lot of responsibility, but little pay. It’s good if you get $500 in your hands. In larger cities, income is typically $200 higher.

The average salary for a chef is $800. The higher the rank, the greater the income.

Chef education

To become a chef you need to study, study and study again.

• If there is no education, you will have to work hard at the hardest jobs.
• More motivated candidates may want to start by training with a chef at a renowned restaurant. You will need to do the same dirty work, but there is a bonus - at the same time you will acquire skills and work experience. If you are lucky, you may be offered to study abroad or at a good culinary school.
• You can learn to cook professionally after completing culinary courses or chef courses, where you will study Italian cuisine or become a sushi master.
• Good knowledge is provided by specialized secondary specialized educational institutions, but the highest aerobatics is a completed Institute of Food Industry with a degree in cook-technologist.

The secrets of haute cuisine can be learned by studying with chefs from Michelin-starred restaurants at world-famous international culinary schools. Special training programs have been developed here that will be useful for both beginners and experienced chefs.

Alexander Yurievich

Director of a recruitment agency

Sections: Technology

According to employers in the city of Naberezhnye Chelny, one of the problems in employing graduates of primary vocational education institutions (UNPO) in food industry enterprises is the insufficiently developed production and technological competence of the future cook. That is why, in the context of the rapid development of the food industry, it becomes important for UNPOs to prepare a competitive worker who is in demand in the labor market and has production and technological competence (PTK). Thus, the purpose of our study was to theoretically substantiate and experimentally test the model and pedagogical conditions for the formation of the PTC of a future cook in the food industry in the vocational education system.

As part of solving the first problem We have determined the structure, criteria and indicators of the formation of the professional training complex of the future chef in the food industry. Analysis of the structure of a chef’s professional competence made it possible to consider PTC as the ability of a future chef in the food industry to perform production operations related to the preparation, presentation, portioning and dispensing of culinary products at food industry enterprises.

The structure of the PTC of a future chef in the food industry includes invariant and variable parts and represents cognitive, operational-activity and personal-motivational components. Cognitive criterion includes the level of formation of the knowledge system of culinary production technologies, including base enterprises. Operational activity criterion includes the level of development of the skills of the future chef in the food industry for the production of culinary products, including basic enterprises. Personal motivational criterion includes the level of formation of professionally important qualities of a future chef in the food industry and educational motivation, which influence his transformative activities.

Based on the criteria, the levels of development of the professional training complex of the future chef in the food industry were identified: I – high, characterizes the ability of the future chef to independently create new samples of culinary products, relying on the transformation of algorithms for performing production operations in accordance with a new task that has arisen in an unfamiliar situation to obtain a new algorithm of activity. II – average, characterizes the ability of the future chef to independently create new samples of culinary products, relying on similar algorithms for performing production operations, in accordance with the task at hand, to obtain a new algorithm of activity in a familiar situation. III – short, characterizes the ability of a future chef in the food industry to reproduce samples of culinary products, relying on similar algorithms for performing production operations within the framework of a simple given technology for the production of culinary products.

a model and pedagogical conditions for the formation of the PTC of a future chef in the food industry in the process of training at UNPO ( picture 1). The model of the process of forming the PTC of a future chef in the food industry consists of four structural blocks and reflects methodological approaches, principles and pedagogical conditions. Under formation PTK future chef of the food industry We understand a purposefully organized pedagogical process of interaction between a future chef and a teacher, which is characterized by a focus on the formation of a new quality - the PTC of a future chef in the food industry, strengthening and expanding the connections between its structural components (cognitive, operational-activity and personal-motivational).

Cognitive component reveals the availability of knowledge about technologies for the production of culinary products as an object of educational cognitive activity, understanding the specifics of its production at food industry enterprises. Operational The component includes a system of sequential production operations that a future food industry chef needs to master when preparing culinary products, determines his independence in performing practical work, and reveals the application of knowledge in practice. The personal and motivational component determines the professionally important qualities of a future chef in the food industry , mental and emotional balance, psychological readiness, allowing to perform labor operations with high quality; quick adaptation to production conditions in accordance with the specifics of the enterprise.

The model for the formation of the PTC of a future chef in the food industry is built on the following theoretical approaches: competency-based, which made it possible to clarify the content of the concept of “PTK” of a future chef by introducing activity-based aspects, considering professional activity and personal (focus on the development of personal qualities) aspects; systemic, which made it possible to consider the process of forming the PTC of a future cook in UNPO as a pedagogical system and, on its basis, to develop a model, highlighting external and internal, in relation to the model, functions, structural blocks, to study properties and connections; personal-activity, which made it possible to choose the content, forms, methods of organizing interaction between the student and the teacher, ensuring the formation of the personality of the future chef as a subject of professional activity, capable of mastering and creatively transforming the production of culinary products; the principles of modular training made it possible to guarantee the result of the formation of the professional qualifications of the future cook, to promote the holistic formation of the required competence, the development of his independence, and the actualization of his subjective position .

The semantic content of the model for the formation of the professional training complex of a future chef in the food industry is that in target block includes goals determined by the social order and the Federal State Educational Standards of NGOs, in which the social order is transformed in the concepts and categories of pedagogy; a pedagogical goal solved by the teacher at each lesson. Meaningful block reflects the subject of activity, according to the structural components of the PTC, where its content is leading. IN organizational and executive The block includes methods, forms, means and stages that ensure interaction between subjects of the educational process in developing the required competence. The basis effective block The models make up the criteria, indicators and levels that make up the technology for assessing the level of formation of the future chef’s professional training complex.

D To ensure the successful implementation of the formation model PTK The following pedagogical conditions are determined for the future chef of the food industry.First pedagogical condition involves structuring the content of the special discipline “Cooking” in the form of didactic modules. The content of the modules is structured taking into account the invariant and variable parts of the PTC. The invariant part includes the content of the discipline curriculum, reflecting the requirements of the Federal State Educational Standard for Scientific and Professional Education, the variable part includes the technologies for the production of culinary products of base enterprises.

Second pedagogical condition provides an organizational structure of the training module in the form of blocks: input and updating, informational, practical, control, which will perform their specific functions ( figure 2). The input and updating block performs a motivational function, updates the necessary knowledge, methods of action, and contains information about the module. The information block includes generalization and theoretical subblocks. In the generalization subblock, the task of the module is formulated in the form of a diagram, algorithm or instruction; In the theoretical subblock, educational material is studied. The theoretical subblock includes an invariant part and a variable part. The practical block includes a generalization subblock, in which the content of the module is studied. The control block includes an output subblock, in which knowledge assimilation is checked.

Third pedagogical condition focuses on the inclusion in the learning process of problem-based tasks, workshops, laboratory and practical work, reflecting the professional activities of the future chef in the food industry, designed to ensure the implementation of the cognitive-operational-activity stage of the formation of PTC , and is due to the fact that among the factors influencing the learning process of a given worker, the leading role belongs to the developed methods of practical activity, which make it possible to achieve new levels of knowledge, skills and abilities.

The fourth pedagogical condition today it does not require special evidence, because it becomes invariant in determining the effectiveness of any pedagogical system, in our case it is the study and analysis of the effectiveness of the formation of the professional training complex of a future cook in the educational process of UNPO with the involvement of potential employers.

As part of solving the second problem We have developed and experimentally tested the structure and content of the special discipline “Cooking”, which contributes to the formation of the PTC of the future chef of the industry. The structural and logical scheme for studying disciplines in accordance with the UNPO curriculum and the matrix of interdisciplinary connections showed that the special discipline “Cooking” is the leading discipline that directly influences the formation of PTC in the process of training a future cook in the food industry at UNPO.

The special discipline “Cooking” is a technical discipline that studies the rational production of culinary products in the conditions of individual and mass production. The selection and structuring of educational material in the special discipline “Cooking” takes into account the requirements of the main regulatory documents - the Federal State Educational Standard for NPO, the professional standard of the Federation of Restaurateurs and Hoteliers (FRiO), the qualification characteristics of the cook, the requirements of employers, the content of the educational program, educational literature. The discipline program is presented in the form of training modules, which are developed taking into account the qualification requirements for the cook. Each module has a special package of teaching aids containing the necessary theoretical principles, instructions for performing actions and control tests and assignments.

The educational information of the modules is presented in the form production, semantic and frame models, allowing to stimulate cognitive activity, take into account the level of training of students, differentiate educational material and educational activities, and save educational time. Product model involves a set of rules, algorithms for solving technological problems or carrying out production operations (instructions, formula) (Appendix 4). Frame model allows you to “compress,” structure and systematize information in tables and diagrams, which, if necessary, can be changed according to the situation (recipes, description of technologies). Information is encoded in text or picture form using color (Appendix 5). Semantic Web Model relies on the presentation of knowledge using flowcharts, drawings, supporting notes, allows you to present the structure of the discipline, training modules and the scope of their study (Appendix 3).

The content of the module's organizational blocks includes the following. Login and update block contains information about the course program, requirements for knowledge and skills, content of current and final control, list of references, academic credit, admission, professional orientation. The generalization subblock is presented in the form of a semantic network model - a block diagram, a drawing of a topic, questions for self-test, problem solving (in paper or electronic form), allowing for self-monitoring of the learning material of each topic by the students themselves. Ttheoretical subblock presented in the form of block drawings, which are arranged in a certain sequence, taking into account the principle of problematic nature. The invariant and variable parts of the theoretical subblock are interconnected, which allows the teacher to include tasks related to the specific specifics of production or the functional responsibilities of a cook in the food industry (Appendix 2). For example, the invariant part is associated with the study of the technology of preparing soups, and the variable part is associated with the technology of preparing soups for children's (school, dietary) nutrition or national cuisine (Italian, Russian, and so on). The reference section of the lecture material includes information necessary for solving problems, performing laboratory work, creative projects, and abstracts.

Practical block of the module presented in the form of summary tables , drawings, laboratory and practical work, methodological recommendations for their implementation. Methodological recommendations in electronic or paper form allow students to pay attention to the features of preparing various culinary products (Appendix 7, 8). The practical block also includes problem tasks of 4 types and 3 levels of complexity, designed for reproductive, productive and productive-creative activities, which are developed on the material of the discipline being studied in the form of: a task that is aimed at finding and analyzing the necessary information on the problem from written, audio, video sources; an assignment that involves a discussion with the aim of forming the student’s personal attitude towards a specific problem (professional, intercultural, social, political); a task that is aimed at fulfilling professional, social and interpersonal roles in order to develop an acceptable solution for students (socialization); a creative task in the form of a project, which is aimed at developing independent research skills (Appendix 14, 15, 16, 17). Creative tasks contain the topics of projects dedicated to the production of culinary products. Carrying out a creative task, the student generalizes the acquired knowledge and skills, independently studies additional, educational, methodological, and normative literature. The degree of complexity of a creative task depends on the choice, desire and abilities of the student himself, while the teacher serves as a consultant.

Control block module contains an output subblock and represents control tasks in the form of didactic tests, chain, thematic, text and situational tasks, tests, questions for tests and exams, includes paper and computerized programs for testing the basic concepts of the special discipline “Cooking”, residual knowledge; knowledge throughout the course, shows the educational success of students, the results of their activities, as well as the level of production and technological competence and professional competence in general (Appendix 9, 10, 11, 12, 13).

To assess the practical skills of a future chef in the food industry, quantitative and qualitative criteria proposed by V.P. Bespalko are used , heldOlympics and professional contest, contributing to the development of creative thinking and creative abilities of the student, motivates him to carry out production and technological activities, and allows him to develop professionalism (Appendix 18, 19).

The training of a future chef in the special discipline “Cooking” is carried out through the student’s classroom and extracurricular activities, each in turn using both frontal, group, paired, individual forms of training, and their combination. Let's consider how informational, practical, control training modules are implemented in the process of studying educational material in the special discipline “Cooking”. The training course “Cooking” includes 350 hours, of which 238 hours are lectures, 112 hours are practical, 105 hours are extracurricular and consists of 5 training modules (Appendix 1).

Let's consider the structure of the training session, which consists of three stages (Appendix 6).

Stage I - organizational and motivational(10-15 min). The first stage begins with goal setting for the lesson. Students understand the main purpose of the upcoming study of the educational topic of the educational element (submodule, module), practical and theoretical significance. Then the teacher reports how many lessons are allocated to study the topic, the approximate time frame for its completion, and lists the main elements that students should master as a result of studying this topic. After orientation in the upcoming activity, students perform a knowledge test in the entry block and choose an individual learning path. Next, the teacher prepares students to perceive new material, involves them in a new topic (problem), shows its significance in future professional activities, and reveals the students’ current level of knowledge on this topic (problem). Motivation can include techniques such as “attribution to the individual”, “attribution to the situation”; display of a studied sample, phenomenon or method of activity, presentation, etc. For example, when studying the topic “Technology for making sandwiches,” the technique of “attribution to the individual” is used.

Students are asked to answer the following questions: the importance of sandwiches in the student’s diet, what products he most often uses, what requirements must be observed when preparing sandwiches and whether he complies with them. At this stage, the teacher can carry out independent written work in order to control or correct the achieved level of knowledge formed at the previous stages of preparation. The results of the work performed by students are assessed and recorded by the teacher. When correcting knowledge and skills, the teacher organizes re-reinforcement of the material, aimed at eliminating the “gaps” in mastering the educational material.

Stage II - operational and activity stage(50-60 min). At the second stage, independent work is organized, where students, independently or under the guidance of a teacher, acquire knowledge included in the content of a given topic on questions or paragraphs of educational material through specific actions to assign it. The acquired material can be appropriated when automaticity appears in its use. The most effective forms of activity when working with educational material are those that ensure the student’s involvement in active self-learning and interaction with subjects of cognitive activity, such as work in pairs, group and individual. Depending on the number of teaching hours and importance, a topic may be covered over several training sessions and vice versa. If the topics are not key, but necessary to expand the conceptual apparatus of students, then they are considered in one training session.

For example, when studying the educational element “Processing scaly fish and preparing semi-finished products from it,” students (4-5 groups of 4-5 people in each group) study natural fish samples and semi-finished products. Students determine the characteristic features of semi-finished fish products , methods of their preparation, quality requirements, shelf life. Then one participant from each group reads out the highlighted characteristics and methods of preparing semi-finished products, and the other writes them on the board, divided into four to five parts for each group. Together with the students, the teacher identifies the sequence of operations when processing fish, organoleptic characteristics for various culinary uses, and the amount of raw materials used. The disclosure of a specific characteristic is carried out by the teacher with the involvement of TSO (showing videos, educational films, slides, presentations by the students themselves); after all the characteristics have been considered, each subgroup is asked to once again characterize the methods of processing fish and preparing fish semi-finished products based on the identified characteristics. This organization of a training session allows the teacher not to broadcast ready-made knowledge, but to organize the process of acquiring knowledge, while developing the cognitive activity of students, which, in turn, is the basis for their creative independence, which allows them to form educational motivation and develop professionally important qualities of a future competitive worker .

The tasks for consolidating the material are the practical activities of the student - solving problems that reflect the professional activity of a cook, performing laboratory and practical work and workshops, developing individual or group projects. Sheets with assignments on the content of the reinforcement material are in the student’s notebook. The forms of organization of training at this stage can be laboratory-practical classes, workshops held in the food technology laboratory, seminars (traditional, research type, discussion), game forms (“Brain-ring”, “Field of Miracles” and others), competitions (“Best Chef”, “Best Answer”, “Best Mentor”, “Cook with Golden Hands” and others), video conferences, video training, role-playing games (“Meeting foreign guests”, “In the technologist’s office”, “Organization restaurant work") and so on.

Stage III - reflective-evaluative stage(10-15 min). At the third stage, the teacher monitors and corrects the assimilation of educational information, summarizes the material studied, sums up the work on this topic, evaluates the quality of the lesson and the tools used. Students develop reflective activity (self-analysis), the ability to generalize and form adequate self-esteem. To assess the quality and level of mastery of educational material, testing tasks are used. When summing up the results, the teacher compares the result of the student’s activity with the standard and then records the achieved level of mastery of the PTC by the students. At the end of the lesson, the teacher takes time to report the assignment home; as a rule, it consists of self-preparation on individual theoretical and practical issues and a brief description of the next block of training sessions, and provides feedback that allows you to obtain additional information about the quality of the developed materials. All aspects of the training session are contained in the student’s diary, the content of which allows the teacher to make corrections in the methodological and didactic support of the training modules.

At the end of the study of each submodule/module/modules, a final control is provided, which is aimed at checking the final learning results, identifying the degree to which students have mastered the system of knowledge, skills and abilities acquired in the process of studying the special discipline “Cooking”. At this stage, the educational material is finally systematized and generalized. The forms of final control include a test, an exam (oral or written, in the form of testing using a PC), and the defense of creative works. During the test lesson, students are asked to complete test tasks of various levels of complexity; mutual control and self-control are used, allowing them to evaluate their own knowledge, develop the skills of analysis and self-analysis of activities and their results.

Completing a creative task in the special discipline “Cooking” in the form of a project allows students to deepen, generalize, systematize and consolidate acquired knowledge, skills and abilities in the profession; comprehensively check the level of development of the technical training complex in particular and professional competence in general. When writing a creative project, there are three stages: preparatory, main, final. At the preparatory stage, the teacher conducts consultations in order to familiarize students with the topic of work, requirements for writing a project, educational literature, and deadlines. The main stage includes independent work of the student himself. At the final stage, projects are defended with the participation of specialists from base enterprises. During the preparation process, the student prepares an analysis of the work done, as a result of which the ability to identify what is essential from the content of the project is formed. As part of the creative project, students perform the practical part of the task in the production workshop of the enterprise in order to check the level of development of the professional training complex of the future chef in the food industry and professional competence in general by specialists from base enterprises (Appendix 17).

The classroom, where lessons in the special discipline “Cooking” are conducted, is equipped with technical means (PC, music center, magnetic plastic board, video and audio systems, projector); natural aids (samples of raw materials and semi-finished products, mock-ups of dishes); planar figurative manuals (posters, photographs with diagrams of the culinary production process); verbal (educational, methodological, additional, normative literature), dynamic stand-simulator; conditional benefits(technological maps, diagrams, drawings). Workshops and laboratory practical classes are conducted in a training laboratory equipped with equipment, tools and supplies.

As part of solving the third problem we tested the effectiveness of the developed model and the pedagogical conditions for the formation of the PTC of a future chef in the food industry, which was considered based on the dynamics of training levels; levels of manifestation of professionally important qualities, levels of educational motivation. The experimental data were compared according to the Pearson criterion, qualitative analysis, observations, conversations, and questionnaires were carried out.

Determination of the initial level of knowledge, skills and abilities of students was carried out using control diagnostic tasks, which were developed taking into account the Federal State Educational Standards of NGOs and the recommendations of V.P. Bespalko, qualification levels of a cook in the food industry. The theoretical task consisted of six questions: the first and second included activities to identify previously studied technologies for the production of culinary products; third and fourth - checking the acquired information in a non-standard situation based on similar activity algorithms; the fifth and sixth are associated with the creation of new samples of culinary products. Practical tasks were compiled taking into account the qualification levels of the cook, and included three questions designed for productive, productive, productive and creative activities. The quality of culinary products was assessed by enterprise specialists.

Determination of the levels of manifestation of professionally important qualities was carried out by enterprise specialists in the process of performing practical tasks by a future chef in the food industry according to an expert evaluation scale. Determination of the levels of educational motivation of students was carried out according to the scale proposed by O.S. Grebenyuk. The maturity of the professional training complex of the future food industry chef at the formative stage of the experiment was determined based on the results of the defense of the creative project. Students were asked to consider one of three options for completing a creative project, designed for reproductive, productive, productive and creative activities. The first option involved considering the production of certain culinary products; the second is the improvement of recipes and technologies of base enterprises; the third is the development of a new sample of culinary products. The influence of the development of the professional training complex of a future chef in the food industry on the development of other competencies was tested at professional skill competitions and final state certification.

Experimental work has shown the effectiveness of the proposed model and pedagogical conditions for the formation of the technical training of a future industry chef and allows us to achieve positive results in improving the quality of his professional training in UNPO.

References:

1. Bespalko, V.P. On the quality criteria for training specialists [Text] / V.P. Bespalko // Bulletin of Higher School. – 1988. - No. 1. – P. 3 – 8.
2. Grebenyuk, O.S. Problems of forming motivation to study and work among students of secondary vocational schools: Didactic aspect [Text] / ed. M.I. Makhmutova. – M.: Pedagogy, 1985. – 151 p.
3. Sidorenko, E.V. Methods of mathematical processing in psychology [Text] / E.V.Sidorenko. – St. Petersburg: Rech, 2007. - 350 p.

O. B. Malakhinskaya, teacher of professional disciplines,

branch of the State Budgetary Educational Institution of the Yamalo-Nenets Autonomous Okrug "YaMK" in Labytnangi

Formation of competencies of a future qualified worker in the profession of “Cook, confectioner”

The Federal State Educational Standard for NGOs introduces a new concept for the education system: competence - a new quality of a subject of activity, manifested in the ability to systematically apply knowledge, skills, and values ​​and allowing one to successfully resolve various contradictions, problems, and practical tasks in a social, professional and personal context. Thus, vocational educational institutions must take into account changes in the characteristics of life, work and the role of a person in a new, technically and information-rich reality, and instill in the future specialist general and professional competencies. However, training a qualified specialist is difficult for a number of reasons, one of which is the gap between theory and practice (experience). Another important reason is the rapid informatization of society, and even completely new, just published textbooks do not keep up with the currently relevant material and fade into the background.

From all of the above, we can conclude that the changes taking place in education today are forcing teachers to think again about the question “what and how to teach?”, as well as to look for new approaches, methods and techniques for achieving the goals set by educational standards.

I believe that in the lessons of the professional cycle, a person-oriented approach is very important, because students come to us who often have not yet fully consciously chosen their specialty. Both age and unsettled views on your future have an impact. I consider one of my main tasks to be to interest them in the subject, I strive for them to love their profession.

The new regulatory and legal framework of Russian education, namely the new generation of Federal State Educational Standards, gave additional freedom in solving problems in developing the content of vocational education, organizing the educational process, and also provided the opportunity to build individual trajectories of vocational education. Also, at present, the profession of “Cook, confectioner” has undergone fundamental changes: from the “gray” walls of public catering, it “emerges” into attractive, comfortable cafes and restaurants with a rich range of delicious dishes.

The development of ethnotourism in Yamal, the opening of new cafes and restaurants makes it necessary to develop and improve the national cuisine.

Taking into account the requirements and requests of employers, additional competencies in food preparation were introduced into the program of professional modules as a variable part, taking into account the traditions of the peoples of the Far North.

In order for graduates to be successful and in demand in the modern labor market, I must teach them how to learn. Therefore, in my teaching activities I use elements of various technologies: differentiated learning (tasks of varying levels of complexity), student-centered learning, information and communication technologies (use of educational electronic resources for the profession, Internet resources, development of presentations for lessons), integrated lessons, technology of gaming methods, technology of project-based learning (research work), health-saving and gaming technologies, as well as pedagogy of cooperation.

Within the framework of the listed educational technologies, I use non-traditional forms of lessons: lessons of independent activity, research, problem-based, training lessons, seminar lessons. I believe that independent work lessons form and develop the mechanisms of students’ independence and affirm independent personality traits.

Lessons based on group activities help teach teamwork. Each participant in group activity involuntarily gets involved in joint work and faces a choice: either do like everyone else, or determine his place, role and function in the team. For teenagers seeking self-affirmation among their peers, such self-determination in activities is of great importance. Experience shows that group work is especially effective if the teacher organizes the process of distributing educational tasks and thinks out the technology for discussing them in a group. It is the very process of discussing educational tasks that is perceived as if adults were consulting with students, asking about their attitude to what was happening and listening to their opinions. This situation helps students purposefully carry out the learning process and feel more confident.

A seminar is one of the forms of training that I use quite often. An indispensable requirement for it is the active participation of each student.

At the lesson-seminar, the formation of general educational skills and abilities determined by the program when studying the specified material is revealed, and the student must practically apply knowledge and skills not only in known and familiar situations, but also in new situations. I use the lesson-seminar to develop students’ independence, develop the ability to work with reference literature and develop monologue speech skills.

I believe that through the introduction of elements of the listed technologies, students develop professional and general competencies:

Understanding the essence and social significance of your future profession;

Organizing your own activities based on the goal and ways to achieve it;

Searching for and using information necessary to effectively perform professional tasks;

Skill to work in team.

The result of using the above technologies is:

Improving the quality of students’ knowledge, developing the abilities of each student,

Acquiring the skill to independently organize your educational activities,

Activation of cognitive activity and creative activity of students,

Formation of personal qualities of students,

Formation in students of a conscious need to maintain a healthy lifestyle.

As a result of this approach to teaching, absolute and high-quality performance in subjects of the professional cycle remains stable throughout the entire course of study. The results of the state final certification show that the content and quality of graduates meet the requirements of the state educational standard of NPOs for the profession “Cook, Confectioner”.

As a result of targeted work, almost all of my graduates are employed in their profession, and some continue to receive education in higher educational institutions.

Bibliography:

1. Ibragimov G.I., Ibragimova E.M., Andriyanova T.M. Theory of learning: textbook / Ed. G. I. Ibragimova - M.: Humanitarian. Ed. VLADOS Center, 2011.

2. General and professional pedagogy: A textbook for students of pedagogical universities / Ed. V. D. Simonenko. - M.: Ventana Graf, 2005.

3. Federal state educational standard for primary vocational education by profession 260807.01 Cook, confectioner

The main mechanism designed to ensure the training of qualified mid-level workers to meet the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education, is professional competence, a competency-based approach to vocational education, and its focus on the formation of professional competencies.

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Formation of professional competencies in practical training classes in the profession “Cook, confectioner”

The main mechanism designed to ensure the training of qualified mid-level workers to meet the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education, is professional competence, a competency-based approach to vocational education, and its focus on the formation of professional competencies.

Modern professional school has an urgent need to substantiate and develop from theoretical and methodological aspects and adequate technological support the process of development of the creative potential of the individual, as a factor in its successful social and industrial integration, resources of professional mobility and competitiveness. We are talking about students mastering holistic professional activities from goal setting to self-analysis.

It is the list of professional competencies for a specific profession or specialty that is reflected in the new layout of the Federal State Educational Standard for Secondary Professional Education.

For example, when developing the structure of a professional educational program for workers in the food industry, it was determined that, in accordance with the requirements of the professional standard, a specialist must demonstrate the ability and readiness, firstly, to plan, organize and control production processes in individual areas (divisions) of a food enterprise and, secondly, to prepare and decorate complex dishes, bakery and flour confectionery products, taking into account the requirements of quality and safety of the preparation process and finished products for various categories of consumers.

To master theseprofessional competenciesThe structure of the educational program includes training modules aimed at developing readiness to perform a set of specific job functions.

2. Theoretical foundations

It must be emphasized that each module provides for the formationboth professional and general competencies, including a certain level of readiness to make decisions, use interpretation of information, etc.

Mastering the set of professional competencies necessary to perform job functions and components of training modules becomes the goal of the educational program. Thus, in the structure of the educational standard, professional modules, which include the mandatory amount of knowledge, skills and practical experience necessary to perform various types of professional activities, replace traditional special disciplines.

Modular approach to learning based on competencies , provides for the development of a modular professional educational program based on reflecting the requirements of the professional standard in the goals and content of the educational program, which involves changing the goals, content of training and methods of managing development activities competencies

The implementation of modular educational programs based on competencies requires a fundamentally different approach to organizing the educational process, the main feature of which is practice-oriented learning and independent work of students.

2.1 Independent work of students in modular programs

Of particular importance is the organization of independent work, which, giving a personal meaning to the education received, taking into account the level of preparedness for independent work, would stimulate the creative powers and abilities of students, actualize the internal cognitive motives of learning, and would contribute to the development of self-education skills, the ability for self-development and self-improvement.

A competitive graduate must be independent, mobile, have creative thinking, choose optimal solutions in non-standard situations, develop new types of products, etc.

A professional career is the professional formation and development of an individual, the main indicators of which are:

Professional independence;

Professional mobility;

Ability to work in a team.

Independent educational work should be understood as any active activity of students organized by a master of industrial training, aimed at achieving set goals in a specially allocated time: searching for knowledge, understanding it, consolidating it, forming and developing skills, generalization and systematization of knowledge.

Independent work as a didactic phenomenon is, on the one hand, an educational task compiled to achieve certain goals. On the other hand, it is a form of manifestation of the corresponding cognitive activity: memory, thinking, creative imagination when students perform tasks in educational practice, which ultimately leads him either to obtaining completely new, previously unknown knowledge, or to deepening and expanding the scope of action knowledge already acquired.

Therefore, independent work is a learning tool that:

In each specific situation, assimilation corresponds to a specific goal and task;

Forms in the student the necessary volume and level of knowledge, skills and abilities to solve certain cognitive problems at each stage of his movement from ignorance to knowledge;

Develops in students a psychological attitude towards independent systematic replenishment of their knowledge and the development of skills to navigate the flow of scientific and social information when solving new cognitive and professional problems;

Independent work students - component of training, activity students in the learning process, carried out on the instructions of the training master, but without his direct participation. Independent work is aimed at elaborating the material covered during educational practice.

Working independently always causes difficulties for students , especially in the first year, when it is necessary to teach students to correctly set educational goals. For students it is necessary to learn to remember the main thing, therefore they need to be taught methods of memorization, repetition, methods of semantic construction, to develop thinking and the functions of understanding, comprehension, new things on the basis of the old. For example, they know the theoretical basics of cooking, but they need to be taught practical cooking.

In view of the fact that independent work is the most important form of the educational process, the master of teaching should emphasize its advantages in forming the parameters of the qualification characteristics.

At the present stage of development of pedagogy, independent extracurricular work of students is a more important means of increasing the professional, cognitive and creative activity of future specialists. It is in it that the motivation of students, their focus, independence, self-education and other significant characteristics are manifested. All these characteristics meet the requirements put forward by employers: the ability to work with information, the ability to independently obtain knowledge and systematize it; professional competence; high responsibility and organizational and communication skills.

It should be noted that under« professional competencies"refers to the ability to apply knowledge and skills for successful activities: the ability to work independently, the ability to take responsibility, the willingness to notice problems and look for ways to solve them, the ability to analyze new situations and apply knowledge for such analysis. However, it should be noted that there are diverse definitions of the concept of professional competence:

2.2 Definitions of the concept of “professional competence”

Development professional competenciesIt is impossible for students in the profession of “Cook, Confectioner” without meeting the following conditions:

• properly selected teaching methods, such as:
• reproductive displays;
• problem-search (setting practical and situational tasks);
• simulation methods (analysis of specific production situations and tasks; situational solutions; practical tasks during practice; discussion of developed options).
• the necessary training tools to ensure optimization of the achievement of goals (for example, the availability of teaching aids for the Federal State Educational Standard, the profession of “Cook, Confectioner”, documentation necessary for practical training lessons, instruction cards, tests);
• logistics support for practical training lessons in the profession “Cook, confectioner”.

The material and technical base of vocational education is of paramount importance for the formationprofessional competenciesgraduates in demand by employers. Thus, in the educational culinary workshop, students’ workplaces meet the requirements of labor safety, sanitation, hygiene and fire safety rules. Methodological and didactic material for all sections of the professional module has been created and systematized. When undergoing practical training, all students are provided with individual workplaces. The culinary training workshop is equipped with the necessary equipment, tools, utensils, supplies: electric ovens, electric stoves, refrigeration equipment, weighing equipment, etc. Availability of products in accordance with the list of training works for practicing work techniques. The culinary training workshop is equipped with special chef furniture: cabinets, tables, sinks. The equipment of workplaces for conducting educational practice provides for the possibility of acquiring professional skills in accordance withprofessional competencies.

• Completing educational practice;
• Organization of independent work of students during practical training sessions;
• Competence of industrial training master.

Only a master of industrial training can ensure the formation of these competencies at a sufficient level. In this regard, the competency model of the master of industrial training for the profession “Cook, Confectioner” is of particular importance, including the following levels:

• at level 1 the components of the value potential of the personality of the craftsman are set, he is ready to teach all skills;
• Level 2 presented professional and general competenciesindustrial training masters:
• orientation towards professional activity;
• self-education, advanced training;
• motivational and organizational orientation of the interaction between the master and students.
• Level 3 model is necessary for implementationprofessional activity
• Organization of training and production process;
• Pedagogical support for a group of students in class and extracurricular activities;
• Methodological support for the educational and production process;
• Participation in the organization of production activities.Participate in the development and implementation of technological processes, develop and prepare technological documentation.
• Performing work in the profession of “Cook, confectioner”.

Thus, based on all of the above, we can come to the following conclusion:

• There is no consensus among the teaching community on the issue of the conceptprofessional competencies;
• the main conditions for the formation of professional competencies are: correctly selected teaching methods, teaching aids, material and technical support for practical training lessons.

3. Practical foundations for developing professional competence

Becoming professional competenceby profession, on industrial practice for 3 years of study, in other words, these are any forms of training related to the involvement of students in production activities.

Students of our technical school, led by industrial training masters, organize the work of the technical school buffet, for this you need to prepare various types of dough early in the morning (yeast, biscuit, shortbread), prepare a variety of fillings (cabbage, potatoes, rice with minced meat, jam), mold the products, give stand and bake these products in the oven. The students are also responsible for the sale of all baked products. In the process of such production activities, students are very well versed in all educational services: they know well the technology for preparing various types of dough, carefully shape products from yeast dough, know the temperature conditions for baking yeast products, biscuit dough, shortcrust pastry, show flexibility and competitiveness

After graduating from the technical school, our graduates work independently at enterprises for baking bakery products:

At the enterprises of the Sursky district;

At enterprises of the Ulyanovsk region;

Outside the area;

Professional independence – the ability to understand the requirements for activities in the profession, the ability to independently plan, carry out, make decisions and control the work performed.

Professional mobility. And mobility as an initial concept (from the Latin mobiles - “mobile” means mobility, readiness to quickly complete tasks. It follows that professional mobility is the readiness and ability to quickly change functions performed, as well as specialties within the same profession (cook, pastry chef , compiler of cost estimates for dishes, waiter), the ability to quickly master new professions or changes in them that arise under the influence of technical changes. In the psychological dictionary, it is defined in the same way as the ability and readiness of an individual to quickly and successfully master new equipment and technology, to acquire missing ones. knowledge and skills that ensure the effectiveness of new professional activities.

For self-discovery and self-realization of internal potential, students have extensive additional literature that promotes self-disclosure and self-realization:

Literature on the practical preparation of “Russian national dishes” in color illustrations;

Literature on banquet-themed (anniversary, New Year, celebration, March 8, children's table, etc.) table setting. With the necessary tablecloths, dishes and cutlery;

Buffet table decoration - with dishes, cutlery and tablecloths;

Available: round table, square table, buffet table, with extended legs for serving;

The ability to collaborate has been developed (student - industrial training master, student - student, where students learn from each other, adopt the experience of experienced production training masters).

What should a student be able to do when working with a master?

industrial training

Educational practiceplays a decisive role in the formationprofessional competenciesstudents, which lies in its specific features in terms of goal setting, content, logic, didactic principles, organizational forms, methods and means of teaching.

The priority for educational practice is the formation of professional skills of students before the formation of professional knowledge;

The leading method of educational practice remains exercise;

The main means of educational practice is the productive work of students;

There is an inextricable connection between theory and practice;

There is a combination of training in specially organized conditions and in real production conditions.

Thanks to these features, there is a consistent implementation of the goals of educational practice in the formationprofessional competencies students:

Professionalism (working on the correctness and accuracy of work actions, achieving a certain speed of their implementation, developing skills and abilities);

Professional independence;

Professional mobility.

The main form of organizing educational practice is class . A characteristic feature of educational practice is the purposeful educational and production activity of students throughout the entire lesson. To do this, the entire course of the lesson is thought out to the smallest detail, its plan is developed, the necessary devices are prepared, the completeness and serviceability of the necessary technical equipment is checked, the activities of students at each stage of the educational lesson are determined and specified. It is advisable to develop and use instructional and technological maps and test tasks. These tasks encourage students to test their knowledge, teach them self-control, point out gaps, and force them to turn to technical literature, to an industrial training master, or to a friend who is stronger in their studies.

I practically show techniques for performing tasks at a working and slow pace, and I accompany the demonstration with a comprehensive explanation. By telling and showing, I teach my students to correctly perform labor techniques and operations, while observing the rules of safety, industrial sanitation, sanitation and hygiene, introducing them to the experience of advanced workers, new equipment, instilling a love for their chosen profession, and showing them the elements of creative work. A clear, accessible, engaging explanation, a clear demonstration of techniques for performing work operations for preparing dishes, feasible tasks - all this allows students to successfully master special skills and abilities, and gain confidence in their own strengths and capabilities. This is important for the good psychological and emotional state of pupils, for the development of independence, mobility, and creative abilities. In general, all this works forprofessional competence.

The profession “Cook, confectioner” is currently one of the most popular professions in the country, because individual catering entrepreneurship, private business, restaurant, roadside business are developing, a large number of public catering outlets are opening: cafes, mini-restaurants, snack bars, canteens, dumpling shops, pizzerias, bistros, etc. Everywhere there is a need for qualified specialists in their field, who are competitive in the modern labor market, who meet the requirements of employers, to be mobile, sociable, able to adapt in all conditions, to beprofessionally competent.

Productive activities:

60% of graduates get a job according to their professional purpose;

17% of graduates go on to study further in their field of study;

5% of graduates are engaged in private individual entrepreneurship (they have opened workshops and are engaged in baking and selling yeast and confectionery products);

10% of graduates get a job outside their profile;

Every day, products from yeast dough and confectionery are baked for the buffet, where money is earned from the sale of everything baked, which is handed over to the accounting department;

Participation in annual professional skills competitions in the profession “Cook, confectioner”, both a master of industrial training and a student;

Art pro rally, etc.

I manage the life of the student team, students gain enormous experience in communication, research and search activities, experience in creatively solving problems related to professional training, form a professional culture and competence.

For the high-quality implementation of management functions, I have practical skillsprofessional competencies

Problematic issuesprofessional competence, they create the foundation for creative thinking:

What should you do if the color of the borscht is not saturated or bright?

What if mashed potatoes are too salty when cooking?

What if the cutlets are very overcooked? Etc.

These influences are ensured by the creation of situations of intellectual difficulty during the learning process - problem situations and their resolution. They are a necessary condition for the development of students’ thinking and an emotional means in the learning process.

The principle of creating problem situations:

1. Bringing teachers to a contradiction, with the invitation to find a way to resolve it themselves (if the sponge cake turned out to be settled and dense during baking);

2. Presentation of points of view on the same issue (dilution with hot, flour-sauteed broth; 1 student dilutes it slowly, 2 student dilutes it quickly and immediately);

3. Proposal for trainees to consider the dish from different positions (client, cook, pastry chef, cost maker, cafe director);

4. Encouraging teachers to make comparisons, generalizations, conclusions from current situations (cooking dishes from high-quality products and what will happen if some products are not entirely of good quality).

In this case, much attention is paid to the professional mental activity of students.

There is a targeted creation of special situations to find errors. The method of relying on errors is built on this idea.

Cognitive errorscommitted in the process of evolution of knowledge, they are objectively determined by the incompleteness and limitation of knowledge:

For example, in the instructional and technological map one minor error is specifically provided; during the technological process when preparing cabbage soup from sauerkraut, the addition of sugar is not indicated; students should notice this and, in the course of the activity, cope with this operation in the right place;

Cognitive errors are grouped into a special group and are subsequently used as one of the learning tools. For example, when preparing yeast dough the following mistakes should not be made:

So that the fermentation process lasts more than 3.5 - 4 hours;

You cannot do 4-5 kneads during the fermentation process;

You cannot add oil with all other ingredients at the same time;

When preparing shortcrust pastry, there is also a whole group of unacceptable mistakes;

Why should you not knead the dough in a room with high temperatures?

What happens if the dough kneading process takes a long time, etc.

Of particular interest among the mistakes are those made in professional activities, the analysis of which allows us to organize a deeper and more conscious assimilation of professional training.

3.1. Creative activity of students as the main form of professional competence

In our work, a creative attitude to everything that happens is an integral part of the educational process.

Creativity should begin from the first lessons of educational practice. Proper cutting of vegetables is the beginning of creativity. I teach students to see the difference:

In the correct and incorrect sizes of vegetables;

See vegetables being overcooked;

Appearance;

Consistency.

I show a dish with the correct and incorrect cooking technology, I focus on the culture and aesthetics of cooking, the students see the difference and, very importantly, agree with me in this direction.

When preparing first courses, I teach students the correctness and adherence to cooking technology, and when this process is completed, here they can move on to creative initiative. For originality and uniqueness of taste, you can add something of your own, for example,

Cinnamon, cloves;

Sorrel, viburnum;

Wild onion;

Orange and lemon zest;

Fresh berries.

For imagination and creativity, I offer unlimited possibilities, of course within the reasonable limits of what can be added to prepare 1 dish. I emphasize that this is already the beginning of your creativity, perhaps this will be your signature dish, perhaps your friends and family will be able to appreciate it. I show how aesthetically one dish should be decorated - sour cream is placed strictly in the middle of the plate in an even circle, neatly chopped greens are sprinkled on it, such a dish looks very aesthetically pleasing and appetizing.

You can be creative in preparing the simplest dish. The soup is milk, many people do not eat milk soups, I suggest the following creativity when preparing this soup:

Small vermicelli is heated in a frying pan until slightly brownish;

When it is boiled in milk, the taste and aroma become specific;

When serving, strawberries, raspberries or softened dried apricots are placed in the middle.

This simple dairy dish turns into a dessert dish with berries. Students, in turn, offer their own options for preparing milk soup. I really like this direction of students, when they embark on a creative search, this is the beginning, but it is important, it will gradually turn into professionalism and creativity.

3.2. Employers' requirements for training specialists in the field of public catering

Analyzing the development of the public catering sector, it was revealed that today the success of a restaurateur depends on the presence of good management, impeccable service, interesting interior and reasonable prices, the requirements for production and service personnel of public catering enterprises have increased, competition among them has increased, new criteria for assessing the quality of culinary products have appeared . In this regard, there was a need to gradually improve and expand knowledge about national cuisine, wines, methods of preparing coffee and drinks.

Basic theoretical and practical training allows you to independently apply skills in professional activities;

Possession of business communication skills;

Ability to master new technologies;

Ability to act in standard and non-standard situations;

Show readiness to change the nature and content of work;

Creating a model of a graduate of an educational institution in accordance with the requirements of the employer;

Formation of internal motivation for professional training;

Building learning on a reflective basis.

4. Conclusion

In the studies of A.L. Zhokhov, N.M. Spirin, R.N. Perlova, V.V. Temkin, such diagnostic indicators are considered separatelyprofessional competenceas issues of developing interest in the chosen profession, professional independence, collectivism, tolerance, creative thinking, etc. I am interested in the problem of development in a complex, with all its indicators in students in accordance with the definition that was chosen as a target guide in the activities of teaching staff .

In my opinion, in a market economy, a high-quality solution to development problemsprofessional competencefuture workers and specialists will ensure their successful and professional social adaptation. This is what sparked interest in the problem of developmentprofessional competence students:

Essence and structure of the conceptprofessional competence, its working definition is given in relation to the category of students in an institution of secondary vocational education;

Describes the process of indicator developmentprofessional competence: interest in the profession, professionalism, professional independence and mobility;

The organizational and pedagogical conditions for the formationprofessional competencestudents studying in secondary vocational education institutions.

Thus, analyzing the performance indicators for the previous 5 years, we can conclude that educational practice in the formationprofessional competencestudents are of great importance, since in practical training they acquire practical skills that are so necessary for a competitive professional in modern conditions, when it is beneficial for employers to have a highly qualified, mobile, well-mannered, adapted worker on their staff, with knowledge of the technological process, who can make decisions in standard and non-standard situations, mastering modern technology.

5. List of references used

1. Bazarov T.Yu. Author's technologies for developing competency models -Baidenko V. Competencies in vocational education Bezyuleva G.V. Professional competence of a specialist. Bespalov B.I. The relationship between the concepts of “competence” and “competence” in human activity psychology Gaineev E.R. Component-based approach to the implementation of the Federal State Educational Standard //Methodist. - No. 8. - 2013. - P.44.

2. Law 273-FZ “On Education in the Russian Federation” 2015 new 273-FZ - [Zimnyaya I.A. Key competencies - a new paradigm for the result of education Kozyreva O.A. Professional pedagogical competence of a teacher: phenomenology of the concept // Bulletin of Tomsk State Pedagogical University. -The concept of modernization of Russian education for the period until 2010 approach - [Electronic resource] - Access mode. - URL: http://sinncom.ru/conten.

3. The concept of long-term socio-economic development of the Russian Federation for the period until 2020 - [Electronic resource] - Access mode. - URL

4. Anfimova N.A., Tatarskaya L.L. Cooking "cook, confectioner" textbook for vocational education, 2006.

5. Bezrukova V.S. Dictionary of new pedagogical thinking (text) Ekaterinburg.

6. Bespalko V.P. Components of pedagogical technology (text)/ Bespalko V.P. – M, Pedagogy, 1989 – 190 p.

Educational activities of a teacher (Text): a textbook for students. higher educational institution, I.A. Kolesnikova, N.M. Borytko, S.D. Polyanov, N.L. Selivanova. – Academy, 2005. – 336 p.

7. Concept of modernization of Russian education until 2020, 6. New pedagogical research (Text),

8. Malenkova L.I. Education in a modern school (Text) – Pedagogical Society of Russia: Noosphere,

9. Modern teaching technologies in educational institutions of secondary vocational education, library of the federal program for the development of education, “New Textbook Publishing House”, 2004.

Evgeny Smirnov

# Business nuances

Managerial competencies

Experience is the basis of management competencies. Experience implies not only the presence of theoretical knowledge, but also the ability to apply it in the professional field.

Article navigation

• Types of professional competencies
• Managerial competencies of managers
• Basic and special management competencies
• Methods for improving competencies
• Professional competencies in various fields
• Professional competencies of a lawyer
• Professional competencies of an engineer
• Professional competencies of a chef
• Corporate competencies
• Conclusion

Managerial competencies are a set of knowledge, skills and personal characteristics that allow a manager to effectively cope with the responsibilities of a leader. How competently he will solve operational and strategic tasks to achieve his goals depends on how high a level of job competencies a particular manager demonstrates.

Experience is the basis of management competencies. Experience implies not only the presence of theoretical knowledge, but also the ability to apply it in the professional field. These are, first of all, skills acquired by a specialist in different positions in different companies and tested in practice. In other words, management competencies are a key indicator of a manager’s professionalism, from the point of view of effective management.

Types of professional competencies

Regardless of whether a person occupies a leadership or executive position, there are two key groups of competencies:

• Basic competencies– a set of personal qualities that determine the effectiveness of a particular specialist as a whole. This group includes the volitional, intellectual, emotional and communicative characteristics of a person.
• Special competencies– this is a range of knowledge, skills and abilities that are directly related to the professional activities of a particular specialist. These competencies differ for different positions. For example, the special competence of an expert translator is the skill of simultaneous translation, and the special competence of a secretary includes competent preparation and management of the manager’s work schedule.

All employee competencies, reflecting the possibilities of his personal growth, are conditionally divided into two groups:

• technical competencies of a specialist - professional knowledge, skills and abilities that are necessary for an employee holding a specific position;
• behavioral competencies – universal competencies of an employee, including personal characteristics that characterize the effectiveness of a person as a whole.

In another way, this classification can be represented as the personal and functional characteristics of a manager. The personal competencies of a leader are in many ways the initial inclinations of a specialist. The task of a manager who wants to raise his professional bar is to develop his strengths and improve his weaknesses. While easily mastered functional competencies come during training and in the process of work, personal leadership competencies of management require strong-willed efforts in order to develop their natural inclinations and eliminate shortcomings as much as possible.

Managerial competencies of managers

A professional manager is a specialist who must possess and apply basic management competencies in his work. While, for example, the professional competencies of an electronics seller do not require serious organizational skills, for a manager the ability to manage business processes and subordinates is the basis. A leadership position has its own specifics, which is reflected in competencies. This specificity is presented below in the form of abstracts:

• The work of a manager, unlike other types of intellectual work, does not have a specific time frame. Therefore, the level and indicators of achieving intermediate results are the main guidelines in assessing a manager.
• The manager's strategies and operational actions are continuously adjusted under the influence of external market conditions. The ability to act in non-standard situations is far from the last place in the list of managerial competencies.
• The manager is responsible for the actions of his subordinates, takes into account risks and takes advantage of opportunities. A manager's professional competencies require the ability to assemble a strong team and organize an effective work process.
• The corporate culture of management and the management style practiced by them shapes the business reputation of the company. A manager at any level is a bearer of corporate values ​​that directly affect special competencies.

All these factors determine the range of competencies that a manager must possess. Control over how much a specialist possesses certain professional skills is carried out by the immediate superior and HR department specialists, who enter the employee’s parameters into special tables and track progress. This format allows you to quickly identify a manager’s weaknesses and develop a program to eliminate them.

Basic and special management competencies

The basic competencies of a manager include:

1. Systematic strategic thinking. A leader who does not think ahead and does not monitor global trends is unable to be effective in the long term.
2. Knowledge of the basics of marketing. Understanding the market and the company’s place in the market, the ability to analyze information and synthesize effective marketing solutions with a limited budget - a brief description of marketing competencies.
3. Financial management skills. The manager must be able to competently distribute the company's limited resources and use effective investment mechanisms to increase income.
4. Knowledge of production, commercial and logistics processes.
5. Skills in developing new products and services.
6. Knowledge of office work and administration.
7. Understanding and application of the relevant legislative framework governing a specific business sector.
8. Developed communication and personnel management skills.
9. Understanding and applying the fundamentals of information, commercial and economic security.

As for special management competencies, they depend on the specific industry and the specifics of the position held. For example, the competencies of a chief accountant, who actually occupies a management position, differ significantly from the competencies of a commercial director or PR manager.

Management competencies can be considered not only in terms of basic and special skills. An alternative classification is the distribution of management competencies according to the nature of the manager’s actions.

• This includes:
• Vision is the ability to forecast and think at the tactical and strategic levels, calculating risks and taking advantage of emerging opportunities.
• Action – the ability to purposefully and effectively organize your actions and the actions of your team to achieve a specific result.

Interaction – the ability to form effective and comfortable relationships with partners, senior management, subordinates and other people.

Methods for improving competencies

1. A successful manager systematically improves basic and special competencies. Professional development is carried out in several ways, which are conventionally divided into:
2. Traditional teaching methods;
3. Active learning methods;

On-the-job training.

• lectures – one-way presentation of educational material mainly in the form of theory with minimal feedback;
• Seminars are a training format in which there is active communication between the teacher and the audience;
• educational films are a convenient format that allows for the possibility of learning new competencies remotely.

Active learning methods, compared to traditional methods, are more effective and individual approach, allowing you to increase the level of competencies in a short time. This category includes:

• trainings – condensed theoretical training with maximum practical skills development;
• computer training is a programmatic way of presenting and practicing acquired knowledge and skills;
• group discussions – oral exchange of experience in the context of solving a specific problem;
• business games – modeling and practicing situations that arise in professional practice;
• role-playing games – teaching interpersonal communications by simulating learning situations.

On-the-job training methods – full-fledged practice with real-life skills acquisition and experience exchange. These methods include:

• temporary internship in other departments of the company to strengthen horizontal corporate ties;
• drawing up an individual training program based on the results of third-party observation of the work process of the tested specialist;
• peer coaching with elements of informal mentoring for the exchange of experience between specialists in different fields;
• vertical direct mentoring under the control of senior management;
• coaching with independent search for solutions with the help of a coach;
• familiarization with the corporate culture and value competencies of the manager.

There are many methods for improving competencies. For effective training, it is important that the development of new knowledge and skills occurs slightly ahead of current trends and is focused on the comprehensive development of the company and effective interpersonal communications.

Professional competencies in various fields

The necessary personal and intellectual competencies of a professional in each field are different. For clarity, let's compare the knowledge, skills and abilities required for work by a qualified lawyer, engineer and chef.

Professional competencies of a lawyer

The main indicators of a qualified lawyer are such professional competencies as:

• knowledge of basic laws, their competent interpretation and application in practice;
• the ability to qualify events and facts from a legal point of view;
• skills in drafting legal documents, providing advice and drawing up legal opinions;
• ability to make legal decisions and act within the law;
• skills in establishing facts of offenses and taking measures to restore violated rights;
• systematic professional development;
• in-depth study of legislation and the practice of its application.

Professional competencies of an engineer

An engineer must have a wide range of technical knowledge and a number of personal qualities. His professional competencies include:

• understanding of technology and principles of production organization;
• possession of analytical skills, use of mathematical and economic calculations;
• maintaining business and engineering documentation;
• selection of qualified contractors and effective interaction with them;
• knowledge of regulatory documentation and GOST;
• advanced computer and software skills;
• responsibility and ability to make quick decisions in difficult situations;
• High communication skills with subordinates and superiors.

Professional competencies of a chef

The chef, as a person who is responsible for the operation of the establishment, must possess a large list of professional competencies, which are briefly presented below:

• understanding of the basics of merchandising and cooking techniques of national cuisines;
• the ability to correctly zone a restaurant in accordance with sanitary standards and ergonomic principles;
• maintaining finances, developing budgets and assessing the efficiency of the kitchen and the establishment as a whole;
• knowledge of personnel selection methods, formation of effective staff and establishment of communications with subordinates;
• knowledge of the legal side of the restaurant business, understanding of the rules and regulations for maintaining internal documentation.

Corporate competencies

A special feature of corporate competencies is that they are universal for all company employees - from ordinary specialists to top managers. Corporate competencies are determined by the company’s values ​​and its internal corporate culture. Therefore, this category includes the skills and personal qualities that every employee of the company should have.