Table of competencies of a production director. What competencies are important for a leader? How to develop them? Professional competencies of a lawyer

25.09.2019

An analysis of personnel policies in most Russian companies shows that when selecting and assessing candidates for the positions of department heads, mainly professional knowledge and skills are taken into account, and the qualities of a manager and leader are most often not paid attention to.

For example, sales managers must have not only professional competencies in sales and a focus on high results and achievements, but also the competencies of leadership, customer focus, teamwork, and communication skills.

An analysis of publications devoted to the development of competency models shows a wide variety of approaches to the concept of competency. There are different points of view on the classification of competencies, the number of competencies in an effective model, the definition of levels in a competency model, etc.
But they agree on one thing: competence is the main characteristic of a person, which is causally related to effective work.

Let's consider the competency model of the head of the sales department.

Levels of assessment of employee competence:

Level	Short description
1 - Entry level	There is not enough knowledge in this competency. Behavior does not correspond to competence. Requires training/correction/development of correct behavior.
2 — Level of development	There are significant gaps in knowledge and skills. Actively learns and learns from experience. Behavior is easily corrected by training.
3 - Experience level	The employee demonstrates a sufficient level of knowledge in this competency. The employee demonstrates proficiency in this competency based on his experience. Activities mainly rely only on own experience.
4- Mastery level	The employee demonstrates a professional level of knowledge in this competency. The employee demonstrates professional mastery of the competency. The employee shares knowledge and experience with colleagues.
5 – Expert level	The employee demonstrates an expert level of knowledge in this competency. The employee demonstrates an example of professional competence. The employee actively transfers knowledge and experience to colleagues.

Profile model of competencies of a sales manager

Based on an analysis of professional activities, job functions, necessary knowledge and skills, a competency map of the head of the sales department was compiled.

10 important competencies for a manager have been selected:

1. Leadership.
2. Decision making.
3. Organization of work.
4. Achievement orientation.
5. Customer focus.
6. Teamwork.
7. Motivation and development of employees.
8. Analytical thinking.
9. Communication skills.
10. Loyalty.

Let's look at the levels of development for each competency.

1. Leadership.

Ability to influence team behavior, beliefs and motivation.

Level, points	Brief description of the level
1 - Entry level	Avoids situations in which he is forced to play the role of leader. Shows low activity in situations requiring mobilization of the group. In communication with subordinates he is formal and not active enough. Incapable of influencing the opinions and behavior of subordinates. Tries to “push” subordinates. Brings destructiveness into the team. Often communicates in a raised voice. Applies an authoritarian management style.
2 — Level of development	Shows personal example. Trying to lead. In competition, he cedes his role to an informal leader. Influences subordinates, relying solely on their administrative powers. Doesn't know how to overcome resistance. Can influence new employees and loyal subordinates.
3 - Experience level	He is a leader in the team. Mobilizes the team. Resolves conflicts within the team. Instills in the team the goals and objectives of the organization's development. Convinces subordinates of the need to complete the tasks facing them. Transfers his experience and methods to the team, but does not develop them. More often uses a democratic management style.
4- Mastery level	He is a leader in the team. Maintains the team's confidence in success even in critical situations. Willingly takes responsibility for the group and for himself. Successfully influences others. Inspires subordinates, awakens in them initiative and the desire to achieve. Trains and develops each team member. More often uses a democratic management style.
5 – Expert level	Unconditional leader. Forms an educational and career team. The team is focused on development and achieving high results. Creates an atmosphere of development, mutual assistance and cooperation in the team. Able to apply different management styles depending on the situation.

2. Decision making.

A manager's ability to make effective decisions and willingness to take responsibility for them.

1 – First level	Unable to make decisions on his own. Doesn't show initiative. Doesn't take circumstances into account. Does not coordinate his actions with the actions of other persons. Does not defend his decisions to subordinates and management. Often changes his mind and agrees with the majority opinion. Does not take responsibility for the decisions put forward. Responsibility shifts to subordinates. Not ready to take risks.
2 – State of the art	Tries to analyze the events that happened, and in particularly difficult situations delays making a decision. Weak initiative. There is no vision of the development of the situation after the decisions made. More often the decision is made in consultation with a more experienced colleague. Does not sufficiently understand the need to coordinate its decisions with related departments. Incapable of defending his decisions convincingly to management and subordinates. Responsibility for decisions made tends to be shared among all members of the team. Makes decisions based on previous experience. Follows pre-established decision-making procedures.
3 – Experience Level	Collects and uses all information necessary to make decisions. Regularly reviews and agrees decision-making boundaries consistent with role. Delegates decisions to others when possible. Makes decisions independently, only with existing experience in making similar decisions. Rarely takes risks. From personal experience he understands the need to coordinate his actions with the actions of others in order to make effective decisions, but does this regularly.
4- Skill level	Willing to take risks if necessary. Understands the need to coordinate his actions with the actions of others, and tries to do this regularly. In the absence of a leader, he is able to make decisions independently and bear responsibility for them. Uses clear arguments when defending his decisions, is able to convince managers, and captivate the team. Organizes interaction between his subordinates, controls their activities, reminds them of deadlines and conditions that employees have forgotten, thereby showing a sense of responsibility. Looks for different options for implementing solutions. Takes responsibility for making decisions. He defends his decisions, convincing managers that he already has experience in solving these problems. Takes responsibility for a specific area of work.
5 – Expert level	Draws up comprehensive plans, conducts comprehensive analysis. Uses a variety of analytical methods to identify potential solutions, which are then compared based on their value. Always considers alternative options before making decisions, analyzes risks and consequences. Carefully analyzes new events and their possible consequences. Makes strategic decisions. In any situation he knows how to accept right decisions. Proves the need to support the execution of decisions at all levels of management. Makes unpopular decisions if the situation requires it. High efficiency of decisions made.

3. Organization of work

The ability to effectively plan the implementation of assigned tasks of VTP, the ability to correctly delegate tasks to them, effectively motivate and competently monitor the implementation of tasks.

1 – First level	Does not consider it necessary to motivate subordinates. Does not control the process of completing the task. Does not use the SMART principle when setting tasks. Meetings/planning meetings with the team are not held or are chaotic.
2 – State of the art	During meetings/planning meetings, he does not clearly assign tasks to his subordinates. Does not indicate specific standards and control parameters. Does not determine actions by time. To motivate a subordinate, he uses exclusively methods of material motivation and administrative resources. Poor command of SMART technique.
3 – Experience Level	During the meeting, he clearly and specifically sets the goals and objectives of the VTP. If necessary, explains their meaning and essence. Gives clear comments and recommendations so that the task is completed to the highest possible quality. Uses the SMART technique when setting goals. Periodically uses methods of non-material motivation.
4- Skill level	Determines in advance intermediate points for monitoring the completion of a task. Thinks through mechanisms for carrying out orders in unforeseen situations. Excellent knowledge of SMART technology. Applies project management techniques or elements.
5 – Expert level	Knows and applies various techniques project management. Clear planning of tasks and results. Constant monitoring and adjustment of task performance. Excellent knowledge of SMART technology. Able to manage employee motivation.

4. Achievement orientation.

— the ability to achieve the maximum possible required result by correctly setting goals/priorities;
— the ability to make efforts and remain active to achieve set goals and objectives;
- the ability to clearly imagine the final result and strive to achieve it in the process of work.

1 - Entry level	I am satisfied with the results that are obtained. The choice of tactics for implementing plans is chaotic. Completely attributes responsibility for the result to external circumstances.
2 — Level of development	Creates own quality criteria to measure results and compare them with their own standards, not those set by others. Wants to succeed. When faced with failures, he loses persistence, interest and pace of work. Focuses on mistakes. Not always consistent in his decisions.
3 - Experience level	Continuously and gradually improves performance indicators; Constantly finds ways to perform tasks in the area of his immediate responsibilities better, easier, faster and with higher quality. Confidently states that he plans to achieve results significantly greater than planned. Adequately adjusts it after trial selections. Works with enthusiasm at all times. Attentive and focused. When faced with failures, maintains persistence and pace of work. Speaking about failures, he associates them with his own miscalculations and limitations (wrong choice of tactics, lack of knowledge, erudition, inability to “get together” in a stressful situation). Ensures that goals are achievable within agreed upon commitments. Finds the correct criteria for success and evaluation. Reveals and illuminates probable circumstances in achieving goals.
4- Mastery level	Sets difficult-to-achieve goals while making decisions and setting priorities based on accurate calculations. Identifies and sets clear goals. Sets goals higher than current performance. Applies different techniques achieving goals. Constantly evaluates own effectiveness. Establishes criteria for success and performance evaluation. Considers the support of others when achieving goals. Reviews goals and adapts them to changing conditions.
5 – Expert level	Dedicates significant resources and/or time (in situations of uncertainty) to obtain long-term benefits and benefits. Focuses on organizational goals to evaluate and prioritize tasks. Continuously evaluates achievement of goals at all levels. Reasonably assigns tasks to specific performers. Develops new methods and practices for putting new ideas into action. Evaluates the reality of implementing ideas in business. Promotes forward-thinking ideas with energy and enthusiasm.

5. Customer focus.

— understanding of explicit and implicit needs;
- the effort and time spent on satisfying these needs;
— responding to wishes and complaints;
— establishing and maintaining relationships with clients;
— orientation towards long-term cooperation.

1 - Entry level	Expresses a negative attitude towards clients. Can't find it mutual language with clients. Conducts negotiations together with a manager or colleague. Limited in making decisions about working with clients.
2 — Level of development	Accompanies the client (follows through customer requests, demands and complaints, but does not clarify the client's implicit needs, hidden problems or questions). Independently negotiates with clients. Acts strictly within the established limits of responsibility. Coordinates all actions with management. Maintains customer base.
3 - Experience level	Fully accessible to the client (works on explicit and implicit client requests). Confident negotiator. Able to influence the opposite side. Maintains and actively develops a client base.
4- Mastery level	Applies a long-term perspective (works for the client’s long-term goals, seeks long-term benefits for him. Able to negotiate with key persons, reach agreements. Able to creatively solve significant, complex, non-standard problems. Able to implement significant improvements in sales methods and procedures. Presents compelling and reasoned arguments. Convincingly expresses his own point of view. Adapts and develops arguments to achieve desired results. Works with the client's deep needs: Knows the client's business and/or collects information about what the client actually needs beyond what was initially formulated. Selects from existing (or specially ordered) goods and services those that meet the client’s deep needs.
5 – Expert level	Acts as a trusted advisor to the client. Able to interact with new potential clients. Excellent understanding of difficult situations with clients. In negotiations, he strives to achieve a mutually beneficial result. Introduces innovations in methods of interaction with clients. Implements strategic initiatives in this competency. Takes a long-term perspective: Works with a long-term perspective when solving customer problems. May forego immediate benefits for long-term relationships Seeks long-term benefits that also benefit the client. Acts as a trusted personal advisor; is included in the decision-making process on the part of the customer. Forms his own opinion about the needs, problems and opportunities of the client. Acts on this opinion (for example, recommends approaches that are aggravated from those initially proposed by the client).

6. Teamwork.

The ability to work for a common result, creating a common information field, to carry out responsibly
their responsibilities, respect other team members and the agreements reached among themselves.

1 – First level	Rigidly defends his options. Passive, she takes part in general work. Openly conflicts with other participants or sabotages them.
2 – State of the art	Cooperates with colleagues when implementing only his own options. If disputes arise, he either gets involved or remains silent. In presenting the result, he emphasizes that the group made the wrong decision, because I didn’t listen to his opinion.
3 – Experience Level	Cooperative in relation to other participants - hears a different point of view. Suggests using the best ideas, considers everyone's plans. Gives each participant the opportunity to express themselves – to make their contribution. Inspires colleagues to contribute to the team. Notices and recognizes the contributions of others on the team. Shares experience and information with colleagues.
4- Skill level	Works easily in a team. Predicts possible disagreements and takes measures to avoid them. In case of disagreement, interacts based on the goals and objectives of the company. Takes initiatives to improve teamwork. Inspires all team members to make valuable contributions to their work. Determines what support team members require and provides that support. Reacts positively to contributions from colleagues to the team.
5 – Expert level	Uses knowledge of the strengths, interests and qualities that need to be developed in team members to determine personal goals in team work. Provides feedback to team members regularly. Ensures team members understand personal and collective responsibility.

7. Motivation and development of employees.

Theoretical knowledge and practical skills, which consist in the ability to train employees in new functional responsibilities and norms of corporate culture characteristic of the corresponding position.

1 – First level	Does not have the desire and ability to train subordinates and mentor. Doesn't see any point in this. Does not use employee motivation tools.
2 – State of the art	Has a desire to mentor an employee, but does not have theoretical knowledge and practical skills on how to effectively implement this or has everyday ideas as a procedure for employee training in the workplace. Tries to motivate employees.
3 – Experience Level	Has a desire and good theoretical knowledge of the mentoring mechanism, but does not have sufficient practical experience to conduct it effectively. Or, on the contrary, he has sufficient practical experience in introducing an employee to a position/profession/corporate culture, but it is not structured and not justified by the system of theoretical knowledge of the modern “personnel management” system. Builds personal knowledge about the organization, its people and services. Looks for opportunities to develop his own skills. Has a positive attitude towards feedback. Regularly analyzes and improves personal development plans. Motivates with limited types of motivation.
4- Skill level	Assigns tasks or training to employees to develop their job skills. When identifying development opportunities, he takes into account the real needs of the business in his department. Has a high level of theoretical knowledge and practical skills that determine the mentoring process: effectively and within the allotted time, trains the employee in functional responsibilities, norms of corporate culture, existing formal and informal communication channels. Coordinates and implements action plans for personnel development according to the SMART standard. Seeks to establish and provide positive feedback. Supports people in their desire to implement acquired knowledge into practice. Regularly evaluates progress in personal development. Able to manage employee motivation.
5 – Expert level	Organizes a system of long-term mentoring or training, seeks opportunities to expand and develop the abilities of other employees, and provides additional assignments or training aimed at developing the skills and abilities of others; when identifying development opportunities, takes into account realities? business needs throughout the organization and in the long term Ensures that training and development plans make a useful contribution to the business. Ensures that operations processes and procedures inspire learning among staff. Requests resources to support learning at all levels of the organization. Successfully applies material and non-material motivation to employees

8. Analytical thinking.

The ability to analyze problems and identify their constituent elements, draw systematic and logical conclusions based on
on correctly selected information.

1 – First level	Divides problems into a number of simpler tasks or actions without assigning an order of importance. Compiles a list of tasks without establishing a specific order or degree of priority. Identifies only the most obvious factors characterizing the external environment. Does not take into account how his decisions or actions will affect his work. Operates with individual facts, does not link them together. Does not notice the interconnection of phenomena.
2 – State of the art	Establishes a cause-and-effect relationship between two aspects of a situation. Can divide these elements into two categories: pros and cons. Identifies both obvious and less obvious factors that describe the organization's external environment. However, it does not take into account all important information. Does not take into account the work of competitors. Has a limited view of the impact of his decisions and actions on the company’s activities (transfers responsibility to external circumstances (hope for the end of a difficult economic situation, the inability to change anything in the existing conditions). When analyzing the situation, identifies and compares homogeneous information. Establishes the most obvious cause-and-effect relationships between phenomena.
3 – Experience Level	When analyzing, it takes into account the entire set of external factors that can determine the future of the organization. Knows the area of responsibility of each employee and his contribution to achieving goals. Does not shift responsibility for the decrease in volumes to external circumstances - crisis, etc. Predicts the impact of his actions on the work of the branch (employee training, non-material motivation, customer development). Analyzing the situation, compares diverse information, identifies all significant cause-and-effect relationships, linking the facts into a single system.
4- Skill level	Highlights multiple cause-and-effect relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationships between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. In conditions of information deficiency, identifies the links missing to the complete picture. Anticipates changes in the goals and functionality of other departments and builds its work with this in mind. Ready to integrate into changes in strategy and act in conditions of limited resources. Effectively structures and systematizes large volumes of heterogeneous information. Draws correct conclusions based on incomplete and/or contradictory data.
5 – Expert level	Highlights multiple cause-and-effect relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationships between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. Draws up comprehensive plans and conducts comprehensive analysis. Uses a variety of analytical methods to identify possible solutions, which are then compared based on their value. Assess the risks of each decision.

9. Communication skills.

1 – First level	Communicates little and at a low professional level with clients Demonstrates poor presentation skills Cannot influence the client.
2 – Development level	Develops a professional level of communication with clients. Demonstrates development of presentation skills. Tries to influence the client.
3 – Experience Level	Communicates with clients in a professional manner. Possesses presentation skills. Has negotiation skills.
4- Skill level	Correctly formulates and conveys information. Defends the interests of the company. Knows how to present the company, product, and himself. Demonstrates skills of influence and persuasion in negotiations.
5 – Expert level	Formulates thoughts clearly and clearly. Skillfully negotiates with the client and argues his point of view. In controversial situations, he looks for mutually beneficial solutions. Affects the outcome of negotiations. Able to work with failures. Able to create new communication channels and effectively convey information. Resistant to emotional pressure.

10. Loyalty.

An employee’s ability and willingness to align their behavior in accordance with the needs, priorities and values of the company.

1 – First level	Ignores or persistently refuses to accept company rules. Makes minimal effort to meet company standards or does the bare minimum to keep a job. Requires constant supervision.
2 — Level of development	Makes efforts to comply with rules and regulations. Dresses appropriately and respects company standards. Models the rules of behavior in the company.
3 - Experience level	Understands and actively supports the company's mission and goals. Aligns his actions and priorities in accordance with the needs of the company. Recognizes the need to collaborate to achieve larger company goals.
4- Mastery level	Makes personal or professional sacrifices. Puts the needs of the company above his own. Makes personal sacrifices related to professional identity and preferences, as well as family matters, to meet the needs of the company.
5 – Expert level	Communicates the mission and goals of the company to subordinates. Forms a corporate culture focused on loyalty, development and achievement of high results.

Ranking results and determination of the weight of competencies for the position of head of the sales department.

We compare competencies in pairs and identify the relationship between the level of competency development and the competency being compared.

0 points – the level of competence does not affect the level of the compared competence.

1 point – moderate dependence and influence on success.

2 points – competence greatly influences the severity of the compared competence.

The benefits of creating and applying a competency model for the organization and the employee:

For an employee:

— understanding the requirements for your competencies;

— entry into the personnel reserve.

— motivation to develop and achieve high results.

For organization:

— employee evaluation;

— requirements for selection and rotation of personnel;

— personnel development planning;

— formation of a personnel reserve;

— staff motivation;

— creating a KPI model.

director, consultant-trainer

LLP "BKT" (Business Consulting-Training),

Almaty city

A correct forecast of market trends allows you to develop strategies, anticipate possible barriers to success and quickly find ways to overcome them. It is very important to be able to mobilize all resources in cases of difficulties and failures, clearly set priorities, analyze various alternatives and find optimal solutions. Business efficiency is primarily determined by the managerial competence of managers.

Managerial (job) competence is a set of knowledge, practical experience, skills and personal qualities of a manager, allowing him to efficiently solve certain problems to achieve certain results.

Qualified management is carried out on the basis of knowledge acquired through training and practical experience.The basis of management is knowledge, useful experience of other companies, the manager’s own experience, proven tools and skills in using them.. Practical knowledge in management is of greater value than theoretical knowledge; useful experience is carefully studied and passed on, and a well-designed tool for solving problems brings much more benefit than scientific theories.

Based on our understanding of the essence of management, we can say that the most sought-after management competencies of a top manager are:

1. Strategic thinking (systematic, planned, ability to foresee the “picture” - the result).

2. Knowledge of basic marketing principles to manage the company's position in the market.

3. Ability to manage financial flows, incl. use mechanisms for investing in new projects.

4. Knowledge of production and operational activities (purchasing, logistics, warehousing).

5. Understanding of the laws of the market, the ability to organize marketing and sales processes.

6. Ability to develop new products or services.

7. Understanding of information technologies and approaches to process automation.

8. Carrying out business administration.

9. Knowledge of relevant legislation regulating business.

10. Human resource management skills

11. Ensuring security - commercial, informational, economic, personnel.

12. Maintaining public relations (building the reputation and image of the company in society, in the business community or in the market - your choice).

At the same time, any manager performs a certain number of administrative functions, such as:

collection and analysis of information;

making decisions;
planning;
organization;
coordination;
control;
motivation;
communications.

A good manager must be an organizer, a comrade, a mentor, an expert in setting tasks, a leader, and a person who knows how to listen to others. He must have a good understanding of the capabilities of his direct subordinates, their abilities to perform the specific work assigned to them.The manager must know the principles of interaction between department heads and employees within the company, develop teamwork in order to maintain the unity and correct functioning of the company. It is impossible to combine in one person the variety of skills and qualities of a top manager listed above, but it is possible to clearly define the list of requirements for a specific managerial position, taking into account the specifics of the industry, the characteristics of the management system and corporate culture of a particular company and its development goals.

The competency method is becoming increasingly popular in dynamically developing companies, as it involves the use of a single language in business processes. This is an effective way to describe a job because most jobs can be described using 10 to 12 individual competencies. For example, the international construction corporation Tarmak uses 10 competencies, and the management model of the Xerox company includes 32 competencies.

In a sense, the number of competencies used in a particular model does not matter; it depends on the characteristics of the industry, the specifics of the company, the management system, corporate culture, etc.The number of competencies should be convenient for conducting management work and for assessing the performance of a manager.

In domestic practice, two main groups of competencies required by a manager are used:

1. WITHspecial competencies– those skills and abilities that are related to the field of professional activity. For example, the CFO must be able to analyze a balance sheet, and the head of a programming team must be proficient in the most important programming languages.

2. Bbasic competencies– a group of competencies that is based on the intellectual, communicative, emotional and volitional qualities of a person.

When determining basic competencies, it is necessary to take into account the general specifics of managerial work, which is that:

The manager's work does not have a clear end in time. He is always busy, since the organization operates daily in the market and is constantly influenced by changes in the external environment, where there are risks and opportunities that must be anticipated in order to make correct and timely management decisions;
the work of a manager forms the basis of the management process in any organization and is based on his knowledge, experience and perception of the new (application of best practices, new techniques and methods in work);
The manager’s management style shapes the corporate culture of the organization and radically affects its image and business reputation;
An important part of managerial work is the ratio of time spent by managers in accordance with the levels and functions of management. The higher the level, the more time is allocated in favor of representative communications: business meetings, negotiations and meetings. The lower the level of management, the more time the manager spends among subordinates in the context of making operational decisions in a specific department on a specific issue.

The competency model describes the position of a manager in three dimensions:

vision (vision) – the ability to think at the strategic and tactical levels, the ability to predict the future and anticipate the emergence of problems;
action (action) – the ability to dynamically and progressively move towards achieving the desired result (for example, clear planning of actions, perseverance in the pursuit of a goal);
interaction (interaction) - the ability to build relationships with others that help achieve the best results in work (for example, the ability to motivate subordinates, the ability to work in a team).

In 2007, the company “Anthropos-consulting” published a dictionary-reference book “Manager’s Competencies” (author V.E. Subbotin), which presents the most complete list of competencies for different job groups. According to experts in the development of competencies, the activities of a manager can be divided into several areas of competencies:

Special professional competencies – competencies necessary for a manager to resolve issues that constitute the content of the processes and functions for which he is responsible. Special competencies reflect the level of proficiency in issues related to the operation of equipment, procedures and technologies of the production process. Essentially, it is knowledge and skills related to a specific subject area: for example, finance and accounting, information technology, engineering, chemistry, construction, etc.
Business competencies - These are general competencies; they are necessary for managers in any field of activity. These competencies constitute the main content of MBA programs and include systemic analysis of the situation, making strategic decisions, attracting external and internal company resources to solve business problems, budgeting, forecasting income and expenses, reducing enterprise costs, reporting, etc.
Knowledge Management Competencies reflect the manager’s ability to work with information, manage information flows, learning and development processes in the organization. Knowledge management competencies include skills such as information search, conceptual, analytical thinking, problem solving, understanding the essence of organizational development processes, and ensuring that employees acquire new knowledge and skills.
Leadership competencies relate to the field of leadership and people management. They reflect the manager’s ability to manage his own power, direct the activities of subordinates in a certain direction, provide support to subordinates, show concern for them and empower them. In addition, leadership competencies presuppose that the leader has the ability to create in subordinates a state of focus on a common task, the ability to work with a diverse team, support the creative activity of subordinates and create a sense of community in the organization.
Social or interpersonal competencies refer to a manager's ability to build and maintain optimal relationships with people (the public, shareholders and other stakeholders). The presence of this ability requires the development of certain social skills, such as understanding other people and their behavior, communication skills and interaction with others, creating proper motivation in people, as well as the ability to prevent and resolve conflicts. Ideally, a socially competent manager is able to put himself in the shoes of another person, correctly assess his expectations and build his behavior taking into account these expectations. This is the ability to behave socially appropriately.
Intrapersonal competencies . They are based on self-confidence, the tendency to influence one’s environment, the desire to improve and radically change the existing situation, focus on results and self-development, the ability to act in conditions of uncertainty, developed self-awareness and self-control skills.

It is obvious that for different leadership positions each of the listed areas of competence has a relatively different meaning. For example, for commercial director interpersonal competencies required; for the production director, the area of technical competencies may come to the fore; for the CEO - leadership competencies. The relative importance of individual competencies and their groups, of course, is not automatically determined by the job title. It all depends on the characteristics of the company and the content of job responsibilities.

There are also different approaches to describing competencies. Let us use an example to demonstrate the use of different approaches to compiling the “Planning” competency. The Dictionary of Managerial Competencies states thatplanning –this is the ability to develop an effective program of one’s own activitiestake out .

The following types of assessment of this quality in a manager are proposed:

1. The ability to organize and plan one's own work in such a way as to effectively use working time, avoid unnecessary effort and meet deadlines.

2. Accurate estimate of the time it will take to completeone or another task.

3. Periodic monitoring of the pace of work progress, withneed to adjust it to meet the deadline.

4. The ability to devote time to analyzing a particular issue, but always remember that the work must be completed on time.

5. Preparation for business meetings, preliminary familiarization with the necessary information.

6. Effective use of time control tools (timers, calendars, weekly planners).

7. Sequencing the execution of individual tasks depending on their urgency and importance.

8. Planning work taking into account the plans of your partners, if the work requires interaction.

Business coach Z. Dmitrieva in her book “Managing Employees and the Company” emphasizes that The competencies of a modern leader can consist of five components:

1. Formal requirements (education, health status, legal grounds, etc.).

2. Knowledge (possession of general and specific knowledge in a special field, business and economics, management, knowledge of a specific market, company regulations, etc.).

3. Skills (the ability to perform actions, make decisions necessary for effective execution duties).

4. Settings (worldview, attitudes and attitudes that contribute to the correct performance of duties, for example, the attitude “the customer is always right”).

5. Business and personal qualities (psychological characteristics of personality and character that contribute to the performance of managerial functions).

In this case, the competency model might look like this:

Competency "Planning"

1. Formal requirements: education, mental health, experience in an efficiently operating business structure, formal requirements for suitability for the position, etc.

2. Knowledge: mastery of strategic, tactical and investment planning methods, knowledge of the “Project Management” course, cost analysis, risk assessment, scenario planning, etc., basic time management techniques. Knowledge of the limitations and rarity of resources, including in the enterprise headed. Knowledge of business processes similar to an MBA program.

3. Skills and abilities: skills in drawing up strategic, tactical, investment plans, risk management, self-organization, time management. Good ability to use planning tools in practice (methods of operational resource analysis, SWOT analysis, scenario planning, etc.). Skills in solving strategic and tactical problems. Skills in working with information. Ability to identify and formulate business goals and prioritize. Skills in using applied computer programs.

4. Attitudes: understanding of the need for strategic planning in business, willingness to follow previously set plans and goals, desire to develop the company.

5. Qualities: systematic thinking, analytical abilities, creativity, attentiveness, objectivity of thinking, consistency.

Despite the difference in approaches and the different number of component sections of competence, there are uniform requirements for competence, which should be:

Exhaustive. The list of competencies should completely cover all important work activities.
Discrete. A specific competency must relate to a specific activity that can be clearly separated from other activities. If competencies overlap, it will be difficult to accurately evaluate performance.
Focused. Each competency should be clearly defined and there should be no attempt to cover too much. For example, “technical competence” must be very specific.
Available. Each competency must be formulated in an accessible way and interpreted in the same way by all managers so that it can be used universally.
Congruent. Competencies must strengthen the organizational culture and reinforce long-term goals. If competencies seem too abstract, they will not be useful and will not be accepted by managers.
Modern. The competency system must be updated and must reflect the present and future (predictable) needs of the organization.

Successful management consists of the following types of training:hhard skills and soft skills.

The formation of a top manager as a management specialist begins with the acquisition of skills, which are divided into two groups: hard skills and soft skills (by analogy with hardware and software in computers).Hard skills – this is the “hardware”, those skills that are necessary to perform your job at a high professional level. This is fundamental knowledge about the mechanisms of business functioning, understanding of the organization as an integral system, economics, marketing, finance, as well as production (professional) skills used in direct work. For a long time, it was believed that job performance depended on the level of development of these particular skills. An important role in this is played by an academic diploma, level of intelligence, and the number of certificates for completing specialized courses.

Many managers focus their attention on developing hard skills: technical knowledge and skills. This is due to the fact that domestic managers really lack high-quality knowledge in management and marketing, which has become possible to obtain in our country recently.Hard skills can be developed by receiving additional academic education, in MBA programs and by attending various seminars. Hard skills trainingallows, in a fairly short time, to obtain the necessary knowledge for a manager on business development management, strategic planning, operational activities, transformation modeling and organizational structure. Such programs include many discussions and interactive seminars that allow students to learn how to apply the acquired theoretical knowledge through case studies and role-playing games. As part of hard skills training programs, you can exchange management experience among “your own kind” and learn how this or that problem or task is solved in other companies. Academic degree programs are known to require more time and effort; for example, to gain high-quality knowledge in marketing, it is not enough to attend a two-day seminar; you need to obtain higher or additional education lasting several months.

However, only professional knowledge and hard skills are not enough for successful work. The transition to senior management status is not limited to mastering technical skills alone.In practice, managers often fail to cope with their responsibilities because oflack of experience, and because ofundevelopedsoft skills

A higher level of management requires possession of more complex qualities, skills of interaction with people: the ability to communicate, speak publicly, convince oneself that one is right, manage one’s emotions and the emotions of others, motivate. All this together constitutes soft skills, which, in turn, require a deep personal restructuring from the manager.

The expected work of a manager at the senior management level requires, first of all, diverse and multi-level communications, leadership skills, the ability to form and develop a management team, and make decisions in conditions of uncertainty. The importance of these skills is due to the fact that successful managers spend up to 80% of their time communicating with other people. The higher a person climbs the career ladder, the less important technical skills are and the more important soft skills become.

Feature of the acquisitionsoft skills areWhatRThe development of personal skills often requires significant effort in working on oneself, since it is necessary to change the existing “picture of the world”, long-term habits and patterns of behavior. Many practicing managers need more time to develop new skills and abilities. The existing experience and a large number of developed technologies make it difficult to analyze behavior and find those “growth areas” that can be improved. The birth of a new personality (or new soft skills) is always associated with overcoming oneself and educating oneself. In addition, sometimes the fear of change also gets in the way: if the previous behavior worked, and worked quite successfully for many years, then how will others perceive these changes? That's whyTop managers need to be prepared for the fact that mastering real soft skills can take place after 3–5 months of training. Long-term training may be in demand when it is necessary not only to develop a specific skill, but to move to a new level of management (for example, the company has seriously expanded, competition has sharply increased, business reorganization is needed). In this case, attending single training sessions may be an ineffective waste of time. Such programs are also useful for managers who are on the verge of emotional burnout, when business and work cease to interest and delight. Then obtaining new discoveries and personal growth make it possible to overcome this “managerial crisis.”

CEO

Lewis Carroll, "Alice Through the Looking Glass"

Distortions in management are the result of uneven development of managerial competencies of a manager

to whom: owners, top managers, executives and those who want to become them

How to look in the mirror so that it brings you more money

The article provides a comprehensive list of manager competencies for effective management of subordinates according to Alexander Friedman. After reading, you will be able to shape the vector of your management development and, as a logical result, earn more money for yourself and your company. Soon the fairy tale will unfold, but not soon the deed will be done. First, a little lyrics...

"Supervisor! There is so much in this sound...”

"Supervisor! How much has merged in this sound for the Russian heart! How much echoed in him...”- let me correct a phrase from the famous poem by Alexander Pushkin.

“Being a leader is glorious and honorable. Know yourself, give orders and puff out your cheeks.”, - with these thoughts in their heads, many dream of becoming leaders. The worst thing is that many that's how they behave taking a leadership position.

Are the symptoms familiar: “It’s easier to do it yourself”, “Slippage”, “Ignoring standards”?

God forbid that you, looking at your managerial competencies, deceive yourself!

True, with this approach, one fine day the following unpleasant symptoms appear in your company/division: “It’s easier to do it yourself than to delegate it to subordinates”, the solution of elementary problems proceeds with significant “slippage”, subordinates ignore quality standards and technology for performing work.

As I already mentioned in my previous article “ ”, in such a situation, first of all need to look in the mirror and draw conclusions.

“I would lead others, let them teach me”

Okay, let's say you agree (after reading the article from the previous paragraph) that the leader bears full responsibility for all the actions of his subordinates. “Okay, he’s carrying it. But what to do with this? How to correct the current situation in the company/division?”- impatient cries are heard from the hall.

Have you ever thought that to be an effective leader you need to have certain management competencies? Unfortunately, they are not transferred along with the portfolio. And there are only two options - either rely solely on your experience (as many do), or - purposefully develop your competencies(experience in in this case would be a good addition).

There are only two options: either rely solely on your experience (as many do), or purposefully develop your competencies

But!.. In order to develop something purposefully, it must first be defined. In my professional activities I try to avoid “reinventing bicycles”. Therefore, I took as the basis for the development of managers in “Open Studio” Alexander Friedman system“A set of manager competencies for effectively managing the work of subordinates.”

Management competencies: does so much depend on them?

My modest managerial experience has shown that the circuit is 100% working. With its help, I identified my most underdeveloped (and some, I’m afraid to say, completely absent) competencies. And then - everything is simple and complex at the same time - I took up their purposeful development. In fact, I continue to do this on a regular basis.

Checklist “Three groups of manager competencies for effectively managing the work of subordinates according to Alexander Friedman”

It makes sense to work with groups sequentially. First of all, start working on your competencies from “Group No. 1”, then from “Group No. 2”, and only after that – take seriously “Group No. 3”.

How can you make the material below as useful as possible for yourself? Use it as a kind of checklist. List all your skills/competencies in your spreadsheet.. Rate each one's level of proficiency on a five-point scale. Next to each item, indicate your next steps to develop this competency.

For those who want to get my personal current table, I have prepared a little surprise at the end of the article.

Group No. 1 “Managing your own efficiency”

Development of solutions
Presentation of solutions
Planning
Self-development

Competencies from this group are determined primarily personal effectiveness leader. I propose to analyze each in detail.

1.1. Development of solutions

The most important thing is that before making any decision, define goals that you plan to achieve. Avoid the first solution that comes to mind (always take time out to think).

Consider several alternative solutions. Make a list of relevant criteria

Think of a few alternative options solutions. Compose list of significant criteria, by which you will decide “which option to choose.” To improve the quality of management decisions, it is useful to master the basics of logical thinking and methods of qualitative information analysis.

1.2. Presentation of solutions

In fact, this “selling” your solution: subordinates, colleagues, senior managers. Why is this necessary? “Sold” decisions are implemented with much more enthusiasm (efficiency).

In developing this competence, materials on conducting, creating and logical structuring presentations.

1.3. Operational planning

We are talking about both planning your own work and using planning for all subordinates. However, we should not forget that monitoring the implementation of plans is also important. This is discussed below in the “Control” competency from “Group No. 2”.

1.4. Self-development

Everything is simple here. You need to constantly improve (everyone knows, but no one does), both in managing people and in the targeted development of your management competencies. Work on a regular basis cupping their shortcomings.

Learn to listen carefully to constructive criticism. Just don’t confuse your goals: You need find yours weak spots for the purpose of their further development, and not to engage in “soul-searching”. Within the limits of competence, I recommend using good values from Vladimir Tarasov: “Choose a horizontal career” and “Tell yourself the truth.” You can start with the article "".

Group No. 2 “Managing the actions of subordinates”

Group management
Regulation
Delegation
Coordination
Control
Operational motivation

Competencies from this group allow you to achieve required behavior of subordinates from the point of view of the management system through the formation of “rules of the game” and monitoring their compliance.

2.1. Competency "Group management"

Need to study rules and patterns of both group behavior and organization of group work. Where will it be useful? Conducting meetings, group discussions, managing the collective work of subordinates, etc.

Regularly occurring extremes: directive method of group management or total anarchy. If this is the case with you, this indicates that the manager needs to seriously “pump up” this competency.

2.2. Regulation

It is necessary to develop both in yourself and in your subordinates. While unregulated business processes remain in your company, their implementation depends only on the quality of memory, knowledge and good will your employees.

All the secrets of setting systems of regulations“I’m burning” in the article “”.

2.3. Delegation

Delegation is the setting of a detailed task, taking into account the area of immediate development of the subordinate, and not just brief words “do this...”

Delegation- transfer of work, as well as responsibility and authority to subordinates. When delegating, it is necessary consider 2 important factors:

complexity of the task, its novelty, criticality / importance of the result.
knowledge, experience, personal characteristics subordinate (in other words, the employee’s area of immediate development).

An important point: if the situation is such that you cannot delegate most of the tasks due to the low level of configuration of the specified factors in the subordinate, then it either needs to be developed to the required level; or, - if he does not want and / or cannot develop, - fire. Stop deceiving yourself - a miracle will not happen!

In my opinion, to use delegation effectively, it is very useful to have implemented in your company/division “ ”. Otherwise, you can delegate effectively, but the results of the work performed will disappoint you again and again.

2.4. Coordination

Ability to support “feedback” mode when performing tasks by subordinates, provide them with support during the work process. I recommend distinguishing support from attempts by subordinates to “transplant the monkey” (to return, in whole or in part, the work previously delegated to them).

Moving the “monkeys” is necessary nip in the bud. You shouldn’t exclude the possibility that your subordinates are “transplanting monkeys” because that’s what they’re used to (you yourself allowed them to do so before!). A simple recommendation: as soon as you encounter a similar problem, ask a straightforward question: “Do you want to transplant a monkey for me, or maybe I somehow misunderstood the current situation?”

Read more about how not to become a “victim of monkeys” “”.

2.5. Control

The essence of control is assessing the compliance of the parameters of the task and the result obtained. Control is divided into 3 main types:

Start control: Make sure once again that the subordinate has everything necessary to complete the task, and that he understood it correctly.
Intermediate control: assessment of the correctness of the task at intermediate stages (it is important to arrange these stages so that it is not too late to correct detected deviations).
Final control: assessment of the final result obtained. I recommend that you pay attention to the fact that tasks are never 99% completed. The result of a task can have only 2 options: either it is completed completely, or it is not completed.

Pay special attention to the starting and intermediate controls. At the finish line, it is often too late to correct anything.

Based on the results of the control, there must be appreciated the quality of the work done, as well as its results. What to do if the result is negative? Find the reason first. And only then identify and punish those responsible.

2.6. Operational motivation

The leader must understand basic motivational theories, as well as in all the features of the corporate motivation system. If subordinates (and especially the manager) do not understand the motivation system, then it simply stops working.

Therefore, the task of the manager is to convey to his subordinates (to the stage of 100% understanding) everything nuances of the corporate motivation system+ add personal methods of operational motivation from your arsenal as complementary ones. Read more about one of the effective methods of motivation "".

By the way, a quick question: “Who is a motivated employee?” Come on, my friend, we are not at the exam. Motivated employee- this is a person who wants to do his job the way the company needs it.

Group No. 3 “Managing the thinking of subordinates”

Operational Leadership
Communication techniques
Coaching

The dream of any leader is to influence the actions and actions of subordinates. through their thinking. And thanks to this, achieve the desired result of the work. Well, why not a fairy tale?

Ah, no! Not so simple. Competencies from “Groups No. 3” I recommend mastering and actively using only after an upgrade in competencies from “Groups No. 1” And “Groups No. 2”. No, well, of course you can start from here. Let me guess who you are: a hypnotist or a genius?

3.1. Operational Leadership

Leadership is the ability to influence subordinates without using his official powers. In order to build competence, it makes sense to develop your emotional quotient (EQ).

I am sure that many would like to understand in more detail what leadership is. About leadership mechanisms Vladimir Tarasov talks in great detail in the audio course “Personal Management Art”. I highly recommend listening, taking notes and listening again.

Is it possible to do without operational leadership? Yes, you can. However, with “leadership” the performance of your company/department will predictably be higher than without it. By the way, the word “operational” means limited to the professional framework of your work relationships.

3.2. Communication techniques

Is used for strengthening all other competencies(the way you communicate with subordinates, colleagues, managers, others). It is communication that will determine the effectiveness of interaction (hence the effectiveness of your work) with colleagues, subordinates, and management. An obvious consequence: the better your command of communication techniques, the You will achieve more at work and in life.

Of course, there are people who have communications “from God,” but what to do if this is not about you. It's OK. Your task is to develop this competence at least to intermediate level. This will be more than enough to successfully complete the tasks of a manager. I recommend reading "".

3.3. Coaching

Assisting subordinates in both setting up and in achieving your professional goals. But this competence must be used extremely carefully. Before “taking someone into coaching”, it is necessary to take into account a lot of factors: the moral and psychological state of the person, his capabilities, the area of immediate development, experience, etc.

Benefit from competence - an employee can achieve much more greater efficiency and work results(few people win serious competitions without a coach).

Both the employee and the company win. Both make more money and are more competitive in the market

In my opinion, with the right approach we get the situation “Win-Win”: 1) The value of a subordinate on the labor market increases, he can achieve more in life. 2) The company receives additional profit due to a more experienced and efficient employee.

What is the most important responsibility of a leader?

There are many disputes about which of the manager's responsibilities is more important. In my opinion, one of the important responsibilities of a leader is engage in regular development and improvement of your management competencies.

Many imbalances in the management of your company/department (and they always exist in one form or another) are a consequence of the extremely uneven ratio between your degree of proficiency in the above competencies.

Let’s assume that you have a well-established “Planning” in your company/department. However, if you do not have the “Control” competency, then all the benefits of planning will be wasted. And the constant failure to fulfill plans and assigned tasks, instead of benefit, will undermine the basis of the management system and your authority.

Homework for managers

Now take a pencil in your hand and write down your homework:

Make yourself a table with a list of the above-mentioned managerial competencies of a leader.
Rate your proficiency in each of them on a five-point scale.
Next to each item, indicate your next steps to develop this competency. Yes, preferably with specific deadlines.

I'll give my table to good hands

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What competencies should a leader have? A very interesting question that requires an answer in order to understand what constitutes a boss today who can effectively manage a company.

Types of manager competencies:

General corporate;
Personal;
Professional;
Managerial.

General corporate competencies

General requirements of the company for its employees.

Example:

The manager, like all employees, must use existing skills as well as learn new ones. Moreover, we are talking not only about constant study, but also about using the acquired knowledge in practical work. It is necessary to be able to interact effectively with colleagues, achieving coordinated actions to achieve set goals. It is required to be focused on clients, their needs, and also to be result-oriented, successfully solving the tasks assigned to the company, and constantly achieving those goals that are determined during the operation of the business.

Personal competencies of a manager

Innovation, innovation;
Development of solutions;
Ability to work with information;
Achievements of goals;
Self-regulation and endurance;
Initiative and determination;
Sociability and confidence;
Attitude towards others;
Development orientation;
Constructiveness towards yourself.

The personal competencies of a leader are related to the potential inherent in nature. The qualities and competencies of a leader in this case have very strong connections. For example, not all managers are proactive and decisive enough, which negatively affects the management of the company; lack of confidence becomes the reason for the company’s unstable behavior among competitors, etc. However, if desired, all of the above competencies can be developed. The development of personal competencies allows you to become a modern leader capable of ensuring the efficiency of the company.

Professional competencies of a manager

Professional competencies are the requirements of a specific profession + requirements for a leadership position. In this case, the manager’s competence includes:

Professional knowledge, skills;
Achievement orientation;
Organization of activities, control;
Motivation and development of employees;
Ability to influence subordinates;
Ability to organize your own work.

An effective leader must know everything about the direction of the company's activities, and have a complete understanding of it. However, it is important to be able to manage, focusing on achievements. A manager who is able to organize work, monitor the progress of its implementation, and at the same time motivate his subordinates to achieve results, without forgetting about the organization of his activities, is undoubtedly valuable for any company interested in effective leadership.

Managerial competencies of a leader

What are the managerial competencies that are considered managerial? Let's highlight TOP 5:

Leadership;
Strategic thinking;
Technological competencies;
Organizational skills;
Own efficiency.

Leadership presupposes the presence of confidence, the ability to quickly make decisions in any situation, and lead the team. Strategic thinking - be able to solve problems outside the box, have a penchant for decomposition and forecasting. The most valuable manager is the one who has a complete understanding of the technological aspects of the company’s activities and has full-scale technical knowledge. In turn, organizational skills presuppose the manager’s ability to form a unified team, which allows creating a strong framework for the company. Self-efficacy, expressed in the ability to present oneself, the ability to persuade, and accurately express one’s thoughts, is also important.

What competencies are important for a leader? How to develop them?

All of the above competencies must undoubtedly be possessed by a modern leader. The success of management and the achievement of results, expressed in the fact that the company and the business as a whole are constantly developing, reaching new heights, without stopping there, depend on each of them.

Any of the competencies of a company director can be developed. Trainings for managers provide an opportunity to reach a level that allows us to talk about effective leadership. Training participants are trained by specialists who have extensive experience in transferring knowledge that allows them to improve themselves. Classes are based not only on theory. Practicums included in trainings improve learning outcomes and allow you to successfully apply the acquired knowledge in future work.

Introduction

Relevance of the topic and statement of the research problem.

The success of the progressive development of the management system in modern Russia largely depends on the quality of management of organizations.

The tasks facing organizations and enterprises today require the formation of new competencies among its leaders, readiness to solve non-standard situations, carry out innovative activities, and actively use information resources and technologies.

At the same time, the growing requirements for the competence of managers significantly exceed the corresponding competence of existing administrators.

Most of the problems and difficulties that arise in management are related precisely to the lack of professional competence of managers.

A clear deficit of such managerial competence often hinders the implementation of specific projects, development programs of organizations, enterprises carried out as part of the modernization of the domestic economy, and is a serious obstacle to the real development of the management system in general and a specific organization in particular.

In this regard, the need to rethink the goals, content, organization and technologies for developing the professional competence of managers becomes a national problem.

The relevance of this topic is associated both with the shortcomings of the scientific substantiation of the very content of the concept of professional managerial competence, and with the lack of development of methods for its formation among managers and specialists of a modern organization.

The purpose of the work is to determine the organizational and managerial conditions for the effectiveness of the formation of professional competence of organizational leaders.

The object of the study is the professional competence of managers and specialists of modern organizations.

The subject of the study is the process of developing the professional competence of managers and specialists in a modern organization, conditions and paths of development.

Objectives - to identify existing approaches to the interpretation of the concept of professional competence and its formation, including determining the structure and dynamics of development, to summarize the forms and methods of work on developing the professional competence of management personnel, to develop and test a training program based on Internet technologies that helps improve the professional competence of heads of general education institutions in the field of management.

To test experimentally the effectiveness of the proposed measures to develop the professional competence of managers.

The theoretical basis of this work is: fundamental research in the field of management and competencies (M. Albert, D. Boddy, Richard L. Daft, W. Jack Duncan, M. Mescon, R. Payton, J. Raven, F. Khedouri, etc. ); works of domestic researchers on management (S.G. Vershlovsky, V.N. Gurov, N.V. Kuzmina, V.S. Lazarev, O.E. Lebedev, N.D. Malakhov, A.M. Moiseev, M. M. Potashnik, V. A. Slastenin, P. I. Tretyakov, K. M. Ushakov, T. I. Shamova, etc.);

development of problems of developing professional competence in management in general (Yu.V. Vardanyan, I.P. Gomzyakova, V.I. Gorovaya, I.N. Drozdov, I.E. Elina, I.A. Eliseeva, G.S. Nikiforov, L.P. Pogrebnyak, E.A. Utkin, V.I. Franchuk and others);

works on the problems of professionalism of professional excellence (A.F. Anufriev, V.V. Butkevich, T.A. Venediktova, I.A. Volodarskaya, V.V. Gorbenko, A.A. Derkach, E.A. Klimov, M N. Karpetova, N. E. Kostyleva, I. F. Krivchansky, Yu. G. Kuznetsov, A. K. Markova, V. E. Morozova, V. P. Namchuk, I. I. Prodanov, A. V. .Solozhin).

1. Theoretical foundations of professional competence

1.1 The concept of competence. System of professional competencies of a manager

One of the priorities of the manager’s policy at the present stage is to ensure a management system for highly qualified personnel.

The concept of “competence” includes complex, capacious content that integrates professional, socio-psychological, legal and other characteristics. In a generalized form, the competence of a specialist is a set of abilities, qualities and personality traits necessary for successful professional activity in a particular field.

Psychological research examines the following types of competence: communicative, professional and pedagogical. Professional competence is the result of professional education.

A high level of professional competence increases the competitiveness of a specialist.

Currently, in the scientific literature there is no unambiguous approach to defining the concept of “professional competence”. The concept of “professional competence” is considered as: a set of knowledge and skills that determine labor productivity; scope of task skills; combination of personal qualities and properties; a complex of knowledge and professionally significant personal qualities; vector of professionalization; unity of theoretical and practical readiness for work; the ability to carry out complex culturally appropriate types of actions, etc. The variety and versatility of interpretations of the concept of “professional competence” are due to the difference in scientific approaches: personal-activity, system-structural, informational, cultural and others to the scientific problems solved by researchers.

Petrovskaya L. A., Rastyannikov P. V. /1/ give their definition of competence: “competence is the level of an individual’s skill, reflecting the degree of compliance with a certain competence and allowing one to act constructively in changing social conditions.” The author highlights general cultural competence as the basis of professional competence, believing that the main directions of a student’s general cultural competence in a person-oriented approach are personal potentials.

Author Zimnyaya I.A. /2/ believes that competence is “the unity of knowledge, skills and attitudes in the process of professional activity, determined by the requirements of the position, the specific situation and the business goals of the organization.”

The formation of professional competence is a process of influence that presupposes a certain standard towards which the subject of influence is oriented; a process that implies a certain completeness, the achievement of a certain level of standard.

Formation of professional competence is a controlled process of developing professionalism, i.e. This is the education and self-education of a specialist.

In the scientific literature, the criteria of professional competence define the social significance of the results of a specialist’s work, his authority, and social and labor status in a specific field of knowledge (activity).

According to E.H. Ogareva /3/, competence is an evaluative category, it characterizes a person as a subject of specialized activity in the system of social labor; and assumes:

) deep understanding of the essence of the tasks and problems being performed;

) good knowledge of the experience available in this field, active mastery of its best achievements;

) the ability to choose means and methods of action that are adequate to the specific circumstances of place and time;

) a sense of responsibility for the results achieved;

) the ability to learn from mistakes and make adjustments in the process of achieving goals.

The formula of competence developed by M.A. also seems quite interesting. Choshanov /4/. It looks like this: competence is mobility of knowledge + flexibility of method + criticality of thinking.

In a general sense, competence is understood as the personal capabilities of an official, his qualifications (knowledge, experience), which allow him to take part in the development of a certain range of decisions or decide for himself due to the presence of certain knowledge and skills.

McClelland /7/ can be considered the founder of the competency-based approach to personnel management. Psychologist McClelland has worked at Harvard University since the late 60s of the twentieth century. He laid the foundation for defining competencies as some factors influencing the effectiveness of professional activities. In 1973, he wrote an article published in the journal American Psychologist entitled: "Testing Competence, Not Intelligence."

The essence of the methodology proposed by McClelland /7/ was to compare the most successful employees with the less successful ones in order to determine performance factors. The task was to understand exactly what psychological characteristics and behavioral characteristics are the reasons for success in this professional activity. However, the competency-based approach became widely known after the publication of the book by Boyatzis (Boyatzis, 2002) “The Competent Manager: A Model for Effective Performance” /5/.

So, the classic definition: competence - (from the Latin competo - I achieve; I comply, I approach). Has several meanings:

the range of powers granted by law, charter or other act to a specific body or official;

knowledge and experience in a particular field.

For our understanding, the following definition is important: competence is the personal ability of a specialist to solve a certain class of professional tasks. We will also understand by competence the formally described requirements for the personal, professional and other qualities of a leader.

System of professional competencies of a manager

In conditions of intense social change, the need for highly qualified leaders with professional skills that meet modern requirements will increasingly increase. Today, the most important for managers are “market” personality qualities, such as flexible creative thinking, initiative, entrepreneurship, focus on results, the ability to take responsibility and high stress resistance. At the same time, the importance of self-organization skills and organizing the work of subordinates, interpersonal communication skills (the ability to establish contacts and resolve interpersonal conflicts, establish interaction with superiors), skills of planning one’s activities and the activities of others, the ability to motivate staff, form teams and manage them increases. Thus, it can be stated that social changes dictate requirements for the expansion of a certain type of professional skills of a manager, which can be combined under the category of socio-psychological competence.

Let us dwell on the definition of the concept of “professional competence”, and also highlight the criteria for professional success and effectiveness of a leader.

The concept of “competence” (competentia - belonging by right) was previously defined as the possession of knowledge that allows one to judge something, express a weighty authoritative opinion . Today, “competence” is more often defined as

)the sum of abilities, skills and knowledge sufficient and adequate to what needs to be done (perform certain labor functions)

) a combination of mental qualities, as a mental state that allows one to act independently and responsibly (effective competence)

There is another aspect of the interpretation of the concept competently - this is the legally accepted ability of an authoritative person to perform certain acts or actions in specific conditions, the terms of reference. In this sense, competence is close to the concept of competence, which is defined as the sphere, range of issues that a person is authorized to decide at his workplace (his strength, authority, etc.).

Today, increasingly, this understanding of competence in HR management is described through a system of competencies, understood as a set of qualities of an employee necessary for him to effectively perform work in a certain position.

Socially, competence can be thought of as “competent behavior” or the ability to optimally use one's own individual characteristics to interact constructively with the world. In this sense, the interpretation of competence proposed by J. Raven is interesting: competence is a specific ability necessary for the effective performance of a specific action in a specific subject area, including highly specialized knowledge, special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one’s actions. Be a competent photographer, scientist, parent, leader, etc. - means having specific competencies different levels(observe, be deeply knowledgeable about a subject, pose questions on your own, write business letters, prove yourself right, deal with interpersonal conflicts, etc.).

In modern work, organizational and professional psychology, “competence” is most often used in the context of professional activity.

Professional competence is the main component of the subsystems of professionalism of personality and activity, the scope of professional competence, the range of issues to be resolved, and the constantly expanding system of knowledge that allows one to carry out professional activities with high productivity.

F.S. Ismagilova /8/ professional competence means the employee’s awareness of a specific professional activity, the professional field in in which he operates, as well as the ability to effectively implement his professional qualifications and experience in practical activities. In the structure of professional competence, the author identifies such basic elements as knowledge, experience (skills, inclinations, professional intuition), professional culture and personal qualities of the employee.

Thus, the definition of professional competence includes a number of interrelated characteristics, such as: gnostic or cognitive, reflecting the presence of the necessary professional knowledge; regulatory, allowing the use of existing professional knowledge to solve professional problems; reflexive-status, which gives the right, through recognition of authority, to act in a certain way; normative characteristics reflecting the terms of reference, sphere of professional competence; communicative characteristics, because replenishment of knowledge or practical activity is always carried out in the process of communication or interaction.

We can distinguish a system of basic managerial competencies (SBK). SBC is an analytical model of a professional, it presents generalized normative and morphological indicators of the structure of the profession and the psychological structure of professional activity. Such a model can be used to solve applied problems, in particular to create the most effective model of professional training that meets the requirements put forward by modern times for the types of professional competence that a manager must possess. The main structural components of the SBC are; intellectual competence; instrumental competence; individual-personal competence; communicative competence.

Intellectual competence includes components of the subject area and area of personality manifestation in the structure of the profession; instrumental competence reflects in the structure of the profession its subject area, including knowledge about the subject of work and aspects of work, as well as the main activities, skills, technologies, etc., used to successfully achieve result; individual-personal competence reflects in the structure of the profession the area of personality manifestation, including the necessary set of qualities of a leader, the possession of which makes him not just professionally suitable, but a successful professional; communicative competence includes the characteristics of a professional in communication, reflecting the most important components of the professional sphere of communication.

All basic competencies are described through a system of factors reflecting the specific qualities of a professional, his knowledge, skills and abilities. Let's look at each of the competencies in more detail.

Intellectual competence is the presence of analytical skills combined with the ability to think in terms of complex relationships. This requires abilities like Torational and abstract thinking combined with spontaneity. This is a prerequisite for the ability to see the situation as a whole, recognize its most important components and propose strategies leading to solving the problem. D. Hapt /9/ defines such abilities as perceptual-analytical, those abilities to see “the forest for the trees” or the ability to view the earth from above.

Intellectual competence can be represented by factors reflecting intelligence itself and perceptual-analytical abilities, which include: the general level of awareness and perception abilities, covering data collection, information processing, verbal and logical thinking, the ability to abstract and find patterns, visually effective thinking , ability to quickly solve practical problems and conceptual flexibility. These abilities are basic and ensure success in making informed and responsible decisions, allowing you to act in an uncertain, problematic situation in cases of lack of information based on logical conclusions.

In addition, this type of competence can include the so-called “social intelligence” - a repertoire of knowledge that an individual uses in interpreting events and making plans in situations of everyday life /8/. These are the ideas, personal memories and rules of interpretation that constitute the cognitive structure of the individual; together they constitute experience and a certain approach of an individual to the problems of social life.

The concept of instrumental competence includes the characteristics of the manager’s operational sphere, which carries out the executive part of the activity.

These, first of all, include knowledge about the subject of work and aspects of work, as well as basic activities, actions, techniques, skills, methods of work, technologies, techniques used to successfully achieve results. Today this is knowledge and mastery not only in the field of technology and production of the area where the manager directly operates, but also competence in such areas as marketing, finance, law, information technology, knowledge of foreign languages, office work, etc.

By analogy with the objects of labor traditionally identified in basic subject systems of labor (biotic, technical, social, sign-symbolic, artistic), Durmanova I.V. proposes to conditionally divide the instrumental sphere of competence into two components /6/:

) the main area of competence in the system man-man, which determines the professional purpose, the main content of work and the leading activities of the manager;

) the sphere of additional instrumental competence, which includes a set of competencies of knowledge, skills and abilities related to any of the basic subject systems and “serving” the leading activities of the manager.

Individual-personal competence includes the characteristics of the mental organization of the subject of activity in the “person-society” system. Individual personal competence contains factors that determine the internal resources and external manifestations of a leader’s personality and individuality. In accordance with modern requirements for managers, the most significant of these factors are; clear values, clear personal goals, ability to manage oneself, self-control and organization, emotional stability, independence and self-sufficiency, independence and self-confidence, ability to make decisions and skills in solving management problems, responsibility and integrity, efficiency, receptivity to innovation, entrepreneurship, potential creative activity and active self-development /6/.

Communicative competence is understood as a set of skills and abilities necessary for effective communication, adequate to communicative tasks and sufficient to solve them. It would be logical to classify this type of competence as a factor in the main sphere of instrumental competence, but since the work of a modern leader consists of 70-90% of communication (according to research by J. Kotter and E.V. Sidorenko) /10,11/, then the ability to communicate can be distinguished as a separate type of basic competence that requires special development. Communicative competence can include factors such as sociability, communicative sensitivity, social courage, diplomacy and insight in group relationships, the ability to withstand the pressures associated with extensive communication, the ability to influence others, and situational adaptability /6/.

For modern managers, mastery of skills within the framework of communicative competence is becoming increasingly relevant and requires its development not only through life experience, as was the case in the vast majority of cases before, but also through special training.

The system of basic competencies, built on the basis of already existing professional models of managers, including the factors of instrumental, intellectual, individual-personal and communicative competencies, describes the key characteristics of the profession. This list is necessary and sufficient to rely on when training managers. If you trace how the structural elements of a profession are presented in the process of vocational training, you will notice that traditionally the focus of attention is only on the subject area, which is only one of components of the profession. This trend has persisted for a long time, despite the point of view, which has already become generally accepted, that learning is more effective if the student’s personality is included in the learning process. This is especially significant for the leadership profession, where the main “tool” of work is the professional’s own personality. In this regard, leadership training should be carried out regarding each from the listed areas of the profession presented in the SBC, and so that the process is not “out of touch” with reality, trends of time and the situation, it must be built taking into account modern requirements and the needs of the subjects of training themselves.

1.2 Modern approach to understanding professional competence

The term “professional competence” is very often used in both Russian and foreign literature. It is generally accepted that the competency-based approach originated in the USA, and one of the first publications “opening” this issue was D. McClelland’s article “Testing for Competence Rather Than for “Intelligence” / 7 / .

In the literature there are different approaches to the interpretation of the concept of “competence”. Thus, the Oxford English Dictionary (7th edition) reveals this concept (competence) (English) as the ability to do something successfully or efficiently /12/.

Zimnyaya I.A. /13/ defines competence as the ability to perform a specific activity to a prescribed standard. Panfilova A.P. /14/ with employees defines competence as a person’s ability to achieve certain achievements. V.S. Bezrukova /15/ understands competence as “possession of knowledge and skills that allow one to express professionally competent judgments, assessments, and opinions.”

Scientists of the Russian State Pedagogical University named after. A.I. Herzen consider competence as an integral characteristic of a person that determines his ability to solve problems and typical tasks that arise in real life. life situations, using knowledge, educational and life experiences, values and inclinations. At the same time, “ability” is understood not as a “predisposition”, but as a “skill”: “capable” means “knows how to do.”

The concept of competence can be operationalized (according to the Australian researcher T. Hoffmann) /20/ in three ways:

as visible and recorded results of activities;

as some standards for performing activities;

as personal properties that determine the effectiveness of a particular activity.

Professional competence is defined in the literature (A.D. Goneev., A.G. Pashkov, etc.) /16/ as an integral characteristic of the business and personal qualities of a specialist, reflecting not only the level of knowledge, skills, experience sufficient to achieve the goals of professional activity, but also the social and moral position of the individual.

The concept of “professional competence” includes the following three aspects (Lebedeva N.M.) /18/:

problematic-practical - adequacy of recognition and understanding of the situation, adequate setting and effective implementation of goals, objectives, norms in a given situation;

semantic - adequate understanding of the production situation in a more general sociocultural context;

value - the ability to correctly assess the situation, its essence, goals, objectives and norms from the point of view of one’s own and generally significant values.

A number of foreign researchers (R. Hagerty, A. Mayhew, etc.) /19/ consider any professional as a bearer of the following professional competencies, which together form the core (invariant) of professional qualifications:

technical;

communicative;

contextual (knowledge of the social context in which the profession exists);

adaptive (the ability to anticipate and process changes in the profession, adapt to changing professional contexts);

conceptual;

integrative (the ability to think in the logic of the profession, set priorities and solve problems in the appropriate professional style, etc.).

special - a high level of knowledge, equipment and technologies used in professional work and providing the opportunity for professional growth of a specialist, a change in work profile, and the effectiveness of creative activity;

social - the ability to take responsibility and make decisions, participate in joint decision-making, resolve conflicts non-violently, interact productively with representatives of other cultures and religions;

psychological, conditioned by the understanding that without a culture of emotional sensitivity, without the skills of reflection, without the experience of empathetic interpersonal interaction and self-realization, professionalism remains partial and incomplete;

information, which includes mastery of new information technologies;

communicative, which requires knowledge of foreign languages and a high level of speech culture;

environmental competence based on knowledge of the general laws of development of nature and society, on environmental responsibility for professional activities;

valeological competence, which means having knowledge and skills in the field of health preservation and issues healthy image life

In the Kingdom of Bahrain It is customary to distinguish two components professional competence graduates - key and basic.

Key competence refers to the ability of an employee to solve problems that arise before him during his professional career. Key competences reflect the specifics of a specific subject or supra-subject area of professional activity. In vocational and technical educational institutions, key competence is developed through such disciplines as “spiritual education”, “contemporary problems”, “information technology” and a number of others.

Basic competence is understood as a component of competence necessary for certain types of professional activities (engineering, teaching, medical, etc.), ensuring the professional development of an individual in a rapidly changing world. Basic competence is developed through training courses such as "problem solving", "collaboration", "small projects".

In order for the courses “working with others” and “problem solving” to contribute to the development of basic competence in students, the educational process of institutions of secondary vocational education is structured as a process of students searching for ways to solve problems. Students are given assignments that examine problems that society is currently facing, for example, a communications explosion, or an energy crisis, or environmental pollution, etc. This type of task is classified as research.

A number of tasks require students to solve a particular problem: for example, if a person has found a job in another city and needs to find an apartment to live in.

Assignments may contain requirements for developing a project to achieve some goal. Students are required to justify the causes of this problem, find out what solutions to this problem exist today, find and justify alternative solutions.

In the course of completing assignments, the student is forced to turn to catalogues, reference books, magazines, Internet resources, etc.

When performing such tasks, students also develop information competence (the ability to collect and process information from different sources, make contacts/communications with other people in different situations, using both oral and written, including electronic forms of communication (e-mail - for communication with the teacher and students, web quest for completing assignments, etc.).

Evaluation of students' work is carried out on the basis of observation of their activities. The product of student activity can be a report, presentation, or project.

Thus, the formation of professional competence occurs in the learning process, which ensures the transformation of one type of activity (cognitive) into another (professional). The implementation of such a process requires new content of professional education and a new organization of educational and professional space. This is possible through the use of e - learning a. The development of electronic multimedia opens up fundamentally new didactic opportunities for the field of education. Informatization acts as the main mechanism for the implementation of a new educational paradigm, as a new quality of the education system, as a means of implementing the function of forecasting the educational system, as well as the communication system between science and education.

1.3 Increasing the professional competence of management personnel at the level of modern requirements

In a situation of changes occurring in management, advanced training and professional retraining are becoming increasingly important for managers. The Concept for the Modernization of Russian Management for the Period up to 2010 emphasizes that the main task of modern management is to achieve compliance with the current and future needs of the individual, society and state. Reforming modern management places new demands on managers. A leader who thinks freely and actively, predicts the results of his activities and models the management process accordingly is a guarantor of solving the assigned tasks. The priority task of the advanced training system at the present stage, according to the Concept of Modernization of Russian Management, is to increase the professional level of managers and form a team that meets the demands of modern life. Today, the demand for a highly qualified, creatively working, socially active and competitive leader has increased.

There are certain qualification characteristics of managers, general requirements for a specialist, job and functional responsibilities of a manager, etc. And what qualities of a manager can indicate that the manager is professionally competent and the level of his competence meets the requirements for innovative management. What work of a manager can be considered professionally competent? Professionally competent work is the work of a manager in which management activities, management communication are carried out at a sufficiently high level, the personality of the manager is realized, and good results in management are achieved. The development of professional competence is the development of the creative individuality of a leader, the formation of readiness to accept new things, development and receptivity to management innovations. The psychological climate in the team and the results of the economic development of the organization directly depend on the level of professionalism of managers and their ability to continuously manage. In accordance with these requirements, it is possible to determine the main approaches to the development of managerial professionalism:

an approach. Continuous scientific and methodological support for the development of professionalism through assistance to managers in the organization. The main goal of methodological work is the continuous improvement of the manager’s qualifications, continuous assistance in increasing his erudition and competence in the field of management.

This option for developing professionalism is implemented through the following forms of work:

Improvement of professional and cultural level manager;

Stimulating his official and social activity;

Improving the methods and style of interaction with employees on the principles of humanization, democratization, transparency;

Formation of skills and abilities to analyze the management process in general and self-analysis of one’s management activities in particular;

Practical forms of scientific and methodological work:

Conferences, seminars, trainings, scientific, practical and problem-based seminars, work of creative laboratories and temporary creative groups of a formal and informal nature, discussions, round tables, organizational and active games, organization of advanced training courses, organization and holding of professional skills competitions, individual consultations.

an approach. Development of professionalism through on-the-job training courses with obtaining a document state sample. This form can be implemented in person and in absentia on the basis of agreements with institutions that have a license for advanced training. Such courses solve the problem of disruption of the production process. The opportunity to learn from first-class specialists turned out to be extremely in demand by the country's leaders.

an approach. Implementation of a cumulative system of advanced training, taking into account the individual control system head .

The criterion for assessing the effectiveness of professionalism development will be the positive dynamics in the level of professionalism of managers, as well as the level of satisfaction of managers and the demand for the services offered.

Today there are ongoing training courses for managers and specialists using the Internet. Among the most popular, the following institutions can be listed: Center for Scientific and Technical Information "Progress" - the largest center for training and advanced training in Russia, SRC Business School - www.src-master.ru<#"justify">2. Assessment and analysis of professional competence of managers educational institution FGSUVU No. 1

.1 a brief description of educational institution FGSUVU No. 1

Federal state special educational institution for children and adolescents with deviant behavior "Special vocational school No. 1 closed type" Ishimbay (hereinafter referred to as the School) is a state special educational institution for children and adolescents with deviant behavior of federal subordination.

Special vocational school No. 1 of a closed type in the city of Ishimbay was created by order of the State Vocational Education Council of the RSFSR dated 06/03/1969 No. 192 and by order of the Department of Vocational Education of the Bashkir Autonomous Soviet Socialist Republic dated 08/15/1969 No. 165.

Full official name of the School: Federal State Special Educational Institution for Children and Adolescents with Deviant Behavior "Special Vocational School No. 1 Closed" in Ishimbay, Republic of Bashkortostan.

The abbreviated official name of the School is FGSUVU "SPU No. 1".

Location of the School: 453210, Republic of Bashkortostan, Ishimbay, st. Severnaya, no. 29.

Based on the order of the Government of the Russian Federation dated August 30, 2004 No. 1139-r, the School is under the jurisdiction of Federal agency by education (hereinafter referred to as the Founder), which exercises the functions and powers of the founder.

Relations between the Founder and the School that are not regulated by the Charter are determined by the legislation of the Russian Federation and the agreement concluded between the Founder and the School.

The school in its activities is guided by the Constitution of the Russian Federation, the Civil Code of the Russian Federation, the Law of the Russian Federation "On Education", the Federal Law "On the Fundamentals of the System for the Prevention of Neglect and Delinquency of Minors", the Budget Code of the Russian Federation, the Tax Code of the Russian Federation, other legislative and regulatory legal acts, Model regulations on a special educational institution for children and adolescents with deviant behavior, approved as amended by Decrees of the Government of the Russian Federation No. 19 dated 01/08/1997, No. 919 dated 12/23/2002, regulatory legal acts of the relevant federal executive authorities and local self-government , acts of the Founder, this Charter. The school, in accordance with state educational standards, implements basic educational programs of primary general, basic general, secondary (complete) general and primary vocational education.

The school can implement educational programs additional education. The school is a non-profit organization and does not have profit making as its main goal.

The school is a legal entity. Rights legal entity The school acquires from the date of its state registration. The school has separate property that is federally owned and assigned to it with the right of operational management, an independent balance sheet, personal accounts opened in in the prescribed manner in the Federal Treasury authorities for accounting for federal budget funds and funds received from business and other income-generating activities in the currency of the Russian Federation and accounts for accounting for funds in foreign currency opened in accordance with the currency legislation of the Russian Federation, a round seal with its full name and the image of the State Emblem of the Russian Federation, stamps, forms and other necessary details, conducts office work, archives, submits financial and statistical reporting in the forms established by the relevant federal executive authorities, and reports annually on its activities.

The main objectives of the School are:

creating the necessary conditions to satisfy the individual’s need to receive primary general, basic general, secondary (complete) general and primary vocational education, a specific profession of the appropriate skill level, intellectual, cultural, physical and moral development;

creating the necessary conditions for psychological, medical and social rehabilitation of pupils;

formation of citizenship and hard work in students, development of responsibility, independence and creative activity;

preservation and enhancement of moral and cultural values of society.

Licensing, certification and state accreditation of the School are carried out in the manner established by the legislation of the Russian Federation. The school receives the right to conduct educational activities and benefits established by the legislation of the Russian Federation from the day the license is issued to it. Based on the certificate of state accreditation The school has the right to issue its graduates with a state-issued document on the appropriate level of education and to use a seal with the image of the State Emblem of the Russian Federation. The school independently forms its structure, with the exception of the creation, reorganization, renaming and liquidation of branches. A school may have in its structure departments, preparatory courses, classrooms and laboratories, educational and training workshops and farms, training grounds, dormitories, structural units of additional education and other structural units.

The management of the School is carried out in accordance with the legislation of the Russian Federation and its Charter and is based on the principles of unity of command and self-government.

The competence of the Founder is determined by the legislation of the Russian Federation, the Charter and the agreement concluded between the Founder and the School.

The Founder carries out in relation to the School, including:

bringing the limits of budget obligations;

registration of permission to open a personal account to account for funds received from business and other income-generating activities and approval of estimates of income and expenses of the federal budget;

other budgetary powers established by the legislation of the Russian Federation.

The Charter of the School, amendments and additions to it are adopted by the general meeting of employees and representatives of students and approved by the Founder.

The director directly manages the activities of the School. The Director of the School is appointed in the prescribed manner by the Founder on the basis of a concluded employment contract.

The director, in accordance with the legislation of the Russian Federation, appoints and dismisses employees, determines the job responsibilities of employees.

The School Director is responsible for:

failure to perform functions within his competence;

implementation is not in in full educational programs;

quality of education of graduates;

life and health of students and workers during the educational process;

misuse of federal budget funds;

accepting obligations in excess of the established limits of budget obligations;

obtaining credits (loans);

other violations of the budget legislation of the Russian Federation.

The director is obliged to provide advanced training for teaching staff in the prescribed manner.

The forms of self-government of the School are: the Board of Trustees, the School Council, the general meeting of employees and representatives of students, the pedagogical council. The General Meeting of employees and representatives of students (hereinafter referred to as the General Meeting) is held to adopt the Charter, amendments and (or) additions to it, elect the School Council, resolve other issues within its competence by legislative and other normative legal acts, the Charter, and adopted to the General Meeting by the School Council or the director. The decision to convene the General Meeting and its date is made by the School Council or the director.

The main activities of the School Council are:

development of a development program for the School and improvement of the educational process;

discussion of the Charter of the School, changes and additions to it, as well as other acts regulating the work of the School.

development and approval of the Regulations on the procedure for the formation and expenditure of extrabudgetary funds;

hearing reports from the head of the School;

coordination of requests for awarding the School’s employees with state and industry awards, conferring honorary titles on them;

other issues within its competence by law and other regulations, the Charter of the School.

The employees of the School include management and teaching staff, educational support and other personnel.

The appointment, dismissal, regulation of labor relations of School employees is carried out in accordance with the Labor Code of the Russian Federation and the Law of the Russian Federation “On Education” and other regulatory legal acts.

2.2 Determining the level of professional competence of the heads of an educational institution when assigning a qualification category

competence professionalism manager qualification

There are different interpretations of the concept of “educational institution” and different approaches to determining its structure. Here are some of them (Table 1). To assess the competence of the head of an educational institution, it is important to highlight those approaches that will allow the phenomenon of competence to be considered from the point of view of criteria, indicators and tools for measuring the professional competence of the head of an educational institution. Determination of the level of professional competence of heads of an educational institution when assigning a qualification category (during the certification process) is presented in (Table 2).

Table 1 - Definition of the concept "Professional competence"

Author Definition of the concept Structure of professional competence I.V. GrishinaCompetence is an integral professional quality of a leader, an alloy of his experience, knowledge, skills and abilities, an indicator of both readiness for leadership work and the ability to make informed management decisions. The professional competence of a school director is a complex multidimensional personal formation, which includes functionally interconnected components: - motivational - a set of motives adequate to the goals and objectives of management; -cognitive - the body of knowledge necessary for management; -operational - a set of skills and abilities for practical problem solving; -personal - a set of personal qualities important for management; -reflexive - a set of abilities to anticipate, evaluate, “slow down” one’s own activities, and choose a management strategy. S.V. SelitskayaPedagogical competence of a manager is basic professional characteristics the personality of a manager, one of the key system-forming components in the overall structure of managerial competence. He identifies three leading paradigms that form the fundamental basis of the conceptual basis for the formation of a manager’s pedagogical competence: sociological, sociocultural and activity-based. Justifies the choice of the activity approach as a fundamental basis for creating conditions for the formation of the pedagogical competence of a manager T.N. Pilshchikov The competence of a teacher-manager is represented as: -the degree of mastery of a body of knowledge, skills and abilities in the field of pedagogical management, economics, and entrepreneurship; -ability for marketing and research activities, analysis and selection of optimal ways to solve problems under conditions of uncertainty; -readiness to develop, make and implement effective management decisions in the direction of the set goal; -formation of significant personal qualities, economic thinking and motivational and value orientations; -unity of theoretical, normative, legal and practical readiness for pedagogical management, economic activity and entrepreneurship; readiness for information support of management activities, effective communications in business communication. Table 2 - Determination of the level of professional competence

ParametersCriteriaIndicatorsToolkitCompetence of the head of an educational institutionQualificationKnowledge of: - strategies for the development of education in Russia and the principles of educational policy; - goals, content, forms, methods of teaching and education, modern concepts and technologies; - types of educational institutions, their place and role in the system of lifelong education, requirements for the results of their activities; - fundamentals of economics of education; - regulatory and legal framework for the functioning and development of the education system; - theoretical foundations of management, leading management schools and concepts, features of management in the field of education; - principles of analysis and construction of educational systems and methods of planning their activities; - systems and methods of material and moral incentives for employees; - effective team management styles; - modern methods of monitoring educational, financial and economic activities and office work in an institution; - requirements for record keeping in an educational institution. Questioning; Testing; Exam; InterviewProfessionalism Ability to: - analyze the activities of educational institutions, identify the most significant problems and find effective ways to solve them; - develop normative and organizational documentation of the educational institution (agreements, charters, rules, etc.); - develop programs for the development of an educational institution; - build an organizational structure for the management of the educational institution; - plan and organize control over the activities of the institution; - motivate performers to achieve high results in their work activities and advanced training; - prevent and resolve conflicts in the team; - organize the development of innovations; - conduct business meetings, conversations, organize group work. Practice-oriented project Discussion Business games Productivity of the educational institution: - maintaining the student population; - students’ mastery of educational standards; - results of innovative educational activities. Head: - the state of the regulatory legal framework for the functioning and development of the educational institution; - development programs of the institution (division); - the state of the educational and material (material and technical) base of the institution (availability, use, development); - quantitative and qualitative characteristics of the movement of personnel; - social and psychological climate in the managed team; - quality and level of sanitary and hygienic conditions; - state of office work. Generalization of experience

Let's consider the approach of P.I. Tretyakov/22/.

The professional vitality and competencies of teacher leaders as indicators of the quality of education are presented in Table 3.

Table 3 - Professional vitality and competence of teachers.

Parameters Criteria Indicators Toolkit Gnostic (research) and self-educational competencies Application of methods and technologies for identifying the relationship between purpose, content, conditions, objects 1) find the necessary educational information; 2) set goals, plan, organize your individual educational process and trajectory personal development other subjects of the educational process; 3) identify, solve, control and correct the problems of their self-education; 4) find and benefit from experience; 5) evaluate the effectiveness and efficiency of the education received; 6) explore the advantages and disadvantages in activities, in the system of relationships; 7) explore the factors of productive education, analyze the state of the problem field in theory and practice; 8) explore factors influencing the self-organization of participants in the educational process; 9) explore the advantages and disadvantages of one’s own activities; 10) rely on the strengths of your personality in solving problems. Questioning; Testing; Exam; Self-diagnosis; Generalization of experienceOrganizational and communicative competenciesBuilding an optimal model of relationships and interaction between all subjects of the educational process and effective personal self-organization1) organize one’s own activities related to solving educational problems; 2) organize interaction, mutual assistance and support between all participants in the educational process; 3) effectively distribute your time and the time of participants in the educational process for various types of activities; 4) use indirect influence on the organization of activities of all participants in the educational process; 5) teach self-organization of activities of participants in the educational process; 6) build relationships based on the implementation of development programs (independence, self-confidence, etc.); 7) stimulate development; 8) teach communication (the ability to establish contacts, coordinate actions, listen and hear others, resolve conflicts, etc.); 9) make decisions, responsibility; 10) apply computer technology. Business game Constructive and design competencies Possession of theoretical methods of action in the development of an integral process and training sessions based on progressive pedagogical technologies 1) draw up a personal self-educational program (plan); 2) draw up the educational program of the school; 3) draw up technological maps for completing educational material; 4) establish intra-, interdisciplinary and cyclical connections of the disciplines being studied; 5) design a modular and multidisciplinary organization of the UVP; 6) determine the most rational forms, methods and technologies of the educational process; 7) choose the most rational structure of the entire process; 8) determine the most productive structure of the training session; 9) develop personal and collective reflection. Practice-oriented project Social and personal competencies Definition of personal and social goals 1) critically examine phenomena and events in the world, Russia, a particular region; 2) determine the connections of the past, present and future; 3) assess social and personal trends related to health, the environment, and the consumption of various types of resources; 4) enter into the discussion and develop your opinion; 5) overcome difficulties and conflicts; 6) express yourself and your best qualities. Questioning; Interview; Discussion; Business game Adaptive competencies Ability to cope with modern and predictable situations 1) use new information to update activities; 2) apply new technologies to improve labor efficiency; 3) show tolerance, flexibility, and resilience in the face of rapid change; 4) show readiness for activities that transform oneself and other people; 5) respond adequately in terms of personal growth to changes in society. Round table; Business games; Questionnaire

2.3 Analysis of the results of changes in the professional competence of teachers and heads of educational institutions

The analysis of the results of measuring changes in the professional competence of teachers was carried out in accordance with the criteria and indicators (according to T.G. Brazhe) /34/. The following parameters of professional competence were assessed: motivational-value, cognitive-activity and emotional-processual.

Motivational-value parameter

At KBPC combined with certification, the teacher’s attitude towards learning new knowledge, readiness for learning and professional and personal development (mobility) are not specifically diagnosed.

In problem-based courses, as a rule, the teacher’s attitude towards learning new knowledge, readiness for learning and professional and personal development are determined.

On the issue related to the introduction of specialized training, a survey of teachers was organized within the framework of the subject-methodological module.

The main purpose of using the questionnaires was to identify the personal meaning of acquiring knowledge, the structure of professional motivation, the degree of readiness to implement the acquired knowledge and skills in the post-course pedagogical activity. The questionnaires included multiple-choice and free-response questions.

This diagnostic tool is not perfect enough, but it allows us to determine the main trends.

Thus, among the main motives encouraging teachers to participate in the implementation of specialized education ideas, the following were named: the desire to more fully take into account the individual characteristics of students, the conviction that this will increase work efficiency.

Cognitive-activity parameter

The results of the input diagnostics, carried out using teachers’ CMMs, indicate that the majority of teachers have mastery of the subject at a basic level. At the same time, difficulties were identified in mastering certain elements of content that traditionally cause difficulties for students.

The results of the final diagnostics indicate that the majority of course participants have mastered new elements of the subject content and methods of teaching it.

Teachers have significant difficulties assessing the results of their work: as a rule, the results are determined by the percentage of student achievement and the number of graduates who entered other schools. educational establishments. As a result of training in courses, teachers acquire the skills to determine the effectiveness of their work using various diagnostic techniques.

In general, teachers are guided by professional literature, although in most cases they turn to subject-specific - and less often - to general pedagogical journals or monographs. During the course of mastering the course training program, teachers study current methodological literature, get acquainted with modern research in the field of the basic subject and methods of teaching it.

In addition, the level of teachers’ involvement in innovative solutions, as well as their mastery of pedagogical research methods, increases. During the course, teachers develop the ability to analyze their own experience and the experience of their colleagues.

It was revealed that during the performance of entrance control tasks for professional and pedagogical workers, out of the maximum possible number of points, the full number of points is usually gained by one or two students. The average achieved results in groups are 70-60% of the total number of tasks.

At the same time, the lowest indicators in the group are given by students who do not have special education, including pedagogical education, and with little work experience. An unacceptably small number of points for a year of course preparation usually ends up with one or two students.

An analysis of the results of the entrance diagnostics showed that the greatest difficulty is traditionally caused by questions related to the theory and methodology of teaching subjects (professions). It should be noted that the results of the analysis of the implementation of KIMs indicate that students have a “shaky” knowledge of some documents of the state educational standard (up to 55% of incorrect answers).

At the same time, most of the listeners showed a fairly good knowledge of the content of their educational areas.

However, in general, the level of professional competence of the majority of teachers taking courses can be considered sufficient (within normal limits).

When performing current and final diagnostic tasks, you can note the following:

a) when creating a “business card” of their educational institution, carrying out practice-oriented projects and tasks of diagnostic and teaching methods in subjects, a significant number of teachers find it difficult to demonstrate the presence of sustainable positive results in training and education;

b) tasks related to knowledge of new literature in the field of the subject and methods of teaching it, a self-critical and reflective attitude towards oneself, mastery of existing traditional solutions to professional problems, and description (but not analysis!) of the experience of colleagues are usually completed quite successfully;

c) the traditional difficulty is achieving the depth and validity of the analysis of the effectiveness of one’s activities, the logic and validity of conclusions about the directions for improving professional activities, as well as the ability to demonstrate the ability to analyze problematic information obtained from the literature, to understand (and sometimes even evaluate) a promising methodological idea, convincingly justify your conclusions.

d) teachers find it difficult to solve problems related to going beyond the “standard” situation. The level of proficiency in a complex of research skills and their use in practice cannot be highly assessed by the majority of students. However, it is in this indicator of professional competence that noticeable dynamics are observed (even on the scale of short-term courses).

Using the appropriate diagnostic tools (written test), the following picture of the formation of the psychological and pedagogical competence of students “at the entrance” is recorded: approximately 60% of students demonstrate the presence of ideas about the main models of education, almost 15% are able to analyze both their activities and pedagogical phenomena in general (they are proficient in pedagogical diagnostics), 60% of students know the requirements for a modern lesson and 20% are familiar with the structure of a teacher’s professional competencies.

The results of the final diagnostics and practice show that microgroups cope with tasks at an acceptable level. They clearly formulate the current problems of their teaching practice, reveal their pedagogical, educational, methodological, psychological and valeological aspects. The problems of developing creative talent in students, deviant behavior of adolescents, stimulating cognitive activity of students in the classroom, etc. are relevant.

Groups provide scientific justification for proposed solutions. During the presentations, students demonstrate good knowledge of pedagogical theory and a creative approach to developing the chosen problem. Group leaders, completing their presentations, analyze group work and summarize proposed solutions to problems. Listeners actively participate in discussions on the issues under consideration.

As you can see, the assessment of changes in the psychological and pedagogical competence of students as a result of training in courses is overly general and undifferentiated.

Emotional-procedural parameter

The satisfaction of students with the organizational and pedagogical conditions of the learning process, the content of classes, the correspondence of the content and organization of courses in general to the professional needs and interests of the teacher can be assessed as satisfactory (according to a survey of students immediately after the courses).

An analysis of the results of a sociological study on the delayed results of advanced training reveals a generally high degree of satisfaction among both teachers themselves and their supervisors.

It would be advisable to analyze the results of measuring changes in the professional competence of educational system leaders in accordance with the approach of I.V. Grishina /25/ .

I will give several examples characterizing the results of measuring the professional competence of managers. To a certain extent, they can be used to judge trends in changes in the professional competence of management personnel.

The results of the entrance diagnostics showed the following: 57% of students do not know the main provisions of regulatory documents on the activities of an educational institution; 35% students exhibit average or below average levels of knowledge about their basic functional responsibilities; 8%students have theoretical knowledge of the provisions of documents regulating the activities of an educational institution not only in the operating mode, but also in the development mode, and apply the knowledge in their practical activities.

The final diagnostics showed the following.

A high level of professional competence was demonstrated by 38.4%. They:

Have a systematic understanding of the structure and development trends of the Russian and regional education systems;

understand the diversity of economic processes in the modern world, their connection with other processes occurring in society.

theoretical foundations and patterns of functioning and development of an educational institution, including transition processes;

principles of making and implementing economic and management decisions.

identify problems of an economic, social, political nature when analyzing specific situations, propose ways to solve them and evaluate the expected results;

systematize and summarize information, prepare certificates and reviews on professional issues;

use basic and special methods of system analysis and problem analysis, manage information in the field of their professional activities;

develop and justify options for effective economic management decisions;

critically evaluate from different aspects (production, motivational, institutional, etc.) changes in the field of education, trends in the development of objects in the field of professional activity;

use computer technology in user mode to solve management tasks.

special management terminology and specialty vocabulary;

skills of independent acquisition of new knowledge using modern educational technologies;

skills of professional argumentation when analyzing standard situations in the field of upcoming innovative activities.

54% showed themselves to be at the average level of professional competence.

7.6% showed themselves at a low level.

The final diagnostics of the professional competence of educational institution managers in the disciplines: “Economic Theory” and “Fundamentals of Organization of Economic Activities of an Educational Institution” showed the following.

% (high level) easily defined the main economic categories (need, demand, supply, price, value, costs, expenses, opportunity costs, budget, extra-budgetary funds, financing channels, regulatory budget financing, etc.) and concepts ( consumer behavior, financing, budgeting, production of services (goods), etc.); freely established existing dependencies when solving logical problems, for example, the relationship between a reduction in customs duties on foreign cars and the market for automobile products, between an increase in oil production and the education budget, etc.

% (low and below average level) experienced difficulty in this, i.e. confused the content of concepts or could not formulate them at all. In addition, they could not link (or had little understanding of) the main provisions of legislative acts, theoretical calculations, and economic laws with their practical activities. For example, apply the law of ascending opportunity costs when creating a school schedule; could not indicate the channels for financing the educational institution; were unable to compare the volumes of budgetary funding and extrabudgetary funds. And they also could not solve logical problems, for example, establishing a connection between the market for the production of gas masks and the market for the production of children's diapers (a question of micro- and macroeconomics and life experience).

% (average level) made mistakes when determining the main categories and economic laws operating in the economy and, in particular, in the economics of education. They could independently connect their experience and the theory of economic issues (laws).

CompetenceNumber of managersHigh levelMedium levelLow level38.4%54%7.6%

Thus, as a result of the analysis of professional competence:

no systematic work is being carried out to analyze the results of measuring changes in professional competence.

there is no unified criteria for assessing changes in the professional competence of students;

the study of professional competence is limited to the cognitive parameter; the goals of studying other parameters are not set: motivational-value, activity, etc.

3. Ways to improve and develop the professional competence of heads of educational institutions

3.1 Conditions, principles and forms of organizing the environment for professional development of education managers

In the third chapter, I examined the problems, causes, consequences, and solutions to the professional competence of a modern specialist. Ways to solve the problem of developing professional competence of a modern specialist Table 4

Highlighting the educational environment as a fundamental condition for a leader’s individual choice of professional values, I believe that the active role of the educational environment is to promote a person’s self-discovery, to “pull” his potential to the level of actualized abilities, which are the basis of active professional and personal self-development. The basic principles of organizing the educational environment are:

collective design and implementation of the plan for educational interaction;

diversity of educational content, methods and forms of entry into it, up to individual advanced training programs;

integrity and continuity in the content and logic of various organizational forms of advanced training;

stimulation and support of any educational activity;

the priority of personal rather than functional-role interaction between organizers and listeners;

an emotional climate favorable for learning.

Problem Causes Consequences Solutions 1. There is no systematic work to analyze the results of measuring changes in professional competence. Insufficiently complete, operationalized and reliable system for monitoring the effects of course training. Ineffective management of the quality of the organization and the effectiveness of training within the framework of course training 1. Analysis of the content of curricula and training technology from the point of view of compliance with the criteria of professional competence of teaching and management personnel of the education system. 2. Adjustment of the content of curricula and teaching technology 3. Expertise by the Ministry of Education of developed programs. 2. There is no unified criteria for assessing changes in the professional competence of students; Insufficient readiness of the institute staff to use the concept of “Professional competence as a key indicator” to assess the success of working with students. Installation professional competence as a key indicator becomes not a priority 1. Examination of developed programs 2. Analysis of the content of the curriculum and teaching technology from the point of view of compliance with the criteria of professional competence of teaching and management personnel of the education system. 3. Adjustment of the content of training programs and teaching technology. 3. The study of professional competence is limited to the cognitive parameter; the goals of studying other parameters are not set: motivational-value, activity, etc. Increase in the number of control and measurement procedures and the lack of a unified scientific and methodological base, evaluation of methods Weak connections. Lack of sharing of positive experiences1. Adjustment of such control and measurement procedures as the implementation of diagnostic and training techniques, practice-oriented projects, exam, interview, test, essay, dictation. 2. The methodology for competently organizing such control and measurement procedures as testing, questioning, business (role-playing) games, debates, self-diagnosis, and presentation of the listener’s “portfolio” has been studied. 3. Development and approved procedure for conducting examination of diagnostic instruments. 4. Development of formalized indicators; methodology for collecting, processing, storing, distributing and using information on the results of measuring professional competence; 5. In accordance with the criteria of professional competence, develop forms of expert sheets for assessing the professional competence of teaching and management personnel and the structure of the submission (expert opinion) filled out by the head of the educational institution for the certified educational worker, including: director of the educational institution, deputy director of the educational institution for sustainable development, deputy Director of the Educational Institution for VR.

Figure 4 - Problems of developing professional competence of a modern specialist

“Maintaining” these principles in the organization and implementation of advanced training programs is both a relatively new and quite difficult task in the context of the growing diversity of ethical, psychological, pedagogical, anthropological views and the increased complexity of value self-determination of teachers.

The municipal methodological service, in addition to course training, may have such forms of organizing professional development as:

pedagogical workshops as a form of entry into research activities;

organization of seminars (based on innovative schools): immersion seminars, problematization seminars, reflection seminar, project seminar, methodological seminar, expert seminar, consulting seminar, etc.;

conference of leaders to discuss educational problems in the municipality;

management internships for young managers as part of a management event;

"consultation point" in MMS (RMK);

"marketing hall" in the municipal "building" of education;

open professional club, etc.

The proposed forms of organizing methodological work with education managers expand and complement those traditionally used. Let us note here, however, that methodological work still remains one of the central forms that performs two mutually intersecting functions - the development of teaching methods and the professional development of the teacher. Since management and teaching are not identical phenomena, it is unlikely that we can talk about, for example, a methodological unification of school principals or head teachers.

Thus, advanced training of education managers on the basis of the municipal methodological service is carried out not only through various forms, but also in a specific professional community. These are management professional associations, on the basis of which the processes of professional development of education managers and the search for new mechanisms for changing management activities can unfold. For example: an assembly of school principals, a management studio, a corporation of education managers, etc. Unlike teachers, who delegate representatives of their professional communities to the municipal level of education, managers are immediately professionally united at this level.

Therefore, within the framework of a municipal professional association, small (or temporary) professional groups may arise by region professional interests. It is the professional community that is the subject of change, where innovative management practices are created (or conceptualized), and where the mode of individual change is located.

The main problem in the search for ways and forms of interaction between teachers, methodologists and education managers (in realizing the goals of the educational program) is the problem of the reasons for their choice. When solving it, it is necessary to rely on philosophical, psychological and pedagogical theoretical positions, consisting in the discovery and awareness of personal meanings, orientation towards the infinity of knowledge, the creation of oneself in the world and the world in oneself, the values of co-understanding, co-recognition, co-creation, freedom of choice. These reasons lead to the need to create new forms and rethink traditional ones.

In the practical implementation of the program, lectures, workshops, discussions, round tables, debates, mini-trainings, workshops, role-playing games, mini-conferences, positional discussions, etc. can be used. In addition, these same reasons dictate the variety of principles for organizing study groups when conducting group work.

One of the ways of self-realization of a manager as a participant in course training is interactive teaching methods based on personal interaction and communication of each participant in the educational process. Traditionally, such technologies belong to the so-called forms of collective mental activity in the educational and research process. In addition, in our opinion, interactive techniques can act as a stimulus for the creative and educational initiative of listeners, having a non-directional and resonant effect on the internal spheres of the individual.

3.2 Development of competencies as the main goal of education

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

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

§ They lack the appropriate qualities.

§ They lack experience.

§ They don't want to be professionals!

§ They are “out of the loop” because the environment in which they “cooked” during the learning process was students and teachers, not professionals.

It is precisely these four components that are missing in modern vocational education:

§ Professional education.

§ Professional practice.

§ Updating professional choice.

§ Immersion in a professional environment.

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

In modern professional education, both at the level of the professional community and at the level of government agencies, there has been a tendency to describe professional education as a process of developing the necessary competence of a specialist. And although so far this has happened only in words and on paper, let’s hope that “the process has begun.” But the question naturally arises, what is meant by competence?

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

Definitions of the concept of “competence” vary. Moreover, individual skills (conflict management), personality traits (sociability, responsibility, analytical mind), and psychological attitudes (achievement orientation) are sometimes cited as examples of competencies. But in itself, none of these components (knowledge, skills, attitudes, etc.) is a competence in relation to the activities of a specialist, but is only one of its elements.

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

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

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

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

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

The most significant (system-forming!) element in this model was the variable individualized algorithm of the specialist’s activity - his technology, his “know-how”.

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

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

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

Figure 1 - Closed cycle of effective professional activity.

Hence the need arises to include two additional elements in the competency structure: independent training methods and innovation methods.

START - Complete Universal Competency Structure

Figure 2 - Complete Universal Competency Framework

Business training is a lifesaver

Since modern professional education has a bias towards learning (and mostly theoretical), for the effective training of almost all specialists, compensating mechanisms are necessary.

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

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

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

However, a number of pressing questions arise here:

How to determine the profile of the required competence?

How to measure the level of “subtle” components of competence?

How to most effectively develop different aspects of competence?

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

In order to determine a competency profile, you should:

Clearly define the goal.

Define possible ways its achievements and, based on the results of the analysis of external and internal resources, choose the optimal one.

Model the activity to achieve a given goal in a given way - i.e. create an algorithm for this activity.

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

In order to measure the “subtle” components of competence, it is necessary to find relatively simple types of activities, the results of which are measurable and correlate with the competency parameter being tested (i.e., select or create a test system).

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

Even if there is no job competency profile, it can be created with the help of the training participants themselves. Taking for 10 points the ideal level of development of each parameter for the current or planned activity, the participant will receive an ideal profile of your competence.

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

Figure 3 - Three competency profiles

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

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

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

Without aiming at a thorough analysis of this issue, we will consider only some of the opportunities that the competency-based approach provides for organizing effective personnel management.

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

First conclusion:

More ambitious goals, as a rule, require more complex activities to achieve. And more complex activities require higher specialist competence. And acquiring higher competence takes time, often considerable time. After all, even a simple skill is formed in an average of 21 days, and there may be several necessary skills.

In addition, the development of personal qualities requires much more time - sometimes it takes years!

What could be the ways to solve this problem, apart from, of course, constant personnel changes (which is not always possible and is always highly costly)?

Implement a strategic management system and a strategic personnel management system in the organization.

And then, knowing what goals the employee will have in a few years and how he will achieve them, you can plan a long-term program for his training and development.

Consider the employee’s current activities not only as practical, but also as educational.

Applying this concept to business, we can say this: let my employee make mistakes if they are educational errors and not due to negligence. The damage from these mistakes will be covered many times in the future. After all, when an employee improves his competence, he will begin to bring profit, immeasurably greater than he brings now (even if now he does not make any mistakes).

The second conclusion that follows from the competency approach is related to the so-called “talent management”. This conclusion can be formulated as follows:

If the competence of a talented employee exceeds the competence of his position in at least one of the parameters, then the employee feels dissatisfied, and his competence begins to decline.

Moreover: in order for such an employee to feel happy, it is necessary that the requirements of his position exceed his current competence in at least one of the parameters.

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

But despite all the difficulties, this finding opens up a whole range of opportunities for motivating and retaining staff. The most striking (even paradoxical) example: instead of increasing the amount of payments, you can complicate the employee’s professional activity. Of course, the question arises: how to complicate it and how much?

And this is where analyzing the competency profile of a given employee can help.

This conclusion echoes the ideas of realizing human potential. The idea is that strategic directions and goals are determined not only based on the decisions of the top officials of the organization, but also based on the existing unrealized competencies of personnel (which, again, can be helped by an analysis of employee competencies). If people feel that the organization not only provides their standard of living, but also allows them to be more fully realized, then a phenomenon will arise that has recently been called “personnel involvement.” But employee engagement gives not only a psychological, but also an economic effect!

It has already been irrefutably proven that due to low employee engagement, organizations lose huge amounts of money that cannot be compared in size to the costs of quality personnel management.

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

3.3 The proposed model for assessing the professional competence of the head of an educational institution

Based on the use of the specified criteria, indicators and tools, the following levels of professional competence of the head of an educational institution can be distinguished:

) Need-motivational;

) Operational and technical;

) Reflexive-evaluative.

Approach T.G.Brazhe /34/. I consider it advisable to use the approach proposed by T.G. to assess the competence of the head of an educational institution of the FGSUVU. Braje /34/. The developed criteria for assessing the professional competence of a leader are similar to the criteria for the professional competence of a teacher. This approach forms the basis for diagnosing the professional activity of the head of an educational institution during certification for the highest category.

Based on the analysis of the content and structure of the concept of “professional competence of the head of an educational institution”, various approaches to assessing the professional competence of a leader, I propose a model for assessing the professional competence of the head of an educational institution, which is most acceptable in the system of advanced training. This model is based on a synthesis of the approach proposed by I.V. Grishina /24/, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.

Professional competence of a manager

Criteria - qualifications, resource efficiency, socio-psychological efficiency, technological efficiency.

Let's consider these criteria in more detail:

) Qualification.

Key indicators - knowledge:

types of educational institutions, their place and role in the system of lifelong education, requirements for the results of their activities;

fundamentals of economics of education;

regulatory and legal framework for the functioning and development of the education system;

theoretical foundations of management, leading management schools and concepts, features of management in the field of education;

principles of analysis and construction of educational systems and methods of planning their activities;

systems and methods of material and moral incentives for workers;

effective team leadership styles.

modern methods of monitoring educational, financial and economic activities and office work in an institution;

requirements for record keeping in an educational institution.

Tools:

Testing

Questionnaire

Interview

Discussion

Business (role-playing) game

Self-esteem (self-diagnosis, self-analysis)

Practice-oriented project

Diagnosis of professional activity

Portfolio

Generalization of experience

Expertise (expert opinion)

) Resource efficiency - the degree of feasibility of using and developing all school resources: personnel, material, financial

Basic indicators:

A) Teachers’ realization of their professional interests and capabilities:

assessment of the development of creative activity of teachers

assessment of innovations and innovations

assessment of teachers’ fulfillment of development and self-expression needs

B) Rational organization of work at school:

assessment of the rationality of the school work schedule (based on a survey)

C) Rational use of school equipment, funds, personnel:

Assessment of the use of teachers in accordance with their professional education profile;

The state of the educational and material (material and technical) base of the institution (availability, use, development)

) Socio-psychological effectiveness - the degree of influence of management activities on the school community

Basic indicators:

A) Satisfaction of teachers and students of the school:

assessment of the degree of satisfaction of teachers and school students (with their work and studies)

B) Social and psychological climate:

assessment of the level of socio-psychological climate at school

C) Motivation of school staff members for quality work:

assessment of motives labor behavior school team members

) Technological efficiency - the level of implementation of the main management functions: information and analytical, motivational and target, planning and forecasting, organizational and executive, control and diagnostic, regulatory

Basic indicators:

A) Compliance of the management structure with the goals of the school:

assessing the compliance of the management structure with the goals of the school;

B) Rational distribution of time by the head of the school:

assessment of the rationality of time allocation by the school leader

C) Rationality of management technology:

assessment of the manager’s preparedness to perform management functions and the degree of their implementation (based on qualification characteristics)

D) The leader’s ability to manage and develop the school:

Assessing the leader’s ability to manage school development;

the ability to analyze the activities of an educational institution, identify the most significant problems and find effective ways to solve them;

develop normative and organizational documentation of an educational institution (agreements, charter, rules);

ability to plan and organize control over the activities of the institution.

3.4 Analysis and assessment of the quality of the diagnostic tools used

The quality assessment of the diagnostic tools used was carried out using the following types of control procedures:

) input diagnostics;

) current diagnostics;

) final diagnostics, including: diagnostic and training methods; practice-oriented projects.

Control and measurement procedures (CIP) have the following objectives:

A) input diagnostics - obtaining information that allows differentiating managers and teachers in the possession of professionally significant qualities (in order to determine the validity of claims to the declared category); obtaining information that allows you to adjust the methodology of conducting classes taking into account the interests and needs of students; obtaining information that allows students to conduct self-diagnosis of the level of professional competence; testing of control and measurement procedures.

B) current diagnostics - tracking intermediate results and the effectiveness of the course preparation process, identifying problems and difficulties of students, on this basis - adjusting the content and forms of training.

C) final control - assessing the success of students in completing course training programs and determining the degree of compliance of their professional competence with the declared category (for those certified for the category).

Input diagnostics are carried out at basic advanced training courses (KBPC), at courses on problems and at retraining courses for heads of educational institutions.

Input diagnostics at the KBPC are effective, which are carried out in the form of incoming control and subsequent interviews.

The content of KIMs (testing and measuring materials) includes the main issues of the Minimum Content of General Education in individual subjects. When organizing testing, as a rule, the time required to complete tasks is reduced compared to the established standards for students. This toolkit quite objectively allows us to assess the teacher’s mastery of the subject content at a basic level.

CMMs consist of three blocks (parts). In the first block (Part A), each question is accompanied by answers, one of which is correct. In the second block (Part B), each question is given six answers, several of which may be correct. In the third block (Part C), each question must be answered in writing.

In the first block, the listener receives 1 point for each correct answer, in the second block, each correct answer is scored 2 points, in the third block - 7 points.

When developing KIMs (testing and measuring materials) for KBPC (basic advanced training courses) for managers of NPO institutions (Primary Vocational Education), materials developed by employees of the IRPO Ministry of Defense of the Russian Federation (Institute for the Development of Vocational Education of the Ministry of Education of the Russian Federation), departments of E&E, (Economics) are used and Organization Management), pedagogy and psychology, theories and methods of vocational education and teaching and learning complexes (educational and methodological complexes) of vocational education.

In accordance with the specification of CMMs for managers, the input diagnostics also consists of three blocks (parts), the first of which (Part A) is a multiple-choice test, the second (Part B) is a short-answer task (filling in missing words in sentences), the third (part C) - tasks in the form of answers to questions, performed in the style of free reasoning on a given topic (free detailed answer).

One of the positive aspects of conducting entrance diagnostics is that the entrance control is accompanied by an interview (individually with each listener). During the interview, the reasons for possible difficulties discovered during the implementation of CMMs are clarified.

Differentiation is carried out based on the results of generalization of the results of the entrance control and subsequent interview. Usually there are three conditional groups of listeners:

) have serious gaps in knowledge;

) having sufficient knowledge and skills;

) who have demonstrated a high level of professional competence (including the number of those who apply for the highest category is determined separately).

Differentiation of learning is achieved through “access” to individual educational routes for students, taking into account the results of entrance diagnostics.

A peculiarity of conducting entrance diagnostics at the CBPK of heads of educational institutions is its integrated nature. The entrance diagnostic includes 40 questions on the following blocks of disciplines: management, economics, law, pedagogy, psychology. The entrance diagnostic questions are aimed at determining the student’s level of preparedness for management activities and the validity of their claims to the first or highest qualification categories. Each correct answer is worth 1 point. Diagnostics allows you to determine 3 levels of a manager’s preparedness for management activities: high - more than 80% of correct answers (32 points or more); average - from 60 to 80% correct answers (from 24 to 32 points); short - less than 60% correct answers (up to 24 points). The specified diagnostics are supplemented by input subject diagnostics in individual disciplines. The question of the advisability of using a combination of integrated and subject diagnostics remains open and requires discussion and appropriate decision-making. The need to improve the diagnostic tools used is undeniable.

Current control is used during course preparation and includes assessment of students’ performance of tasks for independent work, their performances in practical classes, etc.

Within the framework of the KBPC, the final control, understood in this way, includes control and measurement procedures that are mandatory for all students (regardless of certification for any category):

a) presentation of the “business card” of your educational institution;

b) development of CIMs by profession, subject;

c) conceptual and terminological dictation;

d) an exam in the form of a seminar - a regulated discussion.

Positive experience in using innovative forms of current diagnostics is available at the Department of E&D (in the economic block). Of particular note is the methodological support of control and measurement procedures. For example, the following forms of current diagnostics are used:

essay writing .

Carrying out a practice-oriented task (mini-project).

The goals that are set when performing this practice-oriented lesson:

identification, analysis, generalization and dissemination of positive experience in the economic activities of the institution;

development of high-quality materials on organizational, economic and management issues work of an educational institution;

identification and support of progressive economic mechanisms for the life of educational institutions.

Objectives of the practice-oriented lesson:

develop (describe) an effective method (technology) of an institution’s activities to attract extra-budgetary funds;

carry out an examination together with the teacher of the methods (technologies) presented for consideration of attracting extra-budgetary funds, assess their legal validity, economic efficiency and social and pedagogical feasibility;

conduct a full group discussion;

After discussion, make adjustments and recommendations to the proposed technologies if necessary.

Materials are assessed based on the results of an examination of the legal, economic and other characteristics of methods (technologies) for attracting extra-budgetary funds. The best works are determined on the basis of qualification selection depending on the quality, volume and depth of elaboration of the submitted materials. Preference in the assessment is given to materials containing a description of specific practices that have confirmed their sustainability and effectiveness in the actual activities of educational institutions.

Conclusion

The data available in the first chapter indicate that at present there is no unified approach to defining the concept of “professional competence”.

It is difficult to resolve the issue of diagnosing an increase in the level of professional competence in the process of improving the qualifications of a teacher in the system of additional professional education. Almost all researchers note that the difficulties of measurement are due to the fact that it remains unclear how the necessary changes should be determined and to what extent they will be directly related to the specific impact during the course preparation period.

Researchers believe that the assessment of professional competence is carried out by comparing the results obtained with any norms, average values, as well as by comparing them with the results of previous diagnoses in order to identify the nature of progress in the development and professional growth of the teacher and leader. The educational process of implementing short- and medium-term (from 72 to 144 hours) educational programs for advanced training is unique, since it is aimed, as a rule, at solving pressing problems that arise in pedagogical practice. Therefore, to carry out diagnostics, it is necessary to have indicators characterizing the level of professional competence of students before and after mastering the relevant educational program.

The quality of learning outcomes in the process of professional retraining with a volume of more than 500 classroom hours is assessed by the degree of compliance with state educational standards.

Since there is no unambiguous definition of the concept of “professional competence” and there is no generally accepted model for assessing the quality of educational results in the system of additional professional education, the need arose to determine one’s position. It seems to us that the most reasonable definition of the concept of “professional competence” was proposed by T.G. Brazhe /34/.

Based on this definition, the main parameters of professional competence to be assessed can be identified:

motivational-value;
cognitive-activity;
emotional-processual.

Based on the analysis carried out in the second chapter, the content and structure of the concept of “professional competence of the head of an educational institution”, various approaches to assessing the professional competence of a leader, I propose a model for assessing the professional competence of the head of an educational institution, which is most acceptable in the system of advanced training. This model is based on a synthesis of the approach proposed by I.V. Grishina /24/, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.

Professional competence of a manager

Criterion - qualification; indicators:

) Knowledge:

Strategies for the development of education in Russia and principles of educational policy;

2) Resource efficiency is the degree of feasibility of using and developing all school resources: personnel, material, financial.

) Socio-psychological effectiveness - the degree of influence of management activities on the school community.

As a result of studying the quality of diagnostic tools and the results of measuring changes in the professional competence of teachers and heads of educational institutions, carried out in the third chapter, the following contradictions were identified:

between the need to manage the quality of the organization and the effectiveness of training within the framework of course training , and an insufficiently complete, operationalized and reliable system for monitoring the effects of course training.

between the attitude towards professional competence and the lack of willingness of employees to use this concept to assess the success of working with students.

between the increase in introduced and newly created control and measurement materials and control and measurement procedures and insufficient methodological, educational and scientific elaboration of these issues, which hinders the systematic use and dissemination of this positive experience.

To overcome the noted contradictions, I believe it is necessary:

1) Determine as a priority the work to ensure the quality of additional pedagogical education by improving all types of activities aimed at maintaining the professional competence of employees of the regional education system, creating, testing and implementing a system for monitoring the quality of additional vocational education.

To do this, you need to work on:

Improving software, methodological and technological support for advanced training of education workers, taking into account the criteria and indicators of their professional competence. For this:

analyze the content of the curriculum and teaching technology from the point of view of compliance with the criteria of professional competence of teaching and management personnel of the education system.

adjust the content of training programs and teaching technologies accordingly.

conduct an examination of the developed programs.

development and improvement of diagnostic tools to obtain information about the immediate results of changes in the professional competence of teaching and management personnel. For this:

adjust such control and measurement procedures as the implementation of diagnostic and training techniques, practice-oriented projects, exams, interviews, tests, essays, dictations.

development and approval of the procedure for conducting the examination of diagnostic instruments;

clarifying the criteria and indicators of a sociological study of the quality of additional vocational education to obtain information about the indirect results of changes in the professional competence of teaching and management personnel;

development of formalized indicators; methods for collecting, processing, storing, distributing and using information on the results of measuring professional competence; creation of an information system for monitoring the quality of additional education;

) Plan events to discuss the results of implementing the decisions of this Academic Council, staff meetings; meetings with vice-rectors; department meetings; industrial training.

List of sources used

1. Petrovskaya L. A., Rastyannikov P. V. Diagnostics and development of competence in communication, - M.: Moscow University Publishing House, 2000.

2. Zimnyaya I. A. Key competencies - a new paradigm for educational results, Higher Education Today, 2009 - No. 5

Ogarev E.I. Competence of education: social aspect. - SPb.: Publishing house. RAO Job, 2005. - 170 p.

Choshanov, M. Flexible technology of problem-modular learning [Text] / M. Choshanova. - M.: Nar. education, 2004. - 157 p.

5.Richard E. Boyatzis The competent manager<#"justify">APPENDIX A

Misconceptions and countermetaphors to them

Pedagogical mythologemMetaphor-countersupportA teacher can re-educate a studentA teacher can create conditions for this. A. Bikeeva There are two opinions - the teacher’s opinion and the wrong one. I do not agree with any of the words that you say, but I am ready to give my life for your right to say them. VoltaireThe task of a teacher is to teach, demand, insist. The young men, pondering how to live, asked the old man: “Is it possible to immediately distinguish a smart person from a fool?” The old man said, looking up: “I can easily distinguish them: The smart one learns all his life, the Fool teaches all his life.” P. Zheleznov Children should not behave noisily. You will never be able to create wise men if you kill naughty children. J. J. Rousseau Students should not argue with the teacher. A student will never surpass a teacher if he sees him as a model and not a rival. V.G. BelinskyThe function of a teacher is transmission of knowledge. A bad teacher presents the truth, a good teacher teaches to find it. A. Disterweg It is not shameful and harmful not to know No one can know everything, but it is shameful and harmful to pretend that you know what you do not know. L. Tolstoy Little things in the behavior of students can be neglected. Don’t be able to distinguish the big from the little things. A sign of a good teacher’s work is the absolute absence of conflict. Conflict-free is the opposite of conflict. Nowadays it is impossible to become a good teacher. It is better to light one small candle than to curse the darkness. APPENDIX B

Characteristics of the professional competence of a college graduate

The professional competence of a teacher is a complex individual psychological education based on the integration of experience, theoretical knowledge, practical skills and significant personal qualities. At the same time, pedagogical professionalism is associated with a high level of self-realization of individual characteristics, with an individual handwriting, an individual style of activity.

Components Indicators of the graduate's qualification level Professionalism Ability to analyze; actively use the acquired knowledge in professional activities; draw conclusions based on analysis of your own successes and failures; willingness to use a variety of techniques, methods and means of organizing professional activities. Initiative Independent choice of a training profile, including professional practice, focus on mastering the values of education. Creativity Desire for professional creativity, dedication, the ability to adequately select and use methods, forms and means to achieve the goals and objectives of education , focus on transformative activity and reflection, on self-control. Adaptability Preparedness to quickly change the direction and motivation of professional activity depending on changes in the social situation. Dynamism Knowledge of the evolution of theories and concepts, understanding of the need and specific content of changes depending on changes in the situation. Research competence Mastery of scientific methods -research activities. Positional certainty Manifestation of personal functions in educational and real professional activities, communication skills on the value-semantic, empathy level, adequate self-esteem. Mobility Breadth of cognitive interests, the ability to refuse an erroneous decision, the ability to find alternatives for solving a problem and making the optimal choice. APPENDIX B

Diagnostics from the study of communication abilities of college students (30 people)

Level2 course4 course1.High level 2.Medium level 3.Low level26% 40% 34%46% 34% 20%

The level of communication abilities increases from course to course due to educational and practical activities.

APPENDIX D

Organizational management structure.

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