Технологии самоуправления и саморазвития / Self-management and self-development techniques

УДК 159.9
ББК 88
Т38
Авторы: 
А.Д. Ишков, Т.Н. Магера, Н.Г. Милорадова, Е.В. Романова 
Рецензенты: 
доктор юридических наук, профессор Х.Т. Носиров,
заведующий кафедрой Гражданского права Российско-Таджикского (Славянского) университета;
доктор философских наук, профессор С.Д. Мезенцев,
профессор кафедры социально-гуманитарных наук и технологий НИУ МГСУ
	
Т38	 	
Технологии самоуправления и саморазвития / Self-management and self-development 
techniques [Электронный ресурс] : [учебное пособие для обучающихся по направлению 
подготовки 08.04.01 Строительство] / [А.Д. Ишков, Т.Н. Магера, Н.Г. Милорадова, Е.В. Романова] ; Минис-терство науки и высшего образования Российской Федерации, Национальный исследовательский Мос-ковский государственный строительный университет, кафедра 
менеджмента и инноваций. — Электрон. дан. и прогр. (1,5 Мб). — Мос-ква : Издательство 
МИСИ – МГСУ, 2024. — URL: http://lib.mgsu.ru. — Загл. с титул. экрана.
ISBN 978-5-7264-3393-6 (сетевое)
ISBN 978-5-7264-3394-3 (локальное)
Материалы учебного пособия для курса «Технологии самоуправления и саморазвития» направлены на освоение психологического и социологического инструментария для приобретения 
социально-психологической компетентности как основы компетенции.
Для обучающихся по направлению подготовки 08.04.01 Строительство.
Учебное электронное издание
© ФГБОУ ВО «НИУ МГСУ», 2024

Учебное электронное издание
Ишков Александр Дмитриевич, Милорадова Надежда Георгиевна, 
Магера Татьяна Николаевна, Романова Елена Валерьевна
ТЕХНОЛОГИИ САМОУПРАВЛЕНИЯ И САМОРАЗВИТИЯ /
SELF-MANAGEMENT AND SELF-DEVELOPMENT TECHNIQUES
Учeбноe поcобиe 
Редактор А.С. Орлова
Корректор Я.А. Травкина
Верстка и дизайн титульного экрана Д.Л. Разумного 
Для создания электронного издания использовано:
Microsoft Word 2010, Adobe InDesign CS6, ПО Adobe Acrobat
Подписано к использованию 18.04.2024. Объем данных 1,5 Мб.
Федеральное государственное бюджетное образовательное учреждение
высшего образования 
«Национальный исследовательский 
Московский государственный строительный университет».
129337, Москва, Ярославское ш., 26.
Издательство МИСИ – МГСУ. 
Тел.: (495) 287-49-14, вн. 14-23, (499) 183-91-90, (499) 183-97-95.
E-mail: ric@mgsu.ru, rio@mgsu.ru

Contents
INTRODUCTION ................................................................................................................................................................. 5
1. SELF-EDUCATION AS A CONDITION FOR SELF-DEVELOPMENT...................................................................... 6
1.1. Goals, purposes, conditions for self-development ............................................................................................... 6
1.2. Education as a tool for human development........................................................................................................ 7
1.3. Ways to organise self-education........................................................................................................................... 9
1.4. Managing others and managing yourself............................................................................................................11
2. TECHNOLOGIES OF GOAL-SETTING AND GOAL-ACHIEVEMENT................................................................ 14
2.1. Functions of self-management............................................................................................................................ 14
2.2. Techniques for goal setting................................................................................................................................. 16
2.3. Goal-achievement technologies.......................................................................................................................... 18
2.4. Success and self-development............................................................................................................................20
3. PERSONAL, PROFESSIONAL GROWTH AND DEVELOPMENT......................................................................... 21
3.1. Personal development.......................................................................................................................................... 21
3.2. Self-development ...............................................................................................................................................22
3.3. Self-development based on emotional intelligence............................................................................................ 25
3.4. Methods of emotional self--regulation................................................................................................................. 26
4. WAYS OF OVERCOMING PERSONALITY LIMITATIONS.................................................................................... 28
4.1. Reasons for failure: lack of ability to manage others or yourself...................................................................... 28
4.2. Personality........................................................................................................................................................... 32
4.3. Personal resources............................................................................................................................................... 35
4.4. Self-development as a way of overcoming personal limitations....................................................................... 37
5. SELF-MANAGEMENT AS A MECHANISM OF PERSONAL SELF-ORGANISATION ...................................... 39
5.1. Self-management, self--organisation and self--regulation.................................................................................... 39
5.2. The level of self--organisation on human performance...................................................................................... 41
5.3. Structural-functional models of the self--organisation process.......................................................................... 43
6. THE POSSIBILITIES OF DIGITAL INFORMATION TECHNOLOGY................................................................... 47
6.1. Digital technologies in the modern person’s life................................................................................................ 47
6.2. Digital tools for self--development and self--organisation................................................................................... 49
6.3. Self-development in the digital environment..................................................................................................... 51
7. THE ABILITY TO SELF-MANAGEMENT IN A TEAMWORK ............................................................................. 54
7.1. The team as a type of small group......................................................................................................................54
7.2. The development of self--management in different types of teams................................................................... 55
7.3. Self-development and psychophysiological characteristics............................................................................... 56
7.4. Team development .............................................................................................................................................. 59
Bibliographic list.................................................................................................................................................................. 62

INTRODUCTION 
The aim of the course “Technologies of Self-management and Self-development” is to master 
the physiological, psychological and sociological tools to develop the universal and professional competences needed by a modern person in both professional and everyday life.
This course focuses on the formation of four competences: one universal competence and three 
professional competences. Five indicators as  indicators of  mastering the  respective competences 
are the basis for the development of this training textbook (Table 1).
Table 1
Universal and professional competences in the course
Competences
Indicators
UC-6. Is able to identify and implement 
priorities for his/her own work and how 
to improve it on the basis of self-evaluation
UC-6.1. Using self-improvement techniques to develop 
leadership skills
UC-6.3. Developing a career trajectory in line with selfassessment and labour market demands (including the use 
of digital tools)
PC-1. Is able to carry out research 
and conduct construction engineering
PC-1.1. Analytical problem-solving, involving the choice 
and variety of actual problem-solving methods
PC-2. Is able to develop the concept 
of the structural design and the basic design 
and technological solutions of a capital 
construction project
PC-2.4. Use information modelling techniques when 
solving specialised tasks in the life cycle stages of a capital 
construction project
PC-3. Is able to organise and supervise 
the formation and maintenance 
of the information model of the capital 
construction facility
PC-3.3. Determine the scope and composition of the raw 
data to be generated and maintained information model 
of the capital construction facility
The lecture material (7 lesson topics) will provide you with knowledge from various scienti-fic 
fields: physiology, psychology and sociology. This knowledge (self-management and self-development) is essential for everyone to work and live in today’s uncertain and rapidly changing social 
and professional environment. 
You will learn:
– that education is the main tool for human development;
– that the ability to manage oneself is a goal and responsibility of the individual;
– the difference between personal potential and personal resources;
– what ways to overcome personal limitations can be chosen; 
– what technologies are available to support self-education and self-development;
– what recommendations you can use when organising a process of self-education; 
– what are the ways of overcoming personal limitations and what are the ways of overcoming 
them.
Each lecture ends with three or five questions (“Think about and answer...”). 

1. SELF-EDUCATION AS A CONDITION FOR SELF-DEVELOPMENT
Main aims and outcomes. As a result of studying this material, you will learn:
– what is the fundamental difference between growth and development;
– why every state has an interest in the education and self-education of its people;
– what advantages a person gets as a result of the creation of a common educational space;
– what recommendations can be used in organising the process of self-education;
– why technologies for managing others are not as effective in managing oneself.
Keywords: growth, development, education, self-education, elements of self-education, learning 
styles.
1.1. Goals, purposes, conditions for self-development 
People often use the terms “growth” and “development” in their everyday lives, but are not always able to clearly distinguish between the two. If self-development is your goal, you need to understand whether you are really developing or building on something that has been there for a long time.
Growth is characterised by quantitative changes, which can be indicated by the mathematical sign 
“more — less”.
You can talk about the physical growth of a person. There is, in fact, a curious pattern to human growth. During pre-natal life and early childhood, the upper part of the body (head) grows faster than the lower part, and the central area grows faster than the limbs. At puberty, the growth ratios 
of the different body parts are reversed: the limbs grow faster than the head and torso.
There is an increase in the properties of individual mental processes, e.g. the amount of memory 
and attention increases over time. Recall that this volume will not exceed the magic number: se-ven 
plus or minus two. But if you are on a developmental path, the volume of cognitive processes tends 
towards infinity.
A professional career can also be growth, climbing the professional ladder according to length 
of service. But it can also be a professional development.
Development is a qualitative regular change of material and ideal objects.
Development, including mental development, is characterised by:
1. The emergence of a new quality in the course of the functioning of the whole system. 
To understand the difference between simple summation and the acquisition of a new quality, 
the following metaphor can help. A chicken egg contains egg white and yolk, and if you mix the two 
together you get eggnog. But a living chicken hatched from an egg acquires a new quality: it is not 
equal to what it came from (white and yolk).
2. A change in the structure of the system; a new quality, not just a new, additional layer which 
is “superimposed” on the old layers; a new quality reshapes the whole structure, changing the previous qualities.
3. The continuity of the process, in other words, the presence of a constant internal organic link 
between the preceding and the following stages of development.
4. The irreversibility of the process, a new quality that does not disappear.
Mental development as a process unfolds over time and therefore has its own temporal characteristics, but there is no direct functional dependence on time. The emergence of new development is not 
the result of the number of years lived, but is not the result of the content of the years lived.
Professional development is the change in mental functions (thinking, perception, memory, etc.) 
and properties of a person that arise in interaction with the profession, in the course of vocational 
training and professional activity. Psychologists talk about the professionalisation of the psyche. You 
yourself have probably noticed how people change over time as they immerse themselves in their profession.
Goals for self-development. Self-development, self-realisation, is a journey without an end point. 
Self-development as a process of movement is more important than its result. The need to grow and develop is seen in psychology as the highest human need. However, we should not forget that people 

strive for self-development, self-improvement, always with a specific purpose. Self-development itself 
is not a goal, it serves as a means to realise some other goals. Moreover, the goals may be different.
There are many people who are passionate about their physical development, so they do a lot 
of physical activities, like yoga or other Eastern techniques.
Professionally, different people pursue different goals in self-development. One person seeks independence in financial or professional spheres; another wants to gain recognition in a narrow professional sphere or among a wide range of people; another tries to increase their influence, power or 
to get a more interesting, promising and better-paid job. So, before you set a goal for self-development, 
you need to understand why you need it.
A distinctive feature of self-development is that people determine the whole chain of the development process for themselves: their goals (what they need to develop for); the specific tasks that need 
to be completed for the development process to take place; the conditions that are necessary for development; and most importantly, they take responsibility for the process and outcome of their self-development work.
1.2. Education as a tool for human development
There is a direct correlation between the level of education and a person’s income. An increase 
in the level of education, contributing to an increase in intelligence, leads to an increase in human income as well as GDP (gross domestic product) and the national wealth of society as a whole. It is internationally accepted to measure the human capital of a country. This indicator provides insight not 
only into a country’s current performance, but also into its potential and what can be expected from 
it in the future.
When calculating the index of intellectual potential, the level of education of the adult population, 
the share of students in the total population, the share of education expenses in GDP, the share of those 
employed in science and scientific services in the total number of employees, and the share of spending on science in GDP are taken into account.
It is therefore understandable why any state pays close attention to education and creates the conditions for the self-education of the population.
Right to education. The state, in one way or another, assumes the primary responsibility for preparing the rising generation as a cultural and historical subject and as a subject of professional activity.
The right of every person to education was first enshrined in Article 26 of the Universal Declaration of Human Rights (adopted by the UN General Assembly on 10 December 1948). Each state, 
by signing this international document, formulates its obligations for the implementation of this right.
The Constitution of the Russian Federation of 12.12.1993 (as amended on 1 July 2020) under 
Chapter 2 of Article 43 states: 
“Everyone has the right to education.
General access and free pre-school, basic general and secondary vocational education in state or 
municipal educational institutions and enterprises shall be guaranteed.
Everyone has the right to receive free higher education on a competitive basis in state or municipal educational institutions and enterprises.
Basic general education is compulsory. Parents or guardians shall ensure that children receive 
a basic general education.
The Russian Federation shall establish federal state educational standards and support various 
forms of education and self-education”.
The end of the 20th century was marked by the need to expand the educational space. Initially, 
as it was planned, a single European educational space was formed by 2010. Subsequently, the countries of America, Australia, Canada and others began to join the European countries. By now we can 
already talk about creating the global educational space. It would expand the opportunities for human 
capital mobility on the European labour market. The competence approach as the basis for a unified 
vocational education model (1984) was the basis for this idea.

Three categories of competences are compulsory elements of vocational education: universal, 
general professional and professional.
Firstly, the universal competences shape a cultured person. The social space of the modern world 
is very complex and tends to become ever more complex. For hundreds of years, different communities have developed in isolation. Over this time, each society has developed its own rules and norms 
and  created its own unique culture. Today, man lives in  a multicultural space. The  modern person should know a lot about human nature and human society to be able to interact with different cultures, to understand and accept people in all their diversity. This is why representatives of different 
fields of humanitarian and social knowledge: sociologists, psychologists, educators, lawyers, economists are dealing with the problems of social competence.
Universal competences are formed at all levels of education. It is a condition for the existence 
of the human community. Otherwise, even if a person does his job well and conscientiously, outside work few people will want to communicate with him. A person who knows nothing but his 
work and is not interested in anything is usually called uneducated, uninterested, boring. Education in the humanities is called background education, as if to emphasis that it is a universal plane 
where people of different professions meet and communicate.
Secondly, general professional competences. Higher vocational education is something broader than just the narrow specialisation in which a person has to work. A technically educated person  should be well versed in  the  natural sciences: physics, mechanics, chemistry, mathematics 
and others. Knowledge is constantly being added to, new knowledge is being generated at the intersection of the sciences, and analogies are being actively used, where a well-proven method in one 
area of knowledge is used in another area. Information technology has become particularly important 
in recent decades, and it is impossible to become an effective specialist without mastering it.
Thirdly, professional competences. In the process of learning, students learn to highlight topical 
issues in their field: they write term papers, develop projects and conduct scientific research. Each 
such work implies justification, i.e. it is required to provide evidence that the topic being developed 
is currently relevant, significant. It is necessary to constantly monitor the state of their field, understanding that the relevance of this or that problem (topic) is a temporary phenomenon.
The state’s investment in the education system is huge. But education is not just the responsibility of the state. Organisations and companies, the family and the individual bear the material 
and non-material costs of acquiring a body of knowledge, skills and attitudes. Ultimately, a person is 
interested in building his or her own potential. That’s why the modern education system is focused 
on self-education and self-development of the person.
Companies and  organisations invest in  the  professional training and  development of  their 
employees. Personnel management necessarily includes continuous training, continuing education and, if necessary, re-training. A number of large firms are setting up their own universities 
and business education systems at various levels.
The pace of development in industry and society as a whole led to the need for continuing education for the working population. Continuous learning has been replaced by the new slogan of lifelong 
learning. Lifelong learning is the process of a person’s development as an individual, a subject of activity and communication throughout his or her life through training in state and public educational 
institutions and through self-education.
The need for education is now universal, spreading to all populations, including teachers. Perhaps for the first time, the ability to learn is seen as central to one’s success in any professional field, 
and the ability to teach others is seen as professionally important, not just for the educator but also for 
the manager.
It should be emphasised that the aim of lifelong learning is not to teach a person for life, but to create the conditions for him/herself to learn.
Continuous education (Long Learning Life) exists as a unified system of state and public educational establishments, providing organisational, substantive unity and continuity of all educational 
levels.