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, necessary for the head:
- 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 executive 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 of 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 the needs, personal and professional characteristics of employees in order 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, and distribute their working 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 - Management Tool by human resourses
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 be ineffective: not adapting to the conditions of the existing corporate culture, motivation system, and 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 of management and areas of activity (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. Moreover, we are talking not only about the need to fill positions, but also about the development of certain competencies. For example, if the company plans to change business goals, but the top management team as a whole is not highly developed strategic thinking 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. Correlation of competence with your job responsibilities and assessment of your own level
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.
See the most outstanding results and successes of others, and apply that experience to your work to better solve 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
Considers situations and phenomena by highlighting the constituent 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 number of more simple tasks or actions without establishing an order of their 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. Allocate sufficient time for a comprehensive analysis of the problem, considering it from different angles, avoiding ill-considered actions.
3. Development of other employees
Sincerely interested in the long-term development of others. 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 assignments 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 general 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
Ability to adapt and work effectively in a wide variety of 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 according to the 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. This is about taking action, not just thinking about 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 opportunities that are difficult for you to develop on your own. 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. Leads by example to others by demonstrating 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"). Timely informs others, 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 separate actions for the purpose of persuasion: In a speech or conversation, USES straightforward persuasion (for example, appeals to common sense, leads data, appeals to the interests of another; leads specific examples, demonstrates visuals 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 to the client, especially if the client is in a 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 for induction, 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: Draws on 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, gives a clear and useful 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 with individual details, according to which the reader can establish "who killed, how and why."
V 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 friendships with co-workers, 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 an emotional level (ask people about their tasks 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.
Do your own 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 current or persistent feelings, behavior or problems. Accurately interprets the meaning of non-verbal means of 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. Accepting 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
In accordance with the requirements of the Federal State Educational Standard, students of educational institutions of primary and secondary vocational education must have general and professional competencies.
The layout of the standard (2008) defines the following lists of general competencies of graduates
- primary vocational education:
OK 2. Organize your own activities, based on the goal and ways to achieve it, determined by the leader.
OK 3. Analyze the working situation, carry out current and final control, evaluate and correct their own activities, be responsible for the results of their work.
OK 4. Search and use the information necessary for the effective performance of professional tasks
- secondary vocational education:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 3. Solve problems, make decisions in standard and non-standard situations, be responsible for them.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, communicate effectively with colleagues, management and clients;
OK 7. Take responsibility for the work of team members (subordinates), for the result of the task.
- secondary vocational education (advanced level):
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 2. Organize your own activities, choose methods and ways of performing professional tasks from the known ones, evaluate their effectiveness and quality.
OK 3. Solve problems, assess risks, make decisions in non-standard situations.
OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues.
OK 7. Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of assignments.
OK 8. To independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
In accordance with the above levels of the formation of the subject of activity, the lists of general competencies that graduates who have mastered the basic professional program in the specialty of initial vocational, secondary vocational and secondary vocational (advanced level) should possess need to be supplemented from the list of competencies considered by E.F. Zeer.
The most harmoniously compiled is a list of vocational education graduates' competencies (advanced level) aimed at the formation of such personality qualities as independence, mobility, and the ability to perform leadership activities.
However, this list of competencies, like the others, must be supplemented with competencies that contribute to development. creative qualities personality, such as the ability to create a product distinguished by novelty, originality, uniqueness, as well as competence that develops aesthetic sensitivity, a sense of beauty in reality, the ability to assimilate the standards of beauty and design, to feel the beauty of the created product of professional activity ..
Such competence as the ability to use regulatory and legal documentation by profession, SES by profession, to take into account safety standards and rules is one of the key regulatory competencies, it is necessary to replenish it with the lists of general competencies of graduates of both primary vocational education and secondary vocational education.
The list of competencies of a graduate of primary vocational education, whose professional activity is mainly associated with the performance of manual labor, must be supplemented with competence that develops sensorimotor abilities (coordination of actions, quickness of reaction, manual dexterity, eye measurement, color discrimination, etc.).
The list of competencies of a graduate of secondary vocational education, whose professional activity is associated with the manifestation of creative abilities, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional thinking patterns, and a willingness to innovate.
Self-improvement competencies are most fully represented in the list of competencies of a graduate of secondary vocational education (advanced level). It is necessary to supplement the lists of general competencies of graduates of primary and secondary vocational education with the ability to enrich their professional competence, to be ready for advanced training.
It is possible to combine the competencies OK 4 and OK 5 into one competence according to the similarity of tasks solved by students in accordance with these requirements.
In accordance with the types of basic competencies, the lists of general competencies of graduates who have mastered the basic educational program in the specialty can be classified as follows:
| Types of competencies | Competencies (abilities) of an NGO graduate | |
| Emotionally - psychological | OK 1 | |
| OK 2 | To develop aesthetic sensitivity, to feel the beauty of the created product of professional activity. | |
| Regulatory | OK 3 | Organize your own activities based on the goal and ways to achieve it, determined by the head (GC 2) |
| OK 4 | Use regulatory and legal documentation by profession, GOST by profession, take into account safety standards and regulations. | |
| OK 5 | Develop sensorimotor abilities (coordination of actions, reaction speed, manual dexterity, eye measurement, color discrimination, etc.) | |
| Analytical | OK 6 | Analyze the working situation, carry out current and final control, evaluate and correct their own activities, be responsible for the results of their work. (OK 3) |
| OK 7 | Search and use the information necessary for the effective performance of professional tasks (OK4), use information and communication technologies in professional activities. (OK 5) | |
| OK 8 | Work as a team, communicate effectively with colleagues, management and clients. (OK 6) | |
| Creative | OK 9 | |
| OK 10 | Enrich your professional competence, be ready for professional development. |
| Types of competencies | Competencies (abilities) of a vocational school graduate | |
| Emotionally - psychological | OK 1 | Understand the essence and social significance of your future profession, show a steady interest in it, enrich your professional competence... (OK1) |
| OK 2 | To develop aesthetic sensitivity, a sense of beauty in reality, to master the standards of beauty and design, to feel the beauty of the created product of professional activity. | |
| Regulatory | OK 3 | Organize their own activities, choose methods and ways of performing professional tasks from the known ones, evaluate their effectiveness and quality (OK 2). |
| OK 4 | ||
| Analytical | OK 5 | Solve problems, make decisions in standard and non-standard situations, be responsible for them. (OK 3) |
| OK 6 | ||
| Social - communicative | OK 7 | |
| OK 8 | Work as a team, communicate effectively with colleagues, management and clients. (OK6) | |
| Creative | OK 9 | Create a product that is novel, original and unique. |
| Self-improvement competencies | OK 10 | Take responsibility for the work of team members (subordinates), for the result of the task (OK7). |
| Types of competencies | Competencies (abilities) of a vocational education graduate (advanced level) | |
| Emotionally - psychological | OK 1 | To understand the essence and social significance of your future profession, to show a steady interest in it. (OK 1) |
| Regulatory | OK 2 | Organize their own activities, determine the methods and ways of performing professional tasks from the known ones, evaluate their effectiveness and quality (OK 2). |
| OK 3 | To use the normative and legal documentation by profession, GOS by profession, to take into account the norms and rules of safety measures. | |
| Analytical | OK 4 | Solve problems, assess risks and make decisions in non-standard situations. (OK 3). |
| OK 5 | Generate unusual, original ideas, deviate from traditional thought patterns, and be willing to innovate. | |
| Social - communicative | OK 6 | Search and use the information necessary for the effective performance of professional tasks, professional and personal development (OK 4), use information and communication technologies in professional activities (OK 5). |
| OK 7 | Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues (GC 6). | |
| Creative | OK 8 | Create a product that is novel, original and unique. |
| Self-improvement competencies | OK 9 | Set goals, motivate the activities of subordinates, organize and control their work with taking responsibility for the result of completing tasks. (OK 7) |
| OK 10 | To independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development. (OK 8) |
Lists of professional competencies formed among graduates who have mastered the main educational program in their specialty, the model of the standard is supposed to describe, based on the characteristics of the professions.
Let's give an example of the classification of professional competencies. As an example, let us consider the list of professional competencies formed in the students of the Regional College of Design and Service by the profession of "seamstress" and "designer fashion designer".
| Professional competencies in the profession of "seamstress" | |
| - the need for a seamstress; - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing manual and machine work, eye, color discrimination, etc.) | |
| Regulatory competences | - ability to organize workplace for working on a sewing machine and by hand; - the ability to follow the technology when performing manual and machine work: - choose the number of needles and threads in accordance with the type of fabric; - choose the type of stitch and machine seam in accordance with the purpose of the processing unit; - fill the machine with threads or roll feed mechanism; - to process the details of the product: shelf, back, sleeve, front and back panel, edge, collar; - the ability to handle units and parts; - the ability to use various types of equipment for wet - heat work: iron, press, steam-air dummy, steamer; - the ability to perform various types of wet - heat work: ironing, ironing, ironing, pressing, pulling, steaming, duplicating, pressing; - to grind down constructively - decorative lines; - process slices, etc. |
| Social competences | - work with special information on sewing business; - understanding of professional terminology; |
| Analytical competencies | - the ability to read diagrams; - analyze instruction cards; - determine the sequence for assembling the product; - to set the temperature regime of the equipment when performing wet - heat works in accordance with the type of fabric; |
| Creative competencies | - use equipment for the manufacture of products from modern fabrics; - to process the unit, parts of the product from modern fabrics; |
| Self-improvement competencies | - control the quality of the work performed, identifying and eliminating - identified defects; - asymmetry of the arrangement of small parts; - uneven edges of parts, finishing stitches, seam allowances, - insufficient moisture - heat treatment. |
| Professional competencies in the profession "designer - fashion designer" | |
| Emotional - psychological competence | - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing design work, eye, color discrimination, etc.) |
| Regulatory competences | - remove dimensional signs; - build drawings of the basis of the structure; - perform technical modeling; - perform technical calculations: determine the consumption of materials for the product, choose the optimal type of layout; - to make an experimental model; - to make patterns; - draw up design and technological documentation; - fill out the order passport in accordance with the form; - draw up accompanying documentation for the technological processing of the product; |
| Social competences | - ability to accept an order: to establish contact with the customer; agree with the customers technical specifications for the design of garments; sketch the model; determine the number of complicating elements; - when building a drawing of the basis of the structure, apply new information Technology: Autocad, Assol CAD; - to present the project to the performers, to motivate the team of performers to implement the project: to substantiate the feasibility of the project, its originality, competitiveness, to advise the masters of the experimental workshop on the manufacture of the product, the methods of technological processing, and the manufacture of a series of models; |
| Analytical competencies | - to determine the requirements for a new product: constructive, technological, aesthetic; - analyze the purpose of the product being developed, taking into account the texture and structure of the materials used, processing technologies, available equipment; - analyze the sketch of the model by structural belts: silhouette, horizontal and vertical lines, proportions, shape and arrangement of parts; - to choose the most rational options for constructive solutions of the main methods of shaping and finishing details, external design of garments; |
| Creative competencies | - to offer the customer models in accordance with the direction of fashion, taking into account the properties of the fabric, the characteristics of the figure; - to carry out the design of the product, taking into account the properties of modern fabrics; - to simulate various silhouettes of clothes and various types of sleeves; - to choose the optimal technological variant of the silhouette line constructive solution; - to develop models and designs of products of various shapes and cuts for mass production; - compile a family of models based on the original model; - to evaluate the level of novelty of the received products; |
| Self-improvement competencies | - check the developed design drawings: the length of the mating cuts, the conjugation of the cuts of the neck, armholes, bottom, waist, sleeves, sleeves; - control and adjust the manufacturing process: check the quality of the cut, check the quality of tailoring of the product; evaluate the manufacturability of the design, control the conformity of the product to the author's sample, evaluate the aesthetic appearance of the product, improve the design of the product in order to reduce technological defects. |
Analyzing the data on the classification of professional competencies, it can be concluded that regulatory competences prevail in the structure of a seamstress's activity. When analyzing the professional competencies of a designer-fashion designer, creative, social, analytical competencies, and self-improvement competencies come to the fore, while regulatory competences play a less significant role. It is necessary to pay attention to this when developing basic (general) competencies in students in the educational and professional process.
This does not mean that in the training of a seamstress it is necessary to pay attention only to the formation of regulatory competencies. Personal development requires the harmonious development of all competencies, therefore, subject to the mandatory formation of regulatory competencies, students of the seamstress profession need to develop other competencies, especially creative and self-improvement competencies, since these competencies are not sufficiently developed in future professional activities.
Thus, the classification of general and professional competencies allows us to identify the features of assessing the level of formation of the subject of a particular activity in the educational process of educational institutions of primary and secondary vocational education.
12. Personality of the teacher, basic competence of the teacher
13. Universal Learning Activities
The concept, functions, composition and characteristics of universal educational actions at the level of primary general education
The consistent implementation of the activity approach is aimed at increasing the efficiency of education, more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the studied area, a significant increase in their motivation and interest in learning.
Within the framework of the activity approach, as general educational actions, the main structural components of educational activity are considered - motives, features of goal-setting (educational goal and objectives), educational actions, control and assessment, the formation of which is one of the components of the success of training in an educational institution.
When assessing the formation of educational activity, age specificity is taken into account: a gradual transition from joint activities of a teacher and a student to jointly divided and to independent activities with elements of self-education and self-education (in younger adolescents and older adolescence).
The concept of "universal learning activities"
The term "universal educational actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal educational actions as generalized actions open up to students the possibility of a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn presupposes full-fledged mastering by students of all components of educational activity, which include:
- cognitive and educational motives,
- learning goal, learning task, learning activities and operations (orientation, material transformation, monitoring and evaluation).
Functions of universal learning activities:
- providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
- creation of conditions for the harmonious development of the personality and its self-realization based on the readiness for continuous education; ensuring the successful assimilation of knowledge, the formation of skills, skills and competencies in any subject area.
Universal educational actions are of a supra-subject, meta-subject nature; ensure the integrity of the general cultural, personal and cognitive development and personal self-development; ensure the continuity of all stages of the educational process; underlie the organization and regulation of any student's activity, regardless of its specially-subject content.
Universal educational actions provide the stages of mastering the educational content and the formation of the psychological abilities of the student.
Types of universal learning activities
As part of the main types of universal educational activities, four blocks can be distinguished: personal, regulatory(including also self-regulation actions), informative and communicative.
14. Personal, regulatory and communicative ECD
Personal universal learning activities provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships... With regard to educational activities, three types of personal actions should be distinguished:
- personal, professional, life self-determination;
- meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of teaching and what prompts the activity, for the sake of which it is carried out;
- moral and ethical orientation, including the assessment of the assimilated content, which provides a personal moral choice.
Regulatory universal training activities provide students with the organization of their educational activities. These include:
- goal-setting as a formulation of an educational task based on the correlation of what is already known and assimilated by students and what is still unknown;
- planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting - anticipating the result and the level of knowledge assimilation;
- control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
- correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, real action and its result, taking into account the assessment of this result by the student, teacher, comrades;
- assessment - highlighting and understanding by students of what has already been mastered and what else needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
- self-regulation as the ability to mobilize strength and energy, to volitional effort and overcoming obstacles.
Communicative Universal Learning Activities provide social competence and take into account the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults.
Communicative actions include:
- planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction;
- posing questions - proactive cooperation in the search and collection of information;
- conflict resolution - identification, identification of the problem, search and assessment of alternative ways to resolve the conflict, decision making and its implementation;
- partner behavior management;
- the ability to express your thoughts with sufficient completeness and accuracy; possession of monologue and dialogical forms of speech in accordance with grammatical and syntactic norms native language, modern means of communication.
15. Cognitive UUD
Cognitive universal learning activities include: general educational, logical educational actions, as well as the formulation and solution of the problem.
General educational universal actions:
- independent selection and formulation of the cognitive goal;
- search and selection of the necessary information;
- structuring knowledge;
- deliberate and arbitrary construction of a speech utterance in oral and written form;
- choice of the most effective ways solving problems depending on specific conditions;
- reflection of methods and conditions of action, control and assessment of the process and results of activity;
- semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extraction of the necessary information; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official-business styles; understanding and adequate assessment of the language of the media;
- statement and formulation of the problem, independent creation of algorithms for activity in solving problems of a creative and exploratory nature.
16. Knowledge, abilities, skills
17. Learning and development
18. Basic principles of the study of educational psychology
19. Problems of educational psychology
20. Problem psychological readiness child for learning
21. History of educational psychology
22. Theories of learning in ancient Greece (Plato, Aristotle)
Plato
Plato (c. 427-347 BC) was the most famous student of Socrates. In fact, Socrates never wrote a single word about his philosophy, Plato did it. This is extremely important, since the early dialogues of Plato were created by him mainly in order to show the approach of Socrates to knowledge, and were reminiscences of a great teacher. However, later dialogues represent the philosophy of Plato himself and have practically nothing to do with Socrates. Plato was so depressed by the execution of Socrates that he went into free exile in southern Italy, where he fell under the influence of the Pythagoreans. This fact was important for the Western world and has direct relation to all areas of epistemology, including the theory of learning, which have arisen since then.
The Pythagoreans believed that numerical relationships govern the universe and influence the world of things. They believed that numbers and their various combinations were the cause of events in the physical world. And both events, both the number itself and the physical phenomenon caused by it, were really existing. Consequently, for the Pythagoreans, the abstract objectively existed and had the ability to influence physical objects. Moreover, physical phenomena were considered only as a manifestation of the abstract. Although numbers and matter interact, it is matter, not numbers, that we perceive with the help of our senses. This implies a dualistic view of the Universe, in which one aspect of it can be experienced empirically, and the other cannot. Following these ideas, the Pythagoreans made great strides in mathematics, medicine, and music. However, over time, this trend turned into a mystical cult, and only a select few could become its members and acquire its wisdom. Plato was one such person. Plato's later dialogues reflect the complete acceptance of the dualistic universe in which the Pythagoreans believed. He developed a theory of knowledge based on the Pythagorean notion that the existence of the abstract is objective and meaningful.
Aristotle (348-322 BC), one of Plato's disciples, was the first to follow the teachings of Plato and later departed almost completely from him. The main difference between the two thinkers was their relationship to sensory information. For Plato, it was not a noteworthy hindrance, and for Aristotle, it was the basis of knowledge. Thanks to his favorable attitude towards empirical observation, Aristotle amassed an extensive collection of facts about physical and biological phenomena.
However, reason was in no way rejected by Aristotle. He assumed that sensory perceptions were only the beginning of cognition, then the mind needs to reflect on these perceptions in order to find the logical connections hidden in them. The laws governing the empirical world cannot be cognized only with the help of sensory information, but must be discovered through active thinking. Consequently, Aristotle believed that knowledge is acquired from sensory experience and reflection.
There are two main differences between Aristotle's and Plato's theories of knowledge. First, the laws, forms, or universals that Aristotle was looking for did not exist apart from their empirical embodiment, as was the case with Plato. They were simply observable relationships in the natural environment. Secondly, according to Aristotle, all knowledge is based on sensory experience. For Plato, of course, this was not the case. Precisely because Aristotle argued that the source of knowledge is sensory experience, it is referred to as empiricists.
Developing his empirical views on knowledge, Aristotle formulated the laws of association. He said that an experience or memory of an object would evoke memories of similar objects (the law of similarity), memories of opposite things (the law of contrast), or memories of objects that were originally associated with that object (the law of contiguity). Ari Stotel also observed that the more often two phenomena are part of the same experience, the more likely it is that an interaction or memory of one of these events will evoke the memory of the other. Later in history, this pattern became known as the law of repetition. Hence, according to Aristotle, sensory experience gives rise to ideas. Ideas prompted by sensory experience will stimulate other ideas in accordance with the laws of similarity, contrast, contiguity and the principle of repetition. In philosophy, the position that the relationships between ideas can be explained by the laws of association is called associationism. An example of how ideas are linked through the law of adjacency.
Apart from raising the status empirical research Aristotle contributed a lot to the development of psychology. He wrote the first history of psychology called De Anima. He wrote many works on the human senses, to which he attributed sight, hearing, smell, taste and touch. He made significant contributions to further development concepts of memory, thinking and learning. As we noted, his associative principles of similarity, contrast, contiguity and repetition later became the basis of the doctrine of association, which is still part of modern learning theory to this day. Considering his colossal contribution to the development of science, one can forgive him for placing the mind in the heart and considering the brain as a blood cooling system. On the great influence of Aristotle on the theory of learning, Weimer (1973) said:
Even with a moment's thought ... it will become apparent that Aristotle's doctrines are at the core of modern epistemology and the psychology of learning. The centrality of associationism as a mechanism of mind is so generally accepted, at least with regard to observation, that no learning theory proposed for discussion in this century has failed to base its arguments on associative principles (p. 18).
With the death of Aristotle, the development of empirical science stopped. In the following centuries, scientific research, the direction of which was set by the philosophical teachings of Aristotle, did not receive a continuation of the Palaine of the ancient Greek city-states, the raids of the barbarians in Europe (the spread of Christianity stopped the development of scientific research the early Middle Ages were based on the teachings of ancient authorities, instead of looking for new ideas. The philosophy of Plato had a great influence on early Christianity. The concept of man, which prevailed at that time, is thus described by Marx and Cronan-Hillix (1987): People were viewed as creatures with a soul and free will, which alienated them from simple natural laws and subordinated only their own self-will and, perhaps, the authority of God. Such a creature with free will could not be the object of scientific research.
Key competencies
Key competencies
Competence from Latin competo - “I strive, I match the approach”. Professional competence, in fact, is the ability to fulfill one's work obligations in accordance with accepted norms and standards, that is, successfully, without supervision and constant (unplanned) assistance from outside.
The purpose of the competence allocation is to increase the efficiency of the work (quality and quantity) of the company. If a person can demonstrate the necessary skills and results of work, he is suitable for us. Competencies are needed for a preliminary and tracking intermediate assessment of his capabilities, helping him in development and correcting mistakes, for understanding himself in the end.
There are many interpretations of the concept of "competence" and, accordingly, approaches to their identification and use.
1. Key competencies - qualities and personality traits of a professional, allowing them to fulfill the tasks assigned to the employee in accordance with the main business function of the organization and division.
- Specific key business competence- at the level of the company's know-how, taking into account the peculiarities of the corporate culture.
- A set of competencies for a position from an exhaustive set of competitions(will be presented below).
- Competencies presented both personal and professionalhonors(see Attachment 4 ).
The presence of competencies in no way excludes the list naperformance evaluation parameters, which competencies can include, otherwise they only disorient managers and employees themselves, making the assessment too superficial and ineffective. How can, for example, replace with competencies the quantitative indicators of the work of employees or the assessment of their appearance, discipline ?!
Competencies- these are simplified, reduced to absolute understanding and (or) synthesized, isolated from the "folklore" definitions (preferably in the working language of managers and employees) of the professional and personal characteristics of successful employees, according to which it is easiest to work quickly or in a set with other criteria (parameters) evaluate the work of employees of a given company, subject to availability common language corporate culture.
Competence as skills and abilities. The differences are that a skill is a specific action with an expected result, and competence is usually not described in terms of an end result, but can and ultimately should be described or created based on it.
In practice, all these approaches intersect and complement each other. For example, in the framework of the annual performance assessment or appraisal, employees in most companies are also assessed by a set of competencies. Based on the latter, HR services can draw up success profiles for each position and target levels of competence development for the year ahead in terms of career development and professionalism of the employee within the company. For any group of positions of a certain specialization, there can and should be its own hierarchy of competencies, possibly from a general exhaustive list. Within this hierarchy, there are 4-7 areas that are most valuable - key, or basic, competencies.
For the head of the sales department, the most important are:
■ communicative qualities;
■ organizational skills;
■ customer focus;
■ entrepreneurial and financial approaches. For a literary editor, the following are important:
■ patience;
■ attention;
■ ability to persuade;
■ "innate" literacy.
Below is an example prioritized by three occupational profiles (Table 1).
Practitioners within the company are almost always clear what they mean by "sociability" or "progressive views", but to prevent misunderstandings, it is still better to fix what it consists of and what it is in the activities of a certain group of employees. The secretary's sociability for the client may include:
■ positive self-attunement;
■ experience in telephone counseling;
■ attitude to help people;
■ personal sociability.
Sociability is "the ability, positively perceiving any client, any call, to be able to quickly understand its essence and focus and respond in accordance with certain cultural norms and in the information field of the given parameters "(the wording of the competence" the secretary's communication skills "with one of the Internet companies. - Note. auth.).
The process of working with competencies is best carried out in a technological sequence similar to the one presented below. This will allow them to be used with the greatest impact and benefit for all stakeholders within the company.
Full cycle of work with competencies at the level of the entire organization.
1. Description an exhaustive list important for successful work competencies of a group of employees, experts.
- Allocation of basic (core, core) competencies or, possibly, macro competencies. Macro competencies are unique combinations of professional knowledge, skills and experience expressed in technologies for creating and distributing products (management know-how, intellectual and organizational results) that are difficult to develop and useless to copy.
- Achieving the required level of detail.
table 1. Priorities of the three professional profiles 1
Competencies | Position |
||
trade representative active sales | Secretary | manager |
|
Ability to quickly establish contact with strangers on their own initiative | Necessary | Indifferent | Desirable |
Polite, friendly communication | Necessary | Necessary | Necessary |
Ability to persuade | Necessary | Desirable | Necessary |
Ability to speak in public | Indifferent | Indifferent | Necessary |
The need for communication | Necessary | Indifferent | Desirable |
Well-delivered speech | Necessary | Desirable | Necessary |
Grammatically correct speech | Necessary | Necessary | Necessary |
1 Table 1 is based on the book Ivanova S. The art of recruiting: How to rate a person in an hour. - M .: Alpina Business Books, 2004 .-- P. 15.
- Creation of profiles of success of positions (possibly within the framework of job descriptions, requirements for positions and vacancies) - standards.
- Description of target levels of development of competencies (using points or scales) in connection with the development and objectives of the company, as well as the individual development of employees.
- Setting achievable goals and defining a set of developmental actions: internship, training, etc. Schedule subtasks to achieve the target level of competence development, for example, “become more influential”: be able to attract attention, be assertive, substantiate ideas, actively listen, gain support, encourage others to action, negotiate.
7. Allocation of indicators of achievement of the level (to enlist support from the subtask "become more influential": to achieve the support of all members of the board of directors).
An example of a level (scale) representation of a competence (scheduling the levels of one of the key competencies of the Leadership block in the Managerial competence block) can be found in Table. 2.
table 2. Leadership in anticipating the future, inspiring employees, strategic planning (as a “lookout” function) for evaluating top managers.
Level | Managerial competence |
Creates the future of the company. Develops and implements useful guidelines for employee engagement in effective planning for the future. Systematically and continuously evaluates the effectiveness of these standards and employee participation |
|
He actively participates in the creation of the future of the company. Polyvolume demonstrates the ability to create and articulate a vision of the future of the organization. Involves others in the process of forming a picture of the future. Strengthens belief in this future through behavior and demonstrated values (by example) |
|
Able to assess the importance of developing a vision of the future for the company, participates in the development of ways to achieve it as free time becomes available or when receiving direct instructions from shareholders |
|
Fourth | Almost does not think about ways to achieve a picture of the future, is preoccupied with everyday affairs |
Uses rumors, “conjectures what is not,” not sure about the future, fixated on routine activities, drowning in everyday affairs, psychologically attached to them |
The principles of identifying key competencies, drafting performance standards and customer service are best "seen" through the process of grading employees.
Step-by-step process of grading and standardization of work of employees
1. Allocation of grades ( large groups employees close in management status, powers and, consequently, the level of pay) and within them categories of employees.
2. Allocation and description of the basic blocks of competencies or criteria for assessing employees. For example, management skills, sales skills, professional and specialized knowledge, personal qualities, etc.
3. Prescribing competencies within the basic blocks of competencies for the entire range of categories of employees in all divisions of the company. For example, in order to describe the block of "managerial skills", it is necessary to answer the question: what managerial skills are fundamentally necessary for various categories of employees? Ability to conduct meetings (can be broken down in more detail by meeting skills), ability to write a business plan (can be written in more detail - topics, scope, tasks, etc.), etc. dr.
4. Allocation of key (most significant) and secondary competencies for different categories of employees and depending on the specifics of the work of specific departments and positions. For example, for call center operators, external data will have minimum value, and the skills of communication on the phone (undersigned in detail), the speed of printing on a PC and the amount of RAM, that is, short-term memory, the speed of switching attention and personal "non-irritability" will have the maximum value.
If necessary, assignment of various weighted (index) values to key and secondary competencies according to blocks of basic competencies and within basic blocks of competencies. Blocks of basic competencies are indexed relative to each other by different weights assigned to them. This allows you to highlight the main thing in the employee's activities, as well as to come to a comparative accounting of the effectiveness, usefulness of employees in different departments.
Some employees can be compared with others, as well as with point standards for compliance with a position, category across the holding or division, since each employee in the certification process gains a certain total number of points.
6. Each level of development of an individual competence within the basic block of competencies and, if necessary, this entire basic block is assigned its own point value (for example, from 1 to 5), which is then verbally described in detail as a rank or standard of performance. When describing performance standards, depending on the need, other approaches can be applied, in addition to describing competencies: personal and professional qualities, skills, knowledge and the level of their development:
■ process requirements - a description of business processes or algorithms of activity, or interaction with employees and departments;
■ requirements for the quality of work;
■ accounting for quantitative (volumes of work done and (or) commodity, assortment and economic indicators etc.) and time indicators of achievements (terms), indicators of labor productivity;
■ taking into account innovations, intracorporate, intradivisional and external image consequences of the employee's activities.
7. Further, in addition to being used in certification, work performance standards find their rightful place in job descriptions, annexes to them, requirements for positions and vacancies, descriptions of employee categories and other personnel and system-wide documents.
If they are already registered, the preparation of personnel certification is greatly simplified.
Stages of creating work performance standards, which should be tied to positions and jobs.
1. Allocation of general (detailed list or specific competencies for the organization as a whole) competencies of the organization's employees.
- Allocation of key competencies for employees of a certain type and level. For example, for all warehouse employees and managers of a certain level.
- Granting competencies with weight values, if necessary.
- Description of reference levels of work performance for each key competency, indicator, parameter) \ ', criterion at specific workplaces or for typical positions - creating benchmarks for work performance, customer service for groups of employees, a specific category of employees, etc.
The following criteria are applied to assess the success of an employee, the so-called digital reference:
"1" - initial level (unsatisfactory);
"2" - below the required level;
"3" - quite satisfies ( average level) - the standard for the position;
"4" - better than average;
"5" - exceeds expectations.
(Attention is primarily drawn to extreme values - "risk zones" due to obvious non-compliance or increased compliance. - Note. auth.)
In determining level reference Behaviorally anchored rating scales (BARS) are used, which combine rating and descriptive methods. The employee is assessed by the manager from the point of view of the compliance of his behavior with the predetermined scale behavioral values (as necessary, as not necessary). If this technique is converted into a test, then the employees themselves can evaluate themselves. If the test is "open" for the employee, then the methodology is already a self-study aid.
A customer focus assessment might look like this:
■ an employee can ignore a waiting client if he thinks that he is not promising;
■ spends with the client as much time as necessary, additionally advises the client by phone and e-noah mail;
T may refuse to consult a client if he does not have the necessary information;
■ perceives an irritated client as a natural phenomenon, calmly and respectfully works with that;
and in the absence of the necessary knowledge, the independent receives thembut also uses in his work;
■ makes fair remarks to the client if the client is annoyed. (Correct choices are in italics. - Note. auth.)
The principles of client-orientation can otherwise be called a manifestation of "teamwork" in relation to the client (customer— part of the businessfamilies, member of our team) and the ideological basis for the development of service standards.
Table 3 shows an example of assigning different weighting values to criteria based on expert assessments the importance of this or that criterion for the successful work.
table 3. Assessment of an employee using the rating method and highlighting the weighting components of assessment criteria (coefficients)
Assessment criterion, competence | Specific gravity (coefficient) | Points | Final grade, in points |
|
Execution speed, performance | 3 × 4 = 12 |
|||
Appearance | ||||
Discipline, presence in the workplace | ||||
Communication skills within the team (support of team spirit) | ||||
Communication with external agents | ||||
The sum of points for significant criteria: 24 |
||||
Total points for secondary criteria: 6 |
||||
Overall final score 30 (for comparison with other operators) |
||||
Note. The key, most significant evaluation criteria are highlighted in italics. According to them, a comparison of this employee with others or with a score standard of compliance is carried out.
In the above table, the three key assessment dimensions are marked in italics. They are most significant. According to them, first of all, one can judge the suitability of a specialist, comparing him with other employees or with a point standard of conformity.
The point standard of compliance is adopted in advance. It may not be lower than any certain amount of points for significant (key) criteria or the overall final score, etc.
The total final score is equal to the sum of the scores according to the criteria, multiplied in advance by the specific weights (coefficients).
The norm is when 70-80% of employees meet the specified criteria for success. The remaining employees are divided approximately equally: below and above the bar of the given criteria. If an employee is 30% higher than the set standards, then you need to think about transferring him to a higher position or expanding his powers. For those whose indicator is below the bar of the specified criteria or standards, you need to do the opposite.
In order to combine at the semantic level numerous terminological and practical differences in approaches to the allocation and use of competencies for personnel assessment, we will create a simple sequence of "dependencies".
■ For a person to be able to make an earthen pot (for example, a hotel claims originality and uses such pots as free souvenirs for guests), he needs to understand his mentor, have a certain natural skill and desire (motivation), take a course required volume). Then he will have the necessary knowledge of a practical and theoretical nature - he will be competent.
■ To hire him, we need to find out whether he wants to work with us and in this direction further, what is the motivation (to determine the nature and duration of possible relationships, ways of control and motivation), whether he has lost his work skills and communication skills, while did not work.
How to start highlighting key competencies? From the analysis of the content of the work in relation to the main business function of the organization.
1. Analysis of the work of the entire sales apparatus and the coordination of the duties of all employees, as well as determining how all jobs are connected with each other.
- Selection of specific jobs for analysis.
- Collecting the necessary information by observing the actual progress of employees, interviewing people at workplaces and interviewing employees using questionnaires "1.
1 Fatrell C. Sales management. - SPb .: Neva, 2004 .-- P. 220.
Based on the analysis of the content of the work, many important documents can be drawn up:
■ a list of key and additional competencies, the requirement of standards;
■ job description, qualification requirements, etc.
Highlighting key competencies and other assessment criteria
Recruiting agency "For family reasons", Moscow. Main business function: connecting qualified personnel with worthy parents and children. Mission: the best tutors and nannies for the active personal development of children. Competitive advantage: really high-quality staff, real terms selection, verification of the proposed employees.
The agent's work (main actions, functions) to connect the two partner parties consists in interviewing nannies and tutors, assessing their personal and professional capabilities, maintaining databases on a PC, clarifying the needs of parents and children, introducing the parties to each other, concluding agreements of mutual obligations , tracking the success of employees in families, participating in solving difficult situations.
Based on all of the above information, key computerstendencies for employees will be:
■ discernment (understanding people);
■ Ability to conduct multi-stage negotiations (in person and by phone);
■ sociability and natural goodwill;
■ analytical skills to make accurate calculations;
■ self-organization and organization of time;
■ ability to work in a team.
These formulations are understandable for all employees of the recruiting agency without summing up the scientific base - at the level of a common language of communication.
Additional qualities: excellent memory for events and faces, skills in resolving conflict situations.
Additional requirements: own successful experience in working with children and adolescents as a nanny, tutor, teacher and psychologist; natural inclination to work with children - love for children, commitment to family values; good physical health.
Special requirements: high speed of printing on a PC, good switching of attention, knowledge of the basics of drafting contracts for the provision of services.
It can be seen that key competencies have flowed smoothly and additional requirements, etc. This once again emphasizes that these competencies are key, but not unique. The secret is that the properties of our attention and memory force us to resort to various kinds of structuring, because there is no way to immediately cover the list of 40 required items. But this does not mean that the approach to identifying key competencies is random and temporary. On the contrary, it is quite natural: first we single out the main thing, then that without which the main thing will not make sense, and finally - the desirable. (See the section on drafting a staffing proposal and other sections.)
But that's not all, we can add some personal qualities and characteristics to the above assessment criteria.
C. Fatrell in the book already mentioned above gives an even more classical approach, historically and logically preceding the above, namely, qualification requirements.
“Most sales managers define the next minimum required salesperson characteristics.
- Intelligence is the mental ability required to perform tasks of a high level of difficulty.
- Education - graduation from an educational institution with above average academic performance.
- Strong personality - focus on achieving success, self-confidence, initiative, positive outlook on life, tact, maturity and having a ready-made realistic career advancement plan.
4. Experience - doing your job diligently, going beyond simple job responsibilities; if a person has just recently completed his studies, then his active participation in the activities of educational organizations and the development of projects is above the average level.
- Physical - good first impressions, good looks, tidy clothes and good physical shape "\ ''.
1 Fatrell C. Sales management. - SPb .: Neva, 2004 .-- P. 222.
Why can the Western society afford such high standards in relation to a seemingly ordinary sales agent, while we in Russia cannot? This will become possible when we pay the worthy really worthy. There are clearly not enough of them. As a result of improper upbringing by threats and intimidation, our children do not properly develop their logical abilities, the ability to think independently and the desire for all-round development of the personality is lost, lack of will is formed, namely the will and a very strong desire to achieve the goals set are distinguished by a leader * and any successful person. Thus, for the seller in the service sector, particular importance will be have a developed logical ability in a harmonious combination and with the development of imaginative, sensual, sensory (right-hemispheric thinking) plus his volitional qualities in achieving goals and the ability to convince yourself and others. Appendix 9 provides a simple but very effective test for determining the thinking patterns of others and ourselves. It can also be used as a test for understanding one's own personality, if you guess, without using a key, which of the three questions in each paragraph relates to a particular style of learning and thinking: right-brain, left-brain, or equal-hemisphere.
Before conducting more complex tests (multifactorial, multimodal), evaluate yourself and others on this, simple and forgotten: is your employee, the applicant more process oriented (right brain) or result (left brain) or is it a mixed type? Different types of activity require different people: some concentrate on details, missing the main thing, others, seeing the main thing, forget about specifics.
This test does not measure the level of personality development, even if it turns out that the tested personality is equal hemispheric, this requires a separate conversation. The test can be used to train in the construction of compact questionnaires, which are used for rapid assessment of someone. 10-15 questions followed by a discussion of the selected answers, a few questions from a standard structured interview - and you already understand how a person will build his strategy for achieving goals, how he will process information, what he wants to achieve, what is his map of ideas about work, etc. ...
There are only three factors in the test, and, therefore, you can quite easily understand the reality behind the three psychological directions of the questions: left hemispheric information processing and the way to achieve the goal, right hemispheric, mixed. If you are lucky "through the prism of the test", you will see an image, a model of a developed, integrated personality, who thinks well logically and figuratively, with well-formed analytical and intuitive capabilities, who feels good both in the process of work and in the time pressure of achieving business goals.
Take your time using the key to the test. Sort the answers yourself and only then compare with the key - and you will have the opportunity to start a career as a psychodiagnostician, if you have not started it yet. In this regard, we present a quote from an excellent book that can be recommended as a rite of initiation into professional psychodiagnostics.
“With a correct approach to the development and interpretation of multidimensional test questionnaires, the following psychometric maxim must be taken into account: it is possible (with more or less difficulty) to come up with a question (and therefore a lot of questions) that, in a multivariate matrix analysis, will give a vector passing in the vicinity of any ahead set point multidimensional space of traits. From this it follows that any locus of the space of traits (including a sparse one - one that does not give a grouping of items on a given specific list, does not give a scale) can be filled with a group of correlated questions and get a new scale that measures something intermediate to what the questionnaire measured in its original version.
The choice of one or another system of scales (features) is largely determined by the designer's intention or the initial list that he has at his disposal ”1.
As a result of the above considerations, some “corrective touches” are added to other criteria for assessing employees of the recruiting agency “For family reasons”, since the previously identified key competencies are a consequence of these qualities and personality traits: strong will, development of logicalabilities and imaginative-sensory thinking(sensual, emotional intelligence).
The article reveals the content of the key professional competencies of top managers that affect the competitiveness of those headed by them. Russian companies... The author discusses why a manager should not only master the necessary professional competencies, but also consistently and purposefully form a corporate culture in the company, in which competencies focused on competitiveness would be inherent in the entire team. The article raises the most important questions for the practice of corporate governance about what resources are used to form key professional competencies, how favorable it is for Russian universities and how the situation can be changed.Introduction
Let's start with sedition. Over the last, crisis year, we had the opportunity to meet three owners and at the same time top managers of small and medium-sized businesses. They were undoubtedly talented people, and they had a lot in common. So, they all had such qualities as entrepreneurial spirit (which is typical) and fearlessness, incredible dedication and ability to work, curiosity and sociability, as well as much more. Surprisingly, they didn't have higher education, while there were helicopters and real estate abroad.This circumstance prompted the author, who has worked in the education system for a quarter of a century, to seriously be puzzled by the identification of those professional competencies of managers that should be attributed to the factors of companies' competitiveness. The author tried to analyze:
- to what extent today higher education participates in the formation and development of these competencies;
- what are the alternative educational resources used by top managers;
- what should universities do in relation to the so-called interception of initiative from other providers of educational services and keeping the management of the formation of the required professional competencies at a level that satisfies actual and potential leaders and encourages them to systematically and systematically improve their qualifications in order to develop and ensure the competitiveness of the companies they lead?
A bit of terminology
Today in the scientific literature there is an extremely diverse interpretation of the concepts of "competence", "competence" and "competence-based approach". The most witty, in our opinion, was the well-known psychologist B.D. Elkonin: "The competence approach is like a ghost: everyone talks about it, but few have seen it." Without intending to develop a discussion of terminological properties, we will give only a few opinions on this matter. Representatives of the scientific and academic community believe that competence is a subject area in which an individual is well aware and is willing to perform activities, and competence is an integrated characteristic of personality traits, which acts as a result of preparing a graduate to perform activities in certain areas. In other words, competence is knowledge, and competence is skills (actions). Unlike the term “qualification”, competencies include, in addition to purely professional knowledge and skills that characterize qualifications, such qualities as initiative, cooperation, ability to work in a group, communication skills, the ability to learn, evaluate, think logically, select and use information.From the point of view of business practitioners, professional competence is the ability of a subject of professional activity to perform work in accordance with job requirements. The latter represent the objectives and standards for their implementation, accepted in the organization or industry. This point of view is very consonant with the position of representatives of the British school of labor psychology, mainly adhering to the functional approach, according to which professional competencies are understood as the ability to act in accordance with the standards of work performance. This approach is focused not on personal characteristics, but on performance standards and is based on the description of tasks and expected results. In turn, representatives American school labor psychology, as a rule, are supporters of a personal approach - they put at the forefront the characteristics of the individual, allowing her to achieve results in work. From their point of view, key competencies can be described by KSAO standards, which include:
- knowledge (knowledge);
- skills;
- abilities (abilities);
- other characteristics (other).
However, we intend to focus specifically on skills and abilities, since:
- they play a huge role in ensuring the competitiveness of the company headed by this leader;
- either universities do not teach this at all (in contrast to knowledge), or it is introduced in individual universities - in the so-called entrepreneurial universities. As a result, the educational market is flooded with educational and training structures that compensate for the gaps in higher education. By the way, corporate universities, in addition to conducting special training programs tied to professional specifics, also train so-called soft skills (literally translated as "soft skills", or, in other words, life skills - "life skills"). Examples are communications skills, negotiation skills, etc.
Key competencies of a modern top manager
Effective goal settingSo the first core competency is goal setting. Every management course - be it general management, project management, or brand management - teaches goal setting. However, nowhere do they teach personal and corporate self-identification, the identification of the meaning of life and the meaning of the existence of the company, the formation of the value basis of both personal life and the activities of the company. Hence the crises and disappointments of the middle age in his personal life, when a person thinks: he seems to have achieved everything, but why he lived and what I will leave behind is incomprehensible. With regard to the activities of the company, in the Western approach the raison d'être of the company is reflected in its mission. However, in Russian practice, the company's mission is often perceived as a formal invention of the involved image makers, posted on the website. No one is able to remember it, much less reproduce it. Such a mission does not cement anything and does not motivate anyone. On its basis, it is impossible to set bright strategic goals that can ignite and unite the team. Meanwhile, according to the assessments of practitioners, one of the most difficult tasks for the top management of companies is organizing the implementation of the tactical goals of the divisions in such a way that, as a result, the strategic goals of the organization are fulfilled. But how can they be fulfilled when strategic goals are often not known not only to the personnel, but also to the management itself. It happens that each top manager has his own vision of the strategic goals of the company and the general directions of its development. Not “put together”, such goals can create a classic situation in the company: “swan, cancer and pike”.
Without creating a value basis for the company's activities, it is impossible to form its corporate culture. This is obvious, since corporate culture is a system of values and manifestations inherent in the company's community, which reflects its individuality and perceptions of oneself and others in the market and social environment and manifests itself in behavior and interaction with market stakeholders. The meaning of corporate culture is that the values of the company and its employees coincide. This is not an end in itself, and there is nothing sublime about it. But this is the highest aerobatics of management, because if goals and values coincide, an employee will "drag" the whole company forward to achieve his goals and in the name of his values. In turn, the company, in order to achieve its market goals, will create all conditions for the professional development and personal growth of the employee.
The purpose of the corporate culture is to ensure the company's competitiveness in the market, high profitability of its activities through the formation of an image and a good reputation, on the one hand, and improving human resource management to ensure employee loyalty to management and its decisions, fostering employees' attitude towards the company as their own. home - on the other. What does corporate culture depend on? Obviously, first of all - from the leadership. It is not for nothing that a well-known Russian proverb says: "As is the priest, so is the parish."
Thus, the first key competence of a top manager is the ability to work with the goals and values of the company.
Communication competence and work with key employees
The second key competence is communication competence. An analysis of the daily activities of top managers of large corporations revealed an interesting fact: from 70 to 90% of their working time they spend interacting with other people both inside and outside the organization. A special term has even appeared: "strolling management". Thus, the professional activity of a top manager is carried out through communications. In this regard, two key problems arise in increasing the effectiveness of the manager's communicative activity. The first is related to ensuring the completeness of communications, their consistency and controllability. The second depends directly on the sociability of the top manager, his ability to business communication as such, from the knowledge of communication technologies and the ability to apply them in the right context.
Thus, the communicative competence of a top manager is formed in two ways: on the one hand, it is an increase in the efficiency of communication management as a business process of the company's interaction with market stakeholders; on the other hand, it is the development of personal communication skills, the ability to listen, convince and influence the interlocutor. The leader must have a clear understanding of the structure of his own business communications: with whom he needs to communicate, why and how. Strange as it may seem, it is these seemingly simple questions that make the students-leaders at business trainings think, help to form a personal system for managing external and internal communications. Communicative competence presupposes that the manager has psychological knowledge in the amount necessary and sufficient to correctly understand the interlocutor, to ensure his influence on him and, which is important, to resist the influence of others.
In practice, the manager's attitude to the performance of communicative, including representative, functions is very ambiguous - from closing business contacts to oneself to delegating these functions to deputies. This is not surprising, since managers, like other employees, belong to different psychological types, and what is fun for some, causes severe discomfort for others. In the latter case, a person, wishing to minimize (if not avoid altogether) negative feelings, tends to underestimate the role of communications as such (in any case, the role of personal communications). Due to the fact that in a market environment, both cooperation and rivalry processes are implemented through communications, a top manager who tries to minimize business communications in his activities jeopardizes the competitiveness of his company. In this regard, an approach deserves attention, in which the strategy and tactics of all communications of the company are scrupulously worked out, objects of communication influence are identified, and responsible executors are appointed. A pool of contacts is formed, for which the top manager is directly responsible, the rest are delegated, but are under control. A list of communication activities with the participation of a top manager is also determined.
As you know, communications are conditionally divided into external and internal. External communications include communications of a top manager with market stakeholders - partners, competitors, clients, authorities state power and management. These communications, first of all, should be the objects of strategic goal setting. Internal (intrafirm) communications reflect the vertical and horizontal processes of interaction between a top manager and colleagues and subordinates. In order for them to be as effective as possible and at the same time take away the minimum time from the manager, it is desirable to regulate the communication processes. To do this, the company must first reach agreements in terms of communications, and then, on their basis, corporate regulations (standards) of communications have already been developed. Forms and methods of assigning orders to subordinates, formulating tasks, setting deadlines for the execution of orders and dates of intermediate control may be subject to standardization. For example, at trainings, we often hear “a voice crying in the wilderness” that an urgent task is regularly “descended” by the manager just before the end of the working day.
A huge amount of time for both the manager and his subordinates is wasted due to ineffective preparation and conduct of meetings. Clear typology of meetings, development and subsequent observance of appropriate standards for preparation and conduct, including using new information and communication technologies, for example, software product Skype, can significantly increase the efficiency of intra-company communications of a top manager.
The third, purely managerial, competence is closely related to communicative competence - the ability to accurately select key employees of the company and use their greatest strengths in business. This competence acquires particular relevance in the adhocratic corporate culture, which presupposes the formation of mobile teams and active project activities. At the same time, the question arises again: to what extent should this competence be characteristic of a top manager, if there is a personnel management service? However, successful top managers, in our opinion, should be like a theater or film director: the more carefully the search for performers for the main roles is carried out, the more accurate the game will be and the greater the box office. Therefore, it is advisable for the manager to pay great attention to the recruitment process for key positions, which does not at all exclude serious preparatory work by the personnel management service specialists.
Personal and corporate time management
The fourth key competence of a leader is efficient organization own time and the time of company employees, i.e. personal and corporate time management. The ability to plan your time in such a way as to manage to solve the most important, priority tasks for the company, the ability to systematize and structure work, to motivate yourself to perform complex, voluminous, sometimes very unpleasant tasks - this is far from complete list the results of mastering the technologies of personal time management. It is an excellent tool for improving personal performance, but it is not enough to keep the company competitive. The point is that top managers can try to optimize their time for as long as they like. But the efficiency of using our time, unfortunately, depends not only on ourselves. If we work with people who are unable or unwilling to treat their own and other people's time as the most important irreplaceable resource, all our efforts will be in vain. Therefore, not only personal, but also corporate time management is necessary. And this is a very difficult task, because back in 1920 the director of the Central Institute of Labor A.K. Gastev has convincingly proved that it is almost impossible to get people to increase their personal effectiveness. But ... they can be inspired, "infected" with this idea, and then people themselves, without any coercion, will begin to optimize the costs of their time. A.K. Gastev even introduced the term "organizational and labor bacillus", which 80 years later was adopted by the founders of the Russian time-managerial community and transformed into a "time-managerial bacillus".
The ability to competently and “bloodlessly” implement in the company the “rules of the game” that optimize the time spent by all employees of the company is another important competence of a top manager. However, time management is not a panacea. In our training practice, there are often cases when managers are convinced that employees are organizing their working hours incorrectly, and during the training it turns out that the problem is not in time management, but in ineffective organization of business processes or chaotic communications. Note, however, that such a problem is at least easily identified using time management techniques.
As you know, in day-to-day activities, the head has, in addition to solving a large number of tasks, to remember key agreements, meetings and assignments, to quickly find the necessary information. In order to concentrate on the most important tasks that work for the strategic goals of the company, a top manager must properly organize the execution of routine tasks so that a minimum of time is spent on them. This is done by delegating tasks and streamlining the work of the secretariat. If there is a manager's information technology competence (this is the fifth competence) given task greatly simplified by introducing time management tools on common office programs(such as Outlook / Lotus Notes).
Rice. 1. Interaction of the top manager with the secretariat
The scheme of interaction between the top manager and the secretariat, which minimizes the time spent by the head on routine operations, is shown in Fig. 1.
The entire flow of incoming information received by the secretariat employee is recorded by him on the basis of the “Regulations of the secretariat work” in the unified Outlook / Lotus Notes system. The manager, at a convenient time for him, turns to the unified system, reviews information on calls, meetings, assignments and gives feedback to the secretariat, making the appropriate changes. The staff of the secretariat immediately see all the changes made in a single system, which makes it possible for them to respectively confirm the meeting or not, remind them of the fulfillment of the assignment, organize a meeting, etc.
As you know, contacts are the currency of business. V Microsoft programs Outlook / Lotus Notes has a special section for storing contact information. Secretaries, receiving new business cards from the head, immediately drive their data into the "Contacts" section. In this case, the rules for recording information should be determined by the "Regulations for the processing and storage of contact information". The result of this activity is the formation of a base of contacts of the manager and minimization of the time to find the necessary contact. In addition, in such a database, as a rule, there is the entire background by contact: under what circumstances did they meet, what they discussed and outlined, what documents were sent, etc.
If the company has adopted a standard for scheduling time in the Microsoft Outlook / Lotus Notes calendar, then the manager, when scheduling a meeting with key employees whose time is very expensive for the company, can, by opening their calendars, schedule the optimal meeting time, taking into account the busyness of all participants. It turns out to be very useful to develop the "Regulations for planning a manager's working day", with the help of which secretaries, without taking away the manager once again, optimize his working time, organize the necessary meetings, and provide the necessary rest.
The ability to rest and the ability to create
Yes, it’s rest. And related to this is the sixth key competence - the ability to manage orthobiosis. Orthobiosis (gr. Orthos - direct, correct + bios - life) is a healthy, reasonable way of life. It is no secret that due to the growth of professional loads, an increase in the number of tasks to be solved, constant overwork and overwork, stress and lack of sleep, the profession of a manager has become one of the most risky and dangerous for health. At the end of the XX century. in the Japanese language a new term has even appeared "Karoshi syndrome" meaning death from overwork in the workplace. A couple of years ago, another term appeared - downshifting - the transition from a high-paying job, but associated with constant stress and burnout, to a low-paid job, but calm, not requiring colossal exertion. In essence, it is a choice between, on the one hand, income and stress, and on the other, mental comfort for less reward. A downshifter is a person who has come "to the point" (nervous breakdowns, depression, exacerbation of chronic diseases, when medications do not help and life itself is not a joy). Note that downshifting does not appear in the company overnight, but, in fact, is provoked by the attitudes of the top management. As an example, we will give a training on the topic of processing. We have expressed a fairly firm position about the inefficiency for the company of constant overtime of employees, since they do not have time to recover, gradually come out of their resource state, and their work efficiency is steadily declining. We suggested organizing working hours in such a way as to leave work on time and have a good rest. During a coffee break, a top manager who was present at the training approached us and asked us to change the focus: short time, let's focus on a multiple increase in income with the same multiple increase in time costs. " That's the whole managerial orthobiosis!
However, it must be said that currently there are very serious positive shifts in business. Thus, a number of companies have adopted corporate standards governing the delay time at work: for managers - no more than one hour, for ordinary employees - no more than half an hour. Even (though this is still, rather, an exception to the rule), physical training pauses are introduced, like industrial gymnastics, which was in Soviet times and, alas, which was largely ignored by workers.
As noted earlier, everything in the company depends on the top manager, so we focus on developing his ability not only to have a proper and effective rest himself, but also to integrate competent rest into the system of corporate culture. Otherwise, "they shoot the driven horses, don't they?"
Finally, the seventh, most important competence is the ability of a top manager to search for non-standard, non-trivial solutions. Today, this trait does not have to be innate. There are technologies for finding new, unusual solutions. For example, these are technologies widely known among technical specialists, but little known in management circles, technologies TRIZ (theory of inventive problem solving), as well as TRTL (theory of creative personality development). In fact, the ability to find new solutions is inextricably linked to the ability to learn and retrain in general. And the latter, back in the early 90s of the last century, was recognized by American specialists as the most important competence of any modern person.
On the participation of universities in the formation of key competencies
To what extent do top managers realize the need for the formation of these professional competencies? Judging by the availability of a large number of offers for the provision of educational services posted on the Internet, the demand for soft skills (life skills) programs is very high. In large companies, this demand is met by the corporate university, either internally or externally. Small companies simply do not have such internal resources. Therefore, the company takes the following actions:- a request is formed for certain training programs;
- there are providers (not universities!) providing the required educational or consulting services;
- familiarization with the package of proposals of providers is carried out and, if necessary, a tender is held;
- organizing training and receiving feedback.
Let's pay attention to the age structure of the participants in the training seminars: most of them are young managers who have recently graduated from the university. However, if these competencies are objectively necessary and in demand, the university can ensure their formation directly during the passage educational program higher or postgraduate professional education or create an educational product intended for corporate universities, and organize the promotion of this product in this market segment. In the latter case, it is necessary to create educational alliances between the university and corporate universities of various companies. It should be noted that the subject of interaction is not only short-term programs, but also programs of second higher education, including MBA, as well as training of company leaders in the postgraduate study of the university. Practice shows that data educational needs are quite widespread, but they cannot be satisfied either by corporate universities, much less by educational structures operating in the market.
Conclusion
Thus, we include among the key competencies of a top manager:- the ability to work with the goals and values of the company;
- the ability to effectively communicate internally and externally;
- the ability to accurately select the key employees of the company and use their greatest strengths in business.
Concluding the consideration of the key competencies of a top manager, contributing to the increase of the company's competitiveness, we note that a long time ago in the Soviet film "Magicians" the main one was formulated - the ability to walk through a wall. And even recommendations were given - accurate, effective and dashing: "In order to get through the wall, you need to see the goal, believe in yourself and not notice obstacles!" Quite relevant, isn't it?
Bibliography
1. Altshuller G. Find an idea: an introduction to TRIZ - the theory of inventive problem solving. M .: Alpina Business Books, 2007.2. Arkhangelsky G.A. Corporate Time Management: An Encyclopedia of Solutions. M .: Alpina Business Books, 2008.
3. Sidorenko E.V. Training of communicative competence in business interaction. SPb .: Rech, 2007.
4. Managerial efficiency of the head / Churkina M., Zhadko N.M .: Alpina Business Books, 2009.
5. Professional competence. Materials of the portal Smart education 01/23/09. Access mode: http://www.smart-edu.com
Elkonin B.D. The concept of competence from the standpoint of developmental education // Modern approaches to competence-based education. Krasnoyarsk, 2002.S. 22.
These definitions were adopted at a meeting of the Presidium of the Educational and Methodological Council for Philosophy, Political Science and Religious Studies of Moscow State University. M. V. Lomonosov November 3, 2005 See: Bologna process. Competence approach // Materials of the site of the sociological faculty of Moscow State University. Access mode: http://www.sodo.msu.ru/?s=main&p=bologne&t=03
See: Professional competence. 23.01.09 Access mode: http://www.smart-edu.com/index.php?option=com_content&view=article&id=701&Itemid=525
Shakun Yu.A. Professional competence of employees as a tool for the organization's competitiveness. Access mode: http://www.b-seminar.ru/article/show/93.htm
Arkhangelsky G.A. Time management: from personal efficiency to firm development. 2nd ed. SPb .: Peter, 2006.S. 19.
In the same place.
These and subsequent regulations are corporate standards that are specially developed in the company itself, taking into account the specifics of its activities. The rules of work described in the regulations, as a result of their rooting in the company, become elements of its corporate culture.
Karoshi is the name of the Japanese city in which the first death of an employee from overwork was recorded. A 29-year-old employee of a large publishing house was found dead at his workplace. The case was not the only one, moreover, over time, the number of deaths from overwork only increased, therefore, since 1987, the Japanese Ministry of Labor has been keeping statistics on the manifestations of this syndrome. They happen from 20 to 60 per year.
See, for example: G. Altshuller. Find an idea: an introduction to TRIZ - the theory of inventive problem solving. M .: Alpina Business Books, 2007; Altshuller G., Vertkin I.M. How to Become a Genius: The Life Strategy of a Creative Person. Belarus, 1994.
Trainings and seminars on this topic
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