Formation of leadership competence in future border guard officers using the educational technology of professional situation modeling

Abstract

The article is devoted to the theoretical substantiation and methodological aspects of applying professional situation modeling technology to the formation of leadership competence in future border guard officers during their training at a higher military educational institution.

To clarify the mechanisms underlying the formation of leadership competence in future border guard officers, the author draws on both classical and contemporary leadership theories. Particular attention is paid to the fundamental differences between military leadership and leadership in civilian organizations. It is emphasized that the specific nature of the professional activity of officers of the State Border Guard Service of Ukraine (SBGSU) requires the integration of instrumental leadership, focused on the accomplishment of operational and service-related tasks, and emotional leadership, aimed at maintaining the high moral and psychological readiness of personnel. Therefore, the formation of leadership competence in future border guard officers necessitates the use of interactive teaching methods, particularly professional situation modeling technology.

Professional situation modeling technology in military education is understood as a teaching method based on the artificial reproduction of real or probable professional situations, enabling future officers to assume the role of a commander (leader) and develop decision-making and unit management skills. Situation-based modeling activates officers' internal potential by encouraging them to move beyond their psychological comfort zone and respond effectively to complex professional challenges. It is argued that the process of developing leadership competence through professional situation modeling is systematic and stage-based, involving a sequence of interconnected instructional activities. Therefore, professional situation modeling can be regarded not merely as an instructional method but as a comprehensive educational technology.

The implementation of professional situation modeling technology in practical training is carried out according to a clearly structured algorithm that enables the gradual transformation of theoretical knowledge into well-developed leadership skills. The authors propose the following sequence of stages for conducting a training session using professional situation modeling technology: briefing and immersion in the professional situation; the stage of uncertainty and independent analysis; decision-making; and debriefing.