Analysis of competencies. Theoretical foundations of the formation of research competence of high school students in the process of teaching English Competence research

1. What is managerial success and how can this success be measured?

2. How to identify talented people in the company who can become successful managers?

The answers to these questions inevitably lead us to the need competency models... Therefore, the development and implementation competency models has long been an integral part of the performance management of many multinational companies and at the same time relevant and fashionable theme for Russian business. Our research allowed us to compile an average portrait of a successful manager in competency models in the conditions of the Russian market and compare it with a successful manager in the West.

This study lasted 9 months and involved 40 leading Russian and Western companies. As part of the study, 141 interviews were conducted with top managers and successful middle managers in Russia.

Based on the results of the study, standard competency model for middle managers "20 faces", which consists of 20 competencies that are important for the successful work of managers in Russia. In this competency models all competencies are divided into 5 groups: management skills, decision-making skills, motivation, personality traits and interpersonal skills.

Competency Model "20 Facets"

As part of the study, we compared model of competencies "20 faces" and standard competency model our international partner, the British company A&DC.

The results of the study showed that there are differences between the criteria for the success of a manager in Russia and in the West.

Main conclusions:

The managerial and decision-making skills required for successful work for managers in Russia and in the West are practically the same.

The main differences in the criteria for the success of managers in the West and in Russia lie in the field of interpersonal skills (communication skills, building relationships) and individual characteristics (positive thinking, self-development), which largely depend on the characteristics of the culture and economic situation in the country.

The differences between Western and Russian competencies can be divided into two categories:

Differences in terminology (the names of the competencies of the Russian and Western models are the same, but the content of these competencies is different, or the content of the competencies in the Russian and Western models are the same, but the names of these competencies are different).

The existence of new managerial competencies in Russia that do not figure in the standard A&DC model.

Differences in terminology:

In Russian, we have allocated competence Responsibility. This pattern of behavior in Western terminology is called Decisiveness.

Competence Focus on results, used by managers in Russia, combines competencies Persistence and Focus on achievement in the western general A&DC model. In addition, a new one appears in the Russian model. important quality- ambition.

in Russian competency models "20 faces" under Collecting information This implies not only the ability to effectively collect information in oral communication, as defined in the Western model, but also to correctly determine the sources of information for faster analysis of the necessary information and making rational decisions.

in the competence Development of subordinates study participants emphasized the special role mentoring as a way to train and develop your employees.

in the competence Interpersonal understanding study participants emphasized the need active listening for effective interaction and understanding of the point of view of other people in achieving their own goals and objectives of the manager.

in the competence Teamwork Participants emphasize such a quality as openness for success, which implies the desire of a manager to share the necessary information with colleagues, when faced with a problem, speak openly about it, and admit his mistakes.

New competencies:

The results of the study revealed the following 4 competencies, which are characteristic only for Russia, and which are not reflected in the A&DC competency model:

Self-development

Positive thinking

Systematic thinking

Building relationships

Self-development
Definition: Opened to new knowledge and experience. Correctly assesses his strengths and weaknesses, constantly develops its professional, business and personal qualities... Takes on solving more complex problems with the aim of his professional development.

For the West, this skill is not as relevant as for Russia, since the Western education system is more responsive to the needs of business, so university and college graduates have the opportunity to acquire all the necessary knowledge and skills to apply them in their specialty work. A graduate of a Russian university needs to spend additional efforts in order to acquire the necessary knowledge and skills to solve the problems that are posed to him in the business environment.

Presence of competence Self-development in the Russian model is also due to the need for a manager in Russia to be well oriented in a constantly changing market situation: the emergence of new products and technologies, the opening of new markets, changes in legislation. In order for a person to work effectively in Russia, he needs to constantly absorb new knowledge, since the pace of market development is ahead of the development of the education system.

Positive thinking
Definition: Concentrates on the positive in difficult situations, demonstrates confidence in the successful resolution of the problem.

This competence is most relevant for Russia in connection with the constantly changing situation on the market, a large number of problems that require an immediate solution from the manager. He often has to solve these problems in conditions of uncertainty (for example, in legislation). To be successful, a manager needs to constantly maintain self-confidence and problem-solving capabilities.

In addition, constant changes in the market entail transformations within companies. To be successful, it is important that the manager accepts these changes, concentrates on the opportunities they provide, and points out this to his subordinates.

Systematic thinking
Definition: Considers the situation in a broad context, determines the causes of problems, finds ways to prevent them in the future. He sees how his decisions are reflected in others (people, departments, companies).

The emergence of this competence in the Russian model is largely due to changes within companies associated with their growth, changes in the structure of companies as a result of mergers and acquisitions, transformations associated with a change of owners, etc. As a result of these changes, companies often lack those regulated procedures. and the standards on the basis of which decisions are made in many companies in the West: there are no prescribed algorithms for actions, many decisions are born anew. Therefore, the success of a manager in the company, among other things, depends on how fully he considers all the factors affecting the problem, is able to look at the situation more broadly and see the impact of his decisions on other people, departments and the company as a whole.

Building relationships
Definition: Communicates with others in a friendly manner, creates a trusting atmosphere. Establishes long-term partnerships with others inside and outside the organization.

The cultural and economic peculiarities of Russia are such that often in order to achieve the set goals, it is necessary to use the "necessary" contacts and informal connections, which would make it possible to resolve issues bypassing lengthy bureaucratic procedures, both within the organization and with external services (for example, with tax and audit organs).

Thus, after conducting this study, we concluded that, despite the fact that the criteria for the success of managers in the West and in Russia as a whole are similar, some of the competencies that are important for Russia are not so in demand in the West. This means that when introducing Western technologies in Russia, it is important to take into account the difference in the culture and economy of our countries, which, obviously, is reflected in the corporate culture of organizations. Undoubtedly, Western tools have a long history and are standards in world practice, nevertheless, we recommend that you carefully evaluate the content of the methods and adapt technologies to Russian business before introducing and actively using them in Russia.

Sections: General educational technologies

The most important goal of modern vocational education is to give the future specialist a certain set of knowledge and skills, but also to create a student's mindset for self-study and self-organization, for the continuous expansion and deepening of knowledge and skills, which is key for continuing education throughout life. If a student, relying on his own experience and independently “obtains” knowledge in the educational process, and does not receive it in a finished form, then he will strive to act in the same way in his future professional activity. The upbringing of creative thinking specialists is possible through attracting students to research work. A specialist with research competence is able to actively and productively analyze factual information, create and select new more efficient algorithms, resources, technologies, and not only use ready-made, sometimes outdated, algorithms and facts. However, the level of education and upbringing, the formation of research skills in the conditions of a pedagogical college still does not fully meet modern requirements, the tasks of modernizing secondary vocational education.

The modern transition to a unified European education system sets before pedagogical science the tasks of forming and developing the personality of a competent teacher-researcher who owns the technology of staging a scientific and pedagogical experiment in the educational process. In this regard, an unconditional requirement for the preparation of a future teacher is to equip with knowledge of academic disciplines, the formation of skills and research activities, the development of his professional qualities, the search and planning of new approaches to teaching and educating students.

During the period of study at the pedagogical college, each student independently performs a number of different works: reports, abstracts, term papers and final qualifying works. Each new work should differ from the previous one in an increasing degree of difficulty and volume. Some works contain only an overview and a critical assessment of the existing scientific papers others are the result of students' research activities. All these types of work help students: master modern methods search, processing and use of information, master some methods of research activities, determine their pedagogical position, the ability to defend and defend it, which ultimately helps to develop the specialists' abilities and creative attitude to their profession.

A significant change in views on the values of modern education requires the creation of a new educational product, the basis for which becomes a competence-based approach, where the priority is not the awareness of the student, not the assimilation and reproduction of educational material, but an independent motivated search for information, its interpretation, processing and analysis in order to obtain a new one. knowledge, that is, research activities. The competence-based approach provides for the presence of two categories - “competence”, “competence”.

To date, there is no unity in the scientific literature in the approaches to the definition of these concepts. Based on the approaches of such authors as Khutorskoy A.V., Sotnik V.G., Stepanova T.A. to the definition of the concepts of "competence" and "competence", we tend to understand competence- a set of interrelated personality traits (knowledge, abilities, skills, methods of activity) necessary for high-quality, productive interaction with a certain range of objects or processes. Competence- this is knowledge in action, it can be standardized, demanded and implemented at the appropriate level of competence.

The teacher's professional competence is formed and manifested in the activity. The research competence of a teacher is an integral part of professional competence and ensures its effectiveness. Research competence a teacher is a characteristic of a teacher's personality, which means possession of the skills and methods of research activities at the technology level in order to search for knowledge to solve educational problems, build the educational process in accordance with the values-goals of modern education, mission educational institution, the desired educational result. In the domestic education system, a list of key components of research competence has been adopted, based on the model of activity of A. Leontiev, four groups are distinguished: cognitive, motivational, indicative, operational.

The cognitive component is viewed as a set of knowledge and concepts that are necessary for a teacher to set and solve research problems in their professional activities.

The motivational component is the meaning that research activity has not in general, but for a specific person.

An indicative component is a set of skills that ensure the identification of the need for some kind of knowledge and the construction of an image of how it can be obtained under existing conditions.

An operational or technological or component of research competence is the totality of a subject's skills to perform research actions necessary to solve research problems in pedagogical activities.

Researchers agree that the formation of a teacher's research competence is carried out in the context of a systematic and continuous educational process (E.N. Gusinsky, M.V. Klarin, G.P. Shchedrovitsky, etc.), focus on the individual potential of each student ( V.K.Dyachenko, D.A.Danilov, E.S. Nikitina and others), manufacturability (N.V. Kuzmina, M.V. Klarin, L.M. Mitina, etc.) and predictability of the learning outcome ( N.A. Aminov, B.S.Gershunsky, V.A. Semichenko and others). This problem is considered in the aspect of various theoretical approaches to general (E.F. Zeer, V.F. Kovalevsky, A.I. Turchinov, V.D. V. Kraevsky, N.V. Kuzmina, I.P. Pastukhova and others), to the development of professionally significant qualities of a student (N.A. Aminov, L.I. Fedorova, N.V. Fomin, etc.), his motivational sphere, intellectual abilities (J. Piaget, J. Guilford, H. Heckauzen, P. G. Kabanov, V. I. Kovalev, V. A. Krutetsky and others), his focus on self-development (K. Ya. Vazina , V.V. Guzeev, L.N. Kulikova, A.Ya. Nine, G.A. Tsukerman, etc.). Lobova G.N. distinguishes two levels of research competence: educational and research and research (PEC and NIK). Lobova G.N. believes that the educational and research competence of students of a pedagogical college should imply the student's ability to formulate a problem, to preliminarily analyze the available information, conditions, methods, and planning a pedagogical experiment. And also, research competence involves the active activity of students, providing the acquisition of the necessary skills for creative research activities, which ends with the students' independent solution of problems already developed in science. The formation of educational and research competence is a necessary basis for the development of research competence. The indicators of the formation of the research competence of the students of the pedagogical college are the formed research knowledge, abilities and skills, which are presented in the table.

Research Knowledge, Skills and Skills

Research competence type	Research Knowledge, Skills and Skills
Working with primary sources	Bibliographic skills; Knowledge of the types of catalogs and the ability to work with them; Skills of working with reference literature; Orientation skills in professional periodical literature; Ability to keep records of what was read; Ability to see the structure of the material presented; Ability to organize material.
Observation of phenomena and facts	Ability and skills to select an object of observation; Ability and skill to define the goal and objectives of observation; Ability and skills to conduct observation; Ability to accurately and fully record the observed phenomena; Ability to analyze observation data; Ability to conduct self-control and self-assessment.
Analysis of phenomena and facts	The ability to dismember the phenomenon under study into constituent elements; Ability to compare, contrast; Ability and skills to mentally connect parts of phenomena and establish their relationships.
Identification of the problem (s) and its solution	Ability to analyze the pedagogical situation; Ability to see and formulate a problem; Ability to find ways to solve a problem; Ability to check the solution to the problem.
Formulation of the hypothesis	Ability to select and check the data on which the hypothesis is based; Ability to conduct a search experiment; Ability to formulate a hypothesis; Ability to refine a hypothesis.
Development and implementation of an experiment (calculations, theoretical research), processing and generalization of results	Ability to analyze source data; Ability to develop an idea for an experiment (research); Ability to develop technology and experimental technique; The ability to conduct an experiment; Ability to sum up the results of the experiment; The ability to exercise self-control and self-esteem.
Generalization of research results, formulation of general conclusions	Ability to analyze the work done in order to identify its most significant results; Ability to formulate generalizing conclusions in accordance with the goals and objectives and the results of their implementation; Ability to evaluate the results of the study in terms of their reliability and practical significance.
Using the achievements of related sciences	Ability to use research methods used in related science; Ability to refract and substantiate the key and particular ideas of the related science of the research being carried out.

Analysis of modern research (L.F. Avdeeva, N.S. activities. Among the means of forming research competence, the most effective is the system of special courses, which involve sequential passage of stages independently of pedagogical scientific research. In our case, this is the special course “Fundamentals of Research Activities” developed by us (an approximate thematic plan of the academic discipline is presented below), which should promote the activation of the cognitive activity of students, the formation of their creative thinking, research skills and abilities, independently analyze and find the correct scientifically based solution in specific pedagogical situations that arise during the period of pedagogical practice.

An approximate thematic plan of the academic discipline "Fundamentals of research activities of students"

Names of sections and topics	Number of hours
	Total		practical lessons
Introduction	2
Topic 1. Science and scientific knowledge	2
Topic 2. Methodological foundations of psychological and pedagogical research	2
Topic 3. Methods of research of psychological and pedagogical problems	6		3
Topic 4. Technology of work with information sources	4		2
Topic 5. Categorical-conceptual apparatus and research structure	8		4
Topic 6. Organization of research experimental work of students	4		2
Topic 7. Requirements for the design and defense of coursework and final qualifying work (WRC)	5		4
Total by discipline	33	14

Literature

Lobova G.N. Fundamentals of preparing students for research activities. - M., 2000
Bogoslovsky V.I. Information needs of students of a pedagogical university and teachers in the context of professional (information) culture and competence // Science and school. - 1999. - No. 6. - P.35–40.
Komarova Yu.A. Scientific research competence of specialists: functional and meaningful description // Izvestia of the Russian State Pedagogical University named after V.I. A.I. Herzen. Issue 11 (68). - SPb, 2008, September. - S. 69–77.
Lazarev V.S., Konoplina N.V. Activity approach to the formation of the content of pedagogical education / B.C. Lazarev, N.V. Konoplin // Pedagogy. - 2000. - No. 3. - P.27–34.
Khutorskoy A.V. Definition of general subject content and key competencies as a characteristic of a new approach to the construction of educational standards. Access mode: http://www.eidos.ru/journal/2002/0423.htm

1. What is managerial success and how can this success be measured?
2. How to identify talented people in the company who can become successful managers?

The answers to these questions inevitably lead us to the need for competencies. Therefore, the development and implementation of a competency model has long been an integral part of the performance management of many multinational companies and at the same time an urgent and fashionable topic for Russian business. Our research allowed us to compile an average portrait of a successful manager in the Russian market and compare it with a successful manager in the West.

This study lasted 9 months and involved 40 leading Russian and Western companies. As part of the study, 141 interviews were conducted with top managers and successful middle managers in Russia.

Based on the results of the study, a standard model of competencies for middle managers "20 faces" was developed, which consists of 20 competencies that are important for the successful work of managers in Russia.
All competencies are divided into 5 groups:

Management skills

Planning and organization
People management
Development of subordinates
Leadership

Motivation

Initiative
Quality orientation
Focus on results
Self-development

Decision making skills

Problem analysis
Collection of information
Commercial thinking
Systematic thinking

Individual traits

Stress tolerance
Adaptability
Responsibility
Positive thinking

Interpersonal skills

Interpersonal understanding
Teamwork
Convincing communication
Building relationships

As part of the study, we compared the “20 facets” competency model and the standard competency model of our international partner, the British company A&DC.
The results of the study showed that there are differences between the criteria for the success of a manager in Russia and in the West.

Main conclusions:
The managerial and decision-making skills required for successful work for managers in Russia and in the West are practically the same.

The differences between Western and Russian competencies can be divided into two categories:

differences in terminology (the names of the competencies of the Russian and Western models coincide, but the content of these competencies is different or the content of competencies in the Russian and Western models is the same, but the names of these competencies are different)

the existence of new managerial competencies in Russia that do not appear in the standard A&DC model

Differences in terminology:
in the Russian model "20 faces" we have identified the competence Responsibility.
This pattern of behavior in Western terminology is called Decisiveness.

The Result-Oriented competence used by managers in Russia combines the competences of Persistence and
Aiming at achievement in the western general A&DC model. In addition, a new important quality appears in the Russian model - ambition.

In the Russian model of competencies "20 Facets", Information Gathering means not only the ability to effectively collect information in oral communication, as defined in the Western model, but also correctly identify information sources for faster analysis of the necessary information and making rational decisions.

In the competence Development of subordinates, the study participants emphasized the special role of mentoring as a way of training and developing their employees.

In the competence Interpersonal understanding, the study participants emphasized the need for active listening in order to effectively interact and understand the point of view of other people in achieving the manager's own goals and objectives.
In the Teamwork competence, the participants emphasized the importance of such quality as openness for success, which implies the desire of a manager to share the necessary information with colleagues, when faced with a problem, speak openly about it, and admit his mistakes.

New competencies:
The results of the study revealed the following 4 competencies, which are characteristic only for Russia, and which are not reflected in the A&DC competency model:

Self-development

Positive thinking

Systematic thinking

Building relationships

Self-development
Definition:
Opened to new knowledge and experience. He correctly evaluates his strengths and weaknesses, constantly develops his professional, business and personal qualities. Takes on solving more complex problems with the aim of his professional development.
For the West, this skill is not as relevant as for Russia, since the Western education system is more responsive to the needs of business, so university and college graduates have the opportunity to acquire all the necessary knowledge and skills to apply them in their specialty work.
A graduate of a Russian university needs to spend additional efforts in order to acquire the necessary knowledge and skills to solve the problems that are posed to him in the business environment.
The presence of competence Self-development in the Russian model is also due to the need for a manager in Russia to be well oriented in a constantly changing market situation: the emergence of new products and technologies, the opening of new markets, changes in legislation. In order for a person to work effectively in Russia, he needs to constantly absorb new knowledge, since the pace of market development is ahead of the development of the education system.

Positive thinking
Definition:
Concentrates on the positive in difficult situations, demonstrates confidence in the successful resolution of the problem.
This competence is most relevant for Russia in connection with the constantly changing situation on the market, a large number of problems that require an immediate solution from the manager. He often has to solve these problems in conditions of uncertainty (for example, in legislation). To be successful, a manager needs to constantly maintain self-confidence and problem-solving capabilities.
In addition, constant changes in the market entail transformations within companies. To be successful, it is important that the manager accepts these changes, concentrates on the opportunities they provide, and points out this to his subordinates.

Systematic thinking
Definition:
Considers the situation in a broad context, determines the causes of problems, finds ways to prevent them in the future. He sees how his decisions are reflected in others (people, departments, companies).
The emergence of this competence in the Russian model is largely due to changes within companies associated with their growth, changes in the structure of companies as a result of mergers and acquisitions, transformations associated with a change in ownership, etc.
As a result of these changes, companies often lack the regulated procedures and standards on the basis of which decisions are made in many companies in the West: there are no prescribed algorithms for actions, many decisions are born anew. Therefore, the success of a manager in the company, among other things, depends on how fully he considers all the factors influencing the problem, is able to look at the situation more broadly and see the impact of his decisions on other people, departments and the company as a whole.

Building relationships
Definition:
Communicates with others in a friendly manner, creates a trusting atmosphere. Establishes long-term partnerships with others inside and outside the organization.
The cultural and economic peculiarities of Russia are such that often in order to achieve the set goals, it is necessary to use the "necessary" contacts and informal connections, which would make it possible to resolve issues bypassing lengthy bureaucratic procedures, both within the organization and with external services (for example, with tax and audit organs).

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*Your name:

* How long have you been working in this organization ?: - looking for a job 1 month 3 months 6 months 9 months 1 year 2 years 3 years 4 years 5 years 6 years 7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years 15 years more than 15 years

Name of the department where the interviewee works:

* Gender: - husband wives * Age (years): - up to 13 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 over 60

* What social group do you consider yourself to be: - Entrepreneur Head of an enterprise / organization Head of a department Leading specialist, junior manager Specialist, manager, engineering and technical staff Specialist with private practice Skilled Worker Soldier Service staff, unskilled worker Student Schoolboy Housewife or on parental leave Temporarily unemployed, independent job search Unemployed, registered at the labor exchange Pensioner other

*Your education:
- primary secondary secondary / special incomplete higher higher 2 higher and more academic degrees

* How would you assess the current financial situation of your family (you personally):
- there is not enough money even for the most necessary products, all the money is spent on groceries and there is money to buy the necessary inexpensive things, but buying durable goods (TV, etc.) is difficult to live well, but some purchases (an apartment, etc.) are difficult, we can hardly deny ourselves anything I don’t want to answer this question

* Country: - Australia (Australia) Austria (Austria) Azerbaijan (Azerbaijan) Albania (Albania) Algeria (Algeria) Angola (Angola) Andorra (Andorra) Antigua and Barbuda (Antigua and Barbuda) Antilles Argentina (Argentina) Armenia (Armenia) Aruba (Aruba) Afghanistan (Afghanistan) Bahamas (Bahamas) Bangladesh (Bangladesh) Barbados (Barbados) Bahrain (Bahrain) Belarus (Belarus) Belize (Belize) Belgium (Belgium) Benin (Benin) Bermudas (Bermudas) Bulgaria Bolivia Bosnia and Herzegovina Botswana and Herzegovina Botswana Brazil Brazil British Virgin Islands Brunei Darussalm Burkina Faso Burundi Burundi (Bhutan) Vanuatu Vatican United Kingdom Hungary Hungary Venezuela Vietnam Viet Nam Gabonese Republic Haiti Guyana Gambia Ghana Ghana New Zealand(New Zealand) New Caledonia Norway (Norway) United Arab Emirates Oman (Oman) Pakistan (Pakistan) Palau Panama Panama Papua New Guinea Paraguay ) Peru (Peru) Poland (Poland) Portugal (Portugal) Reunion Island Russia (Russia) Rwanda (Rwanda) Romania (Romania) El Salvador (El Salvador) San Marino (San Marino) Santa Lucia (Saint Lusia) Sao Tome and Principe Saudi Arabia Swaziland St. Helena St. Heleha North Korea Democratic People 's Republic of Korea Seychelles St. Vincent and the Grenadines (Sant Vincent and the Ggenadines) Senegal (Senegal) Saint Kitts and Nevis (St. Kitts and Nevis) Singapore (Singapore) Syria (Syria) Slovakia (Slovakia) Slovenia (Slovenia) Solomon Islands Somalia ( Sudan) Suriname USA (USA) Sierra Leo not (Sierra Leone) Tajikistan (Tajikistan) Thailand (Thailand) Taiwan (Taiwan) Tanzania (Tanzania) Togo (Togo) Tonga (Tonga) Trinidad and Tobago (Trinidad and Tobago) Tuvalu (Tunisia) Turkmenistan (Turkmenistan) Turks and Caicos Islands (Turcs and Caicos) Turkey (Turkey) Uganda (Uganda) Uzbekistan (Uzbekistan) Ukraine (Ukraine) Uruguay (Uruguay) Fiji (Fiji) Philippines (Philippines) Finland (Finland) Falkland Islands France (France) French Polynesia Croatia (Croatia) Central African Republic Chad (Chad) Czech Republic (Czehia) Chile (Chile) Switzerland (Switzerland) Sweden (Sweden) Sri Lanka (Sri Lanka) Ecuador (Ecuador) Equatorial Guinea Eritrea Estonia Estonia Ethiopia Yugoslavia South Korea(Korea, Republic of (South Korea)) South Africa (Republic of South Africa) Jamaica (Jamaica) Japan (Japan)

APPROACHES TO THE ANALYSIS OF COMPETENCIES
There are seven approaches to competency analysis. Starting from the simplest, they are:
... expert opinion;
... structured interview;
... working groups;
... functional analysis;
... method of critical cases;
... repertoire grids.
Expert opinion
This is the simplest, roughest, and least satisfying method. A “panel of experts” is drawn up from the personnel department, which discusses, possibly with other “experts” in the same department, a list based on their own understanding of “what to take into account”.
Structured interview
The structured interview begins with the “experts” compiling a list of competencies and processing it by subjecting a number of workers to structured interviews. The interview begins by defining the key results area or core accountability of the role and continues with an analysis of the behavioral characteristics that distinguish workers with different levels of competence.
The main question is: “What are the positive or negative indicators of behavior that leads or does not lead to high level doing the work? " Here is a sample list of the behavioral indicators analyzed:
... personality orientation (achievement motivation);
... impact on results;
... analytic skills;
... strategic thinking;
... creative thinking (the ability to innovate);
... persistence;
... commercial view;
... leadership and leadership;
... interpersonal relationships;
... the ability to transmit information;
... the ability to adapt and cope with changes and stress;
... ability to plan and manage projects;
... a tendency to share knowledge.
Working groups
Working groups include people who have “expert” knowledge or work experience — managers or employees — and an intermediary, usually, but not necessarily, a human resources employee or external consultant.
The working group begins with an analysis of the "central" aspects of competence in a given organization: what qualities must be used in the work in order to achieve success. Work competencies are then agreed upon - the key activities that employees perform in the role in question. They are defined in terms of products, that is, the result to be achieved in a specific aspect of a given role.
Functional analysis
Functional analysis is a method that is used to define competency-based standards for the National Professional Qualifications Reference (NVQ). It begins by describing the key goals of the profession and then defines it. key functions... Russian analogue - " Qualification handbook positions of managers, specialists and other employees ", the Ministry of Labor and social development RF.
A distinction is made between tasks - the actions that are performed in the workplace, and the functions that are the goals of these actions. This distinction is important because the analysis must focus on the outcomes of actions in order to establish expected performance in the workplace. This will be the data required to determine the standards of competence.
Critical case method
The critical case method is designed to obtain data on effective or ineffective behavior that has been demonstrated in reality - in the so-called critical cases. The method is applied to a group of workers in certain positions and / or their managers or other “experts” (sometimes, less effectively, to individuals).
Repertoire grids
As with the critical case method, repertoire grids can be used to identify the aspects that distinguish high standards of performance from low ones. This technique is based on J. Kelly's theory of personality constructs (Kelly, 1955). Personality constructs represent the way we look at the world. They are personal because they are largely individual and affect our behavior and our opinion about the behavior of other people.
The aspects of work to which these "constructs" or judgments are applied are called "elements."
To learn these judgments, a group of people are asked to focus on certain elements, which are tasks performed by workers, and to develop constructs about these elements. This enables them to identify what indicates essential requirements for successful implementation.

OFFICIAL INSTRUCTIONS
Use of job descriptions to organize, recruit and manage performance
A simple job description can be used to:
... define the position of the position in the structure of the organization and clarify for the employees who occupy it, and for everyone else, the contribution that this work contributes to the achievement of the goals of the organization and department;
... provide the necessary information to draw up personal specifications for the recruitment process, and communicate the position to candidates;
... based on it, draw up labor contract;
... provide a framework for performance management;
... on its basis, evaluate the work and establish its class or category.
Form and content
The job description does not need to go into details. It should make it clear what kind of contribution is expected from the employee. It should be expressed in the form of results to be achieved (principal accountable products of activities, areas of key results or main objectives, actions or responsibilities). In addition, the position of the employee in the organization (subordination) should be indicated.
When preparing job descriptions of this type, two factors are taken into account:
... Flexibility - Functional flexibility and versatility are gaining in importance. Therefore, flexibility is necessary in the preparation of job descriptions. This is achieved by focusing on the results, rather than saying what needs to be done - the job description should not hinder movement and development, detailing the tasks that need to be done. Emphasis should be placed on the role that employees play in using their skills and competencies to achieve results within a sufficiently broad scope of the area of responsibility. The purpose of this is to ensure that employees who are expected to work flexibly cannot say, "No, this is not in my job description."
... Teamwork - Successful organizations rely more on teamwork and this requirement needs to be emphasized.
Form
The job description form, which is developed for the purposes of organizing, hiring, or drafting employment contracts, is simple and includes:
... job title;
... determination of the general goal or task of the work;
... listing the principal accountability, key result areas, objectives, actions or responsibilities (as they are named, not the main issue, although the terms “principal accountability” and “key results area” do highlight the outcomes that workers are expected to achieve).
Writing job descriptions
Job descriptions should be based on detailed job analysis, be as short as possible and contain only the essentials. The sections that should be included in the job description and explanatory notes for completing each section are set out below.
Job title - An existing or proposed job title should indicate as clearly as possible the department in which the job is being performed and its place within the department. The use of terms such as "manager", "assistant manager" or "senior" to describe the level of work should be consistent across departments.
To whom he reports - this section should contain the title of the position of the manager or direct supervisor to whom the employee reports directly. It is not necessary in this section to indicate any functional connections that the employee may have with other managers.
Who submits - this section should contain the titles of positions of all employees who are directly subordinate to this employee. Again, it should not include any functional relationships that the employee in this position may have with other employees. To clarify the structure of subordination, you can give a structural diagram of the organization.
Overall Purpose - This section should describe the overall purpose of the work as concisely and accurately as possible. It should reflect in one phrase a picture of the work that would clearly distinguish it from other work and define the role of workers and the contribution they should make to the achievement of the goals of the organization and their department or division. In this section, it is not worth describing the actions performed, but only the grand total. But it naturally should be summed up by analyzing the actions presented in the next section. When preparing a job description, it is often best to postpone the determination of overall responsibility until the actions have been analyzed and described.
Fundamental Accountability or Core Objectives - Defining Fundamental Accountability or Core Objectives requires the following steps:
... Identify the main activities or tasks performed by the employee and make an initial list of them.
... Analyze the initial list of tasks and group them so that there are no more than ten main areas of activity left - most of the work can be broken down into seven or eight areas. If the number is much higher than this number, the job description becomes overly complex and it will be difficult to define the main accountabilities and areas of key results or objectives.
... Define each area of activity as essentially a declaration of accountability. A declaration of accountability expresses what the employee is expected to achieve (products) and therefore what he will be responsible for. These can be defined as areas of key results.
... Define accountability in one phrase, which should:
- start with a verb in an active voice, which in a positive form indicates what needs to be done, and gets rid of unnecessary words; for example: plans, prepares, creates, implements, conducts, provides, schedules, accomplishes, organizes, maintains, connects with ..., collaborates with ...;
- describe the object of action (what is being done) as briefly as possible; for example: testing new systems, depositing cash amounts in sales ledgers and sending packages to the finished goods warehouse, scheduling production, ensuring maintenance management accounting prepares marketing programs;
- briefly state the purpose of the activity in terms of products or standards to be achieved; for example: testing new systems to ensure they meet approved system specifications; enters cash amounts into sales ledgers to provide up-to-date and accurate financial information; sends planned products to the warehouse so that goods of all names are moved on the same day on which they are packed; draws up a production schedule to meet approved production and delivery goals; guarantees the maintenance of management accounting, which provides the required information to management and individual managers for budget execution and any deviations; prepares marketing programs that support the implementation of the marketing strategies of the enterprise, are real and give clear directions to the development, production, marketing and sales departments about the actions to be taken. The Declaration of Accountability, which focuses on the products that are required in terms of expected results, provides the basic data used in aligning the ongoing and short-term goals of performance management processes and in defining work competencies.
Factor analysis - in the preparation of job descriptions designed to evaluate the work, the method of factor analysis is used. Factor analysis is a process that looks at each performance assessment factor (for example, knowledge and skills or responsibility) in terms of the extent to which it is represented in a given work. When writing the results of factor analysis, it is necessary to indicate the factor and its level in the scheme of factors for evaluating work. This analysis should be supported by facts and examples whenever possible.
ROLE PROFILES
Does job analysis have to do with “work,” “role,” or both? The terms work and role are often used interchangeably, although there is an important difference:
... A job consists of a group of end tasks (individual jobs) and responsibilities that are performed to achieve the end result.
... The term “role” describes the role that employees play in fulfilling their aspirations through competent and flexible work in the context of organizational goals, structure and processes.
The traditional approach to describing a job focuses on the reasons for its existence (its overall purpose) and the actions performed. The implementation of this approach is that goals and actions are fixed and performed by employees as prescribed. At first glance, there is no room for flexibility or reasoning about how best to do this job. The work is the same; in fact, it should be the same, whoever does it.
The concept of role is much broader because it is focused on people and their behavior - it has to do with what people do and how they do it, and not with close attention to the content of the work. When faced with any situation, for example, while performing work, a person must act out a role in order to act effectively in a specific environment. People at work, to some extent, often play a role; they not only repeat the learned course of action, but interpret it in terms of their own understanding of how to behave in a given work environment.
Role profiles or definitions cover both the areas of the key outcomes of a given role and the behavioral aspects of work - the competencies required to achieve an acceptable level of performance and contribution. They can highlight the need for flexibility and versatility, and to adapt to different worker requirements in project-based or target group-based organizations that emphasize process rather than hierarchical structure.

Experience in implementing personnel appraisal projects confirms the existence of significant differences in the management profile in Russian and Western companies... This is manifested in the fact that the success and effectiveness of managers of such companies is ensured by different competencies, that is, managers of Russian and Western companies demonstrate fundamentally different strengths and weaknesses in their work.

In this article, you will learn:

what competencies ensure the success and effectiveness of managers
differences in the management profile of Russian and Western companies
reasons for the differences between domestic and western management
key competencies for heads of Russian and Western companies

Research passport

The study was based on an analysis of the results of the assessment and development centers conducted in 2008-2011. We analyzed the results of the assessment of 1624 middle managers - our compatriots who are subordinate to employees and / or leading structural divisions or directions. Data from 34 companies (19 Russian and 15 Western) were considered.

The research was carried out in several stages.

At the first stage, a thorough analysis of the competencies was carried out, which were assessed in the course of research conducted by the centers for assessment and development. Naturally, each company relies on its own assessment criteria, as which it uses competency models developed taking into account its characteristics, corporate culture, business specifics and requirements for employees. However, despite all the differences, there are similar competencies in the models of different companies formed to assess the leadership team. In other words, if we discard all the differences imposed by the characteristics of the organization, its corporate culture and specific requirements for personnel, we can consider the understanding of the role of leaders and the expectations of their behavior at work. The overlapping competencies in the models amounted to about 65%, and they were analyzed in the future.

For comparative analysis it was necessary to bring various models of competencies to a list of assessment criteria that would be the same for all managers. In this regard, at the beginning, we excluded from the general list unique competencies that are specific to a particular company and are not used in most others. Thus, the following competencies were excluded: intellectual ingenuity, self-awareness and development, energy, loyalty, prudent risk, presentation skills, autonomy and initiative, commitment to quality, flexibility, etc.

We then analyzed the remaining competencies in the general list, considering them at the level of content (description and behavioral indicators), and not names. This was necessary due to the fact that in different models there are competencies with the same names, but different content, which is described in behavioral indicators... So, in one company, "communication" means that the leader "builds a wide network of contacts, uses every opportunity to build relationships for doing business," communication, taking into account the individual characteristics of the interlocutor. "

For a more detailed explanation, see the video:

As a result, a number of competencies were explored (tab. 1).

At the second stage, we developed a unified assessment scale. The fact is that in different companies, when assessing, scales with different number of points are used. In this case, the number of points in the scales varied from 4 to 7. Sometimes the correspondence to a particular point in each scale has a different meaning. For example, two companies may use 4-point rating scales, but in one company a sufficient level of competence development is 2 points, and in the other - 3 points. In order to be able to compare the assessment data of managers of different companies, we introduced a single 5-point assessment scale, and the assessments obtained using other scales were brought into line with it. Since many scales used by companies allow fractional estimates (up to half a point), for example, 1.5 or 3.5 points, we kept these intermediate values in our scale to avoid rounding of values and to ensure their greater accuracy. (Table 2).

At the third stage, all the data were consolidated and the indicators were calculated: the average score for each competency, fashion (the most common assessment), median (median value), as well as the variance indicator (data spread). The indicators were calculated for the entire sample, as well as separately for the groups “Russian companies” and “Western companies”.

Russian companies

In the group "Russian companies" highest results (diagram 1) obtained in the competence "Result orientation" - 2.48 points (level close to the required) and "Planning and organization of work" - 2.39 points (level close to the required).

The lowest results were obtained for the competencies "Leadership and motivation" - 1.11 points (insufficient level, much lower than required) and "Employee development" - 1.15 (insufficient level, much lower than required).

In almost all competencies, managers most often received a score of “2 points”. The exceptions were the Leadership and Motivation and Employee Development competencies, which are most often rated at 1 point. (fig. 1).

How can you explain the peculiarities of the profile of Russian middle managers, in which competencies related to leadership and development of subordinates received the lowest marks?

Maybe, one of the reasons lies in the principle for which in Russian companies selection for managerial positions is carried out. Traditionally, in most companies, when making a decision to promote a specialist to the position of a manager, first of all, the criteria of his success in the professional field (qualifications and expertise, experience and special skills), as well as compliance with the most common requirements (responsibility, loyalty, diligence) are taken into account. At the same time, almost no attention is paid to assessing the managerial potential of an employee (to what extent he is ready and able to take on the function of a team leader, to guide and inspire a team, to raise professionals from his subordinates). In such a situation, the "newly minted" leader, nominated on the basis of past merits, continues in his management activities rely on those qualities and skills that ensured his success as a specialist (for example, "Result Orientation" or "Planning and Organization of Work"), and does not use the competencies necessary to work effectively in a new position.

Another reason for the low level of leadership competencies and skills for the development of subordinates is that in Russian companies, managers "grow" out of specialists, often without receiving training corresponding to a managerial position (in the form of long-term education, training, seminars for managers, etc. etc.). In the minds of most specialists in Russian companies, the role of a manager is reduced to the model of operational management: "setting a task - control - feedback on the result", while "soft" competencies associated with building relationships, teamwork, people development and motivation are not even associated with a mandatory set of managerial functions.

Do not forget that some modern Russian companies were created through the transformation of state-owned enterprises and corporations, while others, although they are commercial, are nevertheless strongly associated with state structures, dependent on them and, of course, cannot but correspond the requirements of the surrounding business environment. The culture of these companies, which took a lot from the Soviet administrative system, cannot be called sufficiently human-oriented. It is rigid, hierarchical, does not imply the involvement of the “lower classes” in the process of making decisions and managing a division or a company, and the postulate of the importance of leadership competencies for the leaders of such companies sometimes causes, to put it mildly, bewilderment.

The highest development indicator was obtained for the competence “Result orientation”. The high ambitiousness of Russian leaders and their desire to achieve goals can be explained by all the same features of the corporate culture. Often, the middle management level, working in a very inert and, in fact, unreformable administrative system, solves practically every medium-term problem using the "storm and onslaught" method, assault, using all possible resources, working for wear and tear and achieving success not thanks to the system, but in spite of it ... Thus, in Russian companies, the environment itself actively compels managers to be persistent and resourceful in achieving goals.

Western companies

In the group of managers working in Western companies, the results are somewhat different. (diagram 2).

The most developed competencies of managers are "Cooperation and teamwork" - 2.53 (a level close to the required), as well as "Result orientation" - 2.52 (level close to the required).

The least developed competencies are "Strategic thinking" with a score of "2.11 points" (the level is slightly lower than required), « Operational management"And" Employee development "(both rated at 2.24 points, that is, the level is slightly below the required level).

For the competence “Collaboration and teamwork”, managers most often received an assessment of 3 points (compliance with the required level), for the competencies “Operational management”, “Employee development”, “Leadership and motivation” - an assessment of 2 points (slightly below the required level ), for the “Strategic thinking” competency - an assessment of 1.5 points (significantly lower than the required level), for other competencies - an assessment of 2.5 points (a level close to the required) (fig. 2).

Let's try to understand the peculiarities of the profile of managers in Western companies.

The first thing that catches your eye when it comes to the level of competence development among heads of departments in Western corporations is the unexpectedly low indicator of the Strategic Thinking competence. However, this is understandable. The fact is that herself The “decision architecture” in most multinational corporations prioritizes strategic planning and long- and medium-term decision-making to the appropriate units at higher headquarters. The tradition of planning in advance all processes to the smallest detail has been observed in Western and multinational corporations since the time of Henry Ford's precepts, which can be defined as "maximum planning, accurate calculation, minimum surprises." In such conditions, the “Strategic thinking” competence for middle managers loses its original relevance, turns out to be unclaimed, which explains the relatively low level of its development.

It is interesting that the “Operational management” competence also turned out to be among the least developed among the leaders of Western companies. Perhaps we can find an explanation for this by comparing it with the Collaboration and Teamwork competency, which has the highest score. The collegial decision-making characteristic of Western companies, the involvement of subordinates in solving the problems of the company or its subdivision presupposes a sufficiently high degree of trust in employees, motivates them to independent work... At the same time, operational management, which presupposes a clear statement of tasks and rather tight control, may be losing its relevance.

It is difficult to explain the unexpectedly low score of the Employee Development competency upon first examination.

It would seem that Western companies, unlike many Russian ones, pay great attention to personnel development and spend a lot of money on it. Moreover, the development of employees is one of the key areas of their corporate policy. With this approach, with the Employee Development competency, managers should be all right, but practice shows otherwise. It's no secret that and in Western companies, the HR function is often perceived by managers as a task of the HR department, and not their own. In such conditions, the role of the leader in the development of subordinates is often reduced to rather formal actions - their inclusion in the training schedule. Thus, with all the variety of opportunities, forms and resources for the development of subordinates, managers themselves limit their role in this process.

Read the continuation of the article in the next issue of the journal.