Konopkin, SC Abulkhanova-Slavskaia, M.Y. Borishevsky, O. Vinoslavskaya, NM Passover, etc.). In Soviet psychology, theoretical and experimental analysis of self-regulation includes the study of this phenomenon on the psychophysiological, mental and personal levels, but usually the most attention is paid to the first two, and the personal level is investigated enough. This issue is devoted to a small number of works, among which are call works K.O.Abulhanovoy-Slavska and M.Y Borishevskogo. We therefore consider it necessary to turn to an analysis of self-control is personal, but given our research interests – to the personal self managers. On today still not clearly defined and sufficiently analyzed its components (conceptual and procedural), not investigated the relationship between them, do not clarify the role of the semantic component (needs, motives, goals, direction) self-esteem in a successful self management; not determined the effect of personal self-regulation on the success of managers. It remains an open problem of increasing levels of personal self-regulation in the professional development and training managers.

And, accordingly, are not represented by an integrated program of personal self management, which should contribute to improved personal growth and self-control performance of managers. Theoretical analysis shows that in modern psychology are well represented concepts that address personal and professional development as a single integrated process, and that a large number of researchers determine the identity of the principal factor in professional development. It was her personality characteristics, its own activity, qualitative changes in development affect the success of professional development. Vocational school should be built in such a way as to create an opportunity to support the development of personality, By leveraging its own activity in the behavior and professional development, and implementation.