Competence is possible. The concept of competencies and their types, and levels of development of competencies. Types of competencies in the pedagogical process. Types of competencies in education. Term meanings and detailed examples

I'm Winston Wolfe, I'm a problem solver.
"Pulp Fiction"

Exists whole line skills that allow a person to achieve high results. V contemporary literature these skills are called “competences”. The search for employees by competence has long become the standard for a large number of large Western companies... Let's try to figure out what “competencies” are, why they are needed, what they are, how to check them, and, most importantly, what to expect from their use.

What is competence

The simplest definition of competence is the ability to successfully perform a specific task or function. The key word in this definition is "ability." If a person has the knowledge necessary to solve a problem, then he understands WHAT needs to be done. If he has the ability necessary to solve a problem, then he understands HOW it should be done. The science of recruiting personnel by competency says that understanding HOW is more important than understanding WHAT. The effectiveness of this approach has been proven by the success of a huge number of large Western companies.

Can competencies be taught? This question has no clear answer. Some competencies can be mastered quite easily, others will be determined by a person's predisposition, for example, to communicate with strangers or the activity of his character. However, competencies are not innate abilities. They can and should be developed.

Why are competencies needed

Searching for employees by competence allows you to reduce both time and financial investments in employees in the long term. Temporary advantages arise from the fact that it is much more difficult to develop certain competencies than to train an employee in domain knowledge. It is possible to teach a person to maintain even a complex ERP system in three to six months, to teach to implement it in six to nine months. It will take at least two to three years to develop such competencies as the ability to negotiate or manage conflicts, and the result of the development of such competencies will not always be positive.

Financial benefits can be assessed in the following way. Let's say average salary a beginning SAP specialist is 100 thousand rubles a month. After a while, he discovers a lack of technical knowledge in one of the modules. A five-day course in one of the SAP modules costs about 50 thousand rubles. If after the same time you find that a person does not fit into the team, for example, because of his conflict or non-performance, then parting with such an employee after probationary period may cost in best case about three of his salaries, that is, 300 thousand rubles. The difference, as they say, is obvious. In addition to easily calculated financial and time advantages, the search for employees by competence allows you to build a certain culture in the company. If employees enjoy communicating with their colleagues at work, then their productivity and ability to think creatively will be noticeably higher.

What are the competencies

There are quite a few competencies. For example, Lominger's book FYI For Your Improvement has 67 competencies. Of course, not all competencies are created equal. I will try to briefly list the most interesting and widely used of them, in my opinion.

1. Honesty and trust - if you are not trusted and not trusted, then all your other competencies lose their meaning.
2. Ability to make decisions - the fear of making a mistake often forces people to be passive and "sit back". This feeling of fear and insecurity must be overcome.
3. Working in an uncertain situation - in most cases, a person never has all the information. You need to be able to quickly make decisions based on what is.
4. Conflict management - no comments needed.
5. Creativity is also, oddly enough, a competence that can be developed. Allows you to find non-standard solutions to problems.
6. Focus on the client - especially relevant, as it causes internal rejection of many employees.
7. Focus on results - requires constant concentration on the task. It is also important to understand the end goal, not just see the current step.
8. Informing - quite often, when specialists see a problem, they try to solve it on their own, which leads to undesirable results or, at best, to wasted time.
9. Learning fast - it can be very difficult to admit that your knowledge that you have so hard obtained in the past is irrelevant or useless today. Unfortunately, this can often be the case, and you have to learn again.
10. Ability to motivate - interesting job and a big salary is not a complete set of motivators.
11. Relations with colleagues - colleagues, as well as parents, are not chosen (with rare exceptions), so it is necessary to look for positive qualities in each person and build relationships based on them.
12. Planning is an obvious competence, but for some reason it is difficult to develop for our engineers.
13. Prioritization - A manager may not always be able to prioritize every task and problem. Being able to prioritize yourself is a very useful skill.
14. Ability to solve problems - obviously, you will not be left without work.
15. Self-development - we are doing well here, since we have absorbed the phrase "study, study and study again" practically with milk. The main thing is not to forget her.

Competencies are usually classified by the complexity of their development and by their applicability to a specific group of employees. Difficulty classification is quite subjective. In addition, the complexity of the development of a particular competence directly depends on the character warehouse. So we will skip this classification and go directly to the classification according to applicability (relevance) to different groups employees. There are three main groups of employees:

• specialists (not managers);
• line managers;
• senior managers.

The competencies for these three groups are not mutually exclusive: what applies to professionals will also apply to managers. And the competencies listed above can be useful for a wide range of specialists and managers. The following are examples of specific competencies for senior managers.

1. Management of innovation - it is not enough to have creative employees on the team. You have to be able to get some sense out of this.
2. Broad outlook - the more general knowledge a manager has, the more qualitative and effective his strategic decisions will be.
3. Mission and purpose management - all successful companies have a mission statement that can be easily found on the website. Choosing the right mission to meet the needs and challenges of the day is not a trivial task.

The set of competencies is not rigidly linked to a specific category of employees. Each company itself chooses a limited set of core competencies and decides for which employees which competencies will be important and which are optional. The optimal, in my opinion, would be a set of 15-20 competencies.

How do you choose this magical set of competencies from all the variety? There are consulting companies on the market that can help in this matter. If it is possible to analyze the sufficiently rich experience of Western companies, then you can come to some options on your own. You can also just take a list of competencies, for example, from the source listed above and reflect on what qualities you would like to see in your employees. In any case, choosing a list of competencies is the easiest task. The ability to test and develop them will require much more effort.

How to check competencies

There are two approaches to interviewing. The first is based on the question-answer principle. You ask what is RAID 5. You are answered: RAID 5 is a type of disk array in which ... If the answer is correct, you put a bird on a piece of paper or in your head and move on to the next question. The second method is based on an in-depth study of one issue. For example, you ask what kind of disk arrays a candidate has had to work with. Let's say he answers - RAID 5. Next, you can ask what the disadvantages of this array, where it should be used, why the candidate chose this particular type of array, what would happen if he chose another, what would he choose if the budget was three times that, etc.

The first approach works well for testing an employee's knowledge, but is of little use for assessing his competencies. You can, of course, ask for an example conflict situation and ask how the candidate got out of it. But the disadvantage of this approach is obvious. By the third interview, the candidate will learn how to answer such questions correctly and beautifully, and his answers will be weakly correlated with his true competencies. Nevertheless, this approach is often practiced by HR departments, simply due to a lack of knowledge in the subject area. But at least it's better than nothing.

The second method is much more effective, since the candidate, discussing technical topics familiar to him, will demonstrate his competencies. In our example, answering the question, what are the disadvantages of this array, the candidate will show his ability to think analytically. The answer to the question why this particular array was chosen will provide information about whether the candidate is thinking about the business goals of his work, whether he is trying to choose the best solution or the solution with which he feels comfortable. Unfortunately, it is impossible to draw up a list of questions in advance to assess the competence of an employee. Questions should be born depending on the answers of the candidate and strongly depend on his answers. This fact makes interviewing a difficult task for a manager, but the probability of choosing the right candidate when mastering this method will tend to 100%.

How important is the candidate's experience

The use of the talent search method by competencies does not mean, of course, a complete refusal to check the experience and knowledge of the candidate, but it makes this process more flexible. If we do not check the competence of the candidate, then the only guarantee of his accomplishment of the assigned task will be its successful completion in the past. That is why managers often believe that the best candidate is the candidate whose experience matches the experience described in the position as much as possible. The use of competencies is changing the approach to finding the best candidate. Theoretical knowledge, the candidate's desire to work in a particular field, and indirect involvement in the subject area also begin to have serious weight. Indeed, the presence of such competencies as focus on results and the ability to self-development will allow a person to cope with a task, even if he does it for the first time. Moreover, he will be able to make it even better, since he will not be limited by the experience that he might have had in a previous job.

What we get from using the method

The method of searching for employees by competence will allow you to get a team that will be able not only to perform current tasks, but also to work successfully with the growth and development of the company. Often times, companies are faced with a problem when a team that worked effectively with 200 employees performs very poorly with a company size of 1000. This is due to the fact that the challenges facing a large company are very different from the tasks of a small company. If you choose people based on technical knowledge, then along with the replacement of servers, you will have to change people or slow down the business, giving a head start to competitors.

In addition to building an effective and flexible team, the competency method provides a number of other benefits:

• the way will open to the creation of a corporate culture, which serves as a fairly strong motivational element;
• the manager will be able to spend more time on strategic issues, and not play the role of an overseer and a policeman;
• it will be possible to introduce such modern methods labor organization as flexible schedule and work from home.

If the advantages of the method are so obvious, what then prevents Russian companies actively implement and use it?

Transition problems

There are two main problems hampering the active use of this approach. Problem 1. Legacy of the past. Until recently, our educational system ignored the concept of competencies. Managers are used to managing based on domain knowledge and common sense. The older generation does not seek to retrain and is suspicious of the attempts of young managers to introduce their own rules of the game.

Problem 2. Self-deception. Some managers, of their own or someone else's will, nevertheless try to introduce such a concept as competence into the culture of their company. Not wanting to make big changes in the company, this activity is given entirely to the HR department. HR is usually empowered to hang a few company principles on the wall and write a competency brochure. Managers still continue to manage and hire people in the old way, firmly stating that they need people with certain knowledge, not competencies, otherwise they will not be able to work. At the same time, the top management of the company, seeing the necessary slogans on the wall of the office, is confident that the process has been successfully launched and is bearing fruit.

Conclusion

The effective use of the competency method is possible only when all managers play according to these rules, and not just the HR department. Obviously, without special need, management will not make a significant change in the entire culture of the company, which can affect a large number of employees and managers. Today, companies focus on cutting costs to survive the crisis, and this strategy is justified if you don't go too far. However, after this process is over, the struggle for market share will begin again. Today it is already quite obvious that companies employing motivated employees with a certain set of competencies produce better products and services with lower operating costs.

Until the 90s, the term “professionally important qualities", Then the term" competence "came from the Western tradition. There were many definitions of this concept, as well as disputes around it. We have compiled a “guide” on competencies - for those who are just starting to deal with them in their work.

Nikolai and Konstantin studied in the same specialty at a prestigious Moscow university. The academic success of young people was on the same level, and even the topics theses turned out to be similar. After graduation, both went to work in their specialty at the same starting positions in large Western companies.

A year later, they met and decided to compare their successes. Nikolay quickly established himself at work and within a year grew from a specialist to an acting head of a small department. Nikolai's manager believes that he is very lucky that such an employee came to the company.

Konstantin works as a specialist. He does his job well enough, the manager has complaints about the quality of performance, but this does not happen often. Konstantin himself understands that it is "not his." But "the market is empty, although they pay a little, but it is stable."

Could Konstantin have been able to achieve the same success in the place of Nicholas? And is it possible at the very start to somehow determine that Konstantin will not be so much interested in the work? These are the issues that directly affect the success of companies - attracting the right people to the right positions.

But who are they, these people who are right for the company? The criteria that managers often use - "to make their eyes shine" or "to have people follow him" - are not very suitable for these purposes. They can be interpreted in different ways, and this leads to inaccuracies in the assessment and, as a result, to selection errors. To avoid this, the criteria must be transparent and understandable to everyone - both HR managers and executives. In the world and in Russian practice, competencies have become such criteria.

What are competencies

Competencies are the set of behaviors that enable some people to meet job demands better than others. To put it simply, this is what helps the employee achieve greater efficiency in the workplace: competence is the benchmark that allows you to distinguish effective employees from ineffective ones.

The manager can say that the difference is always noticeable, and so: those same "burning eyes" - why not a criterion? But the sensation of burning eyes in a person is primarily influenced by mood and behavior. And this is just the tip of the iceberg, what we can observe. Everything is made up of a whole layer of invisible components, namely personality traits, abilities, knowledge and, of course, motivation.

The competence can include all 4 listed blocks, or maybe only one. What is the use of motivation if you don't have the skills you need to work? Or from extensive knowledge, if you do not apply it in practice?

Competencies can be grouped in different ways, but most often they are divided into technical or professional (hard skills) and behavioral (soft skills).

Technical competence

Technical competencies describe specific knowledge and skills that are required in certain positions (for example, knowledge of the Labor Code of the Russian Federation or the ability to work in Excel). It is easier to assess such competencies, but the scope of their application is rather narrow: it can be working with equipment that a certain enterprise has, or knowledge of problem solving methods.

You can assess the degree of mastery of technical skills using tests of professional knowledge, exams, test tasks.

Behavioral competencies

Behavioral competencies describe preferred and rewarding behaviors at work. They can be corporate-wide — the behavior expected of all employees in the organization — managerial or functional — the behavior expected of employees in a particular function of the company.

It is more difficult to evaluate them, but a big plus is that they are universal, since they are associated with the effectiveness of employees in all functions of the business and at different levels in the company. It doesn't matter in which department and region your leaders work, they all need to lead people and make decisions. All specialists in the organization must be result-oriented and successfully interact with colleagues. A competency-based approach allows you to formulate these requirements and expectations in the language of specific, transparent criteria, and then use them both for evaluating employees and external candidates.

How do competencies help with selection?

Lead recruiting manager Polina came to a meeting with the director of the analytics department to discuss several newly opened vacancies in the company. Daniel is a very busy person and does not like long conversations. “Do you see Kolya? The guy is great, he came to us and is growing fast, smart, responsible, will never let you down. A born leader. I need three more people like Kolya. " “Daniil, the market is not the best now, it’s hard to find good young specialists for a starting position, and experienced ones cost very different money.” “Pauline, this is your job, you are our picker. There is a description of the vacancy, I have explained to you who I want, it's up to you. " Polina returns to her workplace and wonders how she can find "three like Kolya". Polina will have to answer the questions: what will determine "similarity" besides education and technical skills?

Competency assessment will help you cope with such tasks. “Such as Kolya” is a certain set of competencies that helps Kolya to cope with his work. The set and severity of such competencies can be identified, for example, during a behavioral interview or using the professional personality questionnaire OPQ.

Ideally, Polina needs to conduct interviews and test all Kohls who work in the company in order to find the connection between competencies and success. And then it will become clear which set of competencies needs to be assessed in newbies. If you want to save time and not conduct interviews on competencies with each of the candidates, use "": this is an opportunity to objectively and professionally evaluate applicants and employees, compare the results and choose those who will be successful and useful for your company.

Speaking about the types of competencies, two important points should be noted:

• 1) species diversity of competencies in the absence of /// ^ - standards;
• 2) the existence of several classifications, i.e. species diversity. There is no single classification of the types of competencies; there are many different classifications for different reasons. It is very problematic to navigate this diversity of species. Many classifications are inconvenient and poorly understood, which makes their application in practice extremely difficult. But, one way or another, the current situation affects the practice of building a competency model.

A wide variety of typologies can be found in various theoretical and practical materials on the topic of competencies. In world practice, there are examples of attempts to develop universal typologies and models of competencies that claim the status of a world standard. So, for example, the company SHL - world leader in the field of psychometric assessment and development of solutions - back in 2004, declared the creation of a universal basic structure of competencies by a group of consultants led by Professor D. Bartram. The basic structure included 112 components, led by the so-called G8 competencies. It is quite possible that the world tendencies of unification will soon lead to the fact that such a world standard will become unified in // ^ - practice. But today the model of D. Bartram does not meet all the specifics of the requirements for corporate structures competencies. In addition, competencies are a corporate tool, so it is almost impossible to create a single set of competencies that any company can use, taking into account all the specifics of job requirements.

We will consider the types of competencies based on the corporate scale (the scale of distribution of any type of competence) and organizational level (level organizational structure on which any type of competence works): corporate, professional and managerial. This classification was chosen as the most optimal for building a competency model and using it in various areas of /// ^ - activity. In addition, it allows you to select a technological toolkit for assessing competencies and, accordingly, make the system of competencies more accessible for use.

Speaking about the competency model, it is necessary to identify the types of competencies.

1. Corporate (or key) competencies are applicable to any position in the organization. Corporate competences follow from the values ​​of the organization, which are recorded in such corporate documents as strategy, code of corporate ethics, etc. Developing corporate competencies is part of working with the corporate culture of an organization. Optimal amount corporate competencies is 5-7. This level includes corporate standards of conduct- business and personal qualities that every employee of the organization must possess, regardless of the position held. Corporate competencies tend to be the most understandable, concise, and easily identifiable. They contribute to the formation of corporate culture and the implementation of the strategic goals of the organization.

Corporate competence represents the competence of personnel at the level necessary for the organization to achieve its main goals: economic, scientific and technical, industrial and commercial and social (Figure 2.5).

Rice. 2.5.

System of corporate competencies ( internal requirements to candidates) fully reflects the specifics of each organization, the goals and objectives of its production and management structures, organizational culture and the values ​​of this organization, other aspects of its organizational behavior.

Competences are usually regulated by the delineated terms of reference and legal activities of the bearer of the competence. Perhaps this follows from statutory documents or other internal corporate rules, partly from legal and by-laws, the declarative goals of an enterprise, from qualification handbook or job descriptions, regulations, orders, etc.

G. Cannac (France) defines corporate competence as "a rational combination of knowledge and abilities, considered over a short period of time, possessed by the employees of a given organization."

• 2. Managerial (or managerial) competencies are essential for leaders to successfully achieve business goals. They are developed for employees engaged in management activities and have employees in line or functional subordination. Management competencies can be similar for leaders in different industries and include, for example, strategic vision, business management, people work, etc. This view competencies - the most localized and complex type. Most often, companies develop multilevel management competencies. At the top level - the competencies that should be possessed by all executives of the organization. Further - managerial competencies corresponding to the managerial levels of the organization. The last in this hierarchy are specific managerial competencies characteristic of a specific specific managerial position. Developing managerial competencies is difficult. There is a great danger and temptation to create a model of an ideal super manager, which is hardly possible to implement in practice. That is why, when developing, it is recommended to include in the list of management competencies an optimal set based on the principle of necessary and sufficient competencies.
• 3. Professional (or technical) competencies are applicable to a specific group of positions. Drawing up professional competencies for all groups of positions in an organization is a very laborious and time-consuming process. This type of competence is a set personal characteristics, as well as knowledge, skills and abilities required for effective work in a specific job position. A distinction should be made between the professional competences of the position and the professional competences of the activities or professional fields. Professional competencies of activities and areas are generalized. And the professional competence of the position is limited to the framework of a specific organization.

Professional competence - it is “an integrated characteristic of an employee's business and personal qualities, reflecting the level of specialized knowledge, skills and experience sufficient to achieve the goal, as well as his creative potential, which makes it possible to set and solve the necessary tasks. In accordance with the nature of the employee's activity and the characteristics of his labor process the following types are distinguished professional competence"(Table 2.3).

Types of professional competence

Table 2.3

competence	Includes
Functional (professional, special)	Professional knowledge, skills, education, business reliability, the ability to successfully and accurately carry out their official activities and design their further professional development
And intellectual	Ability for analytical thinking, logic, analysis and synthesis, hypothesis building, possession of methods of personal self-expression and self-development, the ability for scientific substantiation and creative problem solving
Situational	The adaptive ability to act in accordance with the situation, choosing from a variety of behaviors the most effective in the given situational conditions of production
Social	Communication skills and the ability to communicate without conflict, the ability to cooperate, maintain good relations with people, provide social and psychological assistance, effectively interact in a team, demonstrate flexibility and the art of influence, exercise informal leadership

Individual competence"Characterizes the mastery of the techniques of self-realization and individual development within the profession, readiness for professional growth, the ability for individual self-preservation, non-commitment to professional aging, the ability to organize rationally your work without overloading time and effort."

The above types of competence mean the maturity of a person in professional activity, professional communication, the formation of the personality of a professional, his individuality. They may not coincide in one person, who may be a good narrow specialist, but not be able to communicate, not be able to carry out the tasks of his development. Accordingly, one can state that he has a high special competence and a lower one - social or personal. Thus, certification of the competence of personnel is required, which involves the assessment and confirmation of the compliance of the specialist's special, social, personal and individual competence with the established norms, requirements and standards. By analogy with the process of skills formation, the following can be distinguished:

• a) unconscious incompetence- low productivity, lack of perception of differences in components or actions. The employee does not know what he does not know, what knowledge and skills he needs;
• b) conscious incompetence- poor performance, recognition of weaknesses and weaknesses. The employee realizes what he lacks for successful work;
• v) conscious competence- improved performance, a conscious effort to act more effectively. The employee is able to consciously adjust his activities;
• G) unconscious competence- natural, integrated, automatic operation with higher productivity. The employee is able to transfer the action to a new context, modify it taking into account the changing environment. The acquired competencies will not bring the desired effect if their carriers are not interested in making the most of these competencies. Thus, employees in relation to their individual competence pursue the following goals:
  • adaptation of personal qualifications to the requirements of the position (workplace);
  • guarantees of maintaining the position (workplace);
  • foundations for professional advancement;
  • increasing one's own mobility in the labor market;
  • ensuring the receipt of high labor income;
  • increasing your own prestige.

The broadest in scale and highest in terms of organizational level (corporate competences as a type are inherent in all positions of the organization, located at all levels of the organizational structure, including the highest) are corporate competencies. This type includes corporate standards of conduct- business and personal qualities that all employees of the organization must possess, regardless of their positions and responsibilities. In other words, these are the competencies that each employee of this particular organization should have. Corporate competencies are usually the most understandable, concise, and easily identifiable; are designed to identify an employee with corporate values ​​and corporate culture of the organization. They contribute to the formation of corporate culture and the implementation of the strategic goals of the organization. Reading corporate policy documents, corporate codes, and just advertisements for hiring, you can often see phrases like “our employees have an active life position, strive for personal development, are loyal to customers, etc.”. In fact, the very corporate competencies we are talking about are “hard-wired” into such phrases.

An extract from the Code of Ethics of a company can be cited as a real example of corporate competencies. N.

“The company especially appreciates:

• 1) respect personal rights and interests of our employees, customer requirements and terms of cooperation put forward by our business partners and society;
• 2) impartiality, which assumes remuneration in accordance with the results achieved and provides equal rights for professional growth;
• 3) honesty in relationships and in providing any information necessary for our work;
• 4) efficiency as sustainable achievement of the maximum possible results in everything we do;
• 5) courage confront what is unacceptable and take responsibility for the consequences of your decisions;
• 6) care, shown in efforts to protect people from any harm or threat to their life and health and environmental protection;
• 7) confidence to employees, which allows us to delegate authority and responsibility for decisions and how they are implemented. "

These paragraphs list the corporate competencies of the organization. This example clearly shows that corporate competencies are often confused in meaning with corporate values ​​in their perception. In addition, their set is almost identical in companies with completely different corporate culture, values ​​and business style. When developing corporate competencies, it is necessary to separate the really necessary competencies from the slogans, and also check the competencies for non-conflict with each other (they should not contradict each other).

Corporate competencies have a total distribution, i.e. should be characteristic of each employee of the organization, which means that you should know that the larger the list of these competencies, the more difficult it is to ensure that each employee has a complete set. Therefore, it is recommended to make the set of corporate competencies optimal: short, capacious, reflecting only what, without which it will be extremely difficult for an employee to work effectively in a given organization.

In addition, one should not forget that competence must be measurable, i.e., introducing a competence, it is necessary to check it for the possibility of assessment. It is important to remember this when developing corporate competencies, since it is often tempting to include personal qualities among them. social nature for example, fairness. It is very problematic to measure the presence of this competence in an employee, since the concept of “fair” is largely relative and difficult to identify.

Professional competence are less wide in scope (they do not cover a wide range of positions, but are tied to specific positions, up to the competencies characteristic of any one specific position) and localized. Usually they are localized to specific positions (perhaps to one specific one), but a certain set of professional competencies is inherent in any job position. This type of competence is a set of personal characteristics, as well as knowledge, skills and abilities necessary for effective work in a specific job position. Given that our classification of competencies is limited to a corporate framework, we should not confuse the professional competencies of the position and the professional competencies of the activities or professional fields.

Professional competencies of activities and areas are more generalized. And the professional competence of the position is limited to the framework of a specific organization. For example, there may be competencies of an employee of the pedagogical sphere - they are characteristic of all specialists conducting pedagogical activities, regardless of the organization in which they work, or there may be professional competencies of a teacher of a specific training organization. Speaking about professional competencies as a form of competence, we mean exactly them. Most often, a set of professional competencies in an organization is formalized in the so-called job profile.

Management competencies- the most localized and complex type of competence. These are the competencies required to fulfill the managerial responsibilities of the managing employee. Most often, companies develop multilevel management competencies. At the top level, there are competencies that all executives in the organization must have. Further - managerial competencies corresponding to the managerial levels of the organization. For example, the managerial competencies of top managers, middle managers, etc. The last in this hierarchy are specific managerial competencies characteristic of a specific specific managerial position. Oddly enough, the development of managerial competencies is the most difficult - the temptation is too great to create a model of an ideal superman, which is unlikely to be implemented in practice. Therefore, it is recommended to include in the list of managerial competencies an optimal set based on the principle of necessity and sufficiency.

Consider some of the opportunities that a competency-based approach gives to an organization effective management staff.

1. It is necessary to remember about the chain "goal - activity - competence ”and apply this model to strategic human resource management. This chain means that larger goals tend to require more complex activities to achieve. A more complex activity requires a higher competence of a specialist. The acquisition of higher competence, however, takes time, often considerable. After all, even a simple skill is formed on average in 21 days, and there may be several necessary skills. In addition, the development of personal qualities takes much more time - sometimes it takes years.

The solutions to this problem can be as follows:

• implement a strategic management system and a strategic personnel management system in the organization. And then, knowing what goals the employee will face in a few years and how he will achieve them, you can plan a long-term program for his training and development;
• consider the employee's current activities not only as practical, but also as educational. In this case, we can turn to the experience of big sports, and we will see that any competitions, except for the main ones (World Championship, Olympic Games), are preparatory for larger competitions, i.e. an athlete, in the course of his training, trains directly in the conditions in which he will have to compete in the future and gain new achievements. Thus, he forms and develops a set of those competencies that he will need. For example, competitions are educational. And the task of an athlete is not only to win them, but also to improve his level of skill. Moreover, the idea of ​​winning all competitions has long been a thing of the past - it is more profitable to lose in simple competitions, but at the same time to study and prepare in order to win the main competitions.

Applying this concept to business, you can say: “Let my employee make mistakes if they are educational errors, not negligence. The damage from these mistakes will be covered many times in the future. After all, when an employee raises his competence, he will begin to make a profit that is immeasurably greater than he brings now (even if now he does not make any mistakes). "

2. Talent management can be formulated as follows: if the competence of a talented employee exceeds the competence of his position in at least one of the parameters, then the employee feels dissatisfied, and his competence begins to decline.

Moreover, in order for such an employee to feel happy, it is necessary to make demands on him that are higher than his current competence (at least in one of the parameters) for the position he occupies. Naturally, there are a number of conditions: the excess must be adequate to the position, current tasks organization and psychotype of the employee; he should be aware of this discrepancy and work with it, etc. This discrepancy is the zone of its development.

Still, despite all the difficulties, this conclusion opens up a whole range of opportunities for motivating and retaining staff. The most striking (even paradoxical) example: instead of increasing the size of payments, you can complicate the employee's professional activities. Of course, you need to know how to complicate and how much? To answer this question, it is necessary to analyze the competency profile of this employee.

This conclusion echoes the idea of ​​realizing human potential. The idea is that strategic directions and goals are determined based not only on the decisions of the top officials of the organization, but also on the existing unrealized competencies of the personnel (which, again, can be helped by analyzing the competencies of employees). If people feel that the organization not only ensures their standard of living, but also allows them to more fully realize themselves, then the phenomenon will arise, which in recent times it is customary to call "personnel involvement". But the involvement of personnel gives not only a psychological, but also an economic effect. It has already been irrefutably proven that due to low employee engagement, organizations lose huge amounts of money, incomparable in size with the costs of good management staff.

The attractiveness of the competence-based approach, in our opinion, lies in a special method of analyzing and assessing the development of personnel competencies, in particular managerial, at each level of the hierarchy in the organization, thanks to this, the qualities that determine the good performance of a particular work are determined.

The competence-based approach implies that the main emphasis is not simply on gaining knowledge and skills by students, but on the comprehensive development of the competencies of management personnel.

This can be clearly seen in Fig. 2.6.

Rice. 2.6.

Motivational competencies management personnel include focus on achieving goals, initiative, self-confidence, interest in the work of the individual, responsibility, self-control, self-realization, flexibility in work, influencing personnel.

Intellectual competencies management personnel are based on knowledge related to basic principles, as well as information technology, decision-making technologies and the rapid adoption of innovations.

Functional competencies management personnel are manifested in the set of skills of management personnel (self-awareness, leadership, interpersonal communication, negotiation, decision-making skills, delegation, team building, conflict management, efficient use of time).

Interpersonal competencies management personnel contribute to the formation of balanced relationships, interpersonal understanding, dedication to the company, willingness to help, customer orientation, staff optimism, etc.

Many organizations do not use off-the-shelf developments, fundamentally go their own way and develop their own competency structures. This can be justified only if experienced specialists are engaged in the development, since for novice developers, which are often HR- managers in the organization, this task either it is beyond our capacity, or it threatens to create an incorrect and ineffectively working structure of competencies.

• See: Kibanov L. Ya. Fundamentals of personnel management: textbook. M .: INFRA-M, 2009.
• Odegov Yu.G., Rudenko G.G., Babynina L.S. Labor economics: textbook: in 2 volumes / ed. SOUTH. Odegova. Moscow: Alfa-press, 2007.Vol. 1.P. 678.
• Ksenofontova Kh.Z. Competence of management personnel and the formation of competitive advantages of the enterprise // Man and labor. 2010. No. 7. S. 63-65.

The development of professional competencies is an ongoing process that helps maintain a high level of professionalism of the staff. Find out which methods and models are considered the most effective and efficient.

From the article you will learn:

Development is based on improvement personal abilities employee. Competence is considered to be professional qualities that help to solve a certain range of tasks assigned to personnel. A body of knowledge and experience is at the heart of competence.

The level of development of professional competencies depends on the semantic scope of the concept:

model professional behavior, skills, skills without a certain level covers the entire range of work with simple standards. List of behavioral indicators for all types professional qualities include the basic functional roles of all employees, without exception;

What methods of personnel assessment to use to determine the required level of development of professional competencies

To be successful in a particular organization, an employee has a variety of competency models. A systematic assessment of methods for the development of professional competencies is carried out taking into account the main indicators. Corporate competencies are required for all working personnel. Managerials will be required by company executives. Specific competencies are based on the performance of a highly specialized function.

Marina Veselovskaya,
Succession Planning and Personnel Development Manager, Efes Rus in Russia

Why is the development of professional competencies of personnel an urgent need for the company? How to develop professional competencies in employees after 45?

With technology rapidly evolving and market volatility, businesses need to respond quickly and efficiently to what is happening. High level In this situation, the professional competence of employees comes to the fore, therefore the development of competencies in Efes Rus is one of the strategic goals of the company.

Taking into account the developed model, the most effective method assessments assessment center. Competency interviews are often used in practice. When assessing candidates for a position, a recruiter often takes into account only the zone of abilities and practically does not pay attention to needs.

As a result, on vacant post accept an applicant who is professionally trained, possesses the right level knowledge, skills and experience. But already on initial stage adaptation, it becomes obvious that the employee is not satisfied with the position received, works sluggishly and shows signs of apathy. What is the reason? The fact that personal needs and expectations were not taken into account. Psychologically, the employee is not ready for the assigned duties.

When evaluating a candidate, it is worth considering his needs.

Technique for the development of professional competence

It is necessary to take into account that at the initial stage it is important to correctly select personnel. And only at the subsequent stages of management consider which techniques will become the most effective. If some employees only need a training or a seminar, for others it is rational to use classical methods based on the study of theory and the passage of practice.

What is the model for the development of professional competencies based on?

The model is based on the creation of a set of relevant competencies, knowledge, abilities, skills necessary for the successful implementation of the professional activities of personnel. In the main methodologies, such factors are described as indicators of behavior.

Development of development methods professional competence carried out in several stages:

at the preparatory stage, they plan a project, set goals, tasks, create a team for collecting and subsequent analysis of information;

on the next, they work out a model of the necessary skills and abilities, choose criteria for efficiency, make a criterion sample, analysis technique, collect information, check the validity of the project itself;

the next step is to launch the model into operation.

Development methods include:

• obtaining behavioral examples through interviews, employees are asked to focus on critical situations, talk about how they coped with the tasks, what skills were required in the process of performing work under stress;
• while working with a group of experts, discuss the personal characteristics of each working employee;
• information of statistical analysis is added to the library of competencies, the competencies necessary in the conditions of modern production process;
• by the method of repertoire grids, the level of competence of highly professional specialists working in the company is determined;
• using the analysis of work tasks, they determine the specification of the tasks set, establish the level of cognitive skills;
• on final stage direct observation is carried out with a written fixation of the main indicators of behavior.

You can hear words like "competence" and "competence". The differences between their meaning are incomprehensible to most ordinary citizens. Within the framework of this article, these concepts will be analyzed so that they do not raise questions in the future. As an example, the sphere of education will also be considered.

general information

The problem with definitions lies in their plurality and generally accepted interpretation of terms. Therefore, within the framework of the article, various formulations will be considered, which were expressed by numerous scientific personnel. Moreover, two main approaches can be distinguished: identification and differentiation. All this has its own characteristics, which we will consider in the future.

About terms

So what are competence and competence? The differences between them will help to understand several definitions. So, :

1. The quality of a person who has comprehensive knowledge in a particular area. This makes his opinion weighty and authoritative.
2. The ability to carry out vital, real action. Wherein qualification characteristic a person at the moment of accomplishment allows you to turn a resource into a product.
3. Potential willingness to tackle problems, starting them competently. At the same time, a person must have all the necessary knowledge and skills. In addition, it is necessary to understand the essence of the problem under consideration. For supporting qualification level it is necessary to constantly update knowledge and own new information to apply them in all possible conditions.
4. Possession of certain experience and knowledge that will allow you to make the right decisions.

What is competence? It is understood as:

1. Knowledge, experience, skills and readiness to use them.
2. The range of issues in which a particular individual can boast of being well informed.
3. A set of problems for which a person has wide knowledge and experience in solving.

That's what competence and competence are. The differences between them are not overly significant, nevertheless, they exist.

Use of terms

They can be found, as a rule, when performing psychological and pedagogical activities, or in the literature that describes this activity. Speaking about what competence and competence are, looking for differences in the formation of these concepts, it is impossible not to mention the fact that even among scientists there is no unity regarding this issue. And the analysis of these concepts and situations of use is supported by a very significant amount of research that has been carried out by different people. So, to resolve the contradictions that arose, it was proposed to introduce the only correct term in order to avoid negative effects, but so far no consensus has been reached.

Competence and competence in general terms

If there are few previously given concepts, then competence and competence can be considered in more detail. The differences in pedagogy are as follows:

1. The competence includes self-organization, self-control, independence, reflection, self-regulation and self-determination. Particular emphasis is placed on the fact that the basis is knowledge, as well as the ability to use it. The overall picture is complemented by psychological readiness cooperate and interact to solve a different range of problems. In this case, actions are carried out with an eye on certain moral and ethical attitudes and personality traits. What, then, is the difference between competence and competence in practice? Let's look at this too.
2. Competence is understood as an actual personal quality that is formed on the basis of existing knowledge. Moreover, it is based on intellectual and professional characteristics person. Competence is based on an integrated model that includes four levels of development: knowledge (and their organization); skills (and their use); intellectual and creative potential of a person; emotional and moral relations with the world. The latter is often controversial, so the information needs to be supplemented. So, this also means emotional intelligence - that is, the ability to self-discipline and self-motivate. It also includes disappointment resilience. An integral part of this is controlling emotional outbursts and the ability to give up pleasure. Mood regulation skills are also helpful.

About competence

This term is understood as the readiness of a person for a certain activity. Moreover, this is based on existing knowledge and experience. They are also acquired through training. It should be borne in mind that these personality traits are interrelated. This allows us to say that competence is a person's readiness to mobilize his knowledge, skills and external resources in order to effectively act in certain life situations... That is, all this is in “ finished form»And you just need to collect a fancy mechanism of knowledge and skills at the time of the implementation of something.

About competence

This is understood as the ability that gradually arises when a person masters social experience. Moreover, it includes competence not only knowledge and operational and technological component, but also social, motivational, aesthetic and behavioral.

Did you notice that the article is written with similar words? Don't worry, reader! As previously mentioned, this is a feature of this article, which deals with competence and competence. Although there are differences between different authors, they are insignificant. Each individual judgment provides its own interest. And so that it is not lost, it is necessary to provide information in full.

So, back to the topic of the article. Competence is the result of education. It also provides for the presence of a certain set of competencies. This concept also includes the personal attitude of a person to the subject of his activity. It should be recalled that many scientists were engaged in the study of these terms. It is not possible to bring all their developments within the framework of this article. But a few of the most interesting points, interpretations, should still be highlighted.

The interpretation of A.V. Khutorsky

So, we continue to get acquainted with the meanings of terms such as competence and competence. Differences, according to A.V. Khutorsky, here are:

1. Competence is understood as a certain range of issues in which the individual has good knowledge, knowledge and experience. This is a set of interrelated qualities that a person possesses in relation to certain objects and processes. They can be knowledge, abilities, skills, methods of activity. Subject to all conditions, quality work is possible.
2. Competence is when a person has the necessary competence, which also includes his personal attitude to the subject of activity.

Interpretation of V.D. Shadrikova

A slightly different vision is offered by this scientist:

1. So, V.D. Shadrikov argues that competence should be understood as a range of issues where a person is well informed. A feature of this concept is that it does not apply to certain subject activity, but to the questions that accompany it. In other words, competence should be understood as functional tasks that can be successfully solved. If we talk about educational process, then here one can observe that a certain dialectic is being formed.
2. Competence is a feature of the subject of activity. Thanks to her, a person can solve a certain range of tasks.

Let's say a word about the educational sphere

So we have considered from a general theoretical point of view, what is the difference between competence and competence. Now let's turn our attention to the educational sphere. Before us there is a "spherical" teacher who is engaged in setting out jurisprudence. So, if he has knowledge about the subject, the skills to apply legislation in law enforcement agencies, the ability to defend his rights (to search for the necessary information for this) and the strength of mind that will help to survive difficult moments - then the person has competence.

We can say that if a person is also interested in what he is doing, improves his communication skills and presentation of material, then he is also competent. Of course, this is all a little exaggerated, but, nevertheless, this small example will allow us to understand what the subject of the article is in reality.

We examined the difference between competence and competence, there should be no more questions on this aspect. But in order to finally consolidate the material, let's also consider the situation with other spheres of human activity.

Other areas

So let's say we have an engineer. His task is to create new machines that will have all the necessary functional spectrum. Is there a difference between competence and competence? There are differences between them, but in general, the diagram looks like the one presented earlier. That is, if he has the knowledge, skills, and abilities necessary for work, then the person has competence. And if there is also a desire to go beyond what has been achieved, to work out of interest and for the good, when there is interest in the result and a person wants to work himself, then this means that he has competence.

Conclusion

It should be noted that both society itself and each specific individual are interested in ensuring that each person has the maximum possible competence in solving certain issues. In this case, one could say that society works as efficiently and expediently as possible.

Is it possible? Yes. But before talking about everyone, you need to start with the individual. To change the world for the better, you just need to start with yourself. Moreover, you can work not only on the quality of skills, but also on culture and relationships. As a starting point, you can take your appearance... Then you should start taking care of your home to keep it clean and comfortable. When a person appreciates himself, then he is more attentive to environment, and to people, and to what he does.