Key competencies. Professional competence of the manager

MINISTRY OF EDUCATION AND SCIENCE

RUSSIAN FEDERATION

BALTIC FEDERAL UNIVERSITY

NAMED AFTER IMMANUIL KANT

Institute of Law

Educational-methodical complex for the discipline

"Actual problems of business and commercial law"

for students in the direction 40.04.01.68 Jurisprudence

master's program

"Business Law, Commercial Law"

1 course 1 semester full-time learning

Kaliningrad 2014

Approval sheet

Compiled by: Head of the Department of Business Law, Candidate of Law, Associate Professor Nilov Konstantin Nikolaevich

The CMD was discussed and approved at a meeting of the Department of Business Law

Minutes No. _______ "___" ___________________ 2014

Head of Department: _________ / Nilov K.N ../

PLO Manager: ________ / Ezhova T.G. /

The CMB was approved by the methodological council of the Faculty of Law of the IKBFU. I. Kanta

Minutes No. _______ "___" ___________________ 20 ____

Chairman of the Methodological Council: __________________ / Zayachkovsky O.A. /

"I approve"

Dean of the Faculty of Law ____________________ / Zayachkovsky O.A. /

"I approve"

Head of Department educational programs

Zhitinevich D.G.

Chairman of the Expert Council ____________________ / _____________ /

PROGRAM PLANNING UNIT

1.1. Explanatory note …………………………………………………….. 4

1.2. Thematic plan ………………………………………………………… 7

1.4. Themes of independent, tests and abstracts .. …….…. fourteen

1.5. Questions for midterm and final control. …………….… .... 18

1.6. Criteria for assessing knowledge.…. ………………………………………….… .. 29

1. 8. List of basic and additional literature, normative documents, judicial practice ………… .. …………….…. ……………… ... 34

EDUCATIONAL-METHODOLOGICAL UNIT ..................... 40

2.1. Theoretical part ……………………………………………………. 40

2.2. Workshop …………………………………………………………… .. 79

2.4. Glossary ………………………………………………………. ……. 114

DIAGNOSTIC CONTROL UNIT ………………… ..… 124

3.1. Complex test items ………………………………………..… 124

3.2. Questions to prepare for the exams .. …………………………… .. 131

BLOCK OF POPULAR-DIDACTIC MATERIAL ……… ..…. 135

Presentations

Schemes

PROGRAM PLANNING UNIT

Explanatory note

Course annotation

In accordance with the Federal State Educational Standard of Higher vocational education(FGOS VPO) in the direction of training 40.04.01.68 Jurisprudence (qualification (degree) "Master") academic discipline"Actual problems of entrepreneurship" is the discipline of the basic part of the professional cycle of disciplines.

First level preparation of students, necessary for the successful study of the discipline, requires a higher education (bachelor, specialist). The student must know the main provisions of such disciplines studied as part of the bachelor's (specialist's) training program, such as theory of state and law, economics, arbitration process, business law, civil law, which determine the status of business entities, the procedure for their creation and termination of activities, bankruptcy proceedings , legal regime of property, means and main directions state regulation entrepreneurial activity, antimonopoly and tax regulation of entrepreneurship, legal regulation of types of entrepreneurial activity, the concept of an entrepreneurial contract, the concept of legal responsibility and the sanctions applied to entrepreneurs.

Goals and objectives of studying the discipline

The purpose of studying the discipline "Actual problems of business law" is: mastering professional competencies and knowledge in the field legal regulation entrepreneurial activity.

In realizing this goal, the following tasks should be achieved:

1) knowledge formation:

On the role of entrepreneurship in a market economy and the importance of legal regulation of such activities;

On the problems of the legal status of business entities;

On the problems of the legal regime of property used in entrepreneurial activity;

On the problems of legal regulation of the privatization of state and municipal property;

On problems in the field of state regulation of entrepreneurial activity;

On the main problems in the field of legal regulation of investment activities;

On the basic guarantees and problems of protecting the rights and legitimate interests of business entities;

2) the formation of skills:

Allocation of legally significant circumstances in commercial disputes and settlement options controversial situations;

Preparing qualified opinions on legal issues;

Representing the interests of business entities in judicial and administrative bodies;

Application of methods of scientific research of economic and legal phenomena and problems;

3) education:

Respect for the law, the rights of citizens and business entities;

Feelings of intolerance for any violation of the law in one's own professional activity;

Necessary business, emotional and volitional qualities to ensure law and order.

List of professional competencies

As a result of studying the discipline "Actual problems of business law" the student must master the following general cultural (OK) and professional competencies (PC):

OK - 3 - readiness for self-development, self-realization, use of creative potential;

OPK - 3 - the ability to use in practice the acquired skills and abilities in the organization of research work;

PC - 7- the ability to competently interpret regulatory legal acts;

PC - 8- the ability to take part in the legal examination of draft regulatory legal acts, including in order to identify provisions in them that contribute to the creation of conditions for the manifestation of corruption, to provide qualified legal opinions and advice in specific areas of legal activity;

PC - 11- the ability to professionally conduct scientific research in the field of law.

As a result of mastering the discipline, the student must:

Know:

Problems of Russian business law;

Theoretical and methodological problems of the development of modern legislation on entrepreneurship;

The main trends in the development of economic and legal phenomena in the present stage;

Problems of legal awareness and legal culture of entrepreneurs;

Problems of ensuring the rule of law and law and order and the fight against offenses in the field of entrepreneurship.

Be able to:

Apply the knowledge gained to research urgent problems business law, use them in the process of professional research activities;

Use the acquired knowledge in the processes of lawmaking;

Own:

Skills of analysis of law enforcement practice in the field of business law;

Skills of solving problems of implementation of legal norms in the field of business law

1.2. Thematic plan

A leader who competently and effectively manages a company must have the appropriate competencies. We are talking about a person's ability to perform the functions of a manager, corresponding to the position that he occupies.

List of important competencies required by a manager:

• Achievement orientation;
• Successful work with data, decision making;
• Organization of activities, control;
• Motivation, development of employees;
• Ability to influence subordinates;
• Ability to organize your own work.

Achievement orientation

it ability occupying leadership position human achieve the set goals under certain circumstances. The competence of a competent leader, focused on results, includes:

• Ability to set ambitious goals that challenge the abilities of both the leader and subordinates, while focusing on the achieved level;
• Decomposition - the definition of clear final as well as intermediate criteria that allow assessing future achievements;
• Dealing with obstacles with an intensification of activity that allows you to transform the problems encountered into tasks;
• Making unpopular decisions when the ability to move towards a set goal is used, even in non-standard conditions, overcoming obstacles in the form of resistance from other people.

Successful work with data, decision making

They include the ability to work with information, make the right decisions in a particular situation. It is about the ability to perform structuring, analysis, systematization of the received data and make management decisions based on them.

The best candidate for a managerial position is someone who can identify even the most subtle factors that create a problem. He knows how to collect, structure information without errors, which will later be used for analysis. Such a leader bases his decisions only on an accurate analysis and subsequently always monitors the decisions that were made by him. With the appropriate skills, he accurately predicts performance indicators, sees possible problems and takes timely action to eliminate them.

Organization of work, control

The list of competencies of the head of the enterprise includes his ability to set tasks, organize, direct, coordinate activities. At the same time, he must know the subtleties, nuances of work in order to be able to explain effective ways solving problems. The manager must set tasks in such a way that the possibility of their untimely fulfillment is excluded. It is imperative to have the ability to work with control tools and conduct necessary changes and quickly and efficiently.

Motivation, development of employees

The ability of a manager to create such conditions for subordinates to willingly fulfill their work duties. This includes:

• Knowledge of needs, personal and professional features employees to choose the way to motivate them;
• The ability to notice the success of subordinates in order to inspire them and inspire them to perform new tasks;
• Competent use of the training system, which is carried out systematically and planned;
• Ability to create a psychological climate that allows you to motivate employees to achieve the desired goals.

The ability to influence

Successful manager knows how to influence decision making other people. In that, he is helped by oratory skills, which allow him to seek the support of colleagues, employees in relation to their positions, views. The image of the leader, his authority, which must be impeccable, is also important. A competent leader conducts meetings regularly, constructively and at the same time effectively and confidently manages the group. In addition, his ability to navigate unforeseen situations is important, using them as an opportunity for personal as well as professional growth.

Organization of your own work

Considering the main competencies of a successful leader, examples of successful managers can be considered those who have the ability to plan, organize, distribute their work time... A competent leader knows how to:

• Make the most of the time allotted for the performance of his work duties;
• Clearly allocate energy, as well as resources for the implementation of current and urgent tasks, intelligently highlighting priorities;
• Minimize the volume of current tasks without creating problems out of them;
• Use delegation as a time-saving and skill-building method for subordinates.

List of important competencies required by a leader - summary

As can be seen from the above, the list of competencies that a modern successful manager should possess is quite large. However, each of their varieties always has the opportunity to develop. How can this be done? Executive trainings help improve professional competencies. Their topics are varied, ranging from the development of systems thinking, ending with the development of tools for effective leadership. In addition to the theoretical part, they include a workshop. The practical elements of the trainings allow you to work out the acquired knowledge in practice, and then successfully use it in further management work. What kind of training is right for your particular case? It all depends on what basic managerial competencies need to be developed. If you have doubts about your choice, there is always an opportunity to contact competent consultants who will help you decide and undergo training that meets the needs of a manager.

Competencies are the qualities and behaviors that people tend to exhibit in pursuit of work goals.

Competency Model - Human Resource Management Tool

Peter Drucker believes 3 out of 10 hiring decisions are wrong. The reasons are simple: when selecting, it is difficult to assess the level competence specialist, correctly prioritize the selection criteria. Even if you manage to choose best specialist in this industry, it may still turn out to be ineffective: not adapt to the conditions of the prevailing corporate culture, motivation system, leadership style. If a leader seeks to recruit a team for himself, in accordance with his leadership style, then another problem awaits him. It is convenient for him to work in such a team, but his “doubles” repeat not only his successful decisions, but also his limitations. It does not occur to such a leader that if everyone on the football team were forwards, then such a team would hardly be able to hold out on the field for one half.
Promotion decisions are also not immune to subjectivity. But their price for employees is even higher: because of unsuccessful personnel reshuffles, it excites the entire team for a long time.
To provide a unified and objective system for the selection, promotion, assessment and motivation of specialists, companies use competency models .
Competencies- these are characteristics due to which high performance is achieved in a particular activity. They are integrated skills, personality characteristics, motivation... Their main feature is that they manifest themselves in behavior, and therefore are easy to measure.
Competency model Is a list of competencies with specific indicators of their manifestation in professional activity. The model includes the competencies that are most important for the company at this stage of its development. An effective model involves the development of competency profiles - sets of competencies for different levels management and lines of business (for example, production, sales, marketing, finance, etc.).
Thanks to competency models clearly described expectations from a candidate for a specific position are created. For rate competencies appropriate methods and tools are selected. Therefore, when recruiting, it is possible to assess as accurately as possible the compliance of the candidate's personal profile with the competency profile.
Competency model- this is not only a “request for recruitment”, but also a vision of what the company will need in the future, what is the gap between today's need for human resources and the future. And it comes not only about the need to fill positions, but also about the development of certain competencies. For example, if a company plans to change its business goals, and strategic thinking is not highly developed in the top management team as a whole, then efforts must be made to ensure that this competence is present in the team. Competency model allows for long-term planning and forecasting of the necessary human resources, quickly and efficiently form a personnel reserve.
Learning planning is also systematized and becomes more focused. According to our observations, companies that are starting to use competency model, training planning is changing. In general, the trend is as follows: the number of more specialized, competency-focused trainings is increasing. For example, instead of the Sales Skills training, the company orders the Assertiveness Training. The composition of the trainings "soars up" in terms of management level: more top-level managers and more key specialists take part in them. And this is understandable, having received a more accurate and objective assessment of competencies, key specialists are more motivated to develop.
Companies using competency model, it is clear to employees what qualities and skills their promotion depends on. If the decision to promote is based on clear criteria, the staff perceives it as fairer.
In fact, when an HR specialist builds all his procedures and methods based on competency models, he moves from solving individual problems to real human resource management. Research by D. Karvetz showed that 67% of successful companies pay serious attention to competency management, while among unsuccessful companies this percentage is significantly lower - 27. Competency management is now one of the main competitive advantages of a company.
When developing competency models various methods are used: J. Kelly's method of repertoire grids, critical incident method, interviews .
It's important to do more than just development competency models, but also support in the systematization of HR procedures, the creation of a unified approach to the selection, promotion and motivation of key employees. In accordance with competency model methods for their assessment are being developed: methods of the Center for Assessment and Development, 360º, business simulations, interviews, reliable questionnaires and tests are selected.
When used correctly competency models its use is not limited to evaluation. It should be the basis for developing a system for assessing, training, developing and motivating personnel. Building a holistic system of HR procedures allows you to use competency model most efficiently and get the greatest return on investment in personnel.

Working to improve their competencies, you can:
Clearly define standards and expectations in relation to your employees.
Bring the activities of individual performers, groups and managers in line with the strategy of the organization.
Develop development plans for yourself and your subordinates.
To increase the level of responsibility and competence of managers who evaluate the performance of employees, and the employees themselves, as well as increase the level of competence of the company as a whole.

Stages of development competence
1.Awareness and understanding of the need to develop a certain competence
2.Relating competence with its own job responsibilities and self-assessment
3. Practice new forms of behavior in a "safe" environment, with the possibility of receiving feedback from others.
4. Continuing practice in increasingly difficult work situations, more appropriate to the real nature of your work

1. Focus on results
Striving to meet or exceed established standards. Standards MAY be based on the employee's previous work experience (striving for self-improvement) or on the work practices adopted by his predecessors. Thus, sporadic but significant success in one particular case also indicates a focus on results.
Level 1 Trying to do his job well (right) May complain about wasted or ineffective (eg, wasted time), but does not take concrete steps to improve the situation.
Level 2 Creates its own quality criteria to measure the results and compare them with its own, and not specified by others, standards.
Level 3 Continuously and gradually increases the performance indicators of its work; constantly finds ways to accomplish tasks in the area of ​​his immediate duties better, easier, faster and more efficiently.
Level 4 Sets hard-to-achieve goals for himself, as a result of the achievement of which labor efficiency is significantly increased
Level 5 Sets hard-to-reach goals - while making decisions and prioritizing them based on accurate calculation.
Level 6 Allocates significant resources and / or time (in a situation of uncertainty) to generate long-term benefits and gains

Define YOUR criteria for success. How will you decide at the end of each year whether the past year has been a success or a failure? (Think about product sales, budgeting, your own development, exceeding previous year's results, developing new systems and processes for your team.)
Once you have developed your own performance measurement standards, share them with your boss to test their reliability and gain top-down support for your efforts.
Seek out opportunities to get feedback from your manager.
Do not limit yourself to what has been achieved. Look for examples of excellence outside of your company.
Ask yourself how often you have achieved your goals. Review your goals and analyze your strengths and weaknesses.
Always think constructively when obstacles arise. Give up the phrase "it can't be done". Concentrate your efforts on the end result of the work and on the ways
achieving this result. A positive outcome orientation will increase your chances of success and moral satisfaction.
Strive to resolve performance problems as soon as they arise. Be honest with yourself and accept criticism constructively.
Check out the most outstanding results and successes of others and apply this experience in your work for more effective solution problems.
Continually look for opportunities to improve operational efficiency by improving existing systems. When setting goals for yourself and for your subordinates, make sure that most of these goals are difficult to achieve; v in this case this means that the probability of the taxi reaching the target is "50-50". Involve your people in the process of setting these goals.

2. Analytical thinking
Examines situations and phenomena by highlighting component parts or, sequentially analyzing the consequences of certain actions. Analytical thinking includes the ability to structure and systematize the constituent parts of a problem, the ability to systematically compare various factors or aspects; the ability to rationally prioritize; the ability to determine temporal relationships and sequences, cause-and-effect relationships.
Level 1 Divides problems into a series of simpler tasks or actions, without placing an order of importance. Lists tasks without prioritizing or ordering
Level 2 Establishes a causal relationship between two aspects of a situation (A leads to B). Can divide these elements into two categories: pros and cons.
Level 3 Highlights multiple causal relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationship between the components of the problem, is able to anticipate obstacles, counting several moves ahead
Level 4 Draws up comprehensive plans, conducts a comprehensive analysis. Uses a variety of analytical methods and finds possible solutions which is then compared in terms of their value.

Recommendations for self-development:
Before you start gathering information, you must fully understand the problem.
Make a list of the problems you are facing, then take the time to analyze them and identify patterns that occur.
Systematically break down the problems that matter to you into their constituent parts, each of which has a specific solution.
When planning your actions / decisions and before taking anything, analyze the reaction that is most likely to cause your action.
When faced with a number of new challenges, prioritize them and create a concrete plan for achieving the desired results.
Make a list of tasks and activities for a specific day. Since priorities can change throughout the day, reorganize your checklist so that the most important work-related tasks are accomplished.
When evaluating possible options solutions to the problem try to identify as many interdependent circumstances and cause-and-effect relationships as possible.
Before. how to choose this or that option for solving the problem, think about what the consequences of your choice will be and what next steps will need to be taken in order for the chosen option to be successful.
Before deciding on a particular issue, collect as much information as possible on this issue. Ask questions to people who are relevant to the issue / issue. Allow sufficient time for a comprehensive analysis of the problem, reviewing it with different sides avoiding ill-considered actions.

3. Development of other employees
Sincerely interested in long-term development other people. To do this, he analyzes the development needs and makes efforts to contribute to the development of other people. It is primarily aimed at creating motivation for development and obtaining an effect in development, and not just at formal participation in trainings.
Level 1 Speaks positively about the abilities of others, encourages others to express their opinions. Believes that all people want and can learn.
Level 2 Provides directions or shows how to do something to develop employees. Explains how to perform the task and makes specific suggestions.
Level 3 Gives directions or shows you how to do something, while explaining your logic and using that explanation as a teaching strategy. Provides practical support or assistance to make the work of a subordinate easier (for example, on his own initiative, offers additional resources, methods, information, consultation with a specialist, etc.). When explaining complex problems, asks questions to make sure trainees understand the explanation or directions correctly.
Level 4 Provides stimulating feedback... Explains or shows clearly and logically how to accomplish a specific part of the job. Provides constructive feedback in a timely manner using employee behavior examples rather than personality discussions. Seeks opportunities to expand the range of responsibilities and capabilities of the employee within the framework of his department. Provides assignments or training to employees to develop their performance skills. When identifying development opportunities, it takes into account the real needs of business B of its division.
Level 5 Organizes a system of long-term mentoring or training, looks for opportunities to expand and develop the abilities of other employees, provides Additional tasks or training aimed at developing the skills and abilities of others; when identifying development opportunities takes into account the real? business needs throughout the organization and in the long term (2-3 years).

Discuss with your direct reports their expectations that are not directly related to their work. What exactly does this person want to do in their life
Before you ask an employee to do something differently or in a new way, think about the reasons why it would be in the best interest of the employee and the organization to do a task this way.
Think about the work of your employees from their point of view: what do they need in order to do their job well? How can I help them?
Remember that when new hires come into the organization, it usually takes them 3 to 6 months to get started with the best performance possible.
When your employees are facing difficulties at work, help them analyze their work process and identify actions that helped or, conversely, hindered the completion of the task.
When giving feedback to subordinates, avoid common phrases like "you did your job well." Provide descriptive feedback - describe what actions or behavior of subordinates you value.
Before starting to train a subordinate, remind yourself that the goal of training is to develop the employee's abilities long-term, not to improve their performance in the short term.
When giving feedback to a subordinate, focus on examples of behavior, not on personality traits.
Remind yourself that your people are doing their best to do their job. If they do not meet the required indicators, they need help and support, as well as specific comments on how exactly they can improve their work.

4. Flexibility
The ability to adapt and work effectively in the most different situations, with a wide variety of people or groups. It involves understanding and taking into account different, including opposing views about the problem, adapting your own approach in accordance with the requirements of a changed situation, as well as the ability to initiate or readily accept changes in your organization or in your work.
Level 1 Readily changes his own opinions and perceptions, RECEIVING new information or facts that radically change the state of affairs. Understands other people's point of view. Easily adapts to changes at work.
Level 2 Flexibly applies established standard rules and procedures in accordance with specific situation... Accepts changes in the needs of the business or work environment and starts moving in a new direction.
Level 3 Adapts the tactics of his actions. Acts in accordance with a specific situation or behavior of a particular person.
Level 4 Adapts the strategy of his actions, changes approaches or strategy in accordance with the requirements of the situation.

Recommendations for self-development:
Plan ahead of time for situations in which you will experience discomfort or those circumstances in which you will not be inclined to change your point of view. By identifying situations in which you lose flexibility, you can develop ways how. it is better to cope with such circumstances or avoid them.
To expand your understanding of the problem, look at each situation that arises from all possible points vision. Keep in mind that there are several solutions for every problem.
Seek to hear feedback from others about your ability to make decisions in unusual situations.
If a problematic situation arises that cannot be resolved by relying on normal company procedures, talk to colleagues about it and organize a brainstorming session to find alternative solutions.
Try to figure out the needs of the people with whom you regularly communicate and do business. and always be ready to adjust your approaches so that these people feel more at ease and more receptive to your suggestions.
Review periodically how the problems are being addressed. What are the strengths and weaknesses of work execution processes? Are there better ways to get the job done?

5. Initiative
Assumes the ability to:
1) clearly identify problems, obstacles or opportunities.
2) take actions that take into account both current and future problems or opportunities. In this case, we are talking about active action, not just pondering what needs to be done.
Level 1 Sees new opportunities and uses them. Reacts to emerging problems, including overcoming obstacles. When a problem arises, he pays attention to the timing.
Level 2 Acts quickly and decisively in crisis situations and in situations requiring urgent solutions.
Level 3 In his immediate area, makes additional efforts to create opportunities or minimize potential problems B in relation to situations that arise over the next 1-3 months.
Level 4 Looks forward up to one year. Makes improvements that affect the performance of other departments. When proposing initiatives, consider how they will affect other departments.
Takes action to create new opportunities or prevent future crises.
Level 5 Looks to the future for up to three years. Creates the basis for improvements that will affect the operations of all divisions of the company.

Recommendations for self-development
Develop a commitment to excellence and outstanding results. People with a high desire for achievement are more active in realizing their goals.
Use methods that will force you to take action (for example, some kind of regular reminder to plan).
Identify new market opportunities or other perspectives that are difficult for you to develop yourself. Gather colleagues to discuss potential solutions and choose one. which will bring the greatest benefit to the company.
In a crisis situation, assess what level and competence you need to have in order to make decisions in this situation. If your level is not sufficient for this, contact someone who meets this requirement and ask that person to make a decision.
Get in the habit of planning ahead and predicting the problems that might hinder your team's work.
Anticipate potential problems and develop plans for possible solutions.
List all internal and external factors that affect your team and discuss possible actions with team members

6. Team Leadership
Takes on the role of a leader in a team or in a bag of people. Leadership in a team, as a rule, but does not always involve the use of formally assigned authority. In this case, a "team" means a very broad concept - any group, and in which a person takes on the role of a leader.

Level 1 Manages meetings effectively. Draws up an agenda, formulates goals and objectives, monitors regulations, distributes tasks.
Level 2 As a leader, he informs people about all decisions that affect them. Ensures that the team has all the information they need.
Level 3 Stimulates effective work teams, acting as a leader, strives to maintain the spirit of cooperation and the desire to work effectively in the team. Takes action to foster team unity and a spirit of collaboration, shows everyone that their contributions are valued and encourages interaction and collaboration among team members
Level 4 Shows concern for the team: protects the team and its reputation, makes sure that on a practical level the needs of the group are met.
Level 5 Examines the activities of the company and the whole. Clarifies tasks, constraints, the required volume and quality of work, skills, and makes team members eager to collectively perform the work ahead. Serves to others personal example by itself demonstrating the desired behavior. Makes the team get the job done.
Level 6 Draws an attractive perspective for everyone, fostering enthusiasm and dedication. He is a true "charismatic" leader, capable of instilling faith in a common cause.

Recommendations for self-development:
Think of a particularly effective leader you have seen in your life.
Think about how he manages to achieve outstanding results from the team.
Analyze one or two key areas that are important for your development and draw up a specific development alan for them.
Consider the work standards you set for the team: they must be challenging but realistic.
Check if your team's efforts are focused on achieving team goals. If not, identify the causes and remedies.
Reward your team's achievements (financially and non-financially); for example, send employees to training courses, throw parties for them, etc.
Organize regular meetings to get team members' feedback on how you are leading the group. What. they think your leadership method is effective and what prevents them from being proactive. Listen without objection.
If someone from your team comes to you with problems and questions:
Listen to the person and show them respect.
ask him questions, and do not tell him "how" to act. Don't answer your own questions. Let people independently find alternative solutions - then they will feel that they are doing their own thing, and not someone else's.
Focus on the positive: Find out what is going well and discuss the issue to create a FEELING of satisfaction in the other person, make constructive remarks "(both negative and positive).
Provide examples of employee behavior and ask for examples of alternative commands that the interviewee thinks will be more effective.
Whenever you need to voice your negative reactions, start with the positive first, then express your point of view about the deficiencies, and again end with something positive.
Pay attention to the strengths of the other person and emphasize them.
Always consider the issue or situation from the perspective of others before making a decision.

7. Teamwork and collaboration
The desire to collaborate with others, to be part of a single team, to work together, rather than separately or in competition with anyone. This competence - teamwork and collaboration - is assessed only in employees who work in a team with others. “Team”, as in the case of the previous competence, is a broadly defined concept of a group of people connected by common tasks or work process.
Level 1 Works well in a team (good "team player"). Informs others in a timely manner, shares all the necessary information. Sincerely considers himself a member of the team and supports the decisions made by the group. Shows respect for others.
Level 2 Expects positive results from the team, gives positive feedback to team members showing accepted behavior in the team. Expresses positive expectations and respect for others.
Level 3 Expresses a desire to learn from others (including learning from peers and subordinates). Stimulates the expression of different points of view and suggestions and uses them to form the final decision.
Level 4 Stimulates and supports others, helps them feel their strength and importance. Publicly thanks those. who did the job well.
Level 5 Supports team spirit. Resolves team conflicts. Strives to create a good reputation for the team in front of others. Contributes to the maintenance of a friendly atmosphere, good morale and a spirit of cooperation.

Recommendations for self-development:
Become a member of work teams, project teams, committees, and more. Take short notes during meetings, including where you think you have demonstrated new level teamwork, as well as cases when you were not able to do it.
Initiate an informal exchange of information with your colleagues.
At every meeting or meeting, make it a practice to thank at least one team member for a good job.
At meetings and sessions, specifically invite people who did not take part in the discussion to express their views.
If at a group meeting you disagree with the opinion expressed by someone, first thank that person for their point of view and only then present your version.
Support people who try to be cooperative (especially if they don't quite succeed).
Communicate your team's accomplishments in an obvious and positive way.

8. Impact and influence
Competence involves the intention to convince, influence, influence or impress others in order to gain agreement or support for one's proposals. This competence is based on the desire to influence other people in situations where initially the interlocutor has a different opinion, desires or intentions than the persuading one.
Level 1 Expresses intent, but does not actually take action. I would like to have a certain impact: he considers the reputation, status, external impression, etc., to be important, without doing anything concrete
Level 2 Takes individual actions for the purpose of persuasion: In a speech or conversation, USES straightforward persuasion (for example, appeals to common sense, provides data, appeals to the interests of another; gives specific examples, demonstrates visual and other aids, etc.). He is not trying to significantly restructure his argumentation depending on the interests and level of the audience.
Level 3 Takes a variety of actions with the whole to convince: It has an impact in several ways, not trying to significantly restructure its argumentation depending on the interests and level of the audience. Includes in his argumentation data carefully prepared on the eve of the speech
Level 4 Carefully calculates the impact of his words or behavior. Adapts the presentation according to the interests and level of the audience. Calculates in advance what effect certain words and actions will have, what image of the speaker they create in a given audience.
Level 5 Uses an indirect effect: Builds an effect in the form of an indirect “chain reaction”: “let A show B, then B will tell C that ...”. OR has an impact in several ways, at each stage adapting it to a specific audience. Uses specialists and third parties to influence through them.
Level 6 Uses complex and complex strategies of influence: Forms alliances for political reasons. Provides himself with "rear support", disseminates or holds information with a pre-calculated result. Manages group dynamics to achieve their own goals.

Recommendations for self-development:
Before speaking to clients with a new, just prepared presentation, our opportunity is made. speaking to employees of your own organization, asking them to play the role of clients. Then ask them for feedback.
Try to influence people in such a way as to get them to do unpleasant work for them. Talk to senior management about your employees' concerns by representing them. Resolve the conflict between the "belligerent" subordinates.
The best way to develop this competence is to think and act as if you are already a person of great influence and power of influence. Regular, supervised practice over an extended period is important.
Analyze specific interactions with other people. What was the reaction of your interlocutor? What was the result of the conversation? Were both parties happy with the result?
Contact management, external and internal clients with suggestions - prepare in advance, getting acquainted with the individual opinion of each.
Resolving conflict between “belligerent” subordinates or colleagues is a great practice.
Complete a task in which you need to inspire the other side with a difficult thought, or achieve a result that the other side is reluctant to do.
Strive to understand others - use the strategy of "Play" (put yourself in the place of another, imagine that this person thinks, what he wants, what he is doing).
Refer to facts, evidence, benefits, cover all sides of the issue, show what impact you have on people, business and systems.
Practice formulating the opposite point of view.
Try to influence people in such a way as to get them to do the work that they clearly want to do.
Talk to senior management about the things that employees care about while representing the interests of the latter.
Do this. to more often and more informally visit other departments of the organization, getting to know people and the informal structure of influence. Until it becomes a habit, schedule these visits once a month.

9. Customer orientation
Competence presupposes a desire to help the customer, provide him with the desired service, and satisfy his requests. This means a willingness to focus on identifying the client's needs and meeting them.
Level 1 Keeps work with the client under control Reacts to inquiries, requests and complaints from clients. Informs the client about how the project is progressing (but does not seek to probe hidden questions, and problems that the client MAY have)
Level 2 Communicates clearly with the client: Maintains a normal communication process with the client regarding mutual expectations, monitors the degree of client satisfaction. Provides customer friendly service.
Level 3 Takes personal responsibility. Takes link responsibility for immediate problem solving and customer service without being defensive.
Level 4 Goes to meet the client. Always available for the client, especially if the client is in difficult situation... For example, gives the client home phone, allows you to call while on vacation or in some other way makes it possible to contact at any time, or can spend additional time with the client. Does more than is expected of him.
Level 5 Deals with the deeper needs of the client: Knows the client's business and / or gathers information about what the client actually needs beyond what was originally formulated. Selects from the available (or specially ordered) goods and services those that meet the deepest needs of the client.
Level 6 Uses a long-term perspective: When solving customer problems, works in a long-term perspective. May give up immediate benefits for the sake of long term relationship Looks for 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 capabilities of the client. Acts based on this opinion (for example, recommends approaches that are aggravated by those initially suggested by the client).

Self-development activities
Evaluate and prioritize various initiatives within the organization that directly and indirectly contribute to better customer service.
Conduct customer surveys regularly.
Look for opportunities to conduct market analysis to better navigate it.
Set a goal to improve customer service in areas where you have competitors. Include a needs analysis and benchmarking analysis of the services you and your competitors provide.
Spend time with clients, observe them, actively ask questions and probe what deeper needs are
hiding behind the expressed.
Try to get more information or probe deeper needs. Look for ways to strengthen informal connections. Observe how you interact with suppliers and customers, not in a typical work setting, but in a less formal setting.
Join professional organizations... Attend meetings, conferences, and seminars. Join committees.
Get actively involved in group activities to get to know people.
Strive to understand the drivers of demand growth in your and other industries and consider what this means for your business and for your customers' businesses.
Monitor government policies for your business and analyze what are the long-term implications
she may have.

Recommendations for self-development:
If you tend to pay too much attention to details, sometimes force yourself to step back from the details and see the big picture to broaden your perspective.
Make it a habit to go back to important decisions, recommendations, and double-check if you haven't missed any significant details.
When discussing with clients, focus on what they are saying and understanding their comments. Ask enough questions to get the gist of what they are saying.
Once you identify a change in client needs that potentially creates new opportunities for you or, conversely, creates obstacles for your organization, systematically collect the information you need to analyze the situation and respond accordingly.
Ask other employees what ideas and suggestions they have.
When gathering information, first make sure you fully understand the problem by listening to everyone involved. Check your conclusions with the participants to make sure you really got it right.
Use timelines and diagrams to break complex projects or problems into components. to get a big picture of how much information you need.
Get in the habit of going back to important decisions and recommendations if you find out that you are missing something. Ask others for feedback on details that you usually don't pay enough attention to.

11. Conceptual thinking
Ability to identify patterns or non-obvious connections between situations and highlight key points in difficult situations. Includes the ability to induce, logical thinking and creative thinking. The key question is: does a person know how to look at things in a new way or put different components into one whole like this. so that their meaning suddenly becomes clear.

Level 1 Uses basic rules: Use common sense and previous experience to identify problems. Is able to see that the current situation is completely identical to another situation in the past.
Level 2 Sees patterns: Analyzing information, sees patterns, trends, or gaps in it. Notices that the current situation is similar to another situation in the past and in what way.
Level 3 Uses complex concepts: Draws on theoretical knowledge or knowledge of past trends and situations to judge current situations. Applies complex scientific concepts or methods, adapting them appropriately to a situation or problem.
Level 4 Clarifies complex data or situations: Able to present complex ideas or situations in a simple, clear, and understandable way. Drawing on ideas, problems and observations, it gives a clear and helpful explanation... Retells observations or knowledge in a more simplified way.
Level 5 Creates new concepts: Creates new concepts that are not obvious to others and not gleaned from other sources, to explain situations and solve problems.

Recommendations for self-development:
Detectives provide a useful and enjoyable opportunity to practice conceptual thinking skills. They are often scattered individual details, by which the reader can establish "who killed, how and why"
In writing, build a logical chain (“what if”).
Conduct a competitor analysis on your own or with others (collecting data, applying the rules of the market economy to them, building hypotheses and writing a report).
Create a research team or focus group. Try to identify patterns in the data, violation of these patterns, typical and atypical phenomena. Analyze the general, create a hypothesis. Offer a conceptual model to explain your hypothesis.
Examine sales data, note similarities and differences with past trends; create a hypothesis H "about future trends. Create a conceptual model to summarize your findings.
To do this, you will most likely need modern marketing literature from which you can glean ideas for building a model.
Identify the key factors in the problem you are working on; come up with new way her interpretation.
Study the innovations of competitors, thinking about the potential internal innovations that are behind them.
To acquire high-level conceptual thinking skills: Explore the paradigm in which your organization or your industry does business. Collect current and historical market data. Consider an alternative paradigm that could radically change how different companies compete for a place in the market, and how that business is generally conducted.

12. Building relationships
Builds and maintains friendly, mutually benevolent and warm relationships and contacts with people.
Level 1 Leads to Informal Communication: Engages in informal communication with others in addition to the contacts that are required in the course of work. Participates in unstructured conversations about work or children, sports, breaking news, etc.
Level 2 Able to establish contact, find ground for friendly communication: Has wide :! circle of friends and acquaintances with whom he is able to establish personal contact. May have friendly relations with coworkers, clients, or other people by meeting them outside of work ( sporting events restaurants, etc.).
Level 3 Initiates social contacts: Arranges parties, trips, or other activities to strengthen relationships with others. Invites people home, accepts their invitations. OR otherwise actively participates in the social life of his environment.
Level 4 Establishes Friendships: Forges friendships with people, including the close, deeply personal relationships required to truly connect. He does not hide that the information was received from a friend on a personal basis, or that the goal was achieved thanks to personal connections.
Level 5 Creates and maintains stable, reliable friendships. He makes close, reliable friends, whose reliability is manifested in the willingness to always be on his side, to act in his favor, to support him in achieving business goals.

Recommendations for self-development:
Learn more about others by asking them about their interests.
Listen to what your friends and family have to say, they can often tell you something about you that others think but don’t say.
Try not to judge people too harshly in your daily activities.
Treat people with respect, take a personal interest in them
Connect with colleagues from other departments and other companies.
When making decisions, think about how it will be perceived on emotional level(ask people about their assignments and their responsibilities).
Improve your relationships with people (over the next few weeks, track how many times you give positive feedback, say nice things to people - evaluate what is happening, be open to the comments you hear).
Think about how your interaction with people is going (your reactions, their reactions, the end result, are both parties happy with the result).
Determine which of the people you interact with is the most difficult for you to listen to. Think about the circumstances before and after this situation. Start by listening properly, USING this as the first step to building a relationship.
Learn about what is important to people and what motivates them.
Tailor your work style and approach to the needs and personality of the person you are working with. Identify subtleties and nuances in messages and problems that others share with you.
When others ask for your opinion, treat the request with respect and provide a thoughtful response on time.
Before you come into contact with other people, collect information about them (what problems they have, in what issues you will have to adapt to these people).
Build a network of relationships with people who enjoy variety in communication, strive to create relationships with people who are not like you.

13. Integrity
Does that. what he recognizes as important in words, i.e. „The word coincides with the deed. He speaks openly and without intermediaries about his intentions, ideas and feelings, invites the interlocutor to be honest, and open even in the process of difficult negotiations outside the organization. The feelings expressed should be directly related to the work.
Level 1 Open and honest in work situations. Recognizes its own negative feelings or errors. Expresses in the words of go. what he thinks, even if it is not required, or when the situation makes it easy to refrain from openness.
Level 2 Acts in accordance with their values ​​and beliefs. Proud of that. that he can be trusted and that he is honest in all respects. Do not hesitate to declare and act in accordance with their values ​​and beliefs.
Level 3 Acts in accordance with his values, even when it is very difficult. He is open and honest, is not afraid to speak out in cases of disagreement with management or clients. Able to publicly admit his mistake.

Recommendations for self-development:
At the end of the day, consider whether you have managed to consistently act in accordance with your values ​​and your personal code of conduct throughout the day.
If you make a mistake, admit it in front of your employees.
Be clear about what to do and what not to do Do not be mischievous.
Analyze how you share information: how open you are "" Are you always waiting to be asked?
Ask yourself if you are ready to displease employees or fall out of favor with your superiors as a result of the decision you made or the position you take.
Spend independent research before attending important meetings and rehearse your arguments with yourself or with a colleague.
Focus your attention on behavior, not personalities, so that you can honestly give feedback without provoking resentment or giving the impression of being personally attacked.
Always tell your team clearly and honestly what lies ahead.
Always speaking the truth should become one of your values, even when it is difficult or when the other person does not want to know the truth.
Pay special attention to always delivering on your promises.
Try to express your beliefs, while at the same time accepting the right to exist from the point of view of others.
Accept that the implementation of a business opportunity or corporate strategy can require sacrifices from one person or a group.
Think about what issues you are ready to act against any resistance. Make it clear to yourself what these questions are and if they are worth fighting for.

14. Interpersonal understanding
Involves a desire to understand other people. This is the ability to hear the expressed thoughts, feelings and problems of others, to understand the unspoken or unspoken. At higher levels, it manifests itself as a deeper understanding and may include the ability to understand representatives of another culture.
Level 1 Understands either emotion or the content of what was said: Spares no time to listen to the person. Asks questions to understand the other.
Level 2 Understands both the emotion and content of what is being said: Notices the most obvious characteristics, interests, or reactions of another. Describes others in general terms.
Level 3 Understands Meaning: Understands meaning, including unspoken thoughts, problems, or feelings. When conducting a dialogue, notices non-verbal means of self-expression (for example, raised eyebrows, gaze at the interlocutor, tone of voice).
Level 4 Understands the essence hidden behind external manifestations: Understands the deepest problems of Others, assessing the cause of the this moment or persistent feelings, behavior, or problems. Accurately interprets the meaning non-verbal means self-expression.

15. Self-confidence
Believing in your ability to get the job done by choosing the most effective approach. This includes the ability to maintain faith in yourself as tasks get more difficult and faith in the correctness of your decisions and opinions.

Level 1 Confidently presents himself. Works without outside supervision. Serves himself from a strong position.
Level 2 Self-reliant in his actions: Forms his own opinion and communicates it clearly, but calmly, even when others disagree. Acts independently, strives for more complex and more responsible responsibilities.
Level 3 Demonstrates confidence in their capabilities by their behavior: Demonstrates confidence in their judgments. Considers himself a capable person who can achieve anything,
Level 4 Willingly goes to storm difficult tasks without stopping before conflicts. Challenges the ordinary and already known, is ready to take calculated risks. When conflicts arise, clearly states its position; expresses disagreement with the management, in case of conflict with higher-ranking employees, he confidently defends his position.
Level 5 Chooses extremely difficult tasks for himself: Voluntarily takes on extremely difficult tasks (for example, associated with personal risk). Directly and honestly communicates his opinion to managers or clients (persons outside the organization), fairly straightforward, but not aggressively, requires frankness from others, even in very unpleasant situations.

Recommendations for self-development:
Build your self-esteem by accepting who you are. If you learn to appreciate yourself. it will be easier for you to realistically assess your strengths and areas in need of development. Embracing your own strengths and weaknesses is the starting point for personal growth.
Observe the behavior of those who come across as confident in themselves. See how they serve themselves to others.
Work as the leader of a complex group of people or a complex project. Become the discussion facilitator in a large, complex group discussion.
In difficult situations, stick to facts, direct people's attention to the task at hand, and do not lose sight of the big picture.
Make friends with your own sense of humor. Turn to him for advice more often - this is what will give you peace of mind.
Whether you see it or not, you always have options. Revealing them is a great art. The realization that you have a choice gives you freedom and confidence.
To create a positive self-image, the following guidelines can be helpful:
In your personal development, be aware of where you are and in which direction you want to move.
Accepting yourself for who you are is the first step to change. Start by changing that. how do you think about yourself, for example, instead of "I am disgusting speaking in front of people," think "I always enter with great enthusiasm." Control your thoughts (for example, if they are self-destructive).
Pay attention to your appearance, stand up straight, do not slouch, etc.
Make eye contact with the other person - it increases self-confidence.
Reward yourself when you make progress in developing this competency.
Write down your concerns, you will be surprised how quickly they dissipate when you see them articulated on paper.

More detailed information can provide:

Vaschenko Yuri
Organizational Development Project Manager

Dictionary - list

competencies

1.Experience practical work
1. No practical experience.
2. Practical work experience is very small and completely insufficient to cope with the work.
3. The experience of practical work is insufficient and it happens, it interferes with the successful fulfillment of the assigned duties.
4. Practical work experience is sufficient for satisfactory performance of duties.
5. Possesses sufficient practical work experience, which allows him to successfully cope with the work.
6. Possesses extensive practical experience, which allows him to successfully cope with the work.
7. Possesses extremely extensive practical experience, which allows him to successfully cope with the work.

2. Ability to plan work
1. Doesn't know how to plan even simple work.
2. Poor job scheduling.
3. Not good enough to plan.
4. Ability to plan work is developed to an average degree, plans work satisfactorily.
5. Ability to plan work to the extent necessary.
6. Good job planning.
7. Perfectly knows how to plan work.

3. Selection and placement of personnel
1. Practically does not deal with the selection and placement of personnel in his department.
2. Engaged in the selection and placement of personnel only occasionally, much less often than is necessary for the case.
3. He deals with the selection and placement of personnel from time to time, paying insufficient attention to this.
4. Issues of selection and placement of personnel are solved satisfactorily.
5. Removes enough attention to the selection and placement of personnel in his unit.
6. Systematically deals with the selection and placement of personnel in his department.
7. Carefully prepares any personnel decision.

4.Ability to process information
1. The ability to process information is practically absent. Letters, drawings, documents necessary for work can lie on the table for months.
2. The received information assimilates and transfers very slowly, the documents are unnecessarily stale.
3. Usually it is quite slow to receive, analyze and transmit information, which sometimes slows down the work of others.
4. The ability to process the information necessary for work is developed in an average degree.
5. Usually it receives, analyzes, transmits, transmits information at the speed necessary for work.
6. The ability to process current information is well developed, which helps to successfully cope with work.
7. Exceptionally quickly and efficiently processes the information necessary for work.

5. Exercise your rights and powers
1. Completely does not know and does not know how to use his rights and power
2. Rarely uses his rights and power.
3. Exercises his rights and powers insufficiently for work.
4. Knows his rights and powers, satisfactorily uses them in practice.
5. Knows well and fully uses his rights and powers, but never exceeds them
6. Knows well and fully and fully uses his rights and powers, sometimes even slightly exceeding them.
7. He knows perfectly, and makes full use of his rights and powers. Often exceeds them.

6. Knowledge of technical issues
1. Knowledge of technical issues is practically absent, absolutely not versed in this.
2. Knowledge of technical issues is very superficial, does not understand technical documentation.
3. Knowledge of technical issues is rather limited, it is difficult to understand technical documentation.
4. Knowledge of technical issues of medium depth, satisfactory understanding of technical documents.
5. Knowledge of technical issues is available to the required extent, well versed in technical documents.
6.Knowledge of technical issues is solid, deep, easily versed in technical documents.
7. Excellent knowledge of any technical documents, so he has an extremely deep knowledge of technical issues.

7. Knowledge of legal issues
1. Knowledge on technical issues is practically absent, complete legal illiteracy.
2. Knowledge of legal issues is very superficial, it is impossible to apply it in practice.
3. Knowledge of legal issues is rather limited, which affects the solution of various issues.
4. Knowledge of legal issues is sufficient for satisfactory solution of simple legal issues. 5. Knowledge of legal issues is available to the extent necessary for work, it solves legal issues well.
6. Knowledge of legal issues is available to the extent necessary for work, it solves legal issues well.
7. Perfectly versed in any legal issues, as he has extremely deep knowledge.

8.ECONOMIC KNOWLEDGE.

1. Economic knowledge is practically absent, complete economic illiteracy.

2.Very superficial economic knowledge, they cannot be applied in practice.

3. Economic knowledge is rather limited, it is not always able to understand the essence of economic phenomena and processes.

4. Economic knowledge is sufficient to satisfactorily address simple economic issues.

5. There is economic knowledge necessary for work, it is good at solving economic issues.

6. Economic knowledge is solid, deep, easily solves economic issues in practice.

7. Exceptionally deep economic knowledge, is well versed in the essence of complex economic processes and phenomena.

9.KNOWLEDGE OF COMMERCIAL AND FINANCING

1. Knowledge of commerce and finance is practically absent, he does not understand at all in this.

2. Knowledge of commerce and finance is very superficial. They cannot be applied in practice.

3. Knowledge of commerce and finance is rather limited, cannot always figure out the essence.

4. Knowledge of commerce and financing of medium depth, has an idea and practically solves the issues of self-financing, self-financing and rent.

5. There are knowledge and practical skills necessary for work in dealing with issues of commerce and financing.

10.KNOWLEDGE OF ORGANIZATION AND LABOR RATE.

1. Knowledge of the organization and regulation of labor is practically absent.

2. Knowledge of the organization and regulation of labor is very superficial. They cannot be applied in practice.

3. Not well enough familiar with the issues of organization and regulation of labor, which affects practice.

4. Knowledge of the organization and rationing of work of average depth, satisfactorily solves simple questions of the organization and rationing of labor.

5. There are knowledge and practical skills necessary for work in solving issues of organization and work rate setting.

6.. Knowledge on the organization and regulation of labor is strong, deep, easily solves the issues of the organization and regulation of labor in practice.

7. I have an exceptionally deep knowledge of the organization and regulation of labor and is perfectly able to use them.

11. KNOWLEDGE OF MODERN ACHIEVEMENTS OF SCIENCE, ENGINEERING AND TECHNOLOGY.

1Knowledge in the field of modern achievements of science, technology, technology is practically absent, does not follow modern achievements.

2. Knowledge in the field of modern achievements of science, technology, technology is very superficial. They cannot be applied in practice.

3. Not familiar with the modern achievements of science, technology and technology well enough understands.

4. knowledge in the field of modern achievements of science, technology, technology of medium depth, satisfactorily versed in individual modern developments.

5. There are knowledge and practical skills necessary for work with modern machines, processes and technologies.

6.Knowledge in the field of modern achievements of science, technology, technology is strong, deep, easily versed in the most modern equipment, processes and technology.

7.Exceptionally deep knowledge, perfectly solves any issues and understands the most modern mechanisms, processes and technologies.

12.KNOWLEDGE OF THEORY AND METHODS OF CONTROL

1. Knowledge in the field of theory and methods of management is practically absent, does not know either theory or methods of management.

2. Knowledge in the field of theory and methods of management is very superficial. They cannot be applied in practice.

3. Not familiar enough with various theories and methods of management, which affects in practice.

4. Knowledge in the field of theory and method of control of average depth, satisfactory understanding of individual control methods.

5. There is knowledge necessary for work in the field of theory and practical skills in the application of various management methods.

6. Knowledge in the field of theory and methods of management is solid, deep, easily understands the theory and methods of management, with the success of their application in practice.

7. Knowledge in the field of theory and methods of management is excellent, well versed in this, very effectively applies them in practice.

13. PROFESSIONAL KNOWLEDGE.

1. Professional knowledge is practically absent.

2. Professional knowledge is superficial, does not have the necessary professional knowledge.

3. does not have sufficient professional knowledge, which affects practice.

4. Professional knowledge sufficient for satisfactory solution of practical professional issues.

5. There is sufficient professional knowledge of the issues for work.

6. Professional knowledge is solid, deep, make it easy to understand practical professional issues.

7. Professional knowledge is extremely deep and extensive, well versed in many practical professional issues.

14. ORGANIZING ABILITIES

1. Organizational skills are practically absent.

2. Organizational skills are poorly developed. He performs organized work with difficulty and mistakes.

3. Organizational skills are not well developed. Can't always organize the work of people.

4. Organizational ability is sufficient to satisfactorily address organized issues.

5. Has the necessary organizational skills, can organize the work of people.

6. A good organizer, knows how to correctly and quickly organize the effective work of people.

7. A great organizer is great at organizing the effective work of people.

15. ABILITY TO FIND A WAY OUT IN A STRESS SITUATION

1. The ability to find a way out in a stressful situation is absent.

2. The ability to find a way out in a stressful situation is poorly developed. There is clearly not enough character to find a way out.

3. The ability to find a way out in a stressful situation is not sufficiently developed. Sometimes there is not enough character to find a way out.

4. The ability to find a way out in a stressful situation is moderately developed. There is not always enough character to find a way out.

5. The ability to find a way out in a stressful situation is well developed. More often than not, there is enough character to find a way out.

6. The ability to find a way out in a stressful situation is well developed. Usually there is enough character to find a way out.

7. The ability to find a way out in a stressful situation is very well developed. He has a firm character and can even break out of a hopeless situation.

16. SKILL TO SOLVE SUPPLY ISSUES.

1. In matters of supply, he is not at all oriented.

2. Poor knowledge of supply issues and does not know how to solve.

3. He does not know well enough the issues of supply, he can hardly solve only some of them.

4. Satisfactorily knows and is able to solve supply issues.

5. Knows well enough and is able to solve supplies and solves many of them.

6. Knows well and skillfully solves most of the procurement issues.

7. Excellent knowledge of supply issues and is able to solve them very inventively.

17. LEADERSHIP ABILITIES.

1. Leadership skills are practically absent. Lacking official power, he cannot organize and lead people.

2. Clearly lacking leadership ability.

3. Sometimes there is a lack of leadership skills to organize work with people.

4. Leadership skills are moderately developed.

5. Leadership skills are sufficiently developed to organize the work of people.

6. Possesses good leadership skills.

7. Exceptional leadership ability. Even without having official power, he organizes work perfectly.

18.PEDAGOGICAL ABILITY

1. Teaching ability is practically absent. Doesn't know how to either encourage or punish subordinates.

2. Pedagogical abilities are poorly developed. In fact, he does not know how to properly stimulate the work of subordinates.

3. Pedagogical abilities are not well developed. It does not always competently stimulate the work of subordinates.

4. Pedagogical abilities are developed in an average degree, satisfactorily stimulates the work of subordinates.

5. Pedagogical abilities are developed to the extent necessary for work. Quite competently stimulates the work of subordinates.

6. Pedagogical abilities are well developed. He is fluent in the techniques of encouragement and punishment, and successfully applies them at work.

7. Excellent teaching ability. He is fluent in the methods of educating subordinates, skillfully applies them in practice.

19 INDEPENDENCE

1. Cannot solve simple issues on his own.

2. Obviously lacks independence. Constantly needs help, tips, instructions.

3. Sometimes there is a lack of independence and then help is needed in the work.

4. Self-reliance is moderately developed.

5. Self-reliance is well developed. Solves many issues related to work.

6. Possesses great independence in dealing with issues related to work.

7. Possesses exceptional independence in work. Solves all issues without waiting for anyone's help.

20. LEVEL OF CULTURE.

1. The level of culture is extremely low, primitive interests and needs.

2. The level of culture is quite low.

3. The level of culture is not very high.

4. has an average level of culture inherent in many people.

5. Possesses a sufficiently high cultural level.

6. Possesses a high cultural level.

7. Possesses a very high cultural level.

21. ABILITY TO UNDERSTAND THE MATTER OF THE CASE.

1The ability to understand the essence of the matter is practically absent. Even simple thing has to be explained many times.

2. The ability to understand the essence of the matter is poorly developed. Often, when studying a particular issue, he cannot distinguish the main from the secondary.

3. The ability to understand the essence of the matter is not sufficiently developed. When studying this or that issue, it is difficult to distinguish the main from the secondary.

4. The ability to understand the essence of the matter is developed moderately, satisfactorily distinguishes the main from the secondary in the study of various issues.

5. The ability to understand the essence of the matter is developed above the average level, can quickly understand a particular issue and highlight the main thing.

6. The ability to grasp the essence of the matter is well developed. Can quickly grasp the essence of the matter and distinguish from the secondary.

7. The ability to grasp the essence of the matter is very well developed. Has an exceptional ability to instantly grasp the essence of the issue, immediately understand the situation, highlight the main thing.

22. ABILITY TO SOLVE COMPLEX PROBLEMS.

1. The ability to solve complex problems is practically absent. Can only solve the most primitive tasks.

2. The ability to solve complex tasks is poorly developed, can only perform simple tasks.

3. The ability to solve complex problems is underdeveloped for the job.

4. The ability to solve complex problems is developed satisfactorily.

5. The ability to solve complex problems is sufficient for the job.

6. The ability to solve complex problems is well developed. Copes with work of high complexity.

7. has an excellent ability to perform the most difficult tasks.

23. STUDYING FOR NEW

1. The desire for the new is practically absent, it opposes any innovations.

2. is skeptical about innovations and reorganizations, tries to stay away from them.

3. can sometimes support a useful endeavor, although he does not particularly like it.

4. Refers to innovation, reorganizations quite calmly.

5. Seeks to support many endeavors, innovations and reorganizations.

6. Usually he is too fond of various innovations and reorganizations, wants to live and work in a new way.

7. Great innovator. He is sick of the new with his soul, he cannot imagine how it is possible to live and work in the old way.

24. HAVING OWN OPINION

1. Even on trivial matters, he does not have his own opinion.

2. Usually avoids expressing his own opinion, even on secondary issues.

3. Rarely expresses his own opinion, even in those cases when he has one.

4. Especially expresses his own opinion only when asked about him.

5.. Usually avoids expressing his own opinion, sometimes even in cases where it is not well thought out.

6. Often expresses his own opinion, even on issues in which he is not very well versed.

7. Seeks to express his own opinion on any issues, even on those in which he absolutely does not understand.

25. ABILITY TO SEE THE PROSPECT

1. Ability to see perspective is absent. Sees only the current moment.

2. The ability to see the perspective is limited. Current issues are so urgent that there is no time to look into the distance, to see the perspective.

3. The ability to see the perspective is not developed enough for work.

4 The ability to see perspective is moderate, as is the case with most people.

5. Sees perspectives sufficiently and in a timely manner.

6. He sees well and understands the future, is able to predict the development of events in the future in a timely manner.

7. Possesses an exceptional ability to see the future and take measures in advance, taking into account the development of future events.

26. ABILITY TO UNDERSTAND IN PEOPLE.

1. Completely not versed in people.

2. Obviously there is not enough skill to understand people. Often mistaken in people's assessments.

3. Sometimes there is not enough ability to understand people, sometimes makes mistakes in people's assessments.

4. The ability to understand people is expressed in an average degree.

5. Usually there is enough ability to understand people. Rarely makes mistakes in people's assessments.

6. Well versed in people. Usually not mistaken in assessing people.

7. An excellent psychologist. He is well versed in people.

27. PURPOSE.

1. Purposefulness is practically absent. Lives without a specific goal, only for today.

2. Usually he does not set any distant goal in life, any plans extend only for the next month.

3. The goals set in life and work can rather be called dreams, since they are unrealistic.

4. From time to time sets goals for himself for several months of life and tries to fulfill them.

5. Sets quite realistic achievable goals, usually for the next year of life.

6. Has a system of life goals tactical for the coming years, shows sufficient persistence to achieve them.

7. Purposefulness is extremely strongly developed. He sets himself both strategic goals for life and tactical goals for the coming years. Shows rare perseverance and ingenuity to achieve them.

28. DECISION.

1. There is no decisiveness, hesitates and hesitates for a long time before solving the simplest issue.

2. Determination is poorly developed. She is clearly not enough, she cannot make a decision in a timely manner.

3. Determination is not sufficiently developed. Sometimes he cannot make a decision in a timely manner.

4. Determination is developed in an average degree. Determination is not always enough, but it cannot be called indecisive.

5. Determination is sufficiently developed. Most often, there is enough decisiveness even when solving rather difficult issues.

6. Determination is highly developed. Takes decisions in a timely manner on complex issues.

7. Determination is highly developed. Possesses exceptional speed of decision making.

29. RESPONSIBILITY FOR THE DECISION AND ITS PERFORMANCE.

1. There is practically no responsibility for the decision and its implementation. He always avoids making single-handed decisions, he is afraid to take responsibility.

2. Responsibility for the decision and its implementation is poorly developed. There is clearly a lack of responsibility, therefore, it usually seeks not to decide anything on its own.

3. Responsibility for the decision and its implementation is not sufficiently developed

4. Responsibility for the decision and its implementation is moderately developed. There is not always enough responsibility.

5. Responsibility for the decision and its implementation is well developed. More often than not, responsibility is enough.

6. Responsibility for the decision and its implementation is well developed. Willingly takes responsibility.

7. Responsibility for the decision and its implementation is very well developed. Often takes responsibility even when it is not necessary.

30. PERMANENT AND RESISTANT.

1. Perseverance and tenacity is practically absent. Cannot show persistence and perseverance in any way to bring the matter to the end.

2. Obviously there is not enough persistence and perseverance to bring the matter to the end.

3. Sometimes there is not enough persistence and perseverance to bring the matter to the end.

4. Persistence and tenacity are moderately developed.

5. Most often, there is enough persistence and perseverance to bring the matter to the end.

6. Possesses great persistence and perseverance, does not like to stop until the matter is completed.

7. Possesses very great persistence and perseverance, will not stop until he reaches the goal.

33. SELF-ASSESSMENT.

1. Self-esteem is extremely low, always underestimates their abilities and capabilities.

2. Quite low self-esteem, often underestimates their abilities and capabilities.

3. Self-esteem is below average. It happens that he underestimates his abilities and capabilities.

4. Self-esteem of the average level. He considers himself to be no worse, but no better than most people.

5. Assesses himself above average. Sometimes he overestimates his abilities and capabilities a little.

6. High self-esteem. Overly arrogant, often overestimates his abilities and capabilities.

7. Very high self-esteem. He is extremely arrogant, constantly overestimates his abilities and capabilities.

34. PERFORMANCE, DISCIPLINE

1. Diligence, discipline are practically absent. Carries out orders at its own discretion, without considering itself to be obliged.

2. Obviously there is not enough diligence and discipline, often does not follow the orders of the management.

3. Sometimes there is a lack of diligence and discipline, it happens that he does not fulfill individual orders, finding various explanations for this.

4. Diligence and discipline are moderately developed.

5. Enough diligence and discipline, tries to accurately follow the orders of the management.

6. High diligence and discipline, even in the smallest detail does not want to deviate from the orders of the management.

7. Very high diligence and discipline, any request from the management is perceived as an order and is accepted to carry it out, even if he sees a more rational decision.

35. REQUIREMENT FOR YOURSELF.

1. Demanding to oneself is practically absent. Forgives himself any mistakes and misdeeds.

2. Obviously there is not enough self-exactingness.

3. Sometimes there is a lack of self-exactingness.

4. Self-exactingness is expressed in an average measure.

5. Most often it is quite demanding of yourself.

6. Possesses high demands on himself.

7. Extremely demanding of himself, worries heavily about his minor mistakes and misdeeds.

36. COMMUNICATION.

1. Constant isolation, concentration on your thoughts and feelings makes it difficult to find mutual language with other people

2. Difficulty finding a common language, but does not know how to win over people and work with them.

3. Communication skills are not developed enough for work, can not always win over people and find a common language.

4. Communication skills are moderately developed. Although not always, he can find a common language with people.

5. Sociability is quite developed, in most cases it can win over people and finds a common language with them.

6. Easily disposes of people and finds a common language with him.

7. Perfectly knows how to win over people and find a common language with them.

37. TRAINING

1. Absolutely not interested in improving his qualifications, refuses any form of education.

2. Usually not interested in improving their qualifications.

3. Little is interested in improving their qualifications, and only in the forms of education that are convenient for themselves.

4. He regards professional development as necessary for work, although he learns without much desire.

5. Ready for advanced training, willingly studying at various courses, faculties.

6. Strives for advanced training in various forms, studies independently, willingly enrolls in various courses, faculties, etc.

7. He considers advanced training as his professional duty, is intensively engaged in self-training, is always willing to study at various courses of faculties, etc.

38. ABILITY TO ESTABLISH BUSINESS RELATIONS.

1. Absolutely not able to establish business relations with other enterprises, as well as with other divisions of his enterprise.

2. There is clearly a lack of ability to establish business relationships with other enterprises and organizations, as well as with other divisions of their enterprise.

3. Sometimes there is a lack of the ability to establish business relationships with other enterprises and organizations, as well as other departments of the enterprise.

4. The ability to establish business relations with other enterprises and organizations, as well as other divisions of their enterprise, is developed in an average degree.

5. Ability to establish the necessary business relationships with other enterprises and organizations, as well as other departments of the enterprise.

6. Ability to establish good business relationships with other enterprises and organizations, as well as other departments of the enterprise.

7. Ability to establish excellent business relationships with other businesses and organizations, as well as other departments of the enterprise.

39. HELP FOR WORK FRIENDS.

1. Never helps, even interferes with the work of employees.

2. Does not like to help workmates if he does not see personal benefit in this.

3. Usually he is reluctant to help fellow workers, does not go to meet those in need of help.

4. Does not always provide assistance to fellow workers in some cases may refuse assistance.

5. Usually does not help fellow workers if they turn to him.

6. Willingly assists fellow workers.

7. Likes to disinterestedly help fellow workers, spares no effort or time for this.

40. CONSIDERATION OF INTERESTS OF EMPLOYEES.

1. Absolutely does not consider with the interests of employees, for the sake of others will not cause himself even a trifling inconvenience.

2. Usually does not take into account the interests of employees.

3. Little consideration is given to the interests of employees.

4. Usually takes into account the interests of other people in moderation.

5. Your actions usually correlate with the interests of others.

6. Their actions correlate with the interests of other people to a sufficient extent.

7. Always consider the interests of other people.

41. ABILITY TO RECEIVE CRITICISM.

1. The ability to perceive criticism is practically absent. He takes criticism as a personal insult. Can haunt criticism.

2. Obviously lacks the ability to perceive criticism. Often defends against it, although this is not necessary.

3. Sometimes the ability to correctly perceive criticism is lacking.

4. Ability to perceive, criticism is moderately developed.

5. Most often, he is able to correctly perceive criticism.

6. Knows how to correctly perceive criticism. Usually not protected from criticism, even if they are not entirely objective.

7. He always takes criticism in a business-like manner, without personal grievances. He believes that it is only for the good of the cause.

42. JUSTICE.

1. There is no fairness in dealing with other people.

2. There is a clear lack of fairness towards other people.

3. Sometimes there is a lack of fairness in dealing with other people.

4. Fairness in relationships with other people is manifested as often as in others.

5. Fairness in evaluating other people is usually sufficient.

6. Often shows fairness in evaluating other people.

7. Always shows fairness in dealing with other people.

43. FULFILLING YOUR PROMISES.

1. Constantly does not fulfill its promises and does not even strive to do so. This word means nothing to him.

2. Often does not keep his promises and let other people down.

3. Sometimes he doesn't keep his promises.

4. does not always fulfill its promises, especially in important cases.

5. He tries to fulfill his promises, especially in important cases.

6. Usually he keeps his promises and does not let others down.

7. He always keeps his promises, does not let other people down, having given his word, keeps it.

44. PROFESSIONAL DEVELOPMENT AND SERVICE GROWTH OF SUBMISSIONS.

1. In every possible way interferes with the professional development and career development of subordinates.

2. Prevents advanced training and career development of subordinates.

3. Usually has little interest in professional development and career development of subordinates.

4. Shows some interest in professional development rather than in the career development of subordinates.

5. Usually shows interest, both in professional development and in the career development of subordinates.

6. Promotes, hinders professional development and career development of subordinates.

7. In every possible way promotes, hinders the improvement of qualifications and career development of subordinates.

45. COURTEOUS AND TACTICAL.

1. Politeness and tact is practically absent. Often rude and tactless towards other people.

2. Obviously lacks politeness and tact in dealing with people.

3. Sometimes there is a lack of politeness and tact in dealing with people.

4. Politeness and tact in relations with people are shown to an average extent.

5. Usually behaves with people politely and tactfully.

6. Often behaves with people quite politely and tactfully.

7. Always behaves with people extremely politely and tactfully.

46. ​​ABILITY TO PROTECT THE INTERESTS OF THE COLLECTIVE.

1. Never defends the interests of the team, as they do not coincide with the personal.

2. Often does not know how and does not want to protect the interests of the team.

3. He especially does not strive to protect the interests of the collective, and sometimes does not know how to do it.

4. Does not always know how to protect the interests of the team, although it cannot be said that he does not try to do this.

5. Usually seeks to protect the interests of the team and knows how to do it quite well.

6. He is good at protecting the interests of his team, tries to defend them even in situations where they are not in danger.

7. Protects the interests of the team better than his own, while showing exceptional resourcefulness, perseverance and courage.

1. There is no focus on the cause. Interests are always in last place for business, they are remembered only when it is profitable.

2. The focus on business is poorly expressed. When solving certain issues, he is rarely guided by the interests of the case.

3. The focus on the cause is not sufficiently expressed. When solving certain issues, the interests of the case are insufficiently guided.

4. The focus on business is expressed in an average measure. When solving certain issues, he moderately takes into account the interests of the case.

5. The focus on business is quite pronounced. In most cases, when solving various issues, he tries to proceed from the interests of the case.

6. The focus on business is strongly expressed. When solving various issues, he is guided only by the interests of the case.

48. PERFORMANCE.

1. The performance is very low. Works very sluggishly, gets tired quickly.

2.. The performance is low. It works rather slowly, with long rest breaks.

3.. Performance is below average. It does not work very intensively.

4. . The performance is not worse than that of others, it works with a satisfactory intensity.

5. . Above average performance. It works with sufficient intensity.

6.. Work capacity is high, can work much faster, more intensively and with greater efficiency than most people.

7. Amazing performance, practically for a few people.

49. BUSINESS.

1. Dexterity is practically absent. Although the work produces a lot of noise and fuss, the results are very low.

2. Fussiness prevails in work, haste as a result of labor is insignificant.

3. Often in his work he shows haste and fuss, he personally works a lot, but the result is lower than expected.

4. In work he is businesslike and accurate, although sometimes he hurries and fusses unnecessarily.

5. Usually works without haste and fuss, efficiently achieves the required results.

6.Catching, accurate, collected, achieves good results due to the thoughtfulness of their efforts.

7. He achieves significant results in work exclusively due to the utmost efficiency, accuracy and concentration.

50. ATTITUDE TO WORK.

1. Absolutely dislikes work and suffers from it.

2. Dislikes his work, dislikes its nature and content.

3. I don't really like the work, although some of its elements are attractive.

4. In general, I like the work, although I do one part of the work with pleasure.

5. I like work, treats it with interest.

6. I like the work very much.

7. He loves his job very much, devotes almost all his free time to it.

51. COMPLIANCE WITH DISCIPLINE AND ORDER.

1. Ignores discipline and order, even when not necessary.

2. Does not strive to observe discipline and the established order.

3. Often resolves personal and production issues in violation of discipline and bypassing established norms.

4. does not always strictly adhere to the established order, finds excuses as a violation of discipline.

5. As a rule, seeks to maintain discipline and order.

6. Strictly observes the discipline and the established order.

7. He strictly adheres to discipline and the established order, will never violate it.

52. CONFIDENCE IN THE FINAL SUCCESS OF THE BUSINESS.

1. There is no certainty about the ultimate success of the case. Drops his hands at the first failure.

2. Confidence in the ultimate success of the case is weak. Loses confidence in success if failure begins.

3. Confidence in the ultimate success of the case is not sufficiently expressed. In case of failures, he does not always remain confident in the ultimate success of the business.

4. Confidence in the ultimate success of the case is expressed in the average level.

5. Confidence in the ultimate success of the business is developed above average. Doesn't lose it even in case of failures.

6. There is no confidence in the ultimate success of the case. Doesn't lose it even with a losing streak.

7. Confidence in the ultimate success of the business is the principle of life. Failure only strengthens his will to win.

53. CONSCIOUSNESS OF THE USE FOR THE ENTERPRISE.

1. Performing a specific task, he never thinks about the benefits for the enterprise.

2. When performing production tasks, they usually do not think about their benefits to the enterprise.

3. Believes that working is already beneficial for the company and that is enough.

4. considers that our good work, overfulfilling tasks, brings great benefits to the company.

5. He tries to understand the necessity and usefulness for the enterprise not only of the results of labor, but also of its individual consequences.

6. Spares no time and effort to complete tasks that are important for the company.

7. The interests of the enterprise always come first. Refuses to carry out a personally beneficial business if it harms the enterprise.

54. ATTITUDE TO SOCIAL WORK.

1. Always ignores any, even simple social work.

2. Sometimes and reluctantly engaged in social work, more often he tries to avoid it.

3. Not always willingly engaged in social work, pays little attention to it.

4. He considers social work a part of production activity, and copes with it satisfactorily.

5. Devotes to social work, as well as industrial work, enough time and attention, copes well with it.

6. A lot and successfully engaged in social work.

7. Many and with great benefit for himself and people is engaged in social work.

55. STABILITY OF MORALITY.

1. The stability of morality is absent. Does not comply with the moral requirements of society.

2. There is clearly a lack of stable moral values.

3. Sometimes there are noticeable gaps in moral education.

4. The attitude to morality and values ​​of society is the same as that of most people.

5. It is characterized by moral stability, respect and observance of social values.

6. It is characterized by high moral stability, respect and strict observance of social values.

7.. It is characterized by a very high moral stability, respect and very strict observance of all social values.

56. COMPLIANCE WITH THE POSITION.

1. Does not correspond to the position held and must be dismissed from the position held.

2. Does not fully correspond to the position occupied, is subject to transfer to a lower category or class of the position with a re-assessment in a year.

3.. Corresponds to the position held, however, attention should be paid to the comments made by experts. Transfer to a lower grade or category of position.