1. PEDAGOGICAL CONDITIONS OF SOCIAL INSPECTOR COMMUNICATIVE CULTURE DEVELOPMENT IN SKILL IMPROVEMENT PROCESS Galyna Miasoid

2. The research object is development of social inspector communicative culture. The research subject is pedagogical conditions of social inspector communicative culture development in the system of post-graduate training. The research objectives are to substantiate and experimentally verify pedagogical conditions of social inspector communicative culture development in the system of post-qualifying training. To achieve the research objective we had to complete the tasks: Define the term of ‘social inspector communicative culture’ having analysed the main approaches to communicative culture development and find ways to improve it. List and examine the criteria, parameters and development levels of social inspector communicative culture. Substantiate pedagogical conditions of social inspector communicative culture development which will help to effectively form its structural elements and acquire skills of professional communication. Work out the methodology of social inspector communicative culture development that will ensure implementation of the substantiated pedagogical conditions, and experimentally validated this methodology in social inspector post-qualifying training.

3. Research design and details Research period: 2014-2015 Research base: the System of Work and Welfare of Ukraine in Dnipropetrovsk and Zaporizhzhya regions. Research involved 384 social workers and 6 experts at both the summative and formative assessment stages of the research. Summative stage:  Methods: previous research analysis, content analysis, survey, qualitative and quantitative analysis.  Involved 254 social workers and social inspectors. Formative stage:  Methods: pedagogical experiment, survey (self-assessment, expert assessment), statistic analysis, qualitative and quantitative analysis.  Experimental and control groups (65 social inspectors each)  a 21 hour course “Social Worker Professional Communication.”  Forms and methods: social psychological training, group and pair research, mini-lectures, discussions, situation analysis, role play, simulation, training, professional communication try-storming, exercise, assignments, feedback.

4. Communication Channels in the Social Welfare System of Ukraine Social worker Customers of a social welfare body Representatives of other social bodies Colleagues Executives Subordinates

5. Communicative culture A complex integral personal quality defined by the specific character of a person’s professional activity, which includes motivational, axiological and behavioural components. These components are hierarchic mutually depended coherent systemic units which have subordinate elements, namely professionally important personal qualities, motivations and values as well as communication, interaction and perception skills.

6. Structure of social inspector communicative culture communication skills perception skills interaction skills professional ethic qualities motivations values

7. Hierarchy of elements and components of communicative culture MOTIVATIONAL-VALUE COMPONENT professional ethic qualities, motivations and values BEHAVIOURAL COMPONENT communication, interaction and perception skills

8. Pitfalls of vocational and post- qualifying training Does not aim at developing people skills Employs frequently a subject-object channel of sharing experience as a teaching method Chooses a low-budget still the least effective of the organisational forms of learning – a methodical seminar Requires urgently special syllabus and instructional material

9. Deviations form a model before the experiment – summative assessment Professional ethic qualities, motivations and values are in high level and make around 60% of the model Social inspectors seem not to realize the effect communication has in their professional activity Communication, interaction and perception skills are underdeveloped and make around 30% of the model

10. Pedagogical conditions of social inspector communicative culture development Provide development of communicative culture structural component development (motivation-value and behavioural) as integral systemic units that have mutually dependent hierarchy Form social inspectors’ reflection on every component and element of own communicative culture Use the module approach to instructional material organisation, so that the course units reflect the specific features of social inspector professional communication Organise learning in groups on the principles of social psychological training: activity, initiative, sticking to team rules, mutual support, “here and now”

11. Levels of social inspector communicative culture – summative and formative assessment Levels of communicative culture Experimental group assessment (n = 65), % Control group assessment (n = 65), % 1 test2 test1 test2 test High26,439,026,930,1 Medium48,444,047,946,7 Low25,217,025,223,2

12. Expert assessment Elements Levels of component development Experimental groupControl group highmediumlowhighmediumlow ІІІІ І І І І Realisation of own communicative culture level 8.98.919.834.732.621.412.68.49.235.935.820.720.0 Job qualities27.728.222.221.315.115.529.331.522.124.313.69.2 Values32.436.726.023.46.64.932.035.426.424.66.65.0 Motivations14.018.428.416.922.629.714.716.828.634.221.714.0 Communication skills 9.325.935.334.420.44.78.711.234.533.721.820.1 Perception skills13.924.637.036.614.13.815.217.535.334.514.513.0 Interaction skills12.523.937.434.915.16.213.015.437.025.412.024.2 Integrated index16.925.431.528.616.811.117.3 19.5 7 31.430.3615.815.1 Percentage26.139.048.544.025.817.026.730.148.346.724.423.2

13. Thank you for your kind attention!