Praktikos kompetencijos vystymosi kontekstualumas

Straipsnyje pristatomas koncepcinis-empirinis mokslinės problemos sprendimas, susijęs su praktikos kompetencijos vystymusi vykstant savaiminiam mokymuisi darbo vietoje. Pristatomi tyrimo rezultatai, sujungiantys kompetencijos, vystymosi, savaiminio mokymosi ir mokymosi darbo vietoje koncepcijas. Straipsnyje atskleistas ir pagrįstas praktikos kompetencijos vystymosi organizacijos aplinkoje kontekstualumas integruojantis veiklos kaitai ir savaiminiam mokymuisi. Gauti tyrimo rezultatai leidžia teigti, kad mokymasis ir socialinė kaita yra susiję, t.y. esant ribotiems pokyčiams, mokymasis tiksliau matuojamas, o vykstant technologiniams ir socialiniams pokyčiams organizacijose mokymasis tampa sunkiau išmatuojamas ir kontroliuojamas. Taigi darbo vietoje vykstančios kaitos ir savaiminio mokymosi sąveika yra individo kontroliuojama bei priklauso nuo motyvacinių veiksnių. Vykstant šiai sąveikai, sukuriami ir nauji praktikos kompetencijos artifaktai, kurie tampa nauja mokymosi patirtimi.In the article is presented the conceptual-empirical problem-solving about the practical competence development in the context of self-directed learning in working environment. The research results integrate the concepts of competence, development, self-directed learning and learning in working environment. Is illuminated the contextuality of practical competence development in working environment by integrating the activity change and self-directed learning. The research results show that the learning and social change are interrelated. In working environment with the limited resources the learning could be evaluated strictly. In the environment with permanent technological and social changes is more complicated to evaluate and control the learning. So why in working environment the connection between changes and self-directed learning is controlled by the individual and is dependent on the motivation factors. In such interconnection are created the new artefacts of competence, which become the new learning experience. The research results highlight that theoretical education of the specialist and his / her acquired theoretical knowledge are the premises for professional dignity and effective performance of the activity. Only theoretical knowledge is not a premise to change the service culture and participate in making-decisions at organization. Here are important the professional dignity, identity with organization and orientation to clients’ needs. The specific competencies create premises to perform the specific activities, solve the specialized problems. For the management of working processes here is the need to acquire the managerial competence, which incorporates specific and general competencies. change, contextuality, development, practical competence, self-managed / self-directed learnings, work settin