Ijciet 10 01_070

http://www.iaeme.com/IJCIET/index.asp 768 editor@iaeme.com
International Journal of Civil Engineering and Technology (IJCIET)
Volume 10, Issue 01, January 2019, pp. 768–776, Article ID: IJCIET_10_01_070
Available online at http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=1
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
©IAEME Publication Scopus Indexed
DESIGNING PROFESSIONAL COMPETENCE
OF LEADERS OF THE REGIONAL AGRARIAN
SECTOR
Tatyana Barsukova
Professor, Doctor of Social Sciences, Department of Sociology,
North Caucasus Federal University, Stavropol, Russia
Valentina Ivashova
Associate Professor, Candidate of Social Sciences, Sociological Research and Marketing
Department, Stavropol State Agrarian University, Stavropol, Russia
Julia Gunko
Senior Teacher, Candidate of Economic Sciences, Department of Economic Theory and AIC
Economics, Stavropol State Agrarian University, Stavropol, Russia
Oksana Gavrilova
Associate Professor, Candidate of Philological Sciences, Department of Foreign Languages,
Faculty of Secondary Vocational Education, Stavropol State Agrarian University,
Stavropol, Russia
Anastasia Chaplitskaya
Senior Teacher, Foreign Languages and International Communication Department,
Stavropol State Agrarian University, Stavropol, Russia
ABSTRACT
The main idea of designing professional competence of the regional agrarian elite
is to provide the leaders of the student community with the opportunity of active social
practice of making management decisions, developing social responsibility and
striving for continuous excellence through participation in the development of the
management decisions based on customer feedback. To organize systematic social
practices involving student leaders, who will be the regional agrarian elite in the
future; it is necessary to accumulate the work of the university to provide feedback to
students in the relevant structural units of the university and student assets engaged in
work to ensure the quality of education. The implementation of such idea will allow
the formation of institutional mechanisms: a regulatory framework, documented
procedures, algorithms of information exchanges of stakeholders for the development
and adoption of effective decisions, which are generally aimed at ensuring the
professional competence of the regional agrarian elite.

Tatyana Barsukova, Valentina Ivashova, Julia Gunko, Oksana Gavrilova, Anastasia Chaplitskaya
Key words: institutional mechanisms, management decisions, regional agrarian elite,
social practice, student leaders
Cite this Article: Tatyana Barsukova, Valentina Ivashova, Julia Gunko, Oksana
Gavrilova, Anastasia Chaplitskaya, Designing Professional Competence of Leaders of
the Regional Agrarian Sector, International Journal of Civil Engineering and
Technology (IJCIET) 10(1), 2019, pp. 768–776.
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=10&IType=1
1. INTRODUCTION
The success of the revival and development of the rural Russia directly depends on the extent
to which the leadership and specialists of agricultural enterprises are included in the reform
processes. The leaders and specialists of the agro-industrial complex act traditionally for
Russian conditions as leaders in the development of rural territories.
There was a stable opinion that if the agrarian establishment does not support the basic
principles of the concept of reforming and does not believe in success, then it becomes
problematic to realize the goals of the progressive development of rural territories. Thus, the
formation of leadership competencies of future leaders of the agricultural sector of the regions
should be given special attention. In the current Federal Educational Standards of Russia for
the areas of training: "Agriculture, forestry and fisheries", "Industrial ecology and
biotechnology, land science", "Electricity and power engineering", "Veterinary medicine and
zootechnology" leadership competencies are currently not sufficiently articulated. They
should be at the stage of professional socialization at the university and set target vectors for
graduates.
Leadership competencies are necessary for the development of future specialists and
managers of the agrarian sphere of awareness of their own leadership potential; development
of leadership qualities that will allow to act responsibly in different life situations; fostering
an active life position for successfully overcoming current and future problems at various
levels; implementation of social leadership practices within the student community.
The involvement of the student community in the process of improving educational
activities allows not only to achieve significant success in teaching and educational work, but
also to prepare the student asset to use mechanisms and procedures for making management
decisions in future practical work in the industry. Systematically organized feedback with
stakeholders allows you to successfully and timely identify areas for improving key and
auxiliary processes and points of growth in the activities of the educational organization.
2. LITERATURE REVIEW
Modern studies by foreign authors confirm the relevance of the topic under consideration and
the chosen research methods. Moreover, this relevance is mentioned in various branches of
industrial activity and territories.
The paper of Datta, P.P. “Developing competencies to lead innovation in manufacturing:
an education model” shows the results of research in the context of the woodworking industry
[4]. The author develops leadership competencies defined as a conceptual basis for the
implementation of a unique program of leadership in production, explaining the importance of
interaction between government, industry and academia. Such a change in approaches and
institutional changes in the training of highly qualified employees to guide industry is a key
contribution to the process of innovation in the workplace. Creating an innovative
coordination mechanism and a curriculum that combines academics with practical training has
helped change the thinking of students and teachers of the program. This is due to the

Designing Professional Competence of Leaders of the Regional Agrarian Sector
development of the country through the cultivation of leadership, by changing the mentality
of mentors and students. The findings show that the demand for an educational program with
leadership competencies and effective institutional mechanisms for transferring managerial
and technological knowledge from academia to industry has increased.
An example of the relevance of the topic and positive social practice in the development
of leadership competencies can serve as the results of research Matjie, T. - "The Relationship
between the Leadership and Effectiveness of Managers in the Public Sector" [14]. The results
of the study show that at present public sector leaders have insufficient emotional
competences to regulate mood and achieve effective leadership. It has been proven that it is
imperative for government leaders to acquire effective leadership skills and become
emotionally competent. Appropriate professional training for this category of workers should
be introduced as well as comprehensive changes made to the recruitment process of
managerial personnel [14].
Formation of leadership qualities of staff is relevant not only for enterprises of the
industrial sector, public administration, but as shown by the results of the analysis of
publications of modern scientists and for the medical care of the population. Such the
researchers as Coskun, O., Ulutas, I., Budakoglu, II, Ugurlu, M., Ustu, Y. in their paper
“Emotional intelligence and leadership traits among family physicians” draw our attention to
the fact that there is a positive correlation between emotional intelligence and leadership
qualities of family doctors [3]. The authors proved that a high level of emotional intelligence
and leadership qualities play a crucial role in enhancing the personal and professional
development of doctors. It generally improves the competence of doctors to care for patients,
therefore, has a positive effect on the quality of medical services, and also provides a
reduction in the cost of rebuilding doctors due to psycho-emotional burnout at work.
An important aspect of leadership in the rural community of professionals with higher
education is emphasized by the authors Thach, S.B., Hodge, B., Cox, M., Parlier-Ahmad,
A.B., Galvin, S.L. in the article "Cultivating Country Doctors: Preparing Learners for Rural
Life and Community Leadership" [20]. Scientists have proposed their own way of securing
doctors in rural areas - the development of students' competencies that are associated with
understanding and a positive attitude to the characteristics of rural life, participation in
community life and community leadership.
The authors Magrane, D., Morahan, P.S., Ambrose, S., Dannels, S.A. in the paper
“Competencies and practices in academic engineering leadership development: Lessons from
a national survey” confirms the importance of leadership skills in the professional activities of
engineers. In their opinion, approaches to the development of leadership in higher education,
including the wider dissemination of social practices of academic engineering leadership
related to mentoring and supporting new leaders, deserve special attention [13]. The results of
a national survey conducted in collaboration with the American Society for Engineering
Education (ASEE) among institutional leaders in the field of academic engineering in North
America gave an insight into how senior academic leaders in engineering perceive their
leadership roles, in particular, the importance they attribute to various leadership skills and
their confidence in the implementation of these skills. The study determined the prevalence of
mentoring and support practices that these leaders use as their portfolio (arsenal or set) of
leadership.
Thus, an address to the development of leadership development approaches is a pressing
scientific issue of the day in various areas of professional activity.
One of such approaches, which is significant for the dynamic development of the agrarian
sphere of Russia, is the design of professional competence of leadership of the regional
agrarian elite.

The purpose of designing professional competence of the regional agrarian elite is to
provide the leaders of the student community with the opportunity of active social practice of
making managerial decisions, developing social responsibility and striving for continuous
improvement through participation in the procedures of developing managerial decisions
based on customer feedback.
3. MATERIAL AND METHODS
To achieve the objectives of the study, a survey of managers, key and leading specialists of
agricultural enterprises of the Stavropol Territory - institutional leaders of the agricultural
sector of the region was conducted, there have been 127 participants. The respondents
expressed their opinion on the qualities of specialists in the agrarian sector, who in
consequence will claim to be leaders.
4. RESULTS
The survey participants were presented with a list of competencies: interpersonal skills, ability
to communicate; ability to plan working time; accuracy, diligence; the ability to
independently set a task, to make decisions independently; ability for analytical work;
perseverance, patience; ability to concentrate; leadership skills, the ability to lead others;
teamwork skills; ability to learn; creative qualities, ability to solve non-standard tasks.
Experts, who are institutional leaders of the regional agrarian sector, evaluated on a five-point
scale what qualities are important in their work.
Estimates were given by respondents on a 5-point scale from complete non-significance
(1) quality to high importance (5). A database of questionnaires using SPSS software (version
21) was used to conduct factor analysis with which, a large number of variables were reduced
to a smaller number of independent influencing factors. Moreover, several variables that are
strongly correlated with each other are reduced to a certain factor for a more complete
explanation of the observed relationships between the variables.
The task of factor analysis at this stage in the design of professional competence of the
regional agrarian elite is to analyze the key factors that influence the training of university
graduates who may become institutional leaders in the region.
The following table shows the full explained variance for observations from a database of
respondents: managers, chief and leading specialists of agricultural enterprises of the
Stavropol Territory, who are institutional leaders of the agricultural sector of the region.
Table 1 The full explained variance, performed by the method of analysis of the main components for
the respondents of the category “young professionals”
Component
Initial eigenvalues
The sum of the squares of the
load extraction
Sums of squares of rotation
loads
Total
%
Dispersi
ons
Cumulativ
e % Total
%
Dispersion
s
Cumulativ
e % Total
%
Dispersi
ons
Cumulativ
e %
1 3,382 30,750 30,750 3,382 30,750 30,750 2,564 23,310 23,310
2 2,033 18,483 49,233 2,033 18,483 49,233 2,341 21,277 44,588
3 1,748 15,890 65,123 1,748 15,890 65,123 2,114 19,221 63,809
4 1,507 13,699 78,822 1,507 13,699 78,822 1,579 14,358 78,167
5 1,362 12,385 91,207 1,362 12,385 91,207 1,434 13,040 91,207
6 0,503 4,573 95,780
7 0,300 2,724 98,504

8 0,094 0,854 99,358
9 0,050 0,452 99,810
10 0,021 0,190 100,000
11 -2,041E-
16
-1,855E-
15
100,000
Based on the analysis of the main components, a matrix of components was selected for
respondents - managers, main and leading specialists of agricultural enterprises of the
Stavropol Territory, who are institutional leaders of the agricultural sector of the region,
which includes 5 components. The data is presented in the following table (Table 2).
Table 2 Component Matrix
Variables Component
1 2 3 4 5
1. Communication skills, ability to communicate 0,516 -0,321 0,303 0,332 -0,635
2. Ability to plan working hours -0,820 -0,124 0,504 0,146 0,034
3. Neatness, diligence 0,469 -0,185 0,739 -0,304 0,240
4. The ability to independently set a task, to make
decisions independently
0,773 0,077 -0,529 -0,110 -0,010
5. Ability for analytical work 0,578 0,155 -0,366 0,651 0,233
6. Perseverance, patience -0,286 0,861 0,109 -0,058 -0,126
7. The ability to concentrate -0,656 -0,532 -0,364 0,015 -0,046
8. Leadership, ability to lead others 0,108 0,041 0,264 0,437 0,826
9. Ability to work in a team -0,318 0,876 -0,018 -0,002 -0,093
10. Learning Ability -0,689 -0,240 -0,471 -0,138 0,264
11. Creative qualities, ability to solve non-standard
tasks
0,439 0,019 -0,078 -0,796 0,258
Using the Varimax rotation method with Kaiser normalization, the matrix was rotated and
the matrix of rotated components was obtained. The rotation converged in 9 iterations. The
data presented in table 3.
Table 3 Matrix of rotated components
Variables Component
1 2 3 4 5
1. Communication skills, ability to communicate 0,099 -0,731 -0,426 -0,378 -0,326
2. Ability to plan working hours -0,935 0,176 0,073 -0,213 0,097
3. Neatness, diligence -0,222 -0,645 -0,293 0,576 0,258
4. The ability to independently set a task, to make decisions
independently
0,912 -0,119 -0,111 0,175 -0,076
5. Ability for analytical work 0,730 -0,151 -0,047 -0,424 0,483
6. Perseverance, patience -0,123 -0,063 0,912 -0,021 -0,052
7. The ability to concentrate -0,311 0,721 -0,345 -0,241 -0,231
8. Leadership, ability to lead others -0,051 -0,047 -0,061 -0,013 0,974
9. Ability to work in a team -0,052 0,044 0,930 -0,086 -0,027
10. Learning Ability -0,209 0,891 -0,063 -0,008 -0,024
11. Creative qualities, ability to solve non-standard tasks 0,325 -0,026 -0,056 0,885 -0,085

Analysis of the matrix of rotated components shows that the fourth variable receives the
greatest load on the first factor - the ability to independently set the task, to make decisions
independently, the fifth - the ability for analytical work, the second, with a negative
coefficient value - the ability to plan working time. Moreover, in quantitative terms, the
relevance of a variable prevails - the ability to independently set a task, independently make
decisions with a weighting factor of 0.912. Thus, the first factor can be interpreted by the
cumulative perception of the variables entered as - “the ability to independently set a
production task in limited time conditions and to analyze information necessary for making
management decisions.”
The second factor is made up of variables: the first is sociability, the ability to
communicate (with a negative coefficient), the seventh is the ability to concentrate, the tenth
is the ability to learn. With the highest coefficient (0.891) in this group, the tenth variable is
the ability to learn. The second factor can be meaningfully interpreted as “a high
concentration of all professional interactions on the acquisition of new knowledge for
continuous professional growth”.
The third factor is made up of variables: the sixth is perseverance and patience, the ninth
is the ability to work in a team. With the highest coefficient (0.930) in this group, the ninth
variable is the ability to work in a team. The analysis of the semantic content of the variables
that became part of this factor makes it possible to collectively call it - “readiness to work in a
team, showing perseverance in achieving the common goal of teamwork”.
The fourth factor is made up of variables: the third is neatness, diligence, the eleventh is
creative qualities, the ability to solve non-standard tasks. With the highest coefficient (0.885)
in this group, the eleventh variable is the creative qualities, the ability to solve non-standard
tasks. The analysis of the semantic content of the variables that are included in this factor
makes it possible to collectively call it - “the ability to find non-standard solutions within the
prescribed time frame”.
The fifth factor is represented by one variable - leadership, the ability to lead others with a
coefficient of 0.974. The semantic content of a variable makes it possible to call it “a
manifestation of leadership qualities in team management: the ability to organize the work of
a team and motivate people to achieve production goals.”
Table 4 Component Transformation Matrix
Component 1 2 3 4 5
1 0,703 -0,621 -0,251 0,214 0,104
2 0,186 -0,155 0,964 0,020 0,104
3 -0,684 -0,681 -0,004 0,163 0,204
4 0,059 -0,142 -0,062 -0,888 0,429
5 0,025 0,324 -0,054 0,373 0,867
In the matrix of transformed components with the highest positive value, the fifth factor is
the manifestation of leadership qualities in team management: the ability to organize team
work and motivate people to achieve production goals. This factor is, in the opinion of survey
participants - institutional leaders of the regional agrarian sector, the most significant from the
point of view of professional qualities that a graduate of an agricultural university should
possess, in the future claiming to be among the regional agrarian elite.

5. DISCUSSION AND CONCLUSIONS
The areas of practical application of institutional mechanisms for the involvement of future
specialists in the agricultural sector in the active social practice of making management
decisions are:
1. Regional socio-economic system: young specialists, graduates of an agricultural higher
education institution who have completed training under this project will contribute to the
development and high-quality innovative renewal of the regional economy, reduce staff
turnover and increase labor productivity by increasing the professional competence of new-
generation managers.
2. Society: improving the country's food security indicators in terms of import substitution,
reviving and renewing the village, stabilizing the industry by providing the agrarian sector
with highly qualified, initiative managers.
3. Regional employing organizations: a qualitative improvement in the managerial
competencies of young professionals with leadership skills, skills of making sound
management decisions, socially mature and innovatively active young people.
4. Scientific and pedagogical workers of higher education institutions: raising the level of
professional competence of scientific and pedagogical and managerial employees of higher
educational institutions in the implementation of institutional mechanisms for involving
students into active social practice of making management decisions aimed at improving the
satisfaction of consumers of high school services represented by students; introduction of
modern technologies of competitive training of specialists for the regional economy; use of
new approaches to the management of key and auxiliary processes at the university.
5. Students / graduates of agrarian universities: reduction of terms of employment in
accordance with the acquired additional skills to develop and make management decisions;
successful professional socialization and quick adaptation to working conditions; a high level
of initial training, an increase in the competitiveness of graduates.
6. RECOMMENDATIONS AND RESEARCH PROSPECTS
For approbation and distribution of social practice it is possible to carry out such activities as:
 - identifying the best practices for involving students in the procedures for developing and
making management decisions based on the expectations of consumers of university services,
expert analysis and public and professional discussion of the data obtained;
 - discussion at university forums of intermediate results involving students in the development
and management decision-making procedures and approval of the regulatory framework that
ensures this activity;
 - expert and analytical seminars for public discussion of guidelines with the involvement of
the heads of structural units of the university, scientific and pedagogical workers, as well as
student assets;
 - initiation of the emergence of new social partnership sites in universities, in order to attract
the resources of other subjects, search for leaders, consulting support for universities,
including student assets;
 - the opening of the internship location;
 - public discussion of social practices through publication, distribution of printed materials
involving students in the development and management decision-making procedures;
 - inclusion of the results obtained on the basis of approbation into the methodological
recommendations for organizing the wide dissemination of positive social practices.

Possible mechanisms for internal performance evaluation (monitoring the quality of
implementation) of the innovative educational activities of the university for the
implementation of institutional mechanisms for involving future specialists in the agricultural
sector in the active social practice of making management decisions can be quantitative and
qualitative indicators.
Quantitative indicators:
1. The number of students participating in the procedures for the development of university
management decisions: conducting consumer surveys, statistical processing of information,
identifying areas for improvement and developing corrective action plans.
2. The number of actual tools for researching consumer expectations and student satisfaction
with university education.
3. The number of students trained in the additional educational program "Development of
management decisions based on consumer expectations."
4. The number of network participants in the project.
5. The number of publications of students on the results of research and developed
management decisions.
Qualitative indicators:
1. Improving the quality of training innovative-oriented personnel for agriculture.
2. Development of new approaches to the analysis and modeling of the process of developing
managerial decisions in a modern agrarian university
3. Generation, transfer and promotion of mechanisms for involving the student community in
management decision-making procedures affecting their interests.
The innovative activity of the university, aimed at developing institutional mechanisms,
will allow you to move from institutionalized and isolated work to involve students in social
practices of developing and making management decisions based on analyzing the
expectations of consumers of high school services to the institutionalization of this process
and develop managerial competencies of university graduates.
Developed and tested institutional mechanisms for involving students in managerial
decision-making processes related to improving educational activities of universities will
increase the flexibility of educational organizations in defining strategies and tactics for their
development. It is important in a period of high uncertainty conditions of the external and
internal environment. And also the additional managerial competencies of students will
become an instrument for preparing innovative-oriented personnel for the Russian economy.
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