Belik N. Development of psychological readiness of beginners for real estate activities.

The dissertation is devoted to the study of the development of psychological readiness of young specialists to perform real estate activities. In this work there is a theoretical and a methodological analysis of approaches to determining psychological readiness . On the basis of the competence approach the conceptual model of psychological readiness of the person to real estate activity which contains cognitive, personal, communicative structural components is developed. The correlation of different parameters of the personality component is established as a result of empirical research which proves the presence of individual-professional readiness of the research participants and the connections between the parameters of the cognitive component which indicates the presence of cognitive readiness. The direct connection between the cognitive and personal components of readiness testifies to the formation of social and information readiness, and the positive correlation of the personal and communicative components of psychological readiness indicates the presence of a social and communicative type of readiness. Thus, given the conceptual model of the study, we can say about the formation of general realtors (social-communicative) and special (social-informational) psychological readiness. There are four factors that are empirically established types of psychological readiness of successful realtors: "reference", "humane", "reasonably altruistic", "pragmatic. In general, they describe various psychological aspects of the formation on professional readiness by the professional activity of a realtor. As a result of the realisation of the author's training program for the development of psychological readiness of the individual to perform the activities of a realtor there were significant changes in the content of psychological readiness of young realtors, in all its components, for example:a) personal (increased the value of independence) b) cognitive (significantly increased social sensitivity, social memory, decreased social perception); c) communicative (increased focus on the work procedural properties and the perception of the employee by others due to the development of social-reflexive skills). Thus, the hypotheses set in the study of psychological readiness for the activities of a realtor and the possibility of developing its components by means of psychological and pedagogical training, can be considered proven. The prospect of further research is seen in identifying the specifics of the specialist readiness to implement leadership in real estate, the creation of specialized techniques for the development of psychological readiness of the individual to perform real estate activities considering gender, professional experience and others.