Skirtingose šalyse naudojami saviti vadybinio kompetentingumo modeliai. Pavyzdžiui, modelis vadovų kompetencijai vertinti (Jucevičienė, 2001), modelis vadovų rezultatyvumui matuoti (MCI modelis), vadybinės kompetencijos modeliai smulkių ir vidutinių organizacijų vadovams (Boyatzis, 1982), pedagogų vadybinio kompetentingumo modelis (Rodzevičiūtė, 2006). Tačiau profesijos patarėjo vadybinis kompetentingumas apima specifinius profesijos ypatumus, atspindinčius profesinio informavimo veiklos sudėtingumą. Todėl svarbu sukurti naują profesijos patarėjo vadybinio kompetentingumo modelį, kuris atskleistų specifinius šios veiklos aspektus bei būtų pagrįstas pačių profesijos patarėjų požiūriu. Vadinasi, bendrojo lavinimo mokyklų profesijos patarėjų vadybinio kompetentingumo turinys ir struktūra yra aktuali mokslinė problema. Sprendžiant šią problemą, ieškoma atsakymo į svarbų tyrimo klausimą: Koks turi būti bendrojo lavinimo mokyklos profesijos patarėjo vadybinio kompetentingumo turinio ir struktūros modelis, kurį galima būtų rekomenduoti rengiant profesijos patarėjų kvalifikacijos tobulinimo programas ? Tyrimo objektas - bendrojo lavinimo mokyklos profesijos patarėjo vadybinis kompetentingumas. Tyrimo tikslas - teoriškai ir empiriškai pagrįsti bendrojo lavinimo mokyklos profesijos patarėjo vadybinio kompetentingumo turinį ir struktūrą. Atliktas kiekybinis tyrimas – apklausti Vilniaus apskrities bendrojo lavinimo mokyklų profesinio informavimo taškų (PIT) 156 profesijos patarėjai... [toliau žr. visą tekstą] / A professional advisor is a person who gives high quality imformation to aimed groups about professions, qualifications and career possibilities. Seeking to acquire neccessary qualities in the sphere of advisability specific skills are especially needful. The Standard of Giving Professional Information (2006) does not underline the aspect of wanted abilities in the management of professional advisability. Furthermore, the question of management competence of the advisor in choosing a profession was not analysed in scientific resourses available in Lithuania. Summarising common atittudes about competent management, theoretically it is proved that the conseption of an advisor in choosing profession is obviously tied to the ability to use all competences to reach effectivness and quality in giving information. To solve the problem of today it is urgent to answer the main question: What kind of structure and content as a competent manager has to be acquired by a professional advisor to help to prepare programmes for his/her improvement ? The object of the research – competent management in a position of a professional advisor in a secondary school. The aim of the research – theoretical and empiric approach to base content and structure of management competence of a professional advisor. In the quantative research 156 ( PIT ) Professional advisors of secondary schools in Vilnius district surveyed. The concusion is made on the backgound of the empiric investigation: the... [to full text]

Professional advisors are bearing the burdens of a) helping students make a connection to their institution; b) being largely responsible for the efforts to retain these students; and c) providing a multitude of services to meet the needs of an increasingly diverse student body. While a great deal of information is available about students, retention, and services, the literature is void of detailed information on the professional advisor and the advisor's work life. The purpose of this study was to learn more about how advisors experience the elements of work life (job satisfaction, relationships with colleagues, commitment to the organization, performance, variety, and autonomy) and, in doing so, illuminate ways in which institutions can create environments in which advisors are encouraged to maximize their potential. Advisors' perceptions and the way they experience their work lives were collected through eighteen one-on-one personal interviews. The interviews were audio-taped and then professionally transcribed for a verbatim transcript. The transcripts were coded into the categories of work life and then sub-coded by emergent themes. In general, the professional advisors interviewed reported they were satisfied with their jobs as advisors, and most particularly with the support and guidance they receive from their colleagues and supervisors, the amount and level of variety in their work responsibilities, and their level of autonomy. These advisors described a strong degree of commitment to quality advising and notably to their students. Most of the frustrations they reported were related to concerns of 'letting the students down.' As a result of this study, recommendations for further research in the area of academic advising include 1) examining the roles, attitudes, and responsibilities of professional versus faculty advisors, 2) investigating the reasons institutions do or do not employ professional advisors, 3) collecting more detailed, preferably qualitative, information on the advisor/student relationship from the student perspective, and 4) addressing the issue of whether advisors would advocate for academic advising to become a profession.