The structure of the teacher's professional competence. Professional competence and pedagogical skills of the teacher. Behavioral indicators of competence

Ministry of Education and Science of the Krasnoyarsk Territory

Regional state budgetary educational institution

middle vocational education

Minusinsk Pedagogical College named after A.S. Pushkin.

Test

in Pedagogy

The structure of the teacher's professional competence. Professional competence and pedagogical skills of the teacher

Executor

Student 172s group

Specialty 050704

Snetkova S.I.

Leader Kazakova L.K.

Minusinsk 2010

Introduction

1. The structure of the teacher's professional competence

2. Professional competence and pedagogical excellence

3. Professionalism and professional competence

Conclusion

Bibliography

Introduction

The structure of a teacher's professional competence can be revealed through pedagogical skills. It is advisable to build a model of professional readiness from the most general to specific skills. This most general skill is the ability to think and act pedagogically, which is closely related to the ability to subject facts and phenomena to theoretical analysis. What unites these two extremely important skills is that they are based on the process of transition from the concrete to the abstract, which can take place at the intuitive, empirical and theoretical levels. Bringing skills to the theoretical level of analysis is one of the most important tasks of teaching future teachers to pedagogical skills. Ideally, the full compliance of the teacher with the requirements of the qualification characteristics means the formation of the ability to think and act pedagogically, which integrates the whole set of pedagogical skills.

1. The structure of the teacher's professional competence

Regardless of the level of generalization of the pedagogical task, the complete cycle of its solution is reduced to the triad "think - act - think" and coincides with the components of pedagogical activity and the skills corresponding to them. As a result, the model of a teacher's professional competence appears as a unity of his theoretical and practical readiness. Pedagogical skills are grouped here into four groups.

1. Ability to "translate" the content of the objective process of education into specific pedagogical tasks: the study of the individual and the team to determine the level of their preparedness for the active mastering of new knowledge and the design on this basis of the development of the team and individual students; allocation of a complex of educational, upbringing and developmental tasks, their concretization and determination of the dominant task.

2. Ability to build and set in motion a logically complete pedagogical system: comprehensive planning of educational tasks; justified selection of the content of the educational process; optimal choice forms, methods and means of its organization.

3. Ability to identify and establish relationships between the components and factors of education, to bring them into action: creating the necessary conditions (material, moral and psychological, organizational, hygienic, etc.); activation of the student's personality, the development of his activity, which turns him from an object into a subject of education; organization and development joint activities; ensuring the connection of the school with the environment, regulation of external non-programmable influences.

4. Ability to record and evaluate the results of pedagogical activity: introspection and analysis of the educational process and the results of the teacher's activity; definition of a new set of dominant and subordinate pedagogical tasks.

System-modeling level creativity corresponds to the highest skill of the teacher, when his attention is focused on the personality of the student, when the teacher turns the subject into a means of formation creative personality trainee, capable of professional and personal self-affirmation.

The next equally important aspect of the teacher's activity is the question of teaching abilities. They are defined as individual, stable personality characteristics, consisting of a specific sensitivity to an object, process, and results, allowing one to find productive ways of solving problems in specific conditions. Pedagogical abilities are considered as a functioning system, therefore the main criterion of abilities is the result of activity.

The study of the issues of structure, functions of general and special abilities, requirements for the teacher made it possible to move on to the study of one of the most important characteristics of pedagogical workers - their professional competence.

As basic elements of pedagogical competence... Special competence in the field of the taught discipline.

1. Methodological competence in the field of methods of formation of knowledge, abilities and skills among students.

2. Psychological and pedagogical competence in the field of education.

3. Differential psychological competence in the field of motives, abilities, orientation of trainees.

4. Reflection of pedagogical activity or autopsychological competence.

Special competence includes in-depth knowledge, qualifications and experience in the field of the subject being taught; knowledge of ways to solve technical, creative problems.

Methodical competence includes ownership different methods teaching, knowledge of didactic methods, techniques and the ability to apply them in the learning process, knowledge of the psychological mechanisms of mastering knowledge and skills in the learning process.

Psychological and pedagogical competence presupposes possession of pedagogical diagnostics, the ability to build pedagogically expedient relationships with students, to carry out individual work based on the results of pedagogical diagnostics; knowledge of developmental psychology, psychology of interpersonal and pedagogical communication; the ability to awaken and develop in trainees a steady interest in the chosen specialty, in the subject taught.

Differential psychological competence includes the ability to identify personal characteristics, attitudes and orientation of trainees, to determine and take into account the emotional state of people; the ability to competently build relationships with leaders, colleagues, students.

Autopsychological competence implies the ability to be aware of the level of one's own activity, one's abilities; knowledge about the ways of professional self-improvement; the ability to see the reasons for shortcomings in your work, in yourself; desire for self-improvement.

Now we come to the analysis of the quality and criteria for assessing the teacher's activities. Immediately, we note that today scientists, methodologists, employees of educational institutions have accumulated a huge amount of analytical material, but there are still no clear and scientifically substantiated criteria for assessing the work of teachers. This happens for three reasons.

At first, everything that is somehow connected with the peculiarities of pedagogical activity becomes the criteria, and it is forgotten that the criteria are only the distinctive features used as a "measure of work" of the teacher.

Secondly, the authors who give a list of various criteria stop, as it were, halfway: the principle of activity is not fully adhered to, the analysis ends at the level of composition, without moving to systematizing individual elements, their logical ordering, identifying the share of each of the elements in the system of the whole.

There are three blocks of criteria for evaluating general pedagogical skills: a block of criteria for evaluating general pedagogical skills, a block of criteria for evaluating special skills and a block of criteria for evaluating the results of a teacher's activities (mainly students' skills and abilities).

The most simplified model, reflecting the category of the quality of pedagogical activity, includes three levels:

1.regulatory

2.transforming

3.creative

Normative level characteristic of teachers focused on the standard, the reference quality of pedagogical activity, striving to preserve and maintain it.

Transformative level quality presupposes the achievement of a positive result of pedagogical activity through the development and search for a new one, which, as a rule, somewhere, is already being implemented by someone. Teachers working at this level of quality more fully reflect their individuality in pedagogical activity, they are characterized by an orientation towards the norms of individual progress.

Creative level - is more focused on norms, ideals that set long-term goals in a given type of activity, and individual norms. It is typical for teachers engaged in research work, who have their own teaching methods, and are constantly in a creative search.

The accumulated experience of attestation of teaching and management personnel convinces that when studying the professional competence of teaching staff educational institutions are guided by the following basic diagnostic requirements:

1. The study of professional competence should be aimed at identifying the individual characteristics of professional growth.

2. Assessment of professional and pedagogical competence should be carried out not only by comparing the results obtained with any norms, average values, but also by comparing them with the results of previous diagnostics (not necessarily carried out in connection with certification) in order to identify the nature of progress in development, professional growth of the teacher.

3. Diagnostics of professional competence is needed not only to identify the current level, but also to determine possible individual paths improvement.

4. The study of professional and pedagogical competence should be based on self-analysis, self-diagnosis of performance professional activity teachers and leaders to create motivation for self-improvement and professional growth.

5. The level of professional competence should be considered as a meaningful characteristic of the teacher's activity, and the process of self-improvement, professional growth - as development, a change in qualitatively unique stages of activity.

Diagnostic results should not be used for "labeling", they should be used as a guide to build a sound system for working with people. Studying the work of engineering and teaching staff on a diagnostic basis allows us to work on the generalization and dissemination of advanced teaching experience.

The specific conditions for the activities of educational institutions and the teachers themselves make it necessary to comply with the following rules:

1. Diagnostics of the level of professional competence of an employee is important and necessary not as an end in itself, but as a means of identifying the level of professionalism of the entire team of an educational institution, its pedagogical potential, the ability of the team to implement the set goals, and the development of the institution.

2. The study of professional competence should not be tied only to the certification of personnel, but should be a continuous process and cover all engineering, pedagogical and managerial personnel.

3. When diagnosing professional competence, it is important to take into account the individual characteristics of the employee.

Basic principles underlying diagnostics:

a) The principle of humanism and optimism, which implies reliance on strong personality traits, on human dignity;

b) The principle of complexity, which implies, when studying professional competence, taking into account all the components that make it up;

c) The principle of the unity of personality and activity;

d) The principle of the reliability and validity of the diagnostic technique;

e) The principle of trust in the results of the teacher's self-diagnosis.

2. Professional competence and pedagogical excellence

Pedagogical excellence is expressed in the teacher's perfect mastery of techniques and methods, the entire arsenal of pedagogical skills and abilities that provide the practical embodiment of pedagogical art in the process of personality formation.

The influence of the teacher's personality on the pupils is difficult to overestimate: it is enough to recall the division of people into those who fondly remember their teachers, and those who hate memories of them. In addition to the fact that a teacher must be an expert in his subject, he must also be a teacher. What does it mean to be a teacher?

· The issue of professional suitability: a person should not only be able to captivate people, be interesting, but also be interested in those whom he teaches.

· The question of competence: since a large number of factors affect the pupil, the teacher can control the flow of influences on the child, protect, teach how to orientate, set coordinates. Therefore, the teacher must be able to see more than everyone else, must have extraordinary mental abilities.

· Features of the profession: like all helping professions, pedagogy requires a lot of effort, energy costs. In this regard, the teacher needs time for relaxation, rest, and advanced training.

· To have patience and faith in a positive result is a necessary condition for pedagogical activity, the results of which are almost always delayed.

· Education is a two-way process, among the conditions of which is the willingness to abandon stereotypes or outdated knowledge. Grows up and the one who brings up.

· To be a teacher means always to be on top: to have endurance; using voice, do not use shouting; to look perfect, which means to master the art of dressing decently.

· Always reflect on your own experience.

3. Professionalism and professional competence

We understand professionalism as a special property of people to systematically, efficiently and reliably carry out complex activities in a wide variety of conditions. The concept of "professionalism" reflects the degree of a person's mastery of the psychological structure of professional activity, which corresponds to the standards and objective requirements existing in society. To acquire professionalism, you need appropriate abilities, desire and character, a willingness to constantly learn and improve your skills. Professionalism is not limited to the characteristics of highly skilled work; it is also a special worldview of a person.

Already at the level of everyday consciousness, people understand that getting a diploma by a university graduate is not yet a sign of his professionalism. Many people remember that not so long ago a university graduate was called a "young specialist", thus defining his status. It was believed that he still needs some time to acquire professional experience, as well as an appropriate professional environment that provides him with the opportunity to develop as a professional.

Thus, a person's possession of a diploma, a certificate confirming the level of his qualifications (and more often a certain body of knowledge, awareness in a given professional field) is a necessary (but not sufficient) condition for the subsequent development of professionalism. A person can acquire this property as a result of special training and long-term work experience, but he may not acquire it, but only "be listed" as a professional.

An essential component of a person's professionalism is professional competence. The issues of professional competence are considered in the works of both domestic and foreign scientists. Modern approaches and interpretations of professional competence are very different. The definitions of professional competence that exist today in foreign literature as "in-depth knowledge", "the state of adequate task fulfillment", "ability to actual performance of activities" and others do not fully concretize the content of this concept. The problem of professional competence is being actively studied by domestic scientists. Most often, this concept is used intuitively to express a high level of qualifications and professionalism. Professional competence is considered as a characteristic of the quality of specialist training, the potential for the effectiveness of labor activity. In pedagogy, this category is considered either as a derived component from "general cultural competence" or as "the level of education of a specialist." If we try to determine the place of competence in the system of levels of professional skill, then it is between diligence and perfection.

Correlating professionalism with various aspects of a specialist's maturity, there are four types of professional competence: special, social, personal individual:

1. Special , or activity professional competence characterizes the possession of activities at a high professional level and includes not only the availability of special knowledge, but also the ability to apply it in practice.

2. Social professional competence characterizes the possession of methods of joint professional activity and cooperation, methods of professional communication adopted in the professional community.

3. Personal professional competence characterizes the possession of methods of self-expression and self-development, means of resisting professional deformation. This also includes the ability of a specialist to plan his professional activities, make decisions on his own, and see the problem.

4. Individual professional competence characterizes the possession of self-regulation techniques, readiness for professional growth, non-commitment to professional aging, the presence of stable professional motivation.

As one of the most important components of professional competence, he names the ability to independently acquire new knowledge and skills, as well as to use them in practice. We consider it possible to use the given types of professional competence to the tasks of assessing the teacher's professionalism.

Of interest is the hierarchical model of pedagogical competence, in which each next block builds on the previous one, creating a "platform for" growing "" the following components. The blocks that make up the model represent six types of pedagogical competence: knowledge, activity, communicative, emotional, personal, and creative. The special importance of the principle of consistency is emphasized, which is directly related to the formation of the teacher's competence in the process of his teaching. A separate block taken out of context will not provide the necessary professional competence of the teacher. Taking into account the analysis of existing studies on the issue of professional competence, let us clarify the concept under consideration in relation to specialists of a pedagogical profile. In accordance with the above, the professional competence of a teacher is a qualitative characteristic of a specialist's personality, which includes a system of scientific and theoretical knowledge both in the subject area and in the field of pedagogy and psychology. The professional competence of a teacher is a multifactorial phenomenon that includes a system of theoretical knowledge of a teacher and methods of their application in specific pedagogical situations, value orientations of a teacher, as well as integrative indicators of his culture (speech, communication style, attitude to himself and his activities, to related areas knowledge, etc.).

We will highlight the following components of the teacher's professional competence: motivational-strong-willed, functional, communicative and reflective.

Motivational-volitional component includes: motives, goals, needs, value attitudes, stimulates the creative expression of personality in the profession; presupposes an interest in professional activity.

Functional (from lat. functio- execution) component in the general case manifests itself in the form knowledge about the methods of pedagogical activity necessary for the teacher to design and implement a particular pedagogical technology.

Communicative (from lat. communico- connect, communicate) the competence component includes skills clearly and clearly express thoughts, convince, argue, build evidence, analyze, express judgments, convey rational and emotional information, establish interpersonal relationships, coordinate their actions with the actions of colleagues, choose the optimal communication style in various business situations, organize and maintain a dialogue.

Reflective (from late lat. reflexio- turning back) the component is manifested in the ability to consciously control the results of one's activities and the level of one's own development, personal achievements; the formation of such qualities and properties as creativity, initiative, focus on cooperation, co-creation, a tendency to introspection. The reflexive component is a regulator of personal achievements, the search for personal meanings in communicating with people, self-government, as well as a stimulus for self-knowledge, professional growth, improvement of skills, meaning-creating activity and the formation of an individual style of work.

The specified characteristics of the teacher's professional competence cannot be considered in isolation, since they are integrative, holistic in nature, are a product vocational training generally.

Professional competence is formed already at the stage of professional training of a specialist. But if training in a pedagogical university should be considered as a process of forming the foundations (prerequisites) of professional competence, then training in the system of advanced training is a process of developing and deepening professional competence, first of all, its higher components.

It is necessary to distinguish between the psychological meaning of the concepts of "competence" and "qualification". Assigning a qualification to a specialist requires him not to have experience in this profession, but to comply with the knowledge and skills acquired in the learning process with the educational standard. Qualification is the degree and type of professional training (preparedness) that allows a specialist to perform work at a specific workplace. The specialist acquires qualifications before the relevant professional experience begins to develop.

The concept of "professionalism" is broader than the concept of "professional competence". Being a professional means not only knowing how to do it, but also being able to implement this knowledge, achieving the desired result. (A lifeguard on the waters cannot be someone who, in the expression, "knows how to swim", but does not know how to do it). The effectiveness of the activity and its correlation with the costs (psychological, physiological, etc.) are also important, that is, when assessing professionalism, it should be about the effectiveness of professional activity.

Conclusion

What is the relationship between professional competence and pedagogical skill of a teacher? Rejecting the assertions about the predetermination of pedagogical skill by innate characteristics, inclinations, he showed that it is conditioned by the level of professional competence. Pedagogical excellence based on skill, on qualifications, in his opinion, is knowledge of the educational process, the ability to build it, set it in motion. Often, pedagogical skill is reduced to the skills and abilities of pedagogical technique, while these skills are only one of the externally manifested components of skill.

Bibliography

1. Psychology and Pedagogy: Textbook. O.B. Betina.

2. Slastenin V.A. and others. Pedagogy: Textbook. manual for stud. higher. ped. study. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M .: Publishing Center "Academy", 2002

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A theoretical analysis of various points of view and author's positions on the problem under consideration is presented in this article. The content and structure of managerial competences of the future specialist of public administration and its basic concepts are revealed. Certain theoretical concepts of the terminological space on the structure and content of managerial competencies have been expanded. The following components were identified in the structure of managerial competencies: personality-reflective, motivational-value and activity. The important points in the content of managerial competencies, which are necessary for future specialists of public administration, are highlighted. The main approaches to understanding the content of competence are described. The results of literary analysis are presented, revealing the content and structure of managerial competence and its main goals and objectives. The importance of the competence-based approach in the implementation of the new educational paradigm for the development of education in Russia is noted.

competence approach

managerial competence

competence

competence

training of specialists

public administration

structure

1. Abulkhanova-Slavskaya K.A. Life strategy. - M .: Mysl, 1991 .-- 245 p.

2. Bidenko V.I., Jerry van Zantworth, Bianca Eneke. Formation of social dialogue and partnerships between education, governing bodies and self-development, professional associations and enterprises. TACIS, DELPHI project. Report 4, April 2001.

3. Baydenko V.I. Competencies in vocational education // Higher education in Russia. - 2004. - No. 11. - P. 3–13.

4. Bragina ZV, Smirnova TA The composition of the manager's competencies and their interaction // Bulletin of the State University of Management. - 2009. - No. 7. - P. 65.

5. Gadzhiev A.G. Development of managerial competencies of civil servants: author. dis. ... Cand. econom. sciences. - M., 2012 .-- 22 p. - S. 10.

6. Dunyushin A.A. Pedagogical aspects of the formation of social and psychological competence of employees of local government: dis. ... Cand. ped. Sciences: 13.00.08. - M., 2003.

7. Markova A.K. Psychological analysis of the teacher's professional competence // Soviet pedagogy. - 1990. - No. 8. - P. 7.

8. Tatur Yu.G. Competence-based approach in the description of the results and the design of higher professional education standards. 6 ed. version: materials on the second meeting of the methodological seminar // Proceedings of the methodological seminar. - M., 2004 .-- S. 9.

V recent times training of civil servants is a particularly acute problem. The lack of competent civil servants at all levels of the system has been a major public service problem that has existed for many years. Every day new requirements are made to specialists in this field and, accordingly, to the process of their training. The quality of the activities of the country's political elite depends on how competent the future specialists of public administration turn out to be.

A.G. Hajiyev, in his work on the study of the causes of occurrence, as well as the process of formation and development of the competence-based approach in general management, reflects the understanding of the very category of the concept of competence (table).

The notion of the phenomenon of "managerial competence" that we have developed requires comprehension, determination of its relationship and components, and comprehension of its structure.

Theoretical analysis of works devoted to the structure of competence (D.A. Makhotin, A.V. Khutorskoy, Yu.V. Frolov, Yu.G. Tatur, I.A.

• regulation of the process of the emotional-volitional component as a result of the manifestation of competence;
• relation to the object of its application and the content of competence;
• readiness to mobilize subjective forces as a manifestation of competence;
• a variety of standard and non-standard situations as an experience of demonstrating competence.

A theoretical analysis of the scientific works of the above authors allows us to understand that the sphere of public administration is subject to constant changes: a systematic increase in requirements for specialists in public administration. But at present, there are changes in concepts: the professional development of specialists in the field of public administration is narrowed to training, where managerial competencies remain not fully developed.

Basic approaches to understanding the content of competence

Basic approaches to understanding competence	Definition of competence (from the Latin verb competo - achieve, meet, fit)
Behavioral Approach (USA, since 1960s)	Competence is the main characteristic of an employee, possessing which he is able to show "correct" behavior and, as a result, achieve ever higher results in work
Functional Approach (UK, since 1980s)	Competence - there is an employee's ability to meet standards and perform work
Individualist approach (France, since 1990s)	Competence - is the ability of an employee to carry out their activities, taking into account specific intra-organizational requirements
Multidimensional Approach (Germany, since 1990s)	Competence - there is a combination of personal, professional and conceptual characteristics that determines the ability of an employee to cope with a specific activity
Constructivist (situational approach, since 2000s)	There is no single definition of competence; it is more important to take into account the situation and needs of the organization in order to provide a viable definition of competence

Based on this, I would like to say that managerial competencies play an important role in the preparation of a graduate of public administration and this is explained by a number of factors:

• the growing requirements of the state for the professional training of state and municipal employees;
• educational needs. The main meaning of education is the development of practical abilities, which is one of the key elements of his managerial competence.

Requirements to professional competence specialists in the public administration system are diverse and represent a complex organizational structure, which in turn is characterized by the unambiguity of its concepts, ranging from understanding the essence of managerial competence and ending with the ability to self-esteem, the ability to analyze and draw correct conclusions, while continuously improving their skills.

A.K. Markova identifies four blocks in the structure of competence:

a) professional (objectively necessary) psychological and pedagogical knowledge;

b) professional (objectively necessary) pedagogical skills;

c) professional psychological positions, teacher attitudes, required from him by the profession;

d) personal characteristics.

In his work on the competence of a future specialist A.A. Dunyushin, defining the content of the concept of "competence", formulates the following provisions:

a) competence can be considered as a characteristic of the subject of a certain type of activity;

c) the strong-willed potential of the individual, the system of communicative properties, intelligence, relationships, motivational factors and personality orientation are prerequisites for competence;

d) competence ensures that the subject of the activity of the activity itself, the professional group, the subject of the activity.

Most complete concept the structure of competence is presented by Yu.G. Tatur. Referring to the research of N.V. Kuzmina, A.K. Markova, L.M. Mitina, I.A. Winter, he defines the competence of a specialist with higher education as “the desire and ability (readiness) shown by him in practice to realize his potential (knowledge, skills, experience, personal qualities, etc.) for successful creative activity in professional and social sphere realizing its social significance and personal responsibility for the results of this activity, the need for its constant improvement ”.

The content of the managerial competence of the future public administration specialist is determined by the goals, objectives and nature of the activities of the future public administration specialist and includes professional, theoretical and practical preparedness, as well as the ability to accept and implement. management decisions, in general - a system of professionally significant qualities and professional positions required by a specialist in the field of public administration for successful implementation professional functions.

Russian scientists Z.V. Bragin and T.A. Smirnov, who note that it is advisable to subdivide all the competences of a public administration manager into:

• universal, associated with the implementation of service and management functions;
• professional, associated with the direct implementation of information and management functions.

Moreover, in both groups, both key competencies and competencies that ensure their formation are distinguished.

Based on the above, we can conclude that the key components of the structure of managerial competence are certain professional knowledge, skills and abilities that allow us to objectively comprehend and characterize professional (managerial) activities.

When determining the structure and content of the process of forming managerial competence in a future public administration specialist, we must proceed from their (students') attitude to future qualifications and its immediate content. Namely - value-oriented attitude to the future profession of a manager and his professional activities, his professional views, his desire to engage in managerial professional activities.

We are convinced that the process of forming the managerial competence of a future public administration specialist should be characterized by:

• the formation of motives, beliefs, interests, views, ideals of needs and desires - professionally significant principles;
• the intensity of the development of educational activities when the student achieves cognitive goals that are professionally significant for them;
• professional knowledge, abilities and skills, the level of their formation for the implementation of production, economic management and research activities.

Proceeding from this, the content of the managerial competence of a future public administration specialist lies in his professional orientation - the assimilation of knowledge, skills and abilities to carry out production, economic management and research activities.

So, in the structure of the managerial competence of a future public administration specialist, we can distinguish the following components:

• personality-reflective, is important for management activities a component in the structure of managerial competence, since it acts as a set of personal qualities of a specialist, this is what concerns communication, humanism, leadership, cooperation, responsibility, empathy, self-confidence, frustration, tolerance, reflection and emotional stability;
• motivational value acts as a component that includes needs, motives and value orientations; motivation as an incentive for an employee to work acts as a driving force of behavior in the structure of any personality, since the motive is an internal regulator;
• the activity component acts as a certain set of knowledge, abilities and skills that a specialist must correspond to, his practical readiness to carry out professional (managerial) activities.

The structure and content of managerial competence were determined by us on the basis of theoretical research by Z.V. Bragin, O. V. Ignashova, M.D. Ilyazov, taking into account the content of general and special functions of a specialist in public administration.

IN AND. Bidenko, Jerry van Zantworth, Bianca Eneke highlight important points in the content of managerial competencies “the list of competencies demanded by employers includes, for example, communication (responsiveness in communication, structured speech, convincing argumentation, handling objections, etc.); ability to work in a team; the ability to clearly and convincingly present their ideas; readiness for non-standard, creative solutions; self-organization skills; flexibility in relation to new requirements and changes; endurance and determination ”.

The structure of the managerial competence of a public administration specialist

Based theoretical analysis We consider it necessary to note that the presence of a large number of analyzes and approaches to determining the content and structure of the managerial competence of a future public administration specialist indicates a certain objective complexity of this issue. Taking into account the above, we consider it possible to conclude that in pedagogical science (sphere), the structure and content of managerial competence are considered as a set of professional values ​​(competencies), knowledge, skills and abilities, integral characteristics of a person, which determine: the practical readiness of a specialist to implement a professional (managerial) ) activities, the effectiveness of managerial work, the amount of experience accumulated to perform certain tasks, etc.

In conclusion, we note that any government body that performs certain government functions, or provides government services, consists of specific people, most of whom are government civil servants.

Reviewers:

Kurbanova L.U., Doctor of Social Sciences, Professor of the Department of Theory and History social work, FGBOU VPO "Chechen State University", Grozny;

Muskhanova IV, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Psychology, Federal State Budgetary Educational Institution of Higher Professional Education "Chechen State University", Grozny.

The work was received on 06.10.2014.

Bibliographic reference

Yarychev N.U., Dudaev G.S.-Kh. STRUCTURE AND CONTENT OF MANAGEMENT COMPETENCE OF THE FUTURE SPECIALIST OF PUBLIC ADMINISTRATION // Basic research... - 2014. - No. 11-2. - S. 424-428;
URL: http://fundamental-research.ru/ru/article/view?id=35540 (date accessed: 03/20/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

It is necessary to understand that despite the increasing popularity of the competence-based approach, there is still no generally accepted view of its typology and structure of competencies. Moreover, there is a serious terminological confusion in the definitions of competence and competence, as well as the problem of delineating these concepts. There are many different definitions of the term "competence", which most often boil down to two main approaches to understanding competencies.

The American approach considers competencies as a description of employee behavior. Competence is the main characteristic of an employee, with which he is able to show correct behavior and, as a result, achieve high results in work.

A European approach that considers competencies primarily from a functional point of view as a description of work tasks or expected results of work. Competence is the ability of an employee to act in accordance with the standards adopted by the organization. Thus, the European approach focuses on defining the minimum standard that must be achieved by the employee, and American model determines what the employee must do to achieve the highest performance.

In our opinion, in relation to personnel management, it seems legitimate to use an integrated approach to competencies, combining behavioral or functional approaches in unified multidimensional models that involve the inclusion of functional, cognitive and behavioral competencies in a holistic structure. Thus, it is advisable to consider competencies as personality characteristics that are important for the effective performance of work in the corresponding position and that can be measured through the observed behavior.

The holistic model of competencies is most expediently reflected by the unity and complexity of separation in practice of cognitive, functional social dimensions, which can be represented as follows (see Fig. 1).

Rice. 1.

Analyzing the model in Fig. 1 it is important to understand that cognitive competencies include not only formal knowledge, but also informal, experiential representations. At the same time, knowledge is understood as and (know - what), supported by understanding and (know - why). Functional competencies (skills or know-how) reflect what an individual working in a given professional field should be able to do and be able to demonstrate. Social competences combine personal and ethical ones. Personal competencies (behavioral ones know how to behave) are defined as "relatively stable characteristics causally associated with effective or excellent job performance." Ethical competences reflect personal opinions and professional values ​​as the ability to make decisions based on them in work situations. Meta competence, characterizes the ability to deal with uncertainty, as well as teaching and criticism.

Modern research shows that a multidimensional (holistic) approach to competencies is becoming more common and offers wider opportunities for integrating business requirements, technologies for personnel management and the educational process, as well as for synergies between formal education and industrial training and professional competence.

The studies carried out have shown that, both in scientific and applied terms, competence should be distinguished from competence. Steve Widdet and Sarah Halliford in The Competency Guide

Quite reasonably, they give the following definitions: "Competence is the ability necessary to solve work tasks and to obtain the necessary results of work." "Competence is an ability that reflects the required standards of behavior." In practice, many organizations include tasks, performance and behavior in the description of both competencies and competencies and combine the two concepts. But it is more customary to associate the description of competencies with abilities that reflect standards of behavior than with solving problems or with work results.

Thus, it can be assumed that an employee becomes competent on the basis of the availability and development of his competencies, i.e. competencies are the primary factors of derived competence. Then the structure of competence can be represented in Fig. 2 as follows:

Fig. 2.

Shown in Fig. 2, the model determines the general positioning of the components of the competence really required by the employer, establishing the place and role of each of them in the general concept of professional competence. At the same time, not all positions of researchers fit into the presented model, determining the need for its further improvement. So, according to Spencer & Spencer, the essence of competence lies in the fact that they are a stable part of the personality (basic quality) and "designate options for behavior or thinking" that apply to various situations and last for a fairly significant period of time. " At the same time, it is important to remember that Spencers identify five types of basic qualities, and build the structure of competencies by levels based on the characteristics of formation and the ability to develop. Without rejecting the importance of professional knowledge and skills, these researchers regard them as superficial competences. Paying attention to the fact that these personal formations are quite easy to develop and can act as threshold competencies, without which efficiency is impossible, but not guaranteed. As the competencies acting as a kind of guarantors of efficiency are the deepest qualities hidden in the core of the personality:

• motives, i.e. something that targets and makes knowledge and experience actionable;
• psychophysiological properties or characteristics - which are the basis for the highest quality performance of a particular job (for example, reaction speed for a pilot, or emotional stability for a manager, emotional sensitivity for social worker);
• attitudes and values ​​of the personality that make up the I - concept. Such a position can also be represented by a tiered model,

reflected in Fig. 3 as follows:

In our opinion, it is important to understand the difference between the model in Fig. 3, where, according to the Spencers, it stands out that competencies always contain intention, with the help of which the motive or properties will work for the result. For example, the competence of knowledge and skill necessarily includes

Rice. 3.

In this regard, and from the point of view of practical use, the classification of competencies on various grounds, presented in Table 1, is of great importance. 1 as follows.

The conducted studies have shown that from the point of view of the level (scale) of distribution (belonging), competence can be general and specific. General or universal competence applies to all members of the profession, regardless of which organization they belong to and what responsibilities they perform. Their model is also laid in the basis of the education system, which, as general competences, distinguishes:

• managerial, which are necessary 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 may be similar for leaders in different industries and include, for example, such competencies as: "Strategic vision", "Business management", "Working with people", etc .;
• professional (or technical) that are applicable to a specific group of positions.

A number of competency factor dictionaries are constructively used to describe general competencies (an example is the Matrix of Competencies of the Hague Institute of Public Administration - ROI, R. Boyatzis's dictionary, the dictionary of competencies proposed by Spencer in the Model of Effective Work, or the list of competence factors of the Management Charter Initiative - MCI) ...

Research shows that competence can be general from the point of view of an organization - it can be applied to all employees of a given organization - corporate (key) competencies. Corporate competencies follow from the values ​​of the company, which are recorded in such corporate documents as strategy, code of corporate ethics, etc. An example of this is the "Core Core Competencies" developed by American management specialists, presented in Table. 2 as follows.

A similar analysis of bibliographic sources shows that in modern approach the management strategy emphasizes the concept of “nuclear competence” as a key organizational resource that can be used to gain a competitive advantage. Hamel and Prahalad (1994) define “core competencies” as “the collective knowledge of an organization, especially how to coordinate different work skills, skills, and different workflows (Prahalad and Hamel, 1990: 82).

Object studies of practice show that a number of organizations successfully apply only key competencies, others develop and use only managerial ones to assess top managers, and still others develop special competencies only for employees of the sales department. Interest, also in terms of

Classification of competencies

Basis for Classification: Level of Distribution
	General competences	Specific competencies
Organization	Corporate (core, core) competencies - for all positions of the organization	For representatives of a specific profession or group of professions in a given organization
Position	Managerial - for representatives of a specific profession
Basis for Classification: Essence and Content
	[. Competence required for effective work	II. Individual performance competencies
Fundamental	Cognitive competencies, (knowledge and understanding)	Personal competencies, including motivation, self-development, etc.
Operating	Functional competencies (psychomotor and applied skill)	Social competences (including behavior and relationships)
Basis for classification: level of development
	Threshold		Differentiating
	Necessary to start activities		Distinguishing the best performers from the average

Core competencies

Result orientation
Constantly looking for ways to better and quickly complete tasks in the area of ​​their immediate responsibilities. Continuous improvement of performance indicators, overcoming bureaucratic obstacles	- setting challenging, but realistic goals to achieve; - mobilization of all abilities when making difficult decisions; - striving for quality and efficiency in work; - striving to change the current state of affairs and making recommendations for improvement; - making risky but deliberate decisions to achieve goals
Creative thinking
Improving the quality of work performance through change and innovation, taking initiative and constantly moving towards new achievements	- use of innovations as a favorable opportunity for further development; - using the input and ideas of other employees as an incentive for improvement and development; - an active search for opportunities for further improvement based on a critical understanding of the current state of affairs; - freeing up time and resources to test new ideas; creating an environment that stimulates change and the birth of new ideas
Consumer orientation
Position as a business partner for internal and external clients	- collection of all the necessary information to identify the needs of the client; - the perception of working with clients (internal and external) as a priority. Providing high quality services; - implementation of active actions aimed at improving the results of the client's work; - the perception of the business through the eyes of the client and acting as a trusted consultant offering solutions for long term for long term benefit

The end of the table. 2

The result of the manifestation of competence	Observable behaviors (indicators)
Mutual understanding with others
Honest attitude to people, respect for human dignity; openness to personal and business communication; lack of application of stereotypes and generalizations	- awareness of their strengths and weaknesses, manifestation of strengths in work, constant work to improve weaknesses; - caring for the feelings and interests of other people; - establishment of direct and feedback connections with other employees; - understanding of the individual characteristics and cultural differences of people; - taking into account the individual differences of others when assessing their views on people and / or the situation
Personal integrity
Action in full compliance with the policy business conduct and other company policies and procedures; supporting the mission and values ​​of the company; honesty trustworthy	- full support and implementation of the Business Conduct Policy and other company policies and procedures; - correspondence of beliefs and words to actions; - taking responsibility for your mistakes; - demonstration of firmness in upholding their beliefs and protecting the interests of other employees
Teamwork and collaboration
Elimination of internal and external barriers to interaction, making more balanced decisions, taking into account the ideas of other people	- taking into account the opinions of other people; - sharing knowledge, information and new ideas with colleagues; - support for the development of colleagues and joy for their successes; - support for collaboration as the most effective style in teamwork; - sharing the success of the team and taking responsibility for its failures
Ability to analyze and develop
Data analysis to obtain the necessary information; learning and development based on their own experience; making the right decisions quickly, even with limited information	- fast identification of relevant information; - quick identification of the essence of complex issues; - using existing knowledge in one's own and other areas, understanding the business as a whole to solve problems; - awareness of the reasons for success and failure, learning from this lesson; - investing all knowledge and skills in solving problems

the level of competence development is represented by their division into "threshold" and "differentiating". Threshold competencies include competencies necessary to achieve a minimum result in an activity, but which do not distinguish the best performers from the average (for example, for a seller - “knowledge of the product and the ability to fill out documents”) Differentiating competencies distinguish the best from the average (for example, “Orientation to meet the needs of the client »Is a competence that distinguishes the best seller from the average). It is important to understand that such differentiation is possible only on the basis of identifying indicators, i.e. both positive and negative indicators for each factor. An example of such a selection is presented in Table 3 as follows:

Table 3

Competence "Ability to adapt to the situation"

Positive indicators	Negative indicators
Is flexible in relation to the set goal, if it requires effective participation in the work process Ready to change his position when there are reasonable arguments Easily responds to unforeseen situations Adapts quickly to dramatically changing circumstances	Shows a lack of flexibility (rigidity) in relation to the set goal, even if it is required by effective participation in the work process Does not change his position even if there are reasonable arguments Difficult to react to unforeseen situations Difficulty adjusting to dramatically changing circumstances

For the purpose of determination, competencies are designated by a well-defined name, which is given a corresponding specific description. At the same time, the name - as a rule, represents a laconic term that contrastedly distinguishes one competence from the others, being both meaningful and easy to remember. Typical competency names include, for example:

• relationship management;
• group work;
• influence;
• collection and analysis of information;
• making decisions;
• personal development.

Competency models, in addition to the name, include their description, which is carried out, as a rule, in two ways.

The first method involves the creation of a set of behavioral criteria corresponding to a specific competence and is used if the content of the competence covers one list of behavioral criteria, for example:

The competence called "Planning and Organization" can be deciphered as follows: "Achieves results through the detailed planning and organization of workers and resources in accordance with the set goals and objectives within the agreed time frame."

The second method involves decoding the summary, that is, arguing why this particular competence is important for the organization. It is best used when the competency model reflects several levels of behavior, for example: the competence called "Influence" can have 5 levels. At one level, influence is exercised by presenting clear arguments and facts in support of a particular product. At another level, influence includes developing and presenting your own vision of your company and the company's influence on the market and various professional groups... Rather than trying to summarize such a wide range of standards of conduct, a company can summarize it this way: “Convince other people to an idea or course of action through effective persuasion. It is very important for learning, acquiring new knowledge, for innovation, decision-making and for creating an atmosphere of trust. "

In practice, the competency model represents a complete set of characteristics that allows an employee to successfully perform functions corresponding to his position. To be effective, the model must have simple structure, be clear and easy to understand. In this structure, behavioral indicators are the core elements of each competency. Related competencies are clustered. Each competency is described below, starting with the main blocks - with indicators of behavior. In practical terms, competencies are presented in the form of the structure shown in Fig. 4 as follows.

In the diagram shown in Fig. 4 models of behavioral indicators are understood as standards of behavior that are observed in the actions of a person with a specific competence. Each competency is a set of related behavioral indicators. These indicators are combined into one or several blocks - depending on

Rice. 4.

A simple model that covers jobs with simple standards of behavior can have one set of indicators for all competencies. In this model of competence without levels, all behavioral indicators refer to all types of activities, for example: a model that describes the work of only senior managers of the company, in the section "Planning and organization" may include the following indicators of behavior:

• draws up plans that distribute work according to timelines and priorities (from several weeks to three years);
• makes plans that exactly match the goals of the department;
• coordinates the activities of the department with the company's business plan, etc. In general, the typical content of the competency model is shown in

rice. 5 in the following way:

Rice. 5.

When the competency model covers a wide range of jobs with different categorization of requirements, behavioral indicators within each competency can be summarized in separate lists or divided into "levels". This allows whole line elements of different competencies should be brought under one heading, which is convenient and necessary when the competency model should cover a wide range of activities, works and functional roles, for example: the model includes five levels of top manager competence:

E - competence is not developed (unsatisfied level, development is necessary, but difficult). The employee does not possess the necessary skills and does not try to apply them. Level E is unsatisfactory because the employee not only does not demonstrate skills, but also does not understand their importance and does not try to develop them.

D - (normal level, development is required and possible). The employee partially demonstrates the skills that are part of the competence. He tries, strives to show the necessary skills, understands their need, but he does not always succeed. If a specialist meets level D, this is normal, it is assumed that he should develop.

C - basic level, necessary and sufficient for a specialist. It gives an idea of ​​what kind of behavior and what kind of abilities are assumed by a given competence. The basic level is optimal for the effective work of a middle manager.

B - a strong level of competence development (required only for the top management). It is assumed a particularly high level of influence on what is happening, to show the appropriate skills in situations of increased complexity. This level provides for a person's ability to anticipate and prevent negative events in advance.

A - leadership level of competence development (required for top management). This level of competence development is necessary only for managers who, according to their job responsibilities, can make strategic decisions. Achievement by a leader of the leadership level of competence development means that he not only demonstrates the necessary skills himself, but also creates opportunities for other employees to develop this competence. A manager with a level of development of competencies A organizes special events, sets norms, rules, procedures that contribute to the manifestation of these competencies.

According to the applied methodology, the competencies of the top manager can be presented in table. 4 as follows.

The cluster forms a set of closely related competencies (usually from three to five). Most competency models include clusters related to:

• intellectual activities such as problem analysis and decision making;
• actions, for example, to achieve specific results;
• interaction, for example, in working with people.

Top manager competency model

	Result orientation
Leadership level of development	Broadcasts high expectations to its employees. Helps employees believe in success and make every effort to achieve their goals. Creates a system for assessing achievements. Supports employees in times of failure
Strong level of development	Sets goals at a level that is difficult but realistic. Highlights ways to measure your achievements. Able to be stubborn, proactive, and selective for extended periods of failure
Basic level of development	Stubborn, striving for success. Doesn't give up when faced with temporary setbacks. Targets a specific result, not a process. Proactive
Competence is not sufficiently developed	Wants to be successful. Doesn't always show enough persistence. Faced with setbacks, he may lose faith in himself. In some cases takes the initiative
Competence not developed	NS is trying to achieve success. Satisfied with the results obtained Conflict Management
Leadership level of development	Sets the norm in the team for a constructive attitude towards disagreements. Requires employees to come to an agreement with each other, without bringing the situation to conflict. In the event of a conflict, acts as a competent mediator, helping the parties to agree
Strong level of development	Knows how to identify the deep interests of his interlocutor. Leaves a discussion of the declared positions, moving on to a discussion of deep interests. Is resourceful in finding new solutions that suit both parties. Able to avoid conflict even when dealing with a non-constructive employee
Basic level of development	Faced with disagreements, he looks for a compromise solution, finds out the position of the other. Shows understanding and respect for the position of another, even when it conflicts with his own. Able to change his position, be flexible in finding compromises. With the mutual will of the parties, it does not bring disagreements to conflict
Competence is not sufficiently developed	Faced with disagreements, he tries to negotiate. At the same time, it holds on to its position. Not flexible. Refuses to understand the position of the interlocutor
Competence not developed	Provokes colleagues to conflict. In case of disagreement, takes a non-constructive position

For example, in 1996, the magazine "Competency" summarized the research of 126 organizations and presented 9 of the most widely represented behaviors, which became the basis for the formation of clusters. “Clusters” are used in the vocabulary of competencies by Spencer & Spencer, combining competencies based on this concept based on basic intention:

• communication;
• achievement orientation (result);
• concentration on the consumer;
• teamwork;
• leadership;
• planning and organization;
• commercial and business awareness;
• flexibility (adaptability);
• development of others;
• problem solving.

Research shows that, in addition, there is a wide demand for: analytical skills, perseverance and strategic planning... In order for the competency model to be understood by all employees, competency clusters are usually given names similar to those indicated. Some organizations present a description of entire "bundles" of competencies in order to reveal the nature of the competencies included in each set, for example: the cluster of competencies "Working with information" can be represented as follows: "Working with information includes all kinds of information forms, methods of collection and analysis information necessary for making effective decisions - current, operational and prospective. "

Studies show that the number of competencies in the models of recent years has been consistently decreasing, as a result of which from models that included 30 or more different standards, they moved to models containing no more than 20 competencies, and sometimes only eight. Many users today consider a set of competencies from 8 to 12 standards in one model to be optimal.

In practice, if all the competencies included in the model relate to all the activities of the company or department, then this model is called the “Core competency model”. It includes competencies that differentiate the workgroups for which the model is designed. The main model consists of competencies that cover standards of behavior common to all types of activity, or only standards for specific types of work in a specific organization, for example, the structure of a general competency model developed for one of the banks in Moscow, shown in Fig. 6 as follows.

Shown in Fig. 6, the structure is accompanied by the following description of the competencies:

Customer focus - focus on helping and caring for the client, which guarantees the satisfaction of the client's needs in a way that exceeds his expectations;

Rice.

• problem solving - the ability to understand the problem, identify key points, identify and evaluate alternative courses of action necessary to achieve the intended result;
• teamwork - the ability to be aware of their community with the team and their role in it, to work flexibly in close cooperation and constructively resolve any difficulties that arise;
• communication - the ability to communicate information orally and in writing clearly and consistently and in a timely manner;
• exchange of knowledge - the tendency to exchange with other acquired knowledge, information in the interests of the organization;
• professionalism - the ability to organize their work in accordance with work standards, the ability to see and use commercial opportunities to obtain (maintain) profit;
• responsibility - knowledge of the area of ​​their responsibility and the boundaries of their powers, the ability to attract additional resources in a situation of limited resources and competencies;
• result orientation - the ability to set and achieve goals and constantly look for ways to improve performance. The structure of a special (profile) competency model includes clusters of competencies that describe in detail the main elements and standards of employee behavior in the process specific activities illustrated by an example of a special competency model.

The competency aspects required to perform work efficiently may also be referred to as a competency profile. A competency profile is a system of competencies compiled for a specific position with a description and level of development. The level of development is determined by scaling. It is important to understand that there is an optimal scale level for each position (not necessarily high). In addition, the achievement of the result can be ensured by a combination of various competencies.

An HR manager's competency model, created by generalizing competency models,

used in various companies

	Competence	Demonstrates (skills, abilities)	Activity (behavioral indicators)
Strategic	Organizational Ability Problem Solving Customer Service Stress Resilience Oral Communication	Understanding of the external environment of the business Knowledge of the mission of the company Knowledge of the principles of development of the organization Understanding the organizational culture of the client Knowledge of a systematic approach Understanding the business process and ways to improve the efficiency of the company Innovation and risk-taking	Links HR policy with the strategy and mission of the company Applies the principles of the organization's development Adapts HR procedures to the client's organizational culture Applies principles of personnel management to change business processes and improve the efficiency of the company
	Making decisions Planning and evaluation Conflict Management Self-management Self-esteem Oral communication	Analytical, strategic and creative thinking Knowledge of job roles Knowledge of business systems and information technology	Manages resources Applies techniques for effective conflict resolution in work situations Uses negotiation strategies to reach consensus
Mentor	Flexibility Teaching others Interpersonal communication Oral communication	Develops connections between employees Understands and values ​​diversity Seeks a balance between the interests of the employer and the employee	Develops talents Conducts mentoring sessions Establishes trust in the team

The end of the table. 5

Role	Competence	Demonstrates (skills, abilities)	Activity (behavioral indicators)
Technical	Competence in technical matters Competence in HR management Knowledge of mathematics Knowledge of legislation Writing skills Good memory Attention to detail Oral communication	Knowledge of procedures and legislation in the field of personnel and labor management Knowledge of organization plans Knowledge of information technology	Applies knowledge in all areas of personnel management to achieve the strategic goals of the company Uses special tools to achieve efficiency Adapts information technologies for their use in personnel management
Change agent	Teamwork Honesty Creative thinking Resilience to stress Oral communication	Knowledge of the basics of marketing Presentation of HR products and services Knowledge of the specifics of team building	Evaluates readiness for change Determines strategies for implementation of change Introduces innovative HR solutions Influences others to take action Promotes ethical behavior Works in a team Communicates well

An example of a graphical representation of a competency profile is shown in Fig. 7.

Rice. 7.

• http://www.ikt.ru/

NEW EDUCATIONAL TECHNOLOGIES AND QUALITY OF TRAINING OF SPECIALISTS

M. D. Ilyazova

INVARIANT STRUCTURE OF COMPETENCE OF THE BUSINESS SUBJECT

The relevance of the problem of the competence-based approach to research, design and organization of the educational process is determined by a number of factors, including the crisis of the world and domestic system education, caused by its insufficient efficiency in the field of training specialists, the state strategy for the development of education aimed at increasing the competitiveness of Russia in the world market of educational services, Russia's entry into the Bologna process, as well as the design of state educational standards of higher professional education (SES HPE) of the new generation.

The change of the educational paradigm, the transition to competence-based education require rethinking and developing new values, goals, content, forms, methods and means of teaching. Transformations should be based on the relevant pedagogical theory, permeate all components of the educational process, and be reflected in the activities of its subjects.

In the general activity of the subjects of the implementation of the competence-based approach in the system of higher professional education, two directions can be conditionally distinguished: organizational (administrative) and research. The first is mainly associated with the design of standards for the "competence", "credit-modular" format, the redistribution of hours for the classroom load and independent work of students, the introduction of a system that ensures the comparability of diplomas of the European Union countries, the definition of lists of competencies to be formed.

However, the methodological problem of insufficient theoretical elaboration of the content of the categories “competence” and “competence”, their structural and functional interdependence and, as a consequence, taxonomy based on solid foundations, has been mechanically transferred to all versions of the new generation SES HPE.

The research direction of studying the competence of the subject of activity in science developed long before the Bologna process in the works of Yu.V. Vardanyan, Zh.G. Garanina, I.A. M. Mitina, J. Ravenna, N. Chomsky and others.

The undoubted urgency of the problem of implementing the competence-based approach in education has caused a new wave of psychological and pedagogical research devoted to the study of this phenomenon (V.I.Baydenko, O.M.Bobienko, A.A. Verbitsky, A.A. Dunyushin, E.F. Zeer ,

A. V. Raitsev, L. Spencer, S. Spencer, A. I. Subetto, S. Widet, L. P. Urvantsev, E. V. Shishchenko,

N. V. Yakovleva, R. Sanchez and many others. etc.).

As a result, it was shown that the essence of the category "competence / competence" can be described as ability, readiness, property, quality of a person; it was revealed that the competence / competence of the subject of activity has potential and actual (realized) parties; substantiated the representation in the structure of competence of such components as knowledge, abilities, skills, experience, abilities, a system of conscious self-regulation, motivational and value-semantic components; at the same time, the concepts of “competence” and “competence” can be used by the authors as synonymous and can be divorced on different grounds (variety and breadth of functions, generic and species essence, nature, external internal conditioning).

The lack of a generally accepted concept of the structure of the competence of the subject of activity leads to the fact that both in the draft standards and in the research literature there is a huge range of types of competencies, which, being devoid of an invariant basis (invariance is the property of an object not to change when conditions change, in which it functions), often does not meet the criterion of completeness and representativeness.

At the same time, the design of the educational process presupposes the presence of an informative, consistent and convenient taxonomy of formed competencies / competencies, which should be determined, on the one hand, by the invariant structure of the competence / competence of the subject of activity and, on the other hand, by the variable structure of the competence of the subject of professional activity. In the mainstream of this study, of interest are works of a professional nature on modeling professional activity and the personality of a specialist (V.E. Anisimov, E.M. Ivanova, E.A.Klimov, N.V. Kuzmina,

A. K. Markova, N. S. Pantina, L. G. Semushina, E. E. Smirnova, N. F. Talyzina,

B. D. Shadrikov and others).

In the course of the study of the invariant components of the essence (essence is the inner content of an object, expressed in the unity of all diverse and contradictory forms of its being; an inalienable quality, without which the object cannot be thought); competence, determining their place and meaning in its integral structure, we proceeded from the idea that a competent subject is such a subject of activity (subject - individual, personality as a source of activity aimed at transforming reality), which strives for activity ("wants"), ready for activity (“can”) and performs the activity (“does”) responsibly and at a high professional level (“good”).

The “wants” component is associated with the motivational sphere of the individual. Motive is a set of external and (or) internal conditions and attitudes that stimulate the activity of an individual and determine its direction.

The sphere of competence “can” is determined by whether the subject has the necessary and sufficient “tools” (tools, means of activity) to perform this type of activity - knowledge, skills, experience; does he have the ability for this kind of activity, does his individual psychological characteristics (properties of the nervous system, health status, age, sex characteristics, etc.) allow him to quickly master the activity, perform it and achieve success (Fig. 1).

Rice. 1. Components of the essence of the subject's competence - “wants”, “can”, “does well”

Such an important component of competence as “doing” ties together two aspects of the subject's activity - the potential and its realization in the context of the situation. Indeed, one can possess extensive knowledge, formed skills, strive and be ready for responsible behavior, but in a critical situation one can get confused, cannot cope with the regulation of one's mental processes and states and cannot realize one's potential. On the other hand, a person who has formed mechanisms of self-regulation, but does not possess knowledge or motivation, also cannot be called competent.

The concept of “doing well”, as a component of the competence of the subject of activity, has a double meaning: “good” means at a high level of performance, and “good” means prosocially, with awareness of the social consequences of one's actions, that is, responsibly.

Competence is manifested in a certain field of activity; one cannot be competent in everything. The requirements of a particular type of activity imply a limitation of the range of competencies and the allocation of certain types of it, combined into clusters (a cluster is a set of homogeneous elements, identical objects that form a group of units). Graduates of higher educational institutions must have general competencies, the same for a given level of education, and special, specific for a particular type of professional activity. In the species structure of the graduate's competence, it is also necessary to highlight the socio-psychological competence, designed to ensure the harmony of existence with outside world and by oneself, the harmony of society and selfhood. The study of these constituents was the starting point of our research.

The success of solving any research problem is determined by the quality of the methodological and methodological substantiation of the strategy and tactics of its implementation. A methodology is a system of knowledge about the foundations and structure of a theory, determines the methods of obtaining new knowledge, provides comprehensive information about the object under study, operationalizes the concepts of a particular pedagogical theory.

Descriptive (descriptive) methodology (philosophical level) allowed us to define the essence: a set of connections, relationships, sides inherent in competence, to substantiate the invariant structure of the subject's competence; describe the specific structure of the competence of a university graduate (type - in logic, a concept subordinate to another more general one, the volume of which is part of the volume of this more general concept (genus, generic)); to identify the general in the competence of university graduates (general competence) and the special (special competence).

The reliance on a systemic and holistic approach contributed to the formation of the elemental and component composition of the invariant structure of the competence of the subject of activity. With regard to the definition of the meaning of the concepts "component" and "element", we share the position of L. S. Vygotsky, who defined the "component" as the smallest part of the whole, which still has the properties of this whole itself. Components, and therefore the whole itself, in his opinion, consist of elements - parts that lack the properties of the whole. The elemental composition of competence, in our opinion, is represented by the competence of the subject - his potential activity in this area of ​​activity (knowledge, skills, skills, experience, motives of activity, value orientations, abilities) and the mechanisms for the implementation of competence (self-regulation), which ensure the manifestation of competence, form competent behavior. Competent behavior is provided by an instrumental basis - knowledge, abilities, skills, experience of the subject of activity. The invariant components of competence are general and special, professional and socio-psychological competence of a graduate.

Based on the activity approach, in our research we proceeded from the thesis that the competence of the subject is determined by the activity and at the same time is its prerequisite. Therefore, the specific content of the invariants of professional competence was determined on the basis of the analysis of the professional activity of the subject of labor, the types of his professional activity, structural criteria of professional competence. Functional competence criteria are also directly related to the procedural and performance characteristics of the activity.

Competence was studied in the system of traits, properties and personal qualities of the subject of labor, considered as an integral new formation of the personality, developing in the process of professionalization of the subject of labor. Here the activity approach is closely intertwined with the personal approach. This is due to the traditional understanding and definition of personality in Russian science as a social quality, while the social quality of the first order is the activity of the individual, and the quality of the second order is the system of values ​​and personal meanings. Competent actions of a specialist imply personal responsibility for the performance and results of activities. Responsible behavior is based on an active positive attitude of the individual to universal human values ​​- "beauty", "labor", "man", "society", etc., therefore, one of the most important invariant elements is the value-semantic basis of competence.

The effective use of knowledge and skills, the implementation of value relationships, the execution and assessment of actions require a person to form the psychological mechanisms of self-regulation and self-government. The personal approach determined the mandatory inclusion of a conative basis in the invariant structure of competence, reflecting the ability to self-regulation in situations of competence manifestation. Self-regulation of activity is interconnected with the volitional sphere of the personality; will is one of the means of self-regulation of the personality, the ability, developed in the process of personal experience, to carry out the tasks of goal-setting, to attract internal resources and an arsenal of active means of overcoming the situation to solve the assigned tasks.

Thus, the invariant structure of the subject's competence was determined (invariance is the property of an object not to change when conditions and situations in which it operates; the deepest, general property of an object; structure is a set, a system of stable connections between many components of an object, ensuring its integrity and identity to itself), a terminological apparatus has been formed, the content of the basic concepts that reflect the essence and structure of competence has been determined.

Competence - the potential activity of the subject of activity; readiness and striving for productive activity with full awareness of responsibility for its results. The invariant elemental composition of the competence of the subject of activity is represented by:

1) the instrumental basis of the activity (knowledge, abilities, skills, experience);

2) the motivational basis of the activity (the motives of the activity);

3) the value-semantic basis of the activity (responsibility for the results of the activity);

4) an individual psychological basis (ability to work).

Competence is realized in the activity of the subject with the help of self-regulation mechanisms, determines the success of the activity, manifested in the form of the competence of the subject. Without self-regulation mechanisms, without mobilization in a certain situation, competence can remain only a potential activity, not be realized, and the result of the activity, success will not be achieved. It is situations and developed mechanisms of self-government, self-regulation that act as a factor that determines the effectiveness of all these components, stimulating the competent behavior of the subject of activity (behavior is socially conditioned activity mediated by sign-semantic systems; its originality depends on the nature of the subject's relationship with the groups of which he is a member) ...

Self-regulation of the subject of activity, mechanisms for the implementation of competence in activity constitute the conative basis of his competence (conation) (from the English conation - the ability to volitional movement) (Fig. 2).

Rice. 2. The structure of competent behavior (procedural aspect)

Thus, competence is a competence realized in an activity; it is an integral characteristic of a person, manifested in an activity (situation), which determines success and responsibility for its results.

The structure of competence is formed by its invariant foundations: motivational, instrumental, value-semantic, individual-psychological and conative.

The instrumental basis of competence is represented by knowledge, skills, and abilities. Knowledge is understanding, retention in memory, the ability to reproduce and apply the basic facts of science and theoretical generalizations.

Knowledge is a substructure of the personality, which includes not only the reflection of objects of objective reality, but also an effective attitude towards them, the personal meaning of the assimilated. Skill is a mastered way of performing an action, provided by a set of acquired knowledge and skills. A skill is an automated action brought to a high degree of perfection.

The motivational basis of competence is one of the key competence factors. Motive - driving force, motivation, striving for activity.

An important factor of competent behavior is the orientation of the personality, the value-semantic basis of competence. This is a formed active positive attitude to universal human values ​​- "life", "man", "society", "work". This attitude is reflected in the manifestation of personal responsibility for the results of activities in any area.

In our model of competence as an integral quality of personality, we included human abilities, which constitute the individual psychological basis of competence: characteristics, personality traits that determine the success and speed of mastering activities.

The conative basis of competence is represented by the mechanisms of personality self-regulation. With all the variety of types of manifestations, self-regulation has the following structure: the goal of his voluntary activity adopted by the subject, a model of significant conditions of activity, a program of actual performance actions, a system of criteria for the success of an activity, information about actually achieved results, an assessment of the compliance of real results with success criteria, a decision on the need and nature correction of activity.

Thus, competence is the potential activity of the subject of activity, which is characterized by the severity and degree of formation of its elements. Competence is a realized competence that determines the competent behavior of the subject of activity, the effectiveness of which is determined by procedural and performance indicators (Fig. 2).

In the competence of a modern specialist with a higher education, in our opinion, one can distinguish professional competence (realized readiness, desire to work successfully in a certain professional field of activity) and socio-psychological competence (realized desire and willingness to live in harmony with oneself and others, harmony of self and sociality).

In turn, each of these competencies, in our opinion, can be divided into general (basic, key) competencies common to all graduates of all universities, and special ones necessary for successful work in a certain professional environment.

Thus, the species structure of the competence of the subject of activity can be represented by the following types of competencies:

1) general professional competence;

2) special professional competence;

3) general socio-psychological competence;

4) special socio-psychological competence (Fig. 3).

Rice. 3. The specific structure of the competence of a university graduate

The component of general professional competencies / competencies corresponds to such a category as "key qualifications", which are defined as general professional knowledge, skills, abilities, abilities, as well as the willingness to update them in the field of a certain group of professions.

We believe that this block includes the competence of a graduate in the field of research, design and construction, administrative and managerial, production, pedagogical activities.

Special professional competence (qualification) - the degree and type of professional training of a graduate, whether he has professional competencies / competencies necessary to perform a certain professional activity. Their content (the content of their instrumental basis) is determined by the state qualification characteristics.

General socio-psychological competence is a manifested willingness and desire to effectively interact with others, to understand oneself and others with a constant modification of mental states, interpersonal relations and conditions of the social environment. As part of the socio-psychological block, social competences are considered (the ability to work in a group, tolerance, etc.), personal (readiness and desire for self-development, self-improvement, self-education, reflection, creativity, etc.), informational (possession of new technologies, their critical use, knowledge foreign languages etc.), ecological, valeological (readiness and desire to maintain a healthy lifestyle), etc.

It is sometimes very difficult to separate the general and special socio-psychological competence of the subject of activity due to the multifunctionality of its components. At the same time, the communicative competence of a manager, teacher and engineer-architect will differ from each other both in level and content, as well as in quantitative and qualitative characteristics.

Thus, a new one is proposed - an invariant structure of the subject's competence, which is a system of invariant foundations of competence (motivational, value-semantic, instrumental, individual-psychological, conative). The specific structure of the competence of a university graduate includes such invariant components as professional competence (general and special) and socio-psychological competence (general and special).

Such an invariant structure can serve as a basic taxon for further classifications of the competencies / competencies being formed, serve as the basis for the design of a competence-oriented educational process.

BIBLIOGRAPHY

1. Ilyazova MD Theoretical foundations of the formation of professional competence of students in the university (on the example of student sociologists): monograph. - Astrakhan: Publishing house of OGOU DPO "AIPKP", 2008. - 228 p.

2. The Big Explanatory Dictionary of the Russian Language / Ch. ed. S. A. Kuznetsov. - SPb .: Norint, 2003 .-- 1536 p.

3. Psychology. Dictionary / under the general. ed. A. V. Petrovsky, M. G. Yaroshevsky. - M .: Politizdat, 1990 .-- 494 p.

4. Ginetsinsky V. I. Subject of psychology: didactic aspect: a guide for the teacher. - M .: Ed. corporation "LOGOS", 1994. - 211 p.

The article was received on 4.05.2009

INVARIANT STRUCTURE OF SUBJECT'S COMPETENCE

The theoretical justification of invariant structure of subject's competence and methods of its forming in institutes of higher education is an actual objective of modern theory and practice of professional education. Invariant structure of graduate's competence is represented as a system of compulsory components such as the instrumental base (professional knowledge, skills, experience (qualification)), motivation base (professional aims of activity), value and sense base (professional ethics), personal- psychological base (professional abilities), conation base (volitional mechanisms of self-regulation and realization of competency in situations of professional activity).

Key words: competency, competence, professional competence, invariant elements and components structure of graduate's competence.

Modern economic conditions require the search for new and improvement of existing forms, methods and technologies of enterprise management. In conditions of fierce competition, company leaders are constantly looking for ways leading to a stable and sustainable position of enterprises, striving to achieve leading positions. This includes updating the range of products, developing and mastering new technologies, increasing production efficiency while reducing costs. This is also ensuring a stable increase in the quality and reliability of new products while reducing prices for new types of products. This is an increase in production, creative efficiency, staff activity while reducing the number of employees and improving labor productivity.

It is up to managers at all levels to do whatever they can to create a suitable future and take action to prevent failure. The present time is a time of profound transformations in all spheres of the life of society, it requires adaptation of enterprises to fundamentally new economic conditions. V modern conditions It becomes obvious that the competitive advantages of an enterprise depend not only on material resources and the level of their use, but also on intangible resources, the most important of which is the intellectual resource of the enterprise's employees.

Regarding the potential of the enterprise, in the literature there are such concepts as economic, market, production, personnel, intellectual, scientific and technical and other potentials. This once again confirms the complexity of the enterprise as a socio-economic system that has many potential opportunities.

From the point of view of a systems approach, an enterprise consists of two subsystems, which differ in their functional purpose: controlled and managing. If we consider the potential of the enterprise, then it should also separate the production potential, which characterizes the ability of the controlled subsystem to create products and services, and the management potential, which creates the prerequisites for the formation and effective use of production potential.

Undoubtedly, the leading role in the structure of the enterprise's potential belongs to the management potential, since it is it that ensures the relationship of the enterprise with the external environment and ensures the coordinated activities of all divisions within the enterprise. The category "management potential" is complex and ambiguous. Most research in this category is carried out in the field of psychological and social sciences. At the same time, the authors pay attention only to the potential capabilities of managerial staff; it is an active component of managerial potential. So in the dissertation research for the degree of candidate of psychological sciences, the managerial potential of the individual is considered, by which the author understands "the capabilities and abilities of the individual to solve problems in the field of management and organization of the activities of other people." In addition to abilities, the author also includes certain qualities and skills in the concept of managerial potential. In the dissertation for the degree of candidate of sociological sciences, managerial potential is defined as "the whole set of business and personal qualities and capabilities of a leader, which can be activated and used to solve managerial problems and achieve set goals."

In my opinion, the managerial potential of the enterprise should be considered not only in relation to the capabilities of a certain official, but also as the most important internal resource of the enterprise, capable of providing the enterprise with new competitive advantages. The managerial potential of an enterprise in aggregate characterizes the composition, the level of qualifications of the employees of the management apparatus, the level of methodological, organizational and technical support of management activities. The managerial potential largely depends on the intellectual potential of the organization, i.e. from the totality of the intellectual abilities of workers and the possibility of their disclosure and use.

The successful functioning of an enterprise, its competitiveness depends on many factors, but the main thing is human. Effective use of the potential of employees, its constant development is possible only if there is a management system that meets the requirements of modernity, an important characteristic, which should be the management potential of an enterprise. This category requires special careful research. Research of management potential, which consists in determining the most effective methods its formation and development is an urgent theoretical and practical problem of modern economic science.

Competence. Competence structure

strategic potential competence

Competence - the availability of knowledge and experience necessary for effective activity in a given subject area.

In world educational practice, the concept of competence acts as a central, a kind of "nodal" concept, since personality competence:

firstly, it combines the intellectual and practical components of education;

secondly, the concept of competence contains the ideology of interpreting the content of education, which is formed “from the result” (“standard at the end”);

thirdly, the competence of an individual has an integrative nature, since it absorbs a number of homogeneous or closely related knowledge and experience related to broad spheres of culture and activity (information, legal, etc.).

The competence of an individual has a certain structure, the components of which are associated with a person's ability to solve various problems in everyday, professional or social life.

The structure of personality competence includes:

competence in the field of independent cognitive activity;

in the field of civil and social activities;

in the field of social and labor activities; competence in the domestic sphere;

in the field of cultural and leisure activities.