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. Formation of key competencies of students How competencies are formed

"The main resource of a developing society is people who are not so much prepared as developing continuously."

(P.G. Shchedrovitsky)

Probably, every teacher in his practice has come across situations when a student:

Receives a task, but, having read it, cannot understand what its essence is;

He cannot apply a certain set of knowledge (facts) that he possesses to the solution of a specific problem and is lost in a non-standard situation;

When performing a collective task, he cannot coordinate his position and actions with the actions of others, etc.

The introduction of the concept of “competencies” into the normative and practical component of education has identified a problem typical for the Russian school, when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific problems or problem situations:

Extract the main thing from the read or listened to,

Accurately formulate your thoughts, speak out on a given topic,

Collaborate with others on a common assignment,

Plan your actions, evaluate the result obtained,

Offer various options for solving the problem and choose the best, taking into account different - criteria,

Self-organize, etc.

A graduate of a school whose training was aimed solely at the transfer of knowledge is not ready for independent and responsible work in specific work or educational situations and learning throughout life.

The main task of the modern education system is to create conditions for quality education. The "Concept for the modernization of Russian education for the period up to 2010" contains the provision that "... a general education school should form an integral system of universal knowledge, teachings, skills, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine modern the quality of education".

There are a number of problems in modern education. One is that success in school does not always mean success in life. Quite often the opposite happens. Why? Maybe we are not teaching children something very important? One of the suggested ways to solve this problem is the competence-based approach. The competence-based approach in education today is the answer to the questions of how to solve practical problems in the real world, how to become successful, how to build your own line of life. Over the past ten years, this topic has been widely discussed at various levels.

The main change in society, affecting the situation in the field of education, is the acceleration of the pace of development of society. Competitiveness in such a labor market largely depends on a person's ability to acquire and develop skills, abilities, competencies that can be used or transformed in relation to a number of life situations. It is hard to imagine what will happen to society in the middle of the 21st century. And today's children live at this time. We must prepare students for life, so we need to educate them to be ready for change, developing such qualities as mobility, constructiveness, and the ability to learn. Accordingly, the goals of education are fundamentally changing. The domestic school needs a shift in emphasis from knowledge to a competence-based approach to education. It is present in the State Educational Standard of the second generation.

Features of the competence-based approach in education.

In addition to knowledge, skills and abilities, the result of education in this document is also understood as competence. The emergence of a new result of education in no way presupposes a denial of old traditional results. On the contrary, competence is seen as a kind of integrated result that includes all the traditional results of education.

To consider the issue of the formation of competencies, it is necessary to start with the definitions:

Competence - This is a certain area (sphere) of the surrounding reality or activity.

For example: educational competence of students, pedagogical competence of a teacher, medical competence of a doctor, etc.

The ability, ability (or potential) to carry out actions in this area or various areas of the surrounding reality on the basis of experience, existing knowledge, constant self-education is called competence.

In other words, competence is the ability to establish and implement the connection between “knowledge - skill” and the situation.

Competencies are classified:

1. Key include (working with numbers, communicative, information technology, self-study, teamwork, problem solving, being human).

2. By type of activity (labor, educational, communicative, professional, subject, profile)

3. By spheres of public life (household, civil society, art, cultural and leisure, physical education, sports, education, medicine, politics, etc.).

4. In the branches of social knowledge (in mathematics, physics, in the humanities, in social studies, in biology).

5. In the branches of social production.

6. By the components of the psychological sphere (cognitive, technological, motivational, ethnic, social, behavioral).

7. In the areas of abilities (in physical culture, mental sphere, social, practical, executive, creative, artistic, technical, pedagogical, psychological, social).

8. In the regions according to the levels of social development and status (readiness for school, competence of a graduate, a young specialist, a specialist-trainee, a leader).

As you can see, there are a lot of competencies, but as you noticed, key (main) ones are distinguished among them.

These are the most general (universal) culturally developed modes of action (abilities and skills) that allow a person to understand the situation, achieve results in personal and professional life in a particular society. They are acquired as a result of the experience of successfully applying the skills acquired in the educational process.

I. Key competencies (author Khutorskoy Andrey Viktorovich, doct. ped. Sci., Academician of the International Pedagogical Academy, Moscow)

The fundamental, or key, competencies in education (according to A.V. Khutorsky) are the following:

Value-semantic

General cultural

Educational and cognitive

Information

Communicative

Social and labor

Personal self-improvement competencies

Value-semantic competence- these are competencies in the field of worldview associated with the value orientations of the student, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic attitudes for his actions and deeds, and make decisions. These competencies provide a mechanism for the student's self-determination in situations of educational and other activities.
When conducting a lesson, the teacher strives to ensure that the student clearly understands for himself what and how he is studying today, in the next lesson, and how he can use the knowledge gained in his later life. To develop this type of competence, the following are applied

This type of competence develops especially effectively when solving non-standard, entertaining tasks, as well as in a problematic way of presenting a new topic, conducting mini-research based on studying the material.

Creation of problem situations, the essence of which is reduced to the upbringing and development of the creative abilities of students, to teaching them a system of active mental actions. This activity is manifested in the fact that the student, analyzing, comparing, synthesizing, generalizing, concretizing factual material, himself receives new information from it. When acquainting students with new mathematical concepts, when defining new concepts, knowledge is not communicated in a finished form. The teacher encourages students to compare, contrast and contrast facts, as a result of which a search situation arises.

Information competence- with the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, media, Internet) skills are formed to independently search, analyze and select the necessary information, organize, convert, save and transmit it. These competencies also provide the skills of the student's activity in relation to the information contained in academic subjects and educational areas, as well as in the surrounding world.

When planning an information search, the student searches for the necessary information, attracting additional sources. We often give such tasks, for the implementation of which it is necessary to involve the Internet, reference books, dictionaries, encyclopedias, etc. For example, when studying the topic of the surrounding world "Earth in Space", students need to resort to various sources of information to learn about the planets of the solar system.

Lesson of the surrounding world on the topic: "Human sense organs." The result of this topic should be the fulfillment of a creative task - to draw up a memo "How to keep the senses healthy." The guys were divided into teams, each chose the appropriate human sense organ and the result - the developed memo was presented to the class. The knowledge they received in the lesson was used in the development of the memo. These are the rules suggested by the guys from one of the groups, compiling a memo "How to preserve eyesight":
the book should be kept at a distance of 30 cm from the eyes;
TV can be watched no more than 1 hour a day, located no closer than two meters from the screen;
you need to study at the computer no more than 30 minutes a day, doing exercises for the eyes, which we do in class in the classroom;
you cannot read lying down;
eat more blueberries and carrots.

Competencies such as communicative were formed - the ability to present to the class the result of the work done, work in a group, answer the questions of their comrades; informational - to compile a memo, it was necessary to work with different sources of information, such as encyclopedias, books. It was necessary to select, systematize, highlight the main thing in the flow of information that the students found. Educational and cognitive - the task itself is already cognitive, creative; social - we hope, knowing that the human senses need to be protected, the students will lead a healthy lifestyle, they will take a more responsible attitude to their health, they will not be able to physically offend a comrade. Communicative competence is the knowledge, abilities and skills necessary to understand strangers and generate their own speech behavior programs that are adequate to the goals, areas, and situations of communication. The implementation of the communicative goal of learning assumes that speech activity is formed in all its types: reading, speaking, writing, listening. At the same time, a comprehensive mastery of all types of speech activity is carried out as a necessary condition for communication. These skills are formed in the lessons of the Russian language and literary reading.

Communicative competence- this is the creation of various texts (essays, messages), public speaking, productive group communication, the creation of dialogues, work in groups. Most often they are all combined in the lesson.

Here are some examples of such work. The class is divided into groups. Each of them is given a task: create a dialogue and speak with it (you can play it). We immerse students in a real life situation: you called a friend on the phone to arrange a meeting with him. Either a friend, or his parents, or a stranger (if you made a wrong number) answered the phone. Talk to them, observing the necessary rules of etiquette. Students work in groups, then present the results of their work to classmates.

When studying topics on the culture of speech, it is necessary to make dialogues: a conversation with a salesman in a store, with a doctor in a hospital, with a conductor on a bus, etc. Students present their work in a public presentation.

When students find themselves in a real life situation while completing an assignment, it increases their motivation to learn.

In a literature lesson, my goal is not only to teach reading, but also to teach competently, to express my thoughts, to be able to express my point of view after reading works, to answer the question: “What lessons can be learned from what you read? What wise thoughts have you been able to “read between the lines” in the work? "

Social and labor competencies- means possession of knowledge and experience in the field of civil and social activities (fulfilling the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in economic matters and law, in the field of professional self-determination. This includes, for example, the ability to analyze the situation on the labor market, to act in accordance with personal and social benefit, to possess the ethics of labor and civil relations. The student masters the skills of social activity and functional literacy, minimally necessary for life in modern society.

Personal self-improvement competencies.
In order to form this competence, the teacher uses such a type of activity in the classroom as performing tasks with "extra data" (the fourth is superfluous).

In order to develop this type of competence, the teacher uses tasks to develop self-control skills. One of the techniques for developing self-control is to check the performance of any exercises. Such a test requires perseverance and certain volitional efforts. As a result, students are taught the most valuable qualities - independence and decisiveness in actions, a sense of responsibility for them. For example, sometimes when checking the answers do not agree. Look for a bug. This is how children solve the problem. After that, the students follow the teacher's thought and logic very closely. The result is attentiveness and interest in the lesson, the development of skills of a critical attitude to the results, verification of the correspondence of the answer received to all the conditions of the assignments.

It is necessary to once again emphasize the main feature of competence as a pedagogical phenomenon, namely: competence is not specific subject skills and abilities, not even abstract mental actions or logical operations, but concrete, vital, necessary for a person of any profession, age, related state.

Thus, the key competencies are concretized at the level of educational areas and academic subjects for each level of study. The list of key competencies is determined on the basis of the main goals of general education, the structural presentation of social experience and personal experience, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in society:

The level of education, especially in modern conditions, is not determined by the volume of knowledge, its encyclopedic nature. From the standpoint of the competence-based approach, the level of education is determined by the ability to solve problems of varying complexity on the basis of existing knowledge. The competence-based approach does not deny the importance of knowledge, but it focuses on the ability to use the knowledge gained. With this approach, the goals of education are described in terms that reflect the new capabilities of students, the growth of their personal potential.

WITH positions of the competence-based approach, the main direct result of educational activity is the formation of key competencies

From this point of view school goals in the following:

· Teach to learn, i.e. teach to solve problems in the field of educational activities;

· Teach to explain the phenomena of reality, their essence, causes, relationships, using the appropriate scientific apparatus, i.e. solve cognitive problems;

· Teach to navigate the key problems of modern life - environmental, political, intercultural interaction and others, i.e. solve analytical problems;

· To teach to navigate in the world of spiritual values;

· Teach to solve problems associated with the implementation of certain social roles;

· Teach to solve problems common to different types of professional and other activities;

Teach to solve the problems of professional choice, including preparation for further training in educational institutions of the system of professional

The formation of pupils' competencies is due to the implementation of not only the updated content of education, but also adequate teaching methods and technologies. The list of these methods and technologies is quite wide, their capabilities are diverse, so it is advisable to outline the main strategic directions, while determining that there is of course no recipe for all occasions.

The potential, for example, of productive methods and technologies is very high, and its implementation affects the achievement of such a learning outcome as competence.

The main tasks are highlighted:

- creating conditions for the development and self-realization of students;
- assimilation of productive knowledge, skills;
- development needs to replenish their knowledge throughout life.

What should be guided by the teacher for their implementation? First of all, regardless of the technologies that the teacher uses, he must remember the following rules:

The main thing is not the subject that you teach, but the personality that you form. It is not the subject that forms the personality, but the teacher through his activities related to the study of the subject.

1. Do not spare either time or effort to foster activity. Today's active student is tomorrow's active member of society.

2. Help students master the most productive methods of educational and cognitive activities, teach them to learn.

3. It is necessary to use the question “why?” More often to teach how to think causally: an understanding of cause and effect relationships is a prerequisite for developmental learning.

4. Remember that it is not the one who retells who knows, but the one who uses it in practice.

5. Train students to think and act for themselves.

6. Develop creative thinking with a comprehensive analysis of problems; solve cognitive tasks in several ways, more often practice creative tasks.

7. It is necessary to show students the perspectives of their learning more often.

8. Use diagrams, plans, to ensure the assimilation of the knowledge system.

9. In the learning process, be sure to take into account the individual characteristics of each student, combine students with the same level of knowledge into differentiated subgroups.

10. Study and take into account the life experience of students, their interests, developmental features.

11. Be informed about the latest scientific advances in your subject.

12. Encourage student research. Find an opportunity to familiarize them with experimental techniques, problem solving algorithms, processing of original sources and reference materials.

13. Teach so that the student understands that knowledge is a vital necessity for him.

14. Explain to students that each person will find their place in life if they learn everything that is necessary to realize their life plans.

These useful rules and advice are only a small part, only the tip of the iceberg of pedagogical wisdom, pedagogical excellence, and the general pedagogical experience of many generations. Remembering them, inheriting them, being guided by them is the condition that can make it easier for the teacher to achieve the most important goal - the formation and development of the personality.

Research activities, project activities in the classroom and after-hours, participation in extracurricular activities, intellectual competitions, olympiads, projects, concerts - all this contributes to the formation of key competencies, and I would like to dwell on this in more detail.

Formation of the student's key competencies through extracurricular and project activities.

Most often, the teacher is at the same time subject student, and class teacher... Forming educational and educational goals, we often create independent from each other educational and educational programs.

Students and teachers face the problem of choice: to strengthen the preparation for lessons, subject weeks and olympiads, or to take part in creative competitions according to the plan of educational work. In most cases, the priority is exclusively educational activity.

Why, speaking about education, we are still talking separately about teaching and separately, about upbringing? Do we not educate by teaching? And when we conduct an interesting educational event, do we not teach anything?

Question about prioritization of learning and education has always remained relevant.

(slide4) Extracurricular activity in English

(slide 5 ) Week of the Russian language

Drawing up a plan of educational work, thinking over the forms of extracurricular activities, we must “solve a problem with two well-known »:

(slide 6)

subordinate extracurricular activities to the formation of key competencies necessary for the formation an independent and active personality.

According to many leaders, heads of enterprises and organizations, today it does not matter to them how strong the knowledge of young specialists, yesterday's schoolchildren, is, since this knowledge is subject to changes every year and sometimes becomes obsolete before people acquire it.

They need specialists who can all my life to learn, improve and self-actualize.

That is, this is the goal of education at the present stage (see slide)

The goal is planned to be realized through a number of tasks:

- motivate students to show initiative and independence;

- create conditions for the development of skills to which students already have a predisposition;

- create conditions for the development of communication skills.

Hence the functions of the teacher
(teacher, class teacher, organizer of extracurricular activities) - creating the necessary conditions for "self":

SELF-actualization,
SELF-definitions,
SELF-creation,
SELF-realization.

The child teaches, develops, educates himself!

Our main goal:

Implementation of the competence-based approach in the classroom and in extracurricular activities.

Among the many tasks facing the school, the following are identified:

development of a system of educational work as a space in which social competences of students should be formed.
Development of forms of the social component in the co-management of the school, including through the creation of children's associations and organizations

All the variety of forms of educational work with students can be divided into groups depending on the main educational task they are solving:

1) forms of self-government of school life(meetings, hours of class teachers, meetings of the Council of High School Students, etc.);

2) cognitive forms(excursions, thematic decades, subject weeks, competitions, circles);

3) sports uniforms(competitions, sports days, holidays );

4)entertainment forms(matinees and evenings, "skits", "cool get-togethers", etc.)

Educational class work is under construction on the system of traditions, embodying the main aspirations of the team to comprehensively help students in the moral formation of the individual.

Traditions of cognitive, sports and entertainment orientation:

Autumn Festival.

Mothers Day.

(slide 13-16)

Collective creative affairs.

(slide 17-27)

Formation of competencies through project activities

One of the pedagogical technologies actively used by specialists lately is the project method. This pedagogical technology can be effectively used starting from elementary school.

method of projects:

1) meets the modern requirements of the time,

2) forms in children the ability to pose a problem and independently find ways to solve it,

3) develops students' interest in research work,

4) teaches students to skillfully use ICT in the educational process,

Extracurricular work implies inclusion in the activities of students of different ages and social groups.

The main principle of activity - democracy and work in cooperation.

Joint creative activity creates favorable conditions for the formation of key competencies:

communicative,
informational,
personal,
socio-political.

As a result, the following are formed:

values of activity, communication, self-education;
the habit of being mobilized;
personal skills - reflexive, evaluative;
personal qualities - independence, responsibility;
experience of communication and interaction with people, including in a team.
professional orientation;
the formation of social activity.

The formation of key competencies of students should be considered as the main goal of the pedagogical organization of extracurricular life activities of the class. Accordingly, this goal becomes the main goal of the class teacher !!!

In the modern education system, there is a gigantic bias towards learning, with theoretical knowledge dominating practical skills.

And although TSB defines education as "training and upbringing", in practice, everybody is usually successfully forgotten about upbringing. (The expression "vocational training" is widely known, but hardly anyone has heard the expression "vocational education.) What does this lead to? All knowledge and skills, and even those few skills that young specialists have received, they cannot successfully apply. Why?

§ They lack the appropriate qualities.

§ They lack experience.

§ They don't want to be professionals!

§ They are "not in the subject", since the environment in which they "cooked" in the learning process is students and teachers, not professionals.

These four components are precisely what is lacking in modern vocational education:

§ Professional education.

§ Professional practice.

§ Updating professional choice.

§ Immersion in a professional environment.

In addition, for a more accurate analysis and planning of vocational training, it is worth separating: a) teaching knowledge (conditionally, this section of vocational education can be designated as "training") and teaching skills (conditionally, this section can be called "training", because training is the main method of forming skills and abilities). Training differs from professional practice in that it is carried out not in real, but in educational - facilitated conditions, and the object of training is not all activity as a whole, but individual professional skills and abilities.

In modern vocational education, both at the level of the professional community and at the level of state structures, there has been a tendency to describe vocational education as a process of developing the necessary competence of a specialist. And although so far this has happened only in words and on paper, let's hope that "the process has begun." But the question naturally arises, what is to be understood by competence?

As a rule, competence is understood as a specialist's possession of a set of competencies necessary for his work, or the compliance of a given specialist with the requirements of his position, or the specialist's ability to effectively carry out his professional activities. And since the key word in the definition of competence is the word "competence", then it is precisely it that should be precisely defined.

Definitions of "competence" vary. Moreover, some skills (conflict management), personality traits (sociability, responsibility, analytical mindset) and psychological attitudes (achievement orientation) are sometimes cited as examples of competencies. But in itself, none of these components (knowledge, skills, attitudes, etc.) is not competence in relation to the activities of a specialist, but is only one of its elements.

But, nevertheless, if you highlight the essence, then all these examples and definitions speak about the same thing - about some individual characteristics that allow a specialist to be effective in his field of activity. True, sometimes competence is understood as the requirement of a position for a specialist, but, in my opinion, this is about the same thing, but in a different context.

So, I propose the following definition of competence: "Competence is a complex of individual characteristics of a specialist, necessary and sufficient for the effective and guaranteed implementation of his professional activity in given conditions and at a given level of quality."

A similar definition is given by the Dictionary of Economics and Finance: "Competence is the unity of knowledge, professional experience, ability to act and behavioral skills of an individual, determined by the goal, assignment of the situation and position."

True, an attempt has been made here to reveal the composition of the competence, however, in my opinion, it is more convenient to do this by creating a model of the competence structure.

Having examined competence from the standpoint of common sense, as well as through the prism of a number of vivid examples of effective professional training, I identified a number of key elements, both coinciding with those already known (knowledge, skills, attitudes), and not.

The most significant (backbone!) Element in this model is the variable individualized algorithm of a specialist's activity - his technology, his “know-how”.

Indeed, in the activities that a successful specialist carries out, you can always see a certain structure. And a professional specialist can always describe this structure ("first I do this, then this, if so - I do so, if so, then so", etc.). It is this algorithm that leads to the planned result, and all other components of competence (knowledge, skills, attitudes) in relation to it are auxiliary. And the higher the qualification of a specialist, the more complex his activity, the more uncertain the conditions of this activity, the more complex, more variable and more individualized algorithm is required.

However, considering professional activity in a more or less long time period, one can see that when the conditions of the activity change or as the requirements for its results increase, the specialist has a need to improve the activity itself. As a rule, this is realized through two main directions: a) independent training and b) the introduction of new forms into practice.

The need for this directly follows from the model of effective professional activity (Figure 1):

Figure 1- A closed cycle of effective professional activity.

Hence, it becomes necessary to include two additional elements in the structure of competence: methods of self-training and methods of innovation.

START - Complete Universal Competence Framework

Figure 2 - Complete Universal Competence Framework

Business training is a lifesaver

Since modern vocational education is tilted towards learning (and mainly theoretical), compensatory mechanisms are needed for the effective training of almost all specialists.

In recent years, business training has become the main of these forms.

If we consider business training as a special form of short-term professional education, then it would be fair to say that the purpose of business training is to develop the competencies of the training participants to the level they need.

This approach makes it possible to facilitate the work of both a business trainer (giving a guideline when setting training tasks), and a customer (helping to identify training needs), and a client - a training participant (motivating him to fully participate in the training).

However, a number of thorny questions arise here:

How to define the profile of the required competence?

How to measure the level of "fine" components of competence?

What is the most effective way to develop different aspects of the competence?

Based on my personal and professional experience, and also based on common sense, I see the following answers to these questions:

In order to define a competency profile, one should:

Clearly define the goal.

Determine the possible ways to achieve it and, based on the results of the analysis of external and internal resources, choose the optimal one.

Simulate activities to achieve this goal in this way - i.e. create an algorithm for this activity.

Determine what attitudes, knowledge, skills, qualities, experience a specialist needs to implement this algorithm - i.e. create a profile of the required competence. To do this, you can test several specialists who carry out similar activities; in some cases, a thought experiment is sufficient.

In order to measure the "thin" components of competence, it is necessary to find relatively simple types of activity, the results of which are measurable and correlate with the tested parameter of competence (ie, select or create a system of tests).

With some persistence and a creative approach, even such "subtle" qualities as empathy (the method of semantic differential is suitable), energy and stress resistance (the method of holding the breath is suitable), etc. can be measured. In addition, you can always use the method of expert assessment - the main thing is to accurately formulate the task for the expert and develop an adequate and convenient measuring scale.

Even in the absence of a job competency profile, one can be drawn up with the help of the training participants themselves. Taking 10 points for the ideal level of development of each of the parameters for the current or planned activity, the participant will receive an ideal profile their competence.

Having assessed the current level of each parameter, he will be able to create a current profile of his competence.

Figure 3 - Three profiles of competence

At the end of the training, the participant, together with the trainer, can analyze their results and outline their next steps, creating and selecting methods for further independent work to achieve it. By the way, these results, coupled with the self-training program and the program for the implementation of the material studied at the training, can be very useful for the HR specialist in charge of this employee.

From the point of view of Moscow State University professor V. I. Maslov - the author of the first textbook for universities in Russia on strategic personnel management, "the management of the competence of employees is the main activities of specialists in human resource management "/ 25 /.

In addition, the analysis of competencies is necessary for the strategic management of all activities of the organization, as well as for the effective management of corporate culture.

Without setting the goal of a thorough analysis of this issue, we will consider only some of the possibilities that the competence approach gives for organizing effective personnel management.

Remembering the goal-activity-competence chain and applying this model to strategic human resource management, one can come to at least two very interesting conclusions.

First conclusion:

Larger goals tend to require more complex activities to achieve. A more complex activity requires a higher competence of a specialist. And the acquisition of higher competence 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, personal development takes much longer - sometimes it takes years!

What can be the ways to solve this problem, apart from, of course, the constant change of personnel (which is not always possible and always high-cost)?

Introduce 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 current activities of the employee not only as practical, but also as educational.

Applying this concept to business, you can say this: let my employee make mistakes, if they are educational errors, and not due to 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 is bringing now (even if now he does not make any mistakes).

The second conclusion that follows from the competence approach is related to the so-called "talent management". This conclusion 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 that the requirements of his position exceed his current competence in at least one of the parameters.

Naturally, there are a number of conditions: the excess must be adequate to the position, the current tasks of the organization and the psychotype of the employee; the employee should be aware of this discrepancy and work with it, etc.

But 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 amount of payments, you can complicate the employee's professional activities. Of course, the question arises: how to complicate and how much?

And this is where the analysis of the competence profile of a given employee can help.

This conclusion echoes the ideas of realizing human potential. The idea is that strategic directions and goals are determined not only based on the decisions of the top officials of the organization, but also on the basis of the existing unrealized competencies of the personnel (which, again, can be helped by the analysis of 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 a phenomenon that has recently been called "personnel involvement" will arise. But the involvement of personnel gives not only psychological, but also economic effect!

It has already been irrefutably proven that, due to low employee engagement, organizations lose huge amounts of money, not comparable in size to the cost of high-quality personnel management.

According to Gallup research, even in a disciplined country like Germany, only 15% of enterprise employees are interested in and satisfied with their work, which causes enormous damage due to low productivity, frequent job changes and, surprisingly, absenteeism. Thus, by introducing a competence-based approach in the field of personnel management, one can not only improve the psychological climate and retain talented employees, but also reduce the financial costs of the organization, increasing profits several times!

Material from the site

What is the essence of the concept of "competence"?

The productivity of the organization directly depends on the professional and business qualities of employees. These qualities and suitability for the position held are also known as competence.
Competence is the individual ability of a specialist to solve a clearly defined list of professional tasks.
For each specialist there is a separate level of competence, because for each profession there is a different list of tasks and business qualities.
Needless to say, the competence of employees should be regularly assessed. And this should be done not only when hiring, but also after a certain period of professional activity, in order to understand how much the subordinate has grown as a professional, or is there no development?

Types of competencies

In theory, competencies are of the following types:
1) Educational and cognitive competence is a combination of those skills and abilities that an employee has developed in himself through cognition. How well developed are the skills of goal-setting, actions in non-standard situations, planning, analysis, self-assessment of professional success.
2) Information competence is the skills of independent search, analysis, selection, processing and transmission of the necessary information.
3) Communication competence is the ability to interact with people around and work in a team. Trying on various social roles, etc.

Assessment of employee competencies

Competency assessment is the process of determining the priority professional qualities necessary for the effective work of employees, their analysis, diagnostics, calculation and formation of employee development plans.
The assessment of competencies is usually determined by the method of conducting special HR tests and solving cases. Based on the results of the competence assessment, it is possible to get answers to the following questions:

How effectively do subordinates cope with their job responsibilities?
Does the level of knowledge and qualifications of employees correspond to the set goals and objectives?
What teaching methods or training can help staff to develop them?
How to motivate employees for effective work?

What methods of personnel assessment are used to form a competency model?

The following methods are used to assess competence:
1) the creation of certain business situations encountered in daily practice, their expert assessment.
2) an in-depth interview, structured in a special way, supplemented by elements of the employee's self-assessment.
3) Determination of the employee's behavioral portrait (success, display of the necessary qualities and characteristics inherent in each respondent).

The main sources of competence development.

After accurately determining the level of competence of each of the employees, it is customary to draw up a plan and methodology for increasing this level, its development.
The most common methods for developing competence are:
1) Training on the job, on the job, on the experience of others.
2) Performing special developmental tasks aimed at increasing the level of competence.
3) Participation in trainings and seminars, reading special literature.
4) Solving practical joint tasks in a dynamic mode, to develop skills to interact in a team.

Sections: School administration

Appendix 1, Appendix 2 ( can be viewed by contacting the author of the article)

The goals of education for the 21st century, as articulated by Jacques Delors:

learn to know;
learn to do;
learn to live together;
learn to live "
defined in essence the main global competencies.

Traditionally, the goals of school education were determined by the set of knowledge, skills and abilities that a graduate must master. Today, this approach turns out to be insufficient today for society (professional educational institutions, production, family) not know-it-alls and talkers are needed, but graduates ready to be included in further life, able to practically solve the life and professional problems they face. Today, the main task is to prepare a graduate of such a level that when he gets into a problem situation, he could find several ways to solve it, choose a rational way, justifying his decision.

And this largely depends not on the received ZUNs, but on some additional qualities, for the designation of which the concepts of “competence” and “competence” are used, which are more consistent with the understanding of the modern goals of education.

The main task of the modern education system is to create conditions for quality education. The introduction of a competence-based approach is an important condition for improving the quality of education. According to modern teachers, the very acquisition of vital competencies gives a person the opportunity to navigate in modern society, forms the personality's ability to quickly respond to the demands of the time.

The competence-based approach in education is associated with personality-oriented and effective approaches to education, since it concerns the personality of the student and can be realized and tested only in the process of performing a certain set of actions by a particular student.

In this regard, in the modern pedagogical process, the role of professionally competent teachers in the educational activities of students organized by them increases significantly.

Competencies are “laid down” in the educational process by means of:

Technology;
Content of education;
OU lifestyle;
The type of interaction between teachers and learners and between learners.

So what are “competence” and “competence”?

Competence- 1) a range of issues in which someone is well informed; 2) the circle of someone's authority, rights.

Competent- 1) knowledgeable, knowledgeable; reputable in a particular industry; 2) a specialist with competence

Competence- this is a range of issues, phenomena in which a person has authority, knowledge, experience.

For example: educational competence of students, pedagogical competence of a teacher, medical competence of a doctor, etc.

In other words, competence is the ability to establish and implement the connection between “knowledge - skill” and the situation.

I. Khasan notes that competencies are goals (set for a person), and competencies are results.

A competent specialist, a competent person is a very profitable prospect. The formula of competence is proposed. What are its main components?

Firstly, knowledge, but not just information, but that which is changing rapidly, of various kinds, which must be able to find, weed out from unnecessary, translated into the experience of one's own activity.

Secondly, the ability to use this knowledge in a specific situation; understanding how you can get this knowledge.

Thirdly, an adequate assessment of oneself, the world, one's place in the world, specific knowledge, the necessity or uselessness of it for one's activity, as well as the method of obtaining or using them. This formula can logically be expressed in this way:

Competence= mobility of knowledge + flexibility of the method + + critical thinking

Of course, a person who embodies such qualities will be a fairly competent specialist. But the mechanism for achieving such a result is still not developed and seems to be rather complicated. As an option, a model of psychological and pedagogical support for the development of students is proposed, aimed specifically at the formation of their competence.

Competence is a complex education, an integrated learning outcome, types or areas of competence are distinguished. They can be divided into three groups.

1. Social competences are associated with the environment, social life, social activities of the individual (the ability to cooperate, the ability to solve problems in various life situations, understanding skills, social and social values and skills, communication skills, mobility in different social conditions).

2. Motivational competencies are associated with intrinsic motivation, interests, individual choice of personality (ability to learn, ingenuity, skills to adapt and be mobile, the ability to achieve success in life, interests and intrinsic motivation of the individual, practical abilities, the ability to make their own choices).

3. Functional competencies associated with the ability to operate with scientific knowledge and factual material (technical and scientific competence, the ability to operate knowledge in life and learning, use information sources for their own development)

Formation of students of key competencies in the educational process is called a competence-based approach.

The complex of these life skills is central in the system of the competence approach, as well as the end result of training.

The model covers all links and types of education: preschool, basic and complete secondary, vocational and higher, extracurricular, postgraduate and distance learning with access to continuous education, the ability of a person to learn throughout life.

The subjects of activity in the system of the competence-based approach are, first of all, the student, parents and state structures, which, both directly and indirectly, through the state policy of education, influence the formation of the individual. They are also subjects of the pedagogical process in the education system - educator, psychologist, teacher.

Subjects of activity in the system of competence-based approach:

Subjects of the pedagogical process in the education system -

The main groups of competencies are largely related to each other. Therefore, each subject of the system can influence the development of social, motivational, and functional competences.

The graphic division of subjects was carried out according to the priority of influence: the family and primary education motivate for learning and development (motivational competence), school and higher education create conditions for development and contribute to the acquisition of knowledge (functional competence), other subjects of the system contribute to the social formation of the individual ( social competence). The dialectic of development in this regard can be designated as follows:

Motivation Functional skills Socialization Motivation

This scheme can be viewed as a path from motives through the acquisition of the necessary functional baggage to socialization; in the process of socialization, new motives are formed, the chain of transformations is carried out at a higher level. Therefore, the main competencies are necessarily linked. At the same time, the mechanism of psychological and pedagogical support for the development of students does not fundamentally change, provided that a different classification is used and other main groups of competencies are distinguished.

Competencies are classified:

Key ones include (working with numbers, communicative, information technology, self-study, teamwork, problem solving, being human).
By type of activity (labor, educational, communicative, professional, subject, profile)
By spheres of public life (household, civil society, art, cultural and leisure, physical education, sports, education, medicine, politics, etc.).
In the branches of social knowledge (in mathematics, physics, in the humanities, in social studies, in biology).
In the branches of social production.
By the components of the psychological sphere (cognitive, technological, motivational, ethnic, social, behavioral).
In the areas of ability (in physical culture, mental sphere, social, practical, executive, creative, artistic, technical, pedagogical, psychological, social).
In the regions according to the stages of social development and status (readiness for school, competence of a graduate, young specialist, specialist - trainee, manager).

As you can see, there are a lot of competencies, but as you noticed, key (main) ones are distinguished among them.

Hierarchy of competencies:

key competencies - refer to the general (meta-subject) content of education;
general subject competences - relate to a specific range of academic subjects and educational areas;
subject competences - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.

Key competencies include:

Social competence is the ability to act in society, taking into account the positions of other people.
Communicative competence is the ability to enter into communication with the aim of being understood.
Subject competence - the ability to analyze and act from the perspective of individual areas of human culture.
Information competence - the ability to master information technology, work with all types of information.
Autonomization competence is the ability for self-development, self-determination, self-education, competitiveness.
Mathematical competence is the ability to work with numbers, numerical information.
Productive competence is the ability to work and earn money, be able to create your own product, make decisions and be responsible for them.
Moral competence is the readiness, the ability to live according to traditional moral laws.

According to the program for the implementation of a competence-based approach in the educational process, the following key competencies are distinguished.

1. Cognitive competence:

- educational achievements;
- intellectual tasks;
- the ability to learn and operate with knowledge.

2. Personal competence:

- development of individual abilities and talents;
- knowledge of their strengths and weaknesses;
- the ability to reflect;
- the dynamism of knowledge.

3. Self-educational competence:

- the ability to educate yourself, organize your own self-learning techniques;
- responsibility for the level of personal self-educational activity;
- flexibility in the application of knowledge, skills and abilities in the context of rapid changes;
- constant introspection, control of their activities.

4. Social competence:

- cooperation, teamwork, communication skills;
- the ability to make their own decisions, strive to realize their own needs and goals;
- social integrity, the ability to define a personal role in society;
- development of personal qualities, self-regulation.

5. Competent attitude to one's own health:

- somatic health;
- clinical health;
- physical health;
- the level of valeological knowledge.

Value-semantic competence.
General cultural competence.
Educational and cognitive competence.
Information competence.
Communicative competence.
Social and labor competence.
Competence of personal self-improvement

WITH positions of the competence-based approach, the main direct result of educational activity is the formation of key competencies

From this point of view school goals in the following:

teach to learn, i.e. teach to solve problems in the field of educational activities;
teach to explain the phenomena of reality, their essence, causes, relationships, using the appropriate scientific apparatus, i.e. solve cognitive problems;
teach to navigate the key problems of modern life - environmental, political, intercultural interaction and others, i.e. solve analytical problems;
teach to navigate in the world of spiritual values;
teach to solve problems associated with the implementation of certain social roles;
teach to solve problems common to different types of professional and other activities;
to teach how to solve the problems of professional choice, including preparation for further training in educational institutions of the system of professional

The potential, for example, of productive methods and technologies is very high, and its implementation affects the achievement of such a learning outcome as competence.

The main tasks are highlighted:

- creating conditions for the development and self-realization of students;
- assimilation of productive knowledge, skills;
- development needs to replenish their knowledge throughout life.

What should be guided by the teacher for their implementation? First of all, regardless of the technologies that the teacher uses, he must remember the following rules:

The main thing is not the subject that you teach, but the personality that you form. It is not the subject that forms the personality, but the teacher through his activities related to the study of the subject.
Spare neither time nor effort on nurturing activity. Today's active student is tomorrow's active member of society.
Help students master the most productive learning and cognitive methods, teach them how to learn. ...
It is necessary to use the question “why?” More often to teach how to think causally: an understanding of cause and effect relationships is a prerequisite for developmental learning.
Remember that it is not the one who retells who knows, but the one who uses it in practice.
Train students to think and act for themselves.
Develop creative thinking with comprehensive problem analysis; solve cognitive tasks in several ways, practice creative tasks more often.
It is necessary to show students the perspectives of their learning more often.
Use diagrams, plans, to ensure the assimilation of the knowledge system.
In the learning process, be sure to take into account the individual characteristics of each student, combine students with the same level of knowledge into differentiated subgroups.
Study and take into account the life experience of students, their interests, developmental features.
Be informed about the latest scientific advances in your subject.
Encourage student research. Find an opportunity to familiarize them with experimental techniques, problem solving algorithms, processing of original sources and reference materials.
Teach so that the student understands that knowledge is a vital necessity for him.
Explain to students that each person will find their place in life if they learn everything that is necessary to realize their life plans.

Each work for its successful implementation requires a certain set of competencies from a person, i.e. a set of knowledge, skills, personal, motivational characteristics. Which ones - in each case the set is different, it is determined by the content of the work. How to do the job better? How to get the best results from your employees? The answer seems obvious - to develop competencies. But not all investments in the development of employee competencies can be justified. Because not all competencies lend themselves to development, especially rapid development.

Why is it possible to develop some competencies, while others - not worth it? How do some of them differ from others?

First of all, competencies are distinguished by their content and what is more in them: knowledge, skill, individual predisposition.

Almost all competencies can be developed. And within the framework of corporate training, it is most effective and relatively easy to improve competencies that imply professional knowledge and skills, for example:

Delegation,

Execution control,

Statement of tasks

Motivation,

Negotiation,

Service-related skills,

Sales Skill,

Professional knowledge,

Product knowledge.

People who strive for success in their work can be trained to distribute tasks, formulate them correctly, encourage people to complete them, set points of control and track them. Or teach how to correctly present information about your product and encourage people to make a purchase, negotiate or organize the entire sales process as a whole.

It is quite possible to teach the staff about hospitable service and the correct reception of visitors in a short period of time. Although, it is worth noting that this area still needs a natural inclination to work in this area: it is not always easy to teach the ability to empathize, be helpful and patient in any situation.

Such programs work effectively if the company has a system of regular training and support for the development of employees, high-quality programs are used, there are no serious problems with staff turnover, and high-quality recruitment is carried out.

There are a number of competencies, the development of which, within the framework of corporate training, is the most difficult and not always effective to deal with. They are often called undeveloped. These include, first of all, those that are based on personality traits, motivation, innate abilities and inclinations of a person, even the characteristics of the intellect. Trying to change personality traits or innate abilities is an extremely thankless task.

These competencies usually include the following:

A responsibility,

Flexibility,

Making decisions

Command,

Loyalty,

Systematic thinking,

Result orientation,

Creativity.

Such competences as responsibility or orientation of a person to a result or to a process are almost unaffected. Making a person ready to take on a certain burden of responsibility and be able to bear it is a rather difficult task and depends on the development of the individual as a whole, even his self-esteem and aspirations, personal maturity and integrity.

Or, for example, decision-making in managerial activity (although it is more often called a function) is a complex combination of a number of personal components based precisely on the willingness to take responsibility. Plus it is decisiveness, and the ability to analyze the situation, conditions, resources, and anticipate changes. The decision made is the goal set, and therefore the ability to start acting, push through your decision, etc.

Creativity is the ability to create something new, to find non-standard, original solutions, to go beyond the already known template schemes. It is largely due to the flexibility of thinking and the ability to see, analyze, act in a situation of uncertainty, ambiguity. And influencing the flexibility of thinking in an adult and an established person is perhaps an overwhelming task for a business. For this competence, a person's need for constant creative activity and his own idea of it are also of great importance.

Another example is teamwork - in this case, we mean a tendency to teamwork. It is the skills of team interaction that can be taught. Our company implements projects in which we train the team to work together, solve a common problem, and negotiate. The effect of such trainings largely depends on how well the team is staffed with employees who are initially inclined to work in a team. In this competence, the features of motivation, character, the level of conflict, flexibility, the need to be part of something, the ability to see and feel a colleague nearby, etc. play an important role.

Communication skill is the ability to build relationships with people through communication, communicate productively, the ability to establish and maintain contact, and listen. We develop this skill, but it requires a lot of meticulous work. Here it is necessary to distinguish between communication skills and such competence as communication skills. If a skill can be developed, then communication skills, by which we mean the amount of communication a person needs and feels comfortable with, does not develop in any way. There are people with excellent communication skills, but their circle of contacts and the number of communications is very limited. They just can't stand a lot of communication.

It is worth mentioning about such a frequently encountered competence as leadership, which is understood as the ability to influence people, encourage them to go towards a goal, lead, and convince. Leadership also contains little-developed components, such as the willingness to take responsibility, the ability to analyze the situation, anticipate its consequences, assess the available resources, conditions, and so on.

Of course, there are and are quite common methods for developing the ability to make decisions, leadership, creativity, and communication skills. They can be learned. But the development of these competencies strongly depends on a person's motivation, on his natural predisposition. Requires deep inner work on oneself.

Most often, a person is engaged in the development of the above competencies independently. Choosing the forms and programs of training (coaching, mentoring, psychotherapy, counseling, etc.), guided by life goals and aspirations. And with the appropriate dedication, he achieves positive results.

What about undeveloped competencies in business?

If competence is necessary, but belongs to the group of weakly or undeveloped, it should be included in the filter at the stage of selection of candidates for the position. And with external selection, and with internal (among their own employees). In this case, we recommend choosing candidates who already have the necessary inclinations and individual characteristics.

The qualifications of those who will carry out the selection and the quality of the assessment methods used are important here.

It is also important to develop the competence model itself by approaching professionally: take into account the degree of competence development, their balance in terms of development, working conditions (how they affect the manifestation and development of qualities), the specifics of activities, work organization, corporate culture of the company, features of its strategy and development, business goals , the real need for certain competencies.

Competency models must be periodically reviewed and audited. This is especially important when the company is going through any global changes, changes its goals and strategy.

For example, in practice, we had to meet situations when, among the corporate competences (they are expected from all employees without exception), the majority turned out to be undeveloped: loyalty, teamwork, responsibility. But do all employees of the company really need them? Do all job positions require teamwork or the same creativity for business efficiency? Maybe somewhere more is required the utmost independence and independence, or elementary diligence, without introducing creativity into the activity?

When developing a competency profile, selecting methods for identifying competencies or an assessment system as a whole, we start by researching the activities of the customer company and employees in positions of interest, the specifics of labor organization, get acquainted with the goals, mission, values, etc. We identify the set of competencies required in this case. We determine the meaning of each, how it should manifest itself in the work. Often a group of specialists is involved in this, which ensures both high reliability of the results obtained and reduces the time of projects.

What else can you do?

Continuously improve the qualifications of HR specialists and pay attention to improving the processes of HR services.

Many Western companies create and develop a corporate culture that promotes personal development, where they know how to delegate responsibility, an atmosphere of openness and trust reigns, the institution of coaching and general mentoring is developed. Where, for example, it is customary for colleagues of different skill and training levels to get together to solve business cases or form a team to implement a new project within the company.

There is another way to capitalize on the abilities of people with advanced competencies and to compensate for the lack of some competencies in others. And this method is a systematic approach to management. Description, optimization or reengineering of business processes, development and improvement of management systems, innovations in business administration and personnel management. Yes, globally and not always easy. But it is reliable.

Business analyst.