STRUCTURAL COMPONENTS OF FORMING A CULTURE OF PROFESSIONAL DEVELOPMENT FOR IT COMPANY MANAGERS

Abstract

The article identifies and analyses the structural components of the formation of a culture of professional development for IT company managers in informal education. The study uses a mix of theoretical and empirical methods, including analysis, synthesis, generalisation, psychodiagnostic techniques, and expert assessments. Using psychodiagnostic techniques gave us a comprehensive assessment of managers' personal resources, which determine their professional commitment and focus on high standards of management. The results obtained enabled identification of the prerequisites for the formation of a culture of professional development among managers in informal education, namely motivational attitudes, psychological well-being, and a tendency towards perfectionism. The expert assessment method was used as a scientifically based tool to determine priority areas for fostering a culture of professional development among modern managers. Its application ensured the generalisation of professional experience and of competent expert judgments regarding the significance of key components in the formation of a culture of professional development in informal education. The methodological basis of the work was a systematic approach to understanding the formation of a culture of professional development for managers as a purposeful, continuous, and adaptive process, providing a comprehensive scientific understanding of the phenomenon under study. It has been established that the content of the formation of a culture of professional development for IT company managers in informal education includes professional, sociocultural, and personal components, as confirmed by expert assessments. It has been found that most managers of IT companies have an average level of psychological well-being, characterised by the dominance of adaptive manifestations of perfectionism. The levels of development of their professional development culture in informal education can be classified as low, sufficient, and high.