Development of professionally significant personality traits in the context of extracurricular activities of students at the university

Abstract

The article presents the results of the work of the student academy as a form of organization of extracurricular activities of students, contributing to the personalization of the educational process and the development of professionally significant personality traits. The disclosure of students' personal potential, innate or acquired, in our opinion, can contribute to the successful professional realization of the student in the chosen profession or adjust the trajectory of future professional development. The current state and social order today is not limited only to the formation of a highly qualified specialist within the university, but initiates and supports the training of a responsible, conscious person capable of active life, self-development, including in future work. Currently, there are more than 80 universities in the Russian Federation specializing in the training of hotel service specialists. At the same time, only 58% of graduates remain in the industry and work in their specialty, which is one of the lowest indicators in comparison with other sectors of the national economy. Among the reasons for such a low indicator are: incorrect choice of profession, insufficient awareness of the possibilities and directions of implementation in the profession, lack of need for self-development, which becomes one of the priority pedagogical tasks. The peculiarity of the organizational conditions of the student academy (small group size, highly motivated composition of participants, uniformity of learning objectives) opens up additional opportunities for its success. Thus, the development and implementation of a program of extracurricular activities of students aimed at personalizing the learning process and, in particular, the development of professionally significant personal qualities, is currently a promising area for building and organizing educational activities at the university. The principles of such training, the forms and methods of organizing classes, and the adaptation of relevant diagnostic techniques to the level of formation and development of professionally significant personality traits have become the subject of this study.