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Modern problems of science and education. Competence is the availability of knowledge and experience

In a constantly changing environment - the emergence of new technologies, products and services, as well as increased competition in the market - companies are especially interested in finding a unique "recipe" that allows them to remain successful and be at least one step ahead in the fight for the consumer.

Many business recipes have already proven their worth, for example, the introduction effective methods organization of activities (performance management through a balanced scorecard, quality management), process improvement (“six sigma”), etc. Naturally, success also requires resources - finance, raw materials, equipment, information and, of course, people. I am sure that the words are correct ( Peter Drucker): “The most valuable asset of any organization in the 21st century will be knowledge workers and their productivity”, no one needs to be convinced anymore.

As the level of automation increases and technology improves, it is becoming increasingly difficult to find people who can be classified as blue collar workers. Intellectual labor, in contrast to physical labor (for example, assembling a product on a conveyor belt), is regulated to a lesser extent, “programmed” to perform strictly defined actions. To achieve the set goals, a knowledge worker must independently plan his actions, and the value of his contribution is determined by how correctly he understands his role and how rationally he chooses ways to achieve the intended goals. Expanding the autonomy and independence of employees is a resource for increasing labor productivity, and hence expanding the company's competitive advantages.

Business is improved through the development of employees, but the desire and ability to develop cannot be ready-made"buy in the market". Labor efficiency can be increased through the implementation of the unique individual abilities of people - their knowledge, skills and experience, personal characteristics, which are manifested in behavior and attitude, in dedication and innovation. The abilities of a particular person manifest themselves in different ways, depending on the organization in which he works, therefore one of the most important tasks of personnel management is to provide conditions for the realization of the internal potential of each employee. This will allow the company to implement the most daring strategies.

Competence and competencies

Consider the features of personnel management based on competency models. Let us first define the basic concepts.

Competence- this is the ability to perform their work functions in accordance with the standards stipulated by the position. Moreover, competence implies the demonstration of skills in practice - in real work situations (including the psychological pressure associated with this), and not just knowledge of the theory or understanding of how this is done.

Competencies- a set of required characteristics (qualities) of an employee, which he manifests in real activities in order to successfully achieve the goals set in specific conditions. Competences include both knowledge and skills, and personal characteristics: innate abilities, emotional characteristics and volitional attitudes, manifested in behavior.

Thus, these concepts are close and interrelated: to be competent (to be able to fulfill the requirements), one must have competencies (have the necessary business qualities).

For a long time, indicators such as professional ZUN(knowledge, skills) and experience. They were considered universal, therefore they were used in all organizations. In search of ways to increase productivity, serious research has been carried out on the characteristics of the work of successful employees. These works made it possible to identify the qualities (competences) due to which the best employees("stars") achieved success, unlike workers of an average level.

For example, when analyzing the performance of engineers and computer scientists at AT&T Bell Labs, it was found that "stars" are eight times more productive than ordinary employees. At first glance, all employees of the company have similar competencies and even approximately the same level of IQ (intelligence quotient), since without a high level of development of technical competencies and outstanding "ability to think", it is impossible to get into such a job. But the researchers found that performance stars and performance underdogs differ in their strategy—the way they work, take the initiative, keep in touch, and so on.

What is the value of these discoveries for practitioners? As it turned out, competencies that help to be successful you can learn, which means that the productivity of all employees can be increased to the level of "best". Describing the competencies that lead to outstanding results in each particular workplace, and systematically stimulating their development, the company will be able to achieve significant success. Moreover, by changing through targeted training and development of employee competencies, the organization will be able to manage its development.

The difficulty lies in how to identify competencies that ensure the success of activities in each particular company - taking into account the peculiarities of its strategy, management style and corporate culture. After all, it's not so much important describe competencies, how much to articulate behavioral indicators, showing how each competency is implemented.

Traditionally, the functional responsibilities of employees were described by listing the main functions and activities, then broken down into even smaller operations. After analyzing the qualities that a specialist must possess in order to perform these operations, and grouping similar elements of work behavior (demonstrated actions), we will get a description of competencies through behavioral indicators. It will be standard set of competencies to fulfill the requirements of the position. If the job description really takes into account all the nuances, and the job itself (or working situation) does not undergo significant changes, then a person’s demonstration of a high level of specified competencies will become the basis for success.

As we have already noted, very successful employees demonstrate special behavior that cannot always be assessed by analyzing job responsibilities formalized in regulations. Having identified the features of the working behavior of the "stars", you can supplement the standard requirements with them. As a result, we will get ideal set of job competencies, developing which all employees will be able to achieve exceptionally high results.

Development of a competency model

Starting to develop a competency model for our company, we very carefully reviewed the available research: both theoretical generalizations of best practices and detailed recommendations for describing competencies. In addition, we analyzed the competency models adopted in individual organizations. Their diversity indicates that each corporate model is unique, it corresponds to the “personality” of the company, and therefore cannot be mechanically copied.

First of all, we considered the question of what categories of employees we will develop a competency model. There is no single approach to this problem: companies develop competency models both for all staff and exclusively for managers.

CJSC "Kyivstar G.S.M." the vast majority of employees work with technically complex products and services. Working in the mobile communications sector requires constant updating of professional knowledge, flexibility of thinking, innovation and customer focus. Here final result The activity of the organization depends on the correct orientation of all employees, including ordinary ones, which means that we need to constantly stimulate the development of these qualities at all levels of the organizational hierarchy. Therefore, we decided that the competency model should be developed for all staff.

The next question is: will we differentiate competencies depending on the category/position or we will develop universal set reflecting the main strategic objectives of the entire company? In different organizations, we have seen successful solutions in both of these approaches.

For clients, we provide a whole range of services, but within the same type of business, so we strive for the company to have a recognizable brand on the market, to be perceived as a single entity. Therefore, all Kyivstar employees must have something in common - something that each of us must demonstrate with our behavior, regardless of our position. On the other hand, the company is a huge full-cycle production: we have independent divisions for the construction of the network and its maintenance, divisions responsible for sales, marketing, service, logistics, support services, etc. In addition, our branches are located in all regions of Ukraine. Naturally, the company employs representatives of many professions, but success in different departments, positions, regions requires different competencies.

If you put together the basic competencies required of all employees, and a set of special competencies, you get a rather impressive set of requirements for behavior in the workplace, which is difficult to remember. Therefore, we came to the conclusion that the Kyivstar corporate competency model should contain both general requirements for all employees and specific requirements for specific types activities ( drawing). "Individual" competencies are defined by the content of the job and the role that the person performs in that position in accordance with the company's expectations.

Rice. Competence Model

Basic competencies- This mandatory requirements to employees, they were set by top-level managers. The list of core competencies describes a kind of perfect portrait employee of our company. The main ones are:

dedication to business;

focus on change;

delegation of authority;

teamwork;

impeccable performance of their duties;

decency.

Each of these concepts is filled with specific content for us. Senior and middle managers gathered and discussed how they understand the essence of each of the core competencies, what behavior is expected from employees and encouraged by the company.

The assessment showed that the majority of our employees fully possess the required basic competencies. For those who do not always demonstrate the expected behavior, with the help of the competency model, we can easily show how their behavior differs from the expected one, what should be paid attention to. I think that employees whose behavior does not correspond to basic competencies should not be in the company at all, they need to be weeded out at the stage of recruitment. At the same time, the presence of such clear guidelines as basic competencies helps newcomers choose the right course of action, and those who have been working in the company for a long time - stay on track.

Functional competencies- This necessary requirements to the position, which are based on the functions and actions performed at the workplace. Functional competencies are described in some detail in qualification handbooks, these are mandatory requirements. Speaking of competence, we had in mind the skill in performing a certain activity. Knowledge and experience are an essential attribute of functional competence, and they can be assessed through professional certification.

Role competencies- These are the requirements for the expected work behavior of the employee. They are determined, first of all, by the specifics of the company's activities: business area, management style and features of the corporate culture, which reflects all the nuances of the life of the organization.

Role competencies “crown” the profile of the position in this organization; they reflect strategic direction business development or market positioning of the company over a certain period of time, therefore, the most volatile.

The lists of role competencies in different companies, as a rule, are the same. At the same time, the semantic content and description of behavioral indicators should be purely individual for each organization. They need to be adjusted in accordance with the company's development goals, ideally ahead of schedule.

Separately, it is worth noting that many role competencies are similar to managerial ones. Since they are essential qualifications for a managerial position, perhaps they should be classified as functional competencies? At first glance, this is justified, but practice constantly shows us that managers who are successful in one company can fail in another. Moreover, the failure is connected precisely with the fact that they transferred their previous work experience, their type of behavior to a new place, completely ignoring the features of the new organization.

In our model, managerial competencies are assigned to the group of role competencies, since they reflect the characteristics of activity at a given moment in time and in our company. These requirements are formulated for future employees already at the stage of recruitment (during the assessment center).

Special methods have been developed to identify the most important role competencies for the company, as well as describe the behavioral indicators corresponding to them.

For example, method of "repertory grids" is based on comparing the behavior of successful employees and employees with the achievements of the average level - "stars" and "averages". By identifying how the behavior of the "stars" differs, we can take these features as models for all personnel. This approach is good in a situation where a large number of employees perform similar work in the same conditions. In addition, it is important that the company has attentive and responsible managers who could characterize each of the employees, highlight and analyze the differences in their behavior.

Method of interviewing successful of employees requires developers to be able to conduct interviews of various types, analyze qualitative data and draw correct conclusions. For example, the method has proven itself well in the development of competency models. critical incidents and special question sets. (Consulting companies offer a wide variety of such questionnaires, including "automated" ones.)

How did we do? The comparative method was used only when working with a limited range of positions. Although Kyivstar is a fairly large company, there is a sufficient number of employees performing homogeneous activities only in the division engaged in after-sales service. For the rest of the units (which are thousands of people), it was impossible to apply this method.

Usage interviewing method gave us the opportunity to automate the polling system, which we took advantage of.

In fairness, it should be noted that back in 2003 we analyzed all available sources of information and compiled an exhaustive list of competencies (a total of 36 competencies in three categories: functional, managerial and emotional). From this list, the leaders chose the most important for each of their subordinates.

Each competency was given a title and a description (in general terms), but no detailed behavioral indicators were given to assess how well the competency performs in real-life situations. This led to significant subjectivity in assessments, so it was necessary to “agree on terms”: to determine exactly how this or that competence is manifested in our company.

We took the next step towards a more correct description of competencies: using a special methodology, we interviewed 100 employees from various functional departments who had successful work experience at Kyivstar GSEM. After analyzing their answers, we were able to formulate behavioral indicators that reflected the manifestation of a particular competence.

After such a “reformatting”, we received a new set of 20 competencies, some of which have two or three levels of complexity of manifestation.

Of course, not every innovation is enthusiastically perceived by employees. In order to overcome the largely natural resistance to change, to dispel fears, management theory proposes to involve personnel in the search and decision-making process. People involved in this process perceive changes much easier.

In the case of developing a competency model, the involvement of employees is indispensable. Basic competencies in the standard description are accepted as mandatory for all personnel, functional ones (education, special knowledge and experience) are standardized for each position, but the rest of the requirements for managers, as noted above, are reflected through role competencies. It is possible to identify which features of behavior lead to success (and these are role competencies) only in the process of joint discussion and analysis of activities.

Next, from the set of role competencies, we had to select key position competencies. How did we do it? Gathered a group of leaders and experienced professionals (usually five to six people), well who know the job in the position for which the selection of key competencies is carried out. All members of the group received a description of the full set of competencies (on special cards). They had to choose the most important competencies for the position under discussion (no more than eight). These specialists worked independently of each other, then the resulting sets of selected competencies were compared. Differences of opinion were discussed in the group, after which an agreed set of five to seven competencies was adopted. It is these competencies that we include in the employee's job description and in the assessment form for the annual assessment of his performance.

When developing the competency model, we set ourselves several goals:

First of all, focus the employee's attention on the behavior that is described by the key competencies of the position.

Help each employee achieve the required level of competency. To do this, we regularly assess the level of manifestation of the required behavior. Based on the results of the assessment, the development (through training, self-development or support from the manager) of those competencies that are manifested weaker than necessary is ensured. This is first of all. But at the same time, the assessment focuses the attention of the employee on the further improvement of all other competencies.

Identify employees with high competencies and high development potential to prepare them for career development.

Help managers identify competencies displayed by employees at a particularly high level (even if they are not key to the position). Identifying existing abilities is the path to proper career planning.

Help employees to self-understanding, self-orientation And self-realization.

We recognize that a deep understanding of the competency model takes time. Competences reflect the quality of behavior, and our motives underlie the causes of behavior. Motivating factors can be external incentives - salary, position and belonging to the company, but many are motivated by the desire to achieve more. In order to learn how to use motivation effectively, it is important to use all factors, including self-motivation.

Many companies already practice setting base salaries based on a competency model. At the same time, the development of not only the competencies necessary in this situation and for this position is stimulated, but also those that are not yet in demand. That is, the abilities that the company will need in the future are rewarded.

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The article analyzes various definitions of the concept of "competence", "competence", the main provisions of the competence approach in the training of future officers of the technical support services of the internal troops of the Ministry of Internal Affairs of the Russian Federation, the means of forming professional competence in the study of humanitarian, social and economic, mathematical and natural sciences, professional cycles of disciplines educational program, as well as criteria for assessing its formation. The criteria define the requirements for the professional competence of graduate officers in various areas of activity, ranging from knowledge of legal acts regulating the field of activity to compliance with safety requirements when performing individual operations Maintenance and repair of special-purpose vehicles in service with the internal troops of the Ministry of Internal Affairs of the Russian Federation.

professional competence.

competence approach

military professional competencies

professional and specialized competencies

professional competencies

general cultural competencies

competence

1. Zimnyaya I. A. Key competencies - a new paradigm of the result of modern education // Internet magazine "Eidos" - [ Electronic resource] / http://www.eidos.ru/journal/2006/0505.htm.

2. Kapustin V. B. Professional competence of Soviet officer cadres. - M., 1992. - 59 p.

3. Order No. 225 of July 19, 2011 of the State Committee for Foreign Affairs of the Ministry of Internal Affairs of the Russian Federation “On approval of qualification requirements for the level of military-professional (special) training of graduates and the main educational program of the federal state state military educational institution higher professional education "Perm Military Institute of Internal Troops of the Ministry of Internal Affairs of the Russian Federation".

4. Popov M. A complete dictionary of foreign words that have come into use in the Russian language. - 1907. [Electronic resource] / http://www.inslov.ru/html-komlev/k/kompetentnost5.html.

5. Sinyakova M. G. Basic approaches to determining the essence of general cultural competence of a bachelor of management / M. G. Sinyakova // International Journal of Experimental Education. - 2010. - No. 9. - P. 24–25.

6. GEF VPO in the direction of training (specialty) 190110 "Special Purpose Vehicles". Approved by order of the Ministry of Education and Science of the Russian Federation dated December 24, 2010 No. 2076.

7. Khutorskoy A. V. Key competencies as a component of the personality-oriented paradigm of education // Update Russian school: Report of the 4th All-Russian remote August pedagogical conference (August 26 - September 10, 2002) [Electronic resource] / Access mode: http://www.ei-dos.ru/conf. - 05/26/2009.

A distinctive feature of education in the 21st century is its focus on free development, the development of creative initiative, the independence of students, the formation of competitiveness and mobility of future specialists. In connection with this priority direction of the Russian educational policy, at present, the transition from the knowledge paradigm to the competency-based approach has been proclaimed, which was normatively fixed in 2001 by the government program for the modernization of Russian education until 2010. The modern model of the competency-based approach was discussed and specified. The competence-based approach is based on two basic concepts: "competence" and "competency". The study of works on the problem of the competency-based approach shows that there is still no unambiguous definition of competence and competence, as well as a unified classification of competencies. A. V. Khutorskoy offers the following definitions:

competence - a set of interrelated personal qualities (knowledge, abilities, skills, methods) set in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them;

competence - possession, possession by a person of the corresponding competence, including his personal attitude to it and the subject of activity, i.e. competence is a characteristic given to a person as a result of evaluating the effectiveness (effectiveness) of his actions aimed at resolving a certain range of tasks that are significant for a given community (problems).

I. A. Zimnyaya believes that the concept of competence originated in the days of the ancient Greek scientist Aristotle, who studied “the possibilities of the human condition, denoted by the Greek “atere” - “a force that developed and improved to such an extent that it became feature personalities".

The "Complete Dictionary of Foreign Words Used in the Russian Language" of 1907 defines competence as "sufficient awareness necessary to resolve issues in a certain area and make sound judgments about a certain range of phenomena" .

The definitions of competence are similar and duplicate each other, while there is no single interpretation for “competence”, this concept is interpreted as “a set of powers (rights and obligations) of a body or official established by law, the charter of this body or other provisions” , "possession (possession) of knowledge that allows one to judge something", "the area of \u200b\u200bissues in which someone is well aware." You can find such definitions of “competence” as “a range of issues, phenomena in which a given person has authoritarianism, knowledge, experience; the terms of reference, the area of issues, phenomena subject to someone’s management”, “the personal capabilities of a person, his qualifications (knowledge, experience), which allow him to take part in the development of a certain range of decisions or decide on his own, thanks to the presence of certain knowledge and skills”.

We will proceed from the fact that competence is understood as a complex resource of the individual, which provides the possibility of effective interaction with the outside world in a particular field of activity and which depends on the set of competencies necessary for this. Competence requirements are presented in the Federal State Educational Standard of Higher Professional Education (FGOS HPE) in the form of a profile of a future specialist with a set of competencies that need to be formed in a student as they master higher professional education programs.

Consider the essence of the professional competencies of cadets of a military university on the example of the direction of training (specialty) 190110 "Special Purpose Vehicles". The corresponding GEF HPE in the requirements for training a specialist determines that a graduate must have general cultural competencies (OK), professional competencies (PC), professionally specialized competencies (PSK) . A graduate of a military university, in addition to the competencies specified in the above-mentioned Federal State Educational Standard, must also have military professional competencies (VPK) set out in the PEP of a military university. At the same time, the number of these competencies depends on the direction and level of training. Competences corresponding to a certain level of education and qualifications are considered as educational outcomes. The transition to the Federal State Educational Standard of Higher Professional Education has set a difficult task for the university, which ensures the achievement of an educational result (the formation of general cultural and professional competencies). Thus, the graduate must have general cultural and professional views competencies, each of which will be discussed below.

General cultural (in some sources - basic) competencies are not professionally conditioned, they should be possessed by all specialists, regardless of their field of activity. They enable university graduates to more successfully realize themselves in various fields of activity, including those not related to the qualifications obtained at the university. In general, general cultural competencies are focused on the formation of abilities for logical, orderly thinking and working with information - to receive and systematize it. General cultural competencies as part of basic competencies act as a kind of primitive and fundamental component for such formations as professional readiness and competence, professionalism, mastery, individual creativity, etc. General cultural competencies, unlike other competencies, are more stable and inextinguishable. So, if professional competencies can be short-lived and changing (due to obsolescence of applied knowledge, improvement of production technology, etc.), then a person carries basic competencies throughout his life, having the opportunity to build his new professional image on their basis each time. Thus, general cultural competence can be considered as the basis for the formation of a highly developed and competent specialist.

Along with the formation of general cultural competencies, the task of teachers of a military university is to develop the professional competence of a graduate - a future officer who, when performing everyday and service-combat tasks, must be a professional soldier in his field of activity. The profession of "officer" is one of the most difficult professions of modern society, as it requires its subject to be able to solve professional problems with high efficiency in extreme conditions associated with risk to life, limited time for decision-making, a high level of responsibility, both for their actions and for the actions of subordinates. Thus, professional competence is the readiness of a serviceman on the basis of acquired knowledge, skills, experience, all his abilities to independently perform the tasks determined by military service for his official purpose.

So, for example, at the end of the study of the discipline "Operation, diagnostics, repair and disposal of special-purpose vehicles" it is determined by the standard that the graduate must have:

the ability to develop technological documentation for the production, modernization, operation, maintenance and repair of special-purpose vehicles (PC-19);
the ability to organize work on the operation of special-purpose vehicles (PC-23);
the ability to organize technical control in the study, design, production and operation of special-purpose vehicles (PC-24);
the ability to draw up plans, programs, work schedules, estimates, orders, applications, instructions and other technical documentation (PC-25);
ability to professional activity when operating military tracked and wheeled vehicles using advanced methods to ensure reliability and minimize operating costs (PSK-1.3).

In the qualification requirements of the Basic Educational Program of the Military Institute, it was added that the graduate must have the competencies necessary for the officers of the technical support services of the internal troops of the Ministry of Internal Affairs of Russia to successfully fulfill the tasks assigned to them in peacetime and wartime, namely:

the ability to perform the duties of a platoon (company) commander, heads of technical support services when accepting cases and positions, planning work, maintaining official correspondence and ensuring secrecy, preparing personnel for service in an order, accounting for personnel (VPK-3);
the ability to organize the provision of subunits and a military unit with weapons and military equipment, ammunition, fuel and lubricants and military equipment, their storage and accounting, accounting and reporting on the technical support services of a military unit in peacetime and wartime (VPK-9).
have knowledge of the designs of the main brands of artillery weapons and ABT, technical means fuel and lubricants services, their components, assemblies and systems; their maintenance and current repair, the methodology for troubleshooting weapons and military equipment (VPK-11).
the ability to plan and organize the operation and restoration of weapons and military equipment, monitor their technical condition and carry out measures to maintain combat readiness of the weapons and military equipment of a unit and ABT of a military unit in peacetime and wartime (VPK-12).
the ability to personally perform the main work of the established types of ABT maintenance, drive a car (be a member traffic), armored personnel carriers and infantry fighting vehicles, ensuring traffic safety and compliance with traffic rules, shoot from small arms and armament of military vehicles, perform combat techniques without weapons and with weapons, control unit formations on foot and in vehicles, navigate the terrain with and without a map ( VPK-13).
the ability to deploy production technological equipment, stationary and mobile means of maintenance and repair of weapons and military equipment of a military unit (VPK-14).

So, the key link in the officer's professional activity is military-professional competence. As a result of the analysis of the competencies developed in a cadet while studying the discipline, several groups of qualities can be distinguished that a military specialist must possess, the main ones are: special qualities; command qualities; managerial qualities; adaptive qualities; performance qualities of an officer.

The formation of the general cultural and professional competence of a professional officer is carried out when studying the humanitarian, social and economic, mathematical and natural sciences, professional cycles of the disciplines of the main educational program, for which a certain time budget is allocated. For the first three or four years, a cadet covers the first two cycles of disciplines, because they contain a range of fundamental questions, both in fundamental areas of knowledge and in general education, without which an intelligent person, a professional in his field, is inconceivable.

The basic part, which defines the specialty, prescribes the study of disciplines, such as: the theory of mechanisms and machines, strength of materials, machine parts and design fundamentals, hydraulics and hydropneumatic drive, technology for the production of special-purpose vehicles, operation, diagnostics, repair and disposal of special-purpose vehicles and etc. The last of the above disciplines is the most important in the preparation of a qualified specialist in the field of organization of operation, repair, maintenance, repair and disposal of samples that are in service with the internal troops of the Ministry of Internal Affairs of Russia. A feature of the professional cycle of disciplines is the obligation to conduct laboratory work, practical exercises, the implementation of course projects, during which students must acquire the skills of designing vehicles, fleets of military units, drawing up an annual plan for the operation and repair of vehicles of a military unit, etc., studied in the relevant courses of disciplines.

In view of the fact that the process of training a professional officer is complex and multifaceted, it is necessary to evaluate the quality and quantitative parameters its dynamics are quite tricky. Therefore, it is necessary to determine the criteria for the formation of the professional competence of military specialists, which are understood as a set of objective and subjective indicators that give a qualitative description of its state, based on which it is possible to identify its essential properties and the degree of manifestation in activity.

To assess the quality of formation of the professional competence of an officer-graduate of technical support services, it is proposed to single out its four levels: high, medium, sufficient and critical, the content of the requirements for which is given below.

A high level is a deep knowledge of the content of planning documents for organizing the operation, maintenance, repair and disposal of special-purpose vehicles (hereinafter referred to as TSSN), competent and accurate execution of documents worked out in the course of the daily activities of internal troops, competent and accurate execution of operations technological process maintenance, repair and disposal of TSSN, strict and precise compliance with safety requirements in their implementation.

Medium level - solid knowledge of the content of planning documents for organizing the operation, maintenance, repair and disposal of TSSN, competent and logical, without significant inaccuracies, the execution of documents worked out in the course of the daily activities of the internal troops, performing operations of the technological process of maintenance, repair and disposal of TSSN, strict and precise compliance with safety requirements in their implementation.

Sufficient level - knowledge of the basics of the content of planning documents for organizing the operation, maintenance, repair and disposal of TSSN, some inaccuracies are allowed in the execution of documents worked out in the course of the daily activities of the internal troops, some inaccuracies are allowed in the execution of operations of the technological process of maintenance, repair and disposal of TSSN , strict and precise compliance with safety requirements in their implementation.

Critical level - gross errors are allowed in the knowledge of the basics of the content of planning documents for the organization of operation, maintenance, repair and disposal of TSSN, gross errors are made in the preparation of documents worked out in the course of the daily activities of internal troops, gross errors are made in the execution of operations of the technological process of maintenance, repair and disposal of TSSN, safety requirements are violated during their implementation, cannot apply the acquired knowledge in practice.

In conclusion, we note that the training of a professional officer in a military university in the specialty is subordinated to a specific goal - the fulfillment of the state order in accordance with the Federal State Educational Standard of Higher Professional Education for the training of highly professional military specialists with a predetermined level of professional competence. Understanding the essence of professional competencies, which are the content of a specialist's competence, the ability to assess the degree of their formation will help teachers of military special disciplines in solving the problem of training a competent military specialist.

Reviewers:

Rogozhnikova R.A., Doctor of Pedagogy, Professor, Professor of the Department of Pedagogy of the Federal State Budgetary Educational Institution of Higher Professional Education "Perm State Humanitarian and Pedagogical University", Perm.

Plotnikova E.G., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Higher Mathematics of the Federal State Autonomous Educational Institution of Higher Professional Education "National research university"Higher School of Economics" NRU HSE - Perm, Perm.

Bibliographic link

Glebov V.A. THE ESSENCE OF PROFESSIONAL COMPETENCES OF CADETS OF A MILITARY UNIVERSITY // Contemporary Issues science and education. - 2013. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=10035 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

"Competence" is a word that is used, perhaps not so often, but sometimes still slips in certain conversations. Most people perceive its meaning somewhat vaguely, confusing it with competence and using it out of place. At the same time, its exact meaning can serve as a weighty argument in controversy and discussion, as well as in proceedings. So what do they mean and what are they? Let's take a closer look.

Terminology

According to Efremova, competence is defined as a field of knowledge and the range of issues in which an individual is well aware. The second definition, according to the same source, says that this word also denotes a set of rights and powers (refers to an official). The latter is reduced to the term He is somewhat stricter than the former. But this definition is much more relevant to the essence of the present question of what competencies are, since the first option has many synonyms and is not so narrowly defined.

Competence and related terms

There are two approaches to interpreting the terms competence and competence:

identification;
differentiation.

Competence, roughly speaking, is the possession of any competence. In accordance with how widely the latter term is considered, and their relationship with the first concept is interpreted. By the way, it is described as characterizing the quality of the individual, his ability. Competence is interpreted differently - it is, first of all, a set.

Structuring

Competence is an integral result of the interaction of the following elements of its structure:

target. Defining personal goals, drawing up specific plans, building models of projects, as well as actions and deeds in order to achieve the desired result. The ratio of goals and personal meanings is assumed.
Motivational. Genuine interest and sincere curiosity in the work in which the person is competent, the presence of his own reasons to solve each arising task associated with this activity.
orientation. Accounting in the process of work of external prerequisites (understanding the base of one's work, the presence of experience in it) and internal (subjective experience, interdisciplinary knowledge, methods of activity, specific features of psychology, and so on). An adequate assessment of reality and oneself - one's own strengths and weaknesses.
Functional. The presence of the ability not only to have, but also to use in practice the acquired knowledge, skills, ways and methods of activity. Awareness of information literacy as a basis for the formation of one's own development, innovation of ideas and opportunities. Lack of fear of complex conclusions and decisions, the choice of non-standard methods.
Control. There are limits to the measurement of flow and conclusions in the course of activity. Moving forward - that is, the improvement of ideas and the consolidation of correct and effective ways and methods. Relationship between actions and goals.
Evaluator. The principle of three "self": analysis, evaluation, control. Evaluation of the position, necessity and effectiveness of knowledge, skills or the chosen way to act.

Each of the elements can influence all the others by its behavior and is a significant factor for the concept of "formation of competencies".

Categorization

The terminology made it possible to understand what competencies are in a general sense. More specifically, it falls into three broad categories:

self-management;
leading others;
organization leadership.

Competences can also be divided according to another principle: for example, based on who owns them. Such types will affect professions, organizations and social groups.

Consider the following:

Teacher competencies. The essence of professional and pedagogical competence.
Competencies of students. Definition of a limited set of knowledge and skills.

Why were these chosen?

Relevance

The relationship between a teacher and a student is an intricate structure consisting of many elements. Lack of competence in matters of one entails a similar problem in another. As for what exactly should be included in the competence of the teacher, here one can observe an even more ambiguous situation.

Student competencies

Most scientists insist that the competence of students, more precisely, their number, should be strictly limited. Therefore, the most important ones were chosen. Their second name is core competencies.

The Europeans compiled their list approximately, without clarification. It has six items. The student must:

learning is the main action;
think - as an engine of development;
seek - as a motivational layer;
cooperate - as a communicative process;
adapt - as social improvement;
to get down to business - as the implementation of all of the above.

Domestic scientists treated the matter more responsibly. Here are the main competencies of students (seven in total):

The ability to learn. It assumes that a student who is able to learn independently will be able to apply the same independence skills in work, creativity, development, and life. This competence involves the choice of a learning goal by the student or the awareness and acceptance of the goal chosen by the teacher. This also includes the planning and organization of work, the selection and search for special knowledge, the availability of self-control skills.
General cultural. Development of personal self-perception of oneself in general and in society, spiritual development, analysis of national and interethnic culture, the presence and use of language skills, self-education in oneself of moral and socio-cultural common values, focus on tolerant intercultural interaction.
Civil. This competence includes the ability to navigate the socio-political life, that is, to be aware of oneself as a member of society, the state, as well as social groups. Analysis of ongoing events and interaction with society and public authorities. Consider the interests of others, respect them, act in accordance with the relevant legislation of a particular country.
Entrepreneurial. It implies not only the presence, but also the realization of abilities. These include, among others, the ratio of the desired and the actual, the organization of activities, the analysis of opportunities, the preparation of plans and the presentation of the results of work.
Social. Determination of one's place in the mechanisms of social institutions, interaction in social groups, compliance with the social role, diplomacy and the ability to come to compromises, responsibility for one's actions, community.
Information and communication. Rational use of opportunities information technologies, building information models, evaluating the process and result of technical progress.
Health care. Preservation of both one's own health (moral, physical, mental, social, etc.) and others, which involves basic skills that contribute to the development and maintenance of each of the above types of health.

Key qualifications (basic skills)

European countries are synonymous with the meaning of the words "qualifications" and "competencies". Core competencies are also called core skills. They, in turn, are determined by those personal and interpersonal qualities that are expressed in various forms in various social and work situations.

List of key competencies in professional education in Europe:

Social. Development of new solutions and their implementation, responsibility for the consequences, correlation of personal interests with workers, tolerance for intercultural and interethnic features, respect and cooperation as a guarantee of healthy communication in the team.
Communicative. Oral and written communication in various languages, including various programming languages, communication skills, communication ethics.
Socio-informational. Analysis and perception of social information through the prism of critical sanity, possession and use in different situations information technologies, understanding of the human-computer scheme, where the first link commands the second, and not vice versa.
Cognitive, also called personal. The need for spiritual self-development and the realization of this need - self-education, improvement, personal growth.
Intercultural, including interethnic as well.
Special. Includes the skills necessary for sufficient competence in professional field independence in this activity, an adequate assessment of their actions.

Competence and qualifications

For a person of the post-Soviet space, however, it is a little strange to hear the terms given in the title in The question of what competencies are starting to arise again and needs some clarifications for a clearer definition. Domestic researchers call qualification sufficient preparation for framework activity, in stable and limited states. It is considered an element of the competence structure.

But this is only the beginning of the differences. Also, key competencies in various sources have different names and interpretations.

Zeer called the key universal knowledge, as well as intercultural and intersectoral. In his opinion, they help to realize more specific skills necessary for a certain professional field of activity, and are also the basis for adaptation in non-standard and new situations and productive and efficient work in any circumstances.

Professional competencies

V. I. Baidenko singled out another important layer - professionally oriented competencies.

The concept has four connecting interpretations:

A combination of resilience and flexibility in receiving and accepting information, as well as in applying the received data to solve problems, in openness to interact with the above environment.
Quality criteria, scope, and relevant information used as constructs for the design of standards.
Effective implementation of qualities and skills that contribute to productivity and effectiveness.
The combination of experience and information that allows a person to progress in his work activity.

If we consider the terminology proposed by Baidenko, then we come to the conclusion that professional competence is not only a skill, it is an internal predisposition to act expediently and in accordance with the requirements of the task being performed in one's work area. A competent employee is ready to do it.

The competence of a teacher is one of the categories of professional, as well as covering the area of professional and pedagogical competence. More on this below.

Professional and pedagogical competence

The concept of teacher competence is an expression of the personal capabilities of the teacher, thanks to which he is able to independently effectively solve the tasks set for him by the administration of the educational institution, as well as those that arise in the course of training. This is theory put into practice.

The skills of a teacher come down to three main layers of abilities:

the use of learning techniques in the real state of affairs;
flexibility in decision-making, a variety of techniques for each of the tasks;
developing yourself as a teacher, innovating ideas and improving skills.

Depending on the ownership of these layers, there are five levels:

The first level of competence is reproductive.
The second is adaptive.
The third one is locally modeling.
The fourth is system-modeling knowledge.
Fifth - system-modeling creativity.

Competence assessment is based on the following requirements:

focus on individual characteristics;
comparison of previous assessments in order to identify;
diagnosing - should also be aimed at developing competencies, drawing up ways and plans for improvement;
creation of motivations and opportunities for introspection, self-assessment.

Competency assessment relies on the following criteria:

knowledge of the subject;
innovation;
attitude to work;
knowledge of psychological and pedagogical bases;
the ability to draw up curricula;
effectiveness of curricula;
pedagogical tact;
attitude towards students;
application of an individual approach in work;
student motivation;
development of students' skills of scientific thinking;
development of students' creative thinking;
the ability to arouse interest in the subject;
competencies in the classroom - types of work and activities;
correctness of speech;
Feedback;
paperwork;
self-education, self-improvement of personality and skills in objective activities;
extracurricular work:
communication with parents, colleagues, administration.

Competence of higher organizations

Of interest for consideration are those instances that themselves determine the management of the competencies of lower ranks. What qualifications should they have?

Power competence:

policy implementation (internal and external);
control of the socio-economic sphere;
managing the competencies of lower authorities, ensuring the effective operation of a single structure;
the ability to maintain the integrity of connecting elements;
the formation of special programs that are appropriate for emerging problems, the implementation of programs;
realization of the right of legislative initiative.

Power, as you know, is divided into executive, judicial and legislative. The competence of the courts is determined on the basis of their level. For example, the International Court of Justice can deal only with cases between states, while the arbitral tribunal has jurisdiction over economic cases. The competences of such organizations are determined by their charter, as well as set out in the Constitution.

Competencies of entrepreneurial organizations, firms, etc.

The key competencies of the company are the basis for its strategic development, are aimed at improving activities and making a profit. Having sufficient qualifications allows the organization not only to stay afloat, but also to progress to the next level. A core competency should be closely related to the company's activities. That way, it allows you to get the most out of it.

Competences of the organization on the example of a business company in the field of trade:

knowledge of the field of activity (market) and constant updating of this knowledge;
the ability to analyze and implement the right decisions for the benefit of the company;
the ability to keep moving forward.

Conclusion

The concept of competencies borders on two more terms: competence, the scope of which is somewhat blurred, and qualification. The first can be somewhat confused with the original one, due to lexical features and etymology, and the relationship with it is determined from the choice of the term of competence. It is somewhat more difficult with qualifications: in the European community, concepts are identified, while domestic science has tacitly agreed to more than differentiate them. Because of this, the situation with the designation of key competencies is not as clear as we would like.

The essence of the military-professional competence of an officer

The need to form and develop the professional competence of military personnel is determined by the requirements of the social order for guaranteed protection of the Fatherland, ensuring military security, and solving the problems of reforming the Armed Forces.

In the process of expanding the political, socio-economic ties of Kazakhstan with other states, the role of the Border Service of the KNB of the Republic of Kazakhstan in ensuring national security at the state border is increasing. The intensification of the fight against crime, including cross-border crime, is taking place in the context of the replacement of military forms of protecting the state border with law enforcement ones. In this regard, today the requirements for the professional, psychological training of officers of the border units, for their ability to carry out official activities in the extreme conditions characteristic of it, have increased significantly. The new requirements for officers-border guards, the real results of their service indicate the existence of significant problems with their readiness for professional activities, the existing problems in their training in higher military educational institutions.

Increased attention to the issues of formation of professionalism of officers-border guards is due to a number of social, legal, scientific, organizational, psychological, pedagogical and other factors.

One of the main contradictions in the modern military pedagogical process is the discrepancy between the required and the actual level of officer training. In its process, knowledge is mainly mastered, but a holistic military-professional experience is not formed.

Despite the general trend of a sharp decline in the level of military discipline, a wave of hazing, rough pressure by officers on subordinates, up to and including assault, and contrary to the declared general trend of humanization and democratization of relations in military collectives, a stop is noticeable in psychological research, regression in publications. A significant part of the officer corps of subunits and units is now characterized by an extremely low level of psychological preparedness.

At the same time, scientists, mainly teachers, lawyers, sociologists, consider the process of improving service and combat activities mainly through the prism of personnel, organizational, legal, and managerial measures, to a certain extent without attention to the individual as a subject of frontier activity, outside of holistic systemic psychological approaches to this issue.

Unfortunately, the level of university psychological training of officers-commanders and deputy commanders for educational work hardly meets modern requirements. He seems to be frozen in the schoolchildren's study of some definitions in psychological functions and mental formations, which negatively affects all their work with personnel.

From scientific and psychological positions, the functions of the commander and deputy for educational work are not substantiated and even not fully indicated.

And it is no coincidence that the periodical military press has repeatedly noted that many officers, having become the head of military collectives, feel insecure when they have to solve the socio-psychological problems of leading people, timidly, cautiously apply their knowledge in practice.

Thus, the main reasons for the transition in the training of military specialists to the formation of their military professional competence should be considered as follows.

1. Intensive changes in modern society, high rates of its socio-economic development cause a continuously growing flow of social and professional information, which complicates the process of assimilation of professional knowledge. The military-professional knowledge acquired in the process of training sometimes becomes obsolete faster than military personnel are ready for execution. functional duties.

2. The tasks of modernizing military professional education, which require taking into account the needs of the personality of a serviceman and the needs of society in highly professional military specialists.

3. Increasing the importance of activity, independence, readiness of military personnel to perform their duties, the ability to mobilize their personal potential for the successful solution of various tasks of military activity. It is necessary to train a military professional who will not wait for instructions, and from the first days of service in office will successfully fulfill it, showing creativity and reasonable initiative.

Solving the problems of training specialists that meet modern requirements is possible through the formation of military professional competence among military personnel necessary for the successful performance of functional duties and various tasks. military service and based on the acquired knowledge, skills, abilities, experience, readiness to carry out professional activities.

The concept of "competence" in relation to the characteristics of the level of professional training is used relatively recently. Competence and competence make V.I. Dahl single concept.

In the modern sense, competence is considered in the following 2 aspects:

Competent;

Possession of knowledge to judge something.

Competent, competent;

Knowledgeable, versed in a particular area.

It follows from this that competence and competence are complementary and mutually dependent concepts.

Therefore, for the effective implementation of military activities, it becomes important for officers to have formed military professional competence as their ability to successfully solve their professional tasks.

V.S. Bezrukova understands competence as “possession of knowledge and skills that allow expressing professionally competent judgments, assessments, opinions”.

HE. Shakhmatova professional competence means a set of professional knowledge and skills, as well as ways to perform professional activities.

In the dictionary of a practical psychologist, socio-psychological competence is defined as "the ability of an individual to effectively interact with others in the system of interpersonal relations."

Competence is formed in the course of human development of communication systems and inclusion in joint activities. The composition of socio-psychological competence includes the following components - the ability to navigate in social situations, the ability to correctly determine the personal characteristics and emotional states of other people, the ability to choose adequate ways to communicate with people and implement them in the process of interaction, the ability to put oneself in the place of another. Skills are a key component of competence.

Competence is the level of a person's skills, reflecting the degree of compliance with a certain competence and allowing them to act constructively in changing social conditions.

The professional competence of a specialist should consist of such components as spiritual and moral, cognitive and creative, institutional, and communicative.

The socio-psychological competence of the individual is a special knowledge about society, politics, economics, culture, etc. In other words, the socio-psych. Competence in its content resembles what was once called a worldview. It allows the individual to navigate in any social. situations, make the right decisions and achieve your goals.

The essence of military-professional competence is expressed in the formation of a complex of qualities in military personnel that meet the requirements of military labor.

The content of military professional competence is determined by the goals, tasks and nature of military activity, which has a number of specific features: the conditionality of its goals and tasks by the social order of society and their legal consolidation in laws, military regulations and orders; the versatility of the tasks of military activity and their extreme character; the orientation of the results of military labor to ensure the national security of the state, etc.

Military-professional competence is understood as an integrative quality of servicemen, representing a set of professionally significant qualities, the ability and willingness to solve professional problems and tasks that arise in real situations of military activity, using knowledge, skills, abilities, professional and life experience, values and culture.

The competence of military personnel as military professionals is formed by a system of key, basic (general) and special competencies that develop in the process of training and develop in activity.

In a general sense, military professional competence is the military professional readiness and ability of an individual serviceman or military unit to perform combat missions and military service duties.

The concept of military-professional competence is complex and multifaceted, since military activity itself is also versatile. It distinguishes interrelated parties united by social goals and objectives: training and combat (combat) professional and service activities, everyday relations in which the development of a particular serviceman and military teams is carried out, and the results of military labor are achieved - combat readiness, the moral and psychological state of soldiers, discipline, etc. All of them reflect the procedural and resulting aspects of military labor, in which the officer acts as the main organizer.

Various types of military activity have common and distinctive features. Its psychologically complete structure includes a motivational and orienting link, an integral ensemble of professional actions, and an analytical control and evaluation element. In general, the algorithm of this process involves understanding the goals and objectives of military service, studying the situation and making a decision; planning work on the implementation of the decision and organization of its execution; analysis of the results and correction of military professional activity.

In the range of professional functions of a modern officer-commander, along with the traditionally considered functions (command, educational and training), there are also those that are in demand for the purpose of emergency social significance official activities, functions:

A. Management of people and teams, which in turn includes: planning and forecasting, decision-making, setting goals and objectives for performers, B. Organization and coordination of joint activities of subordinate people and teams (divisions): command, control and authorization.

B. Formation of the socio-psychological climate of the military team.

D. Psychological and socio-psychological impact on subordinates.

D. Protection of the mental health of subordinates and the organization of the prevention of their mental and somatic diseases.

E. Management of psychological work in the regiment (battalion) - in terms of psychological support for those who need it, as well as psychological assistance, correction based on psychodiagnostics carried out by a military psychologist.

The work of a commander with his subordinates in the totality of its versatile functions necessarily presupposes, moreover, imperatively demands from him high psychological competence.

Psychological competence is a set of various deep functional-psychological and socio-psychological knowledge and skills, as well as certain (necessary and sufficient) personal qualities, allowing to carry out work with subordinates, taking into account their individual psychological characteristics, as well as taking into account the characteristics of all socio-psychological processes and phenomena in military teams, in the regiment and its subdivisions.

The psychological competence of a modern officer is one of the fundamental components (along with command, tactical, military-technical) military-professional competence.

During the training of subunits in peacetime, the service and professional activities of the commander are directed towards maintaining constant combat readiness, at the formation of combat, certain socio-moral and psychological qualities necessary for soldiers to successfully fulfill the assigned service (training) combat missions.

The activities of the commander are multifunctional. According to the book, ed. Colonel General I.N. Shkadov “Issues of education and training in military educational institutions”, as well as the book by M.I. Dyachenko, E.I. Osipenkova, L.E. Merzlyak "Psychological and pedagogical foundations of the commander's activity" reveals a number of functions of an officer (commander):

Socio-political.

Organizational and managerial.

Military special.

Military-pedagogical.

Administrative and economic.

Of course, all these functions are extremely important in the activities of the commander. At the same time, as life shows, both the list of functions and the degree of their significance and priority have a slightly different, more accurate interpretation. In peacetime conditions, in a wide range of duties of a commander, the defining types of activity are the organization of the border service and personnel management, maintaining high combat readiness of a unit (subunit), strengthening military discipline and order, preparing soldiers for combat operations when the situation on the border and in conditions of modern warfare. Therefore, along with the art of managing people and teams, a commander is required to have a creative approach to solving assigned tasks, the ability to think outside the box, etc.

All this predetermines significant psychological work with people and collectives. At the same time, in modern conditions, the list of functions looks psychologically depleted. Consequently, a different, more in-depth approach is required to consider those functions of a commander that are determined by the nature of his activities with people and teams.

The analysis of the activities of the unit commander (head of the outpost) also shows that they are traditionally focused mainly on the substantive and methodological aspects of working with subordinates.

Psychological aspects and problems are understood rather declaratively. While today they are required not only this knowledge, but also psychological knowledge and skills, as well as a certain set of qualities, which, with a certain degree of conventionality, can be grouped into the following blocks:

1st - social and moral: citizenship, a harmonious combination of social and personal motivation, social responsibility, a sense of duty, accuracy in fulfilling obligations and other signs of decency.

2nd - intellectual: speed (efficiency), flexibility, independence and criticality of the mind - qualities that are closely associated, first of all, with the level of intellectual development, reflected in the coefficient of intelligence. For one of the important features of the commander's activity is the processing of massive, often indefinite information, in order to make responsible decisions.

3rd - organizational and managerial: exactingness, combining with respect and tact for subordinates, fidelity to the word, diligence, emotional and volitional stability.

4th - communication qualities: a high level and realism of self-esteem, self-confidence, self-esteem, self-esteem, sense of humor, optimal extroversion, a high level of control in a communication situation, literacy, certainty and expressiveness of speech.

In the activities of the commander, the greatest specific gravity accounts not for performing actions, but for organizing interaction, establishing and maintaining contacts, and for verbal and non-verbal influence. Together, these qualities determine the image of the leader, provide him with business and informal leadership - as the main prerequisite for high influence and authority.

One of the main personal criteria for the professional suitability of a commander, high predictive efficient operation determining the level of effectiveness of all functions without exception is motivational readiness for activity.

Psychological education today is clearly not enough. The level of psychological development of the personality of today's officer does not allow him to easily reorient himself to a fundamentally different perception of a person (subordinate) and a team (subordinates) and his professional life. Therefore, in order to ensure the true psychological readiness of the commander for professional service activities, a transition to a qualitatively different level of professional and psychological training of command personnel is necessary. It is quite obvious that a transition is needed from psychological enlightenment to psychological preparation for service activities, as to work in which the psychological and socio-psychological aspects are very important: psychodiagnostics, psychological support, psychocorrection, activation of the mechanisms of psychological protection of the individual, etc. and so on.

All the above psychological and socio-psychological knowledge and skills, as well as the personal and psychological qualities of the commander represent his psychological competence, which is one of the fundamental components (components) of his general professional competence.

The key concept of an officer's professionalism is a complex individual psychological formation, a property that dialectically connects personality and activity and characterizes the effectiveness and reliability of the latter. The criteria for its development are professional significant personality traits, motivation, self-esteem, service interaction, the ability to self-regulate.

Negative psychological phenomena that take place in the activities of border guard officers are professional destruction (professional deformation, emotional burnout), stress, anxiety, and others. They are determined both by the service itself and by their individual characteristics (lack of experience in behavior in difficult situations, typology of the nervous system, character traits, etc.). Young officers are more prone to professional destruction.

Thus, the level of psychological competence is a sign of an officer's professional and psychological readiness. It can therefore be considered important criterion selection and training of command personnel.

professional competence officer commander

Literature

1 Criteria and indicators of professional competence of managerial personnel of the Strategic Missile Forces // Inf. Collection of Strategic Missile Forces. - M .: VARVSN, 2005. - No. 2.

2 Tarasenko A.V. Psychological foundations of optimal management activities leader. Monograph - M.: Ed. Soyuz, 2009.

3 Kovalenko A.V. Professionalism of subjects psychological work Armed Forces of the Republic of Kazakhstan and directions of its development// Collection scientific articles adjuncts of the Military University (DSP). - M.: VU, 2009. - Issue 12. - S. 52-72.

4 Issues of training and education in military educational institutions / Under. Ed. I.N. Shkadova.- M., 1976. - S. 26.

5 M.I. Dyachenko, E.F. Osipenkov, L.E. Merzlyak. Psychological and pedagogical bases of the commander's activity. - M., 1977. - S. 8.

Definition of competencies

There are many differentdefinitionscompetencies. This should never be embarrassing. Various organizations and competency experts prefer their own definitions of this concept to “strangers” that appeared earlier. But most definitions are just variations on two themes that differ in origins.

Main themes

Two fundamental themes that give rise to contradictions indefinition of competencies :

- Description of work tasks or expected results of work. These descriptions have their origins in national training systems such as the National/Scottish Vocational Qualifications and the Management Charter Initiative (MCI).

In these systems, competencies are defined as "the ability of a manager to act in accordance with the standards adopted by the organization" (MCI, 1992).

- Description of behavior. This topic originated in the work of researchers and consultants specializing in the field of effective management.

Various definitions of behavioral competence are different variations of the same definition:competence- this is the main characteristic of the personality, the owner of which is able to achieve high results in work "(Klemp, 1980).

A specific variation is usually supplemented by an indication of what qualities the main characteristic includes. For example: to this often cited definition of competence are added - motives, character traits, abilities, self-esteem, social role, knowledge that a person uses in work (Boyatzis, 1982).

The variety of definition options indicates that although competence consists of many personal parameters (motives, character traits, abilities, etc.), all these parameters can be identified and assessed by how a person behaves. For example: communication skills are fully manifested in how effectively a person negotiates, how he influences people and how he works in a team. Behavioral competence describes the behavior of people observed when effective performers show personal motives, character traits and abilities in the process of solving problems leading to the achievement of the desired results in work.

Definition and implementation of values

In addition to motives, character traits and abilities, individual behavior is influenced by the values and principles adopted in the organization. Many companies have established what principles they are committed to and communicate these principles to their employees, especially emphasizing the role these values should play in day-to-day operations. Some companies corporate principles and values are included in the competency model and make sure that the behavior of the staff is in line with the accepted attitudes.

"Decoration of the month"

The municipal service released a statement on the company's values. These values were not reflected in the guidelines for conduct used in staff selection and performance monitoring. For example, the stated principles of operation were: "customers and suppliers should be considered as partners." And the criteria for behavior included such instructions: "in negotiations, insist on getting the best service at the lowest price" and "set and maintain prices that bring maximum benefit." If the values and principles of the municipal service determined the criteria for employee behavior, we would see such instructions: “winning in negotiations is winning the fight for high quality service” and “provide customers with high-quality deliveries for favorable price". The separation of the rules of conduct and the principles of the company's activities is obvious: employees are not obliged to always and everywhere behave in accordance with the published principles, despite the good intentions of the company. This separation of values and day-to-day work gave the impression that the values were just "decoration of the month" and in a practical sense they were not that important.

What is the difference between "competence" and "competency"?

Many want to know if there is a difference between competence andcompetence. A common belief has formed, according to which the concepts of "competence" and "competence" convey the following meanings:

The ability necessary to solve work tasks and to obtain the necessary work results is most often defined as competence.

An ability that reflects the required standards of behavior is defined as a competence.

In practice, many organizations include tasks, performance and behavior in the description of both competencies and competencies and combine these two concepts. But it is more typical to associate the description of competencies with abilities that reflect standards of behavior than with problem solving or performance.

The subject of this book is competencies. And we define the concept of competence through standards of behavior.

Typical Competency Framework Diagram

Different organizations understand differentlycompetencies. But in most cases, competencies are presented in the form of some kind of structure, like the diagram in Fig. 1.

In the structure presented in fig. 1, behavioral indicators are the main elements of each competency. Related competencies are grouped into clusters.

Figure 1 TYPICAL COMPETENCE STRUCTURE OUTLINE

Each competency is described below, starting with the main blocks - with indicators of behavior.

Behavior indicators

Behavioral indicators are standards of behavior that are observed in the actions of a person who has a specific competence. The subject of observation is a manifestation of high competence. Manifestations of weak, ineffective "negative" competence can also become the subject of observation and study, but this approach is rarely used.

Example. Behavioral indicators competencies "WORKING WITH INFORMATION", that is, actions in the process of collecting and analyzing information, include the following abilities of employees:

Finds and uses fruitful sources of information.

Precisely defines the type and form of the required information.

Receives the necessary information and saves it in a format convenient for work.

Competencies

Each competenceis a set of related behavioral indicators. These indicators are combined into one or more blocks - depending on the semantic scope of competence.

Competencies without levels

A simple model, that is, a model that covers jobs with simple standards of behavior, may have one list of indicators for all competencies. In this model, all behavioral indicators refer to all activities. For example: a model that describes the work of only senior managers of the company, in the Planning and Organization section, may include the following behavior indicators:

Makes plans that allocate work according to deadlines and priorities (from a few weeks to three years).

Makes plans that exactly match the goals of the department.

Coordinates the activities of the department with the business plan of the company.

A single list of behavior indicators is what is required, because all behavior indicators are necessary in the work of all senior managers.

Competencies by levels

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 a number of elements of different competencies to be brought under one heading, which is convenient and necessary when the competency model should cover a wide range of activities, jobs and functional roles.

For example: the content of the "planning and organizing" competency may be appropriate for both an administrative role and a manager role. The criteria for the behavior of people involved in planning and organizing activities are different for different roles, but the distribution of criteria by levels makes it possible to include homogeneous indicators of behavior necessary for organizing and planning in one competency model and not develop separate models for each role. At the same time, some competencies will have only one or two levels, while others will have several levels.

Other distribution methodcompetenciesby levels - division by professional qualities required by the employee. This method is used when the competency model refers to one job level or one role. For example, the model might include a list of the following indicators:

Initial competencies- usually this is the minimum set of requirements necessary to be allowed to perform work

Outstanding competencies- the level of activity of an experienced employee

Negative competencies- usually these are standards of behavior that are counterproductive for effective work at any level

This method is used when it is necessary to evaluate the different degrees of competence of a group of workers. Examples. Baseline (minimum) standards of conduct can be applied when evaluating job applicants. When evaluating the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can also be used to identify disqualifying factors and develop a competency model. By introducing levels, it is possible to accurately assess personal competencies without complicating the structure of the competency model.

Competency models built by levels will have one set of standards of behavior for each level.

Names of competencies and their description

To aid understanding, competencies are usually referred to by a specific name, which is given an appropriate description.

The title is usually a very short term that distinguishes one competency from others, being both meaningful and easy to remember.

Typical titlescompetencies:

relationship management

group work

influence

collection and analysis of information

making decisions

personal development

generation and accumulation of ideas

planning and organization

managing the completion of a task by a deadline

goal setting

In addition to the name of the competency, many competency models include a description of the competency. The first approach is to create a set of behavioral criteria that correspond to a specific competency. For example: a competency called "Planning and organizing" can be decoded as follows:

"Achieves results through the detailed planning and organization of people and resources in accordance with established goals and objectives within agreed timelines."

Where the competency content spans a single list of behavioral criteria, this approach works very well.

The second approach is a reasonable explanation of what is summarized, that is, an argument why this particular competence is important for the organization. This approach is best used when the competency model reflects multiple levels of behavior, because in such situations it is difficult to summarize everything that should cover all the personal roles that exist in the company and all the standards of behavior for different levels of competency.

For example. The competency model 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 for your company and the company's impact on the market and various professional groups. Instead of trying to summarize such a wide range of standards of conduct, a company might put it this way:

“To persuade other people to some idea or course of action by effective persuasion. This is very important for learning, acquiring new knowledge, for innovation, decision-making and for creating an atmosphere of trust.”

In many cases, this formulation is much more useful than a brief listing of the standards of behavior included in the competency, since the detailed description explains why the firm chooses this particular competency model, and, in addition, this description explains the special nuances inherent in the selected competency model.

Competence clusters

Cluster of competencies is a set of closely related competencies (usually from three to five in one bundle). Most competency models include clusters related to:

Intellectual activity, such as problem analysis and decision making

Actions, for example, to achieve concrete results

Interaction, for example, to work with people.

All phrases in the description of competency models should be written in a language that is generally accepted and accessible to the staff.

Competence clusters names similar to those indicated are usually given so that the competency model is understood by all employees.

Some organizations present descriptions of entire "bundles" of competencies to reveal the nature of the competencies included in each set. For example,competence cluster ii "Working with information" can be represented by the following phrase:

"Working with information includes all sorts of forms of information, methods of collecting and analyzing information necessary for making effective decisions - current, operational and prospective."