Lecture 3. Competency-based approach to the personnel management system

1. The concept of competence. Approaches. Competency structure.

2. Use of competencies in the personnel management system

In the dictionary of Russian HR managers, the term “competence” has appeared in the last 6-7 years. Work on competencies is carried out in joint Western-Russian and most large Russian companies in Moscow and St. Petersburg. But interest in this HR tool is growing everywhere.

In management practice by human resourses modern companies actively use competencies. They are discussed at numerous HR forums, and various studies and publications in specialized media are regularly devoted to them. Competencies as HR technology have been developed in Russia on the basis of foreign theory and practice. And, as happens with many personnel technologies in Russia, in the process of integration into practice, competencies have bizarrely changed. That is, we can say that the “transfer” of this technology did not occur correctly.

Despite the popularity of using competencies in Russian business, there is significant confusion. Sometimes, unfortunately, competencies are called something that has nothing to do with them or is theirs. integral part. Most often in Russian practice, competencies are identified with two concepts: ZUN (Knowledge, Abilities, Skills) and PVK (Professionally Important Qualities). Both ZUN and PVK are close in content to competencies, are part of them, but are not analogues.

First of all, let us outline the difference between the concepts of “competence” and “competence”. They are based on the Latin root compete*- I achieve, I comply, I approach.

Competence- this is a certain characteristic of a person that is necessary to perform certain jobs and allows its owner to obtain the necessary results of work.

Competence is the ability of an individual who has the personal characteristics to solve work problems to obtain the necessary work results.

In other words, competence is the standard of behavior required for a certain activity, and competence is the level of proficiency in this standard of behavior, that is, the final result of its application.

There are many definitions of the concept "competence". Many experts and personnel management specialists offer their own interpretations. But there are two main approaches to understanding competencies - American and European.

American approach defines competencies as a description of an employee’s behavior: competency is the main characteristic of an employee, possessing which he is able to demonstrate correct behavior and, as a result, achieve high results at work.

European approach defines competencies as a description of work tasks or expected results of work: competency is the ability of an employee to act in accordance with the standards accepted in the organization (defining the minimum standard that must be achieved by the employee).

Competency model- this is a complete set of competencies and behavioral indicators necessary for the successful performance by an employee of his functions, demonstrated in appropriate situations and time, for a specific organization with its individual goals and corporate culture.

Competency profile- this is a list of competencies, an exact definition of the level of their manifestation related to a specific position.

In our opinion, competence is a behavioral characteristic necessary for an employee to successfully perform work functions, reflecting the necessary standards of behavior.

An effective competency model should be clear and easy to understand and describe in simple language, have a simple structure.

Most models can be described using 10 - 12 individual competencies. The more competencies a model contains, the more difficult it is to implement it into corporate practice. According to experts, when a model includes more than 12 competencies, it becomes difficult to work with specific competencies, since the differences between individual competencies in such a model are subtle.

The competency model consists of clusters (blocks) of competencies. Competency clusters are a set of closely related competencies (usually from three to five in one “bundle”). Each cluster of competencies has levels - a set of related behavioral indicators.

Behavioral indicators are standards of behavior that are observed in the actions of a person with a specific competency.

Typically the following types of competencies are distinguished:

Corporate (or core) - competencies that support the declared mission and values ​​of the company and, as a rule, are applicable to any position in the organization; often a list of corporate competencies can be found in presentation and information materials of companies.

Management competencies applied to positions at all levels of management. Used to evaluate managers.

Special competencies used in relation to certain groups of positions in different departments. For example, special competencies are developed for employees of each department: sales, information technology, financial department, etc. These are the knowledge and skills that determine professional responsibilities, the level of proficiency in them, the ability to use them in practice by certain categories of employees.

Personal competencies that are of a supra-professional nature and necessary in any field of activity. Personal competence means spiritual maturity, a person’s awareness of his own life goals and the meaning of life, understanding of himself and other people, and the ability to understand the underlying motives of behavior.

Practice shows that some organizations use only key competencies, others develop and use only managerial ones to assess top managers, and some companies develop special competencies only for sales department employees.

Competencies are also divided into simple and detailed:

Simple ones are a single list of behavior indicators that can be developed, for example, by the head of a company;

Detailed ones are competencies consisting of several levels (usually three or four). The number of levels is determined at the stage of developing the competency model.

The technology for creating competencies includes several stages.

First stage: formulation of the company's strategy and goals. To do this, they conduct a survey of the main persons of the company, its owners, top managers, who, as a rule, determine the strategy, competitive advantages, key performance indicators and factors of the company’s success in the market.

The second stage: identifying the key tasks of the company’s personnel, arising from its development strategy. Here it is important to understand what the behavior of employees in the organization should be, to determine what a particular employee can give to the rest of the team members and the organization as a whole within the framework of the responsibilities that he will be assigned or is already performing. At this stage, it is necessary to involve employees in developing their competencies.

The third stage: determining the immediate behavioral reactions that should appear in employees while solving work problems. To do this, they study and analyze in detail the activities of the best employees, use the method of critical incidents to determine the effectiveness and ineffectiveness of their behavior, and conduct surveys of employees at those levels for which the model is being created. Research can be conducted into the expectations of external customers from the company. In order to reduce the subjectivity of surveys, it is necessary to use a set of certain techniques.

The fourth stage: isolating from the total mass of characteristics and grouping the identified indicators of behavior into general categories - clusters. This is quite a difficult job, because... involves repeated comparison of model elements with each other, identifying general and specific features. Also, one cannot do without interpretations, and here ambiguity and subjectivity may appear. Subjectivity can be neutralized through the work of project groups.

Step Five: Create a rating scale for each competency level to describe unacceptable (organizationally unacceptable employee behavior), acceptable (minimum requirements to do a good job), and outstanding (best behavior) levels of employee behavior in the workplace.

A competency system can be created in two ways.

The first way is to adapt ready-made models to a specific company. Such standard models are created as a result of research into the management experience of leading companies, usually foreign ones.

The second way is to create a competency model from scratch. In this case, you can resort to the help of external consultants or develop competencies yourself. The choice of method will depend on several factors: what financial and time resources the organization has, how well it understands the process of this work and how much detail the company wants to understand the competencies so that they become a working tool and justify all the costs. The result of efforts to collect data, analyze and model competencies should be a model of competencies of employees of a particular organization, around which the company’s personnel management system is built.

Competencies that have a detailed description that is understandable to employees of the organization, which greatly facilitates the possibility of their diagnosis, can be characterized through their levels of expression.

The first level is the level of understanding - the employee understands the need for these competencies, he tries to demonstrate them, but this does not always work out.

The second level - the basic level - competence is developed normally, the employee exhibits the qualities necessary for work.

The third level is a strong level (supplements the basic level) - competence can be manifested in work processes, when solving complex problems.

The fourth level is the leadership level (supplements the basic and strong levels) - the employee sets standards for the team, when not only he, but also others begin to demonstrate this competence, the employee helps others to demonstrate the necessary skills.

The use of competencies in personnel assessment allows HR managers to analyze not only the results achieved by an employee over the past period, but also the ways to achieve such results. Well-developed competencies will help streamline the implementation of certification activities; if a standard competency model is chosen that is not adapted to the strategic goals and specifics of the company, it will not work effectively.

For Western specialists, competencies are abilities, capabilities, a number of related but different sets of behavior, and human intentions manifested in appropriate situations. Today in the West, the description of activities from the perspective of a competency-based approach is very widely used. Methods and questionnaires have been developed to form a competency profile for various types of activities.

Chapter 1.

What do we mean by “competencies”?

Definition of competencies
- Typical competency structure diagram
- Application of competencies
- Qualities of a good competency model
- Conclusions

Many organizations have been developing and using competency-based methods, or something similar, for at least 15 years. Currently, a whole direction has emerged in business psychology that studies competencies and their application, as can be seen from the topics of articles, journals, conferences and consultations devoted to the use of competencies.

So what happened in the development and application of competencies to generate such interest in them? For many organizations, the answer is both simple and obvious. The performance criteria developed 10-15 years ago were created to solve a very narrow range of problems. For example, a set of criteria only for conducting trainings. And the competency model makes it possible to create a set of criteria that directly connects wide range specific types of activities with personnel management. A set of general HR management criteria has two important advantages:

• the ability to develop a common language to describe the performance of an entire organization. And a common language helps to establish understanding between employees of different departments and different levels of the organization. For example, there is a common understanding for everyone: what is good guide and what effective teamwork means;
• the ability to achieve a high level of consistency when assessing an employee and when selecting candidates for promotion. All experts will have the same understanding of the employee’s valuable qualities and will know what needs to be assessed and what can be ignored.

Previously, only professionals (for example, personnel selection specialists and performance assessors) defined and used competency-like criteria. These criteria were for highly specialized applications only. Line managers encountered something similar to competency models only when making decisions about rewarding employees. Recent changes in HR functions and organizational practices have led to much greater involvement of managerial practitioners in activities that used to be called 'HR'. In the past, selection procedures, forms of training and incentive methods were discussed with external consultants only by HR and training specialists. Now it has become a rule: consultants discuss all these problems together with HR specialists and line managers of companies.
The diversity of users of the competency approach means that there are different perspectives on the definition, application, structure and content of competencies.
This chapter covers everything that is needed to effectively use the competencies. To achieve effective use of competencies, you need to:

• avoid ambiguity in defining competencies
• structure competencies so that they are easier to use
• understand the role and know the technique of applying competencies in work
• compile competencies in accordance with quality standards.

All these problems are solved on the basis of examples. A sample competency model is provided at the end of the book in Appendix 1. This appendix will be used frequently as an example in our book: to avoid confusing the examples in the appendix with other examples, we will refer to the appendix.

Definition of competencies

There are many different definitions of competencies. This should never be confusing. Various organizations and competency experts prefer their own definitions of this concept to “alien” ones that appeared earlier. But most definitions are just variations of two themes that differ in their origins.

Main themes

Two fundamental themes that give rise to differences in the definition of competencies:
- Description of work tasks or expected work results. These descriptions originate from national education systems such as National/Scottish
Vocational Qualifications and Management Charter Initiative (MCI).
In these systems, competence is defined as “a manager's ability to act in accordance with the standards accepted in the organization” (MCI, 1992).
- Description of behavior. This topic has arisen in the activities of researchers and consultants specializing in the field of effective management.
Different definitions of behavioral competence are different variations of essentially the same definition: “competence is the main characteristic of a person, the owner of which is able to achieve high results at work” (Klemp, 1980).
A specific variation is usually supplemented by an indication of what qualities the main characteristic includes. For example: to this often cited definition of competence are added motives, character traits, abilities, self-esteem, social role, knowledge that an individual uses in work (Boyatzis, 1982).

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

Defining and Implementing Values

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

"Decoration of the Month"

The municipal service published a statement of the company's values. These values ​​were not reflected in the behavioral guidelines used in personnel selection and performance monitoring. For example, the stated operating principles stated: “customers and suppliers should be treated as partners.” And the behavior criteria included the following instructions: “in negotiations, insist on getting the best service for the lowest price” and “set and maintain prices that bring maximum benefit.” If values ​​and principles municipal service defined the criteria for employee behavior, we would see such instructions: “victory in negotiations is victory in the struggle for high quality service” and “provide customers with high-quality supplies at a competitive price.” The separation between codes of conduct and company principles is clear: employees are not required to behave according to published principles at all times, despite the company's good intentions. This separation of values ​​and daily work created the impression that values ​​were just a “flavor of the month” and in a practical sense they were not that important.

What is the difference between “competence” and “competency”?

Many people want to know if there is a difference between competency and competency. A general belief has emerged that the concepts of “competence” and “competence” convey the following meanings:

The ability necessary to solve work problems and obtain the necessary work results is most often defined as competence.
- An ability that reflects the required standards of behavior is defined as competence.

In practice, many organizations include tasks, performance and behavior in their descriptions of both competencies and competencies and combine the two concepts. But it is more typical to describe competencies in terms of abilities that reflect standards of behavior rather than in problem solving or performance outcomes.
The subject of this book is competencies. And we define the concept of competence through standards of behavior.

Typical competency structure diagram

Different organizations understand competencies differently. But in most cases, competencies are presented in the form of some kind of structure, like the diagram in Fig. 1.
In the structure shown in Fig. 1, behavioral indicators are the core elements of each competency. Related competencies are combined into clusters. Each competency is described below, starting with the main blocks - behavioral indicators.

Figure 1Typical competency structure diagram

Behavior indicators

Behavioral indicators are standards of behavior that are observed in the actions of a person with a specific competency. The subject of observation is the manifestation of high competence. Manifestations of weak, ineffective “negative” competence can also be the subject of observation and study, but this approach is rarely used.
IN Application For the book, behavioral indicators are presented as examples of effective competence. Example. Behavioral indicators of the “WORKING WITH INFORMATION” competency, that is, actions in the process of collecting and analyzing information, include the following employee abilities:

Finds and uses fruitful sources of information.
- Accurately determines the type and form of information required.
- Receives the necessary information and stores it in a format convenient for use.

Competencies

Each competency is a set of related behavioral indicators. These indicators are combined into one or several blocks, depending on the semantic scope of the competence.

Competencies without levels
A simple model, that is, a model that covers types of work with simple standards of behavior, may have one list of indicators for all competencies. In this model, all behavioral indicators apply to all activities. For example: a model that describes the work of only senior managers of a company may include the following behavioral indicators in the “Planning and Organizing” section:
- Creates plans that distribute work according to deadlines and priorities (from several weeks to three years).
- Creates plans that closely align with departmental goals.
- Coordinates the activities of the department with the company’s business plan.

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

Competencies by level
When a competency model covers a wide range of jobs with varying categorical requirements, behavioral indicators within each competency can be compiled into separate lists or divided into “levels”. This allows a number of elements of different competencies to be brought under one heading, which is convenient and necessary when the competency model must cover a wide range of activities, jobs and functional roles.
For example: the content of the planning and organizing competency may be suitable for both an administrative role and a managerial role. The criteria for the behavior of people involved in planning and organizing activities are different for different roles, but the distribution of criteria by level makes it possible to include homogeneous indicators of behavior necessary for organizing and planning in one competency model and not to develop separate models for each role. However, some competencies will have only one or two levels, while others will have several levels. For example, in Application Several levels are considered for each competency, although most competencies include three levels. But the competency “ACHIEVEMENT OF RESULTS: Planning” contains four levels, and “ACHIEVEMENT OF RESULTS: Management Clarity” - only two levels. One of the ways to distribute competencies by level is to reduce standards of behavior into groups designated by numbers: the more complex the required standards of behavior, the higher the level. Some companies link levels directly to activity grades. For example, in some models, all Level 1 competencies relate to specific job grades, and all Level 2 competencies are included in the next block of positions, etc. There is usually a certain connection between competency levels and the complexity of activities, but this connection is not always direct and unambiguous. For example, a senior manager position requires the employee to have the highest level of “relationship management” competency, while junior managers may perform limited roles of this kind (handling claims, maintaining accounts, etc.). For this reason, many firms avoid using their existing structures when drawing up competency levels.
Another method of distributing competencies by level is by dividing them according to the professional qualities that the employee needs. This method is used when the competency model relates to one level of work or one role. For example, the model may include a list of the following indicators:

Initial competencies - usually this is the minimum set of requirements necessary for permission to perform work
- outstanding competencies - level of activity of an experienced employee
- negative competencies - usually these are standards of behavior that are counterproductive for effective work at any level

This method is used when it is necessary to evaluate the varying degrees of competence of a group of workers. Examples. When assessing job candidates, you can apply baseline (minimum) standards of behavior. When assessing the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can be used to identify disqualifying factors and develop a competency model. By introducing levels, you can accurately assess personal competencies without complicating the structure of the competency model.
Competency models built by level will have one set of behavioral standards for each level.

Names of competencies and their descriptions

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

A title is usually a very short term that sets one competency apart from others while being both meaningful and easy to remember.
Typical competency names:

relationship management
group work
influence
collection and analysis of information
making decisions
personal development
generation and accumulation of ideas
planning and organization
managing task completion by deadline
goal setting

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

“Achieves results through detailed planning and organization of employees and resources in accordance with established goals and objectives within agreed time frames.”

Where the competency content covers a single list of behavioral criteria, this approach works very well.
The second approach is a reasonable explanation of what is briefly stated, that is, an argument for why this particular competency is important for the organization. This approach is best used when the competency model reflects multiple levels of behavior, because in such situations it is difficult to summarize everything that should cover all the personal roles that exist in the company and all the standards of behavior for different competency levels.
For example. The competency model called “Influence” can have 5 levels. At one level, influence is achieved by presenting clear arguments and facts in support of a particular product. At another level, influence includes developing and presenting one's own vision for one's company and the company's impact on the market and various professional groups. Instead of trying to summarize such a wide range of standards of conduct, a company could present it as follows:

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

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

Competency clusters

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

Intellectual activities, such as problem analysis and decision making
- actions, for example, to achieve specific results
- interaction, for example, working with people.

All phrases in the description of competency models must be presented in a language that is generally accepted and accessible to staff. IN Application, to which we periodically refer, these bundles of competencies are entitled:

WORK WITH PEOPLE
- WORKING WITH INFORMATION
- BUSINESS DEVELOPMENT
- ACHIEVEMENT OF RESULTS.

Competency clusters are usually given names similar to these to ensure that the competency model is understood by all employees.
Some organizations present descriptions of entire “bundles” of competencies to reveal the nature of the competencies included in each set. For example, the competency cluster “Working with information” can be represented by the following phrase:

“Working with information includes all kinds of forms of information, methods of collecting and analyzing information necessary for making effective decisions - current, operational and future.”

Competency model

A competency model is a term for a complete set of competencies (with or without levels) and behavior indicators. Models may contain detailed description standards of conduct for personnel of a particular department or standards of actions leading to the achievement of specific goals, but may also include basic standards of behavior developed for full description a business structure or activity aimed at achieving a set of diverse corporate goals. The set of details included in the description of a competency model depends on the intended practical application specific model.
Number of competencies in models recent years decreased. Models that included 30 or more different standards were once common; Models containing no more than 20 competencies are now common, and sometimes only eight. Many users consider a set of competencies from 8 to 12 standards in one model to be optimal.
But models with a large set of competencies still exist. This is because some firms try to cover all the information needed for all situations and roles, including detailed descriptions objectives and performance results and standards of employee behavior. The experience of recent years has shown that the most effective is the development of a general model of competencies - such as is given in our Application, with an indication of how to use the general model in practice.
The more competencies a model contains, the more difficult it is to apply. Experts believe that in an overly detailed model it is difficult to identify specific competencies, since the differences between individual competencies in such a model can be subtly small.

Experts are confused
Main financial management developed a model that included a huge set of competencies in the Negotiation and Influence sections. During the personnel assessment, the Assessment Center observers found it difficult to identify the standards of behavior required by the subject in such competencies as, for example, achieving goals when working in a team. What ability is needed to work in a team - skillful negotiation or strong influence on others?

In addition, the documentation can turn into a very thick and inconvenient tome. And the volume of documentation is usually inversely proportional to the number of people studying this documentation, that is: the more pages a book has, the fewer readers it has.

Volume is very important
Several years ago, a government agency developed a very complex competency model. The model contained about 60 competencies, each with five levels of complexity. In addition, this model linked behavioral standards to task and performance outcomes. This meant that each competency was illustrated with many examples (up to seven), which also covered different levels of competency. Users of the model found it almost impossible to apply it, and the 200-page reference document itself did not inspire any of the confidence that would have been generated if the developers had created the correct model.
The agency, realizing the mistake, reworked the model: it defined standards of behavior that were common to all roles in the organization. The new model included only 12 competencies. Even the division of each competency into levels fit into a document of only 12 pages. Users found new model appropriate to their needs, and the idea of ​​returning to the original model never appealed to anyone.

If all the competencies included in the model apply to all activities of a company or department, then the model is often called a “Core Competency Model.”
The core model does not include competencies that differentiate the performance of the work groups for which the model is intended. The core competency model consists of competencies that cover standards of behavior that are common to all activities or only standards for specific types of work in a particular organization. The behavioral standards included in the core model are truly general, so more work needs to be done to apply these standards to specific activities. For example: in the Application there is a competency “Decision Making” (in the cluster “WORKING WITH INFORMATION”). Standards of behavior of the first level of this competency:

Follows pre-established decision-making procedures.
- Collects and uses all information necessary for decision making.
- Regularly reviews and agrees decision-making boundaries appropriate to their role.
- Delegates decisions to others when delegating a decision is appropriate.

These are the general standards of behavior. But if an employee’s professional abilities are assessed in relation to a specific activity, then the standards of behavior appear to be examples of precisely this activity. For the service worker regular customers, personal standards of behavior may be as follows:

Follows customer service procedures strictly according to standards.
- Receives and uses information from the customer service database and from instructions on procedures for working with customers; if necessary, consults colleagues when making decisions.
- Does not make decisions that exceed the powers established by the administration.

Model example

This structure includes clusters of competencies, that is, it describes in detail the main elements and standards of behavior of employees in the process of specific activities. The application is designed exactly this way. Figure 2 illustrates this using examples from the WORKING WITH PEOPLE cluster.

Application of competencies

Competency magazine regularly publishes reviews of the application of competencies. A few years ago, the magazine summarized the reasons why different firms use the same competencies:

efficiency and quality of work
cultural exchange
education and development
recruitment and selection
business goals (competitiveness)
career planning
ability analysis
flexibility
role clarity
general HR strategies
raising quality standards
reward
employee motivation
increasing efficiency
investments in personnel development
equal opportunities
Source: Competency (1996).

A very similar list was published in the same magazine a year earlier. The authors of these reviews used information from readers who generally indicated five reasons for addressing competency in their companies. In other words, the reasons for introducing the competencies were formulated by the users themselves, and not by the journal.
In practice, the reasons for turning to competencies can be associated with three tasks:
-recruitment and selection
- education and development
- reward.

Competency magazine used these reasons to summarize the topic. Although there are many reasons for developing and using competencies (see the first list), this set still boils down to three main tasks.

Figure 2 TYPICAL CONTENT OF A COMPETENCY MODEL

It may seem strange that staff evaluation is not among the tasks. But there is nothing surprising here. Development and reward, as large-scale tasks solved with the help of competencies, can be divided into several separate functions of working with personnel. And personnel assessment and work to improve the professional qualities of employees is a single process in which all functions are closely related to one another.
In addition to a more rational and practical set of expectations for applying the competency approach, the simplified competency model reflects the changes in human resource management that have occurred over the past few years.

The Cure for Inconsistency
The pharmaceutical company has recently launched several new business lines. Each business area has its own competency model, and the largest areas have more than one model. Many of these models were developed for special purposes. This gave rise to difficulties, because people faced various criteria during certification, promotion, selection, etc. ") due to changes in their roles in the process of business integration. The company decided to develop a core competency model in order to have a single set of criteria common to recruitment, training and development, compensation and trading, as well as for performance management. Now this means that people are selected, assessed, developed and rewarded according to the same criteria - no matter where they are in the company. In addition, specialists from different functional HR departments now talk about performance in the same language.

For example: Many companies are now developing competency models that cover a fairly wide range of professional roles. In fact, organizations use competency models to link corporate tasks and working with human resources.

Nowadays, it is common to find companies that use only one competency model that meets the standards of behavior and performance required of the entire workforce. This model contains basic standards of behavior in all types of personnel management activities, but above all in recruitment, training, development and evaluation. For example, Application based on a model composed of competencies and levels that are applicable to all activities of a trading company, which includes about 20 various professions and has a staff of about 400 people.

Impact on culture

Currently, companies' attention is shifting to the main activities, but we must also remember some of the “minor” areas that appeared in the early reviews of Competency magazine.
When organizing personnel management based on the proposed competencies, the actions of employees are determined by the standards of behavior expected of them and the requirements for the quality of work. Therefore, you should remember: the use of competencies will affect the internal culture of the company. In most cases, an increase corporate culture and this is the main goal of introducing a competency system. If changes in business culture are not included in the description of standards of behavior, then this means that the competencies are not written correctly and there are likely to be conflicts between what the company needs and the standards of behavior that employees are asked to accept.
In the “Culture Conflict” example, the competency model reflects exactly what employees might consider most the best way work. This model does not take into account the principles of building an organization, the strict deadlines for achieving goals that senior managers set and demanded to be fulfilled. This model also did not correspond to the ideas of the senior managers themselves about what they wanted to change in the organization’s activities. Changes in the culture of activity were not included in the development of competencies, requirements successful business were clearly ignored.

Conflict in culture
The company, focused primarily on the sale of electronic equipment, introduced a competency model for junior and mid-level personnel. Behavior indicators in competencies were grouped around collaboration V open organization, in which it was allowed to express opinions, pose problems and defend one’s point of view. All junior and middle management personnel were assessed according to the competency model, and the company's work plans were drawn up based on the same requirements. All this was done to make the competency model work. But any junior or middle manager who tried to behave in an interactive style was immediately met with resistance and coldness from senior managers. Very soon the work plans were changed so that they “reflected the real state of affairs”, and in other cases the plans were simply not taken into account.

If an organization intends to influence cultural change through the introduction of a competency model, then without the agreement, support and initiative of senior managers, this good intention will not succeed.

Transparency of goals and limitations

As mentioned above, many companies are introducing competency models to streamline their human resource practices. The success of all efforts in such integration of management processes is associated, first of all, with the depth of understanding of the function that the competencies actually perform. Competencies can be applied in the selection and hiring of personnel, in training, developing and rewarding employees. Those companies that work fruitfully are those that use competencies as a tool to perform just such tasks. These companies clearly understand the limitations and true capabilities of competencies. Successful organizations give competencies their rightful place. And an accurate determination of the location of competencies is the basis for their productive use. It is important to have a clear understanding that competencies help effective management personnel when used correctly.
Competencies include General requirements to staff and standards of behavior in the form of positive models. But the effective use of competencies requires a whole block of employee evaluation criteria.

For example:

When selecting an applicant for a vacancy, the person's professional experience, past achievements and qualifications useful for performing the proposed job are taken into account.
- When training, they take into account professional tasks and the results that the employee is expected to achieve.
- Development takes into account the interests of both the company and the person himself.
- Remuneration depends on the actual value of the work, as well as the need to encourage and motivate the employee for quality work.

The introduction of competencies can strengthen the connection between all these tasks. However, the introduction of competencies in itself does not guarantee that this innovation will have a high effect. The effectiveness of applying the competency model depends on the perfection of the organization of activities, on the availability of the necessary personnel management tools and on the skill of experienced people. Most competency models, no matter how carefully and correctly developed, will not turn a bad process into a good one and will not compensate for poor training, poor technological equipment and inexperienced personnel. But where an effectively and properly organized process of activity is combined with good management tools and experienced employees, the introduction of competencies can help to significantly improve the structure of personnel management and the consistency of employee activities within the organization.

Qualities of a good competency model

For a competency model to work effectively, it must be true to its meaning and used for its intended purpose. At a minimum, the competency model should be consistent with the quality standards listed in Table 1.

Table 1 QUALITY STANDARDS FOR THE COMPETENCY MODEL

The quality standards summarized in Table 1 provide a good basis for assessing and validating the competency model. Where a model does not meet quality standards, it is possible to correct the situation, but the correction is not always easy and not always affordable. Quality standards (activities, products, management) must be developed and adopted before the competency model is drawn up and implemented. The competency model must be built based on predetermined standards: only then can you be sure that the competency model will correspond to the task assigned to it.
These standards can also be used as a set of requirements for the quality of the model itself during its preparation. Each of the quality standards of a good competency model is explored below.

Clarity and ease of understanding

The competency model should:
- be unambiguous
- be described in simple language
- have a simple structure
- have a harmonious structural logic.

To be clear and easy to understand, the competency model should contain the language and phrases used within the organization. The model must be built in such a way that it is easy to follow this model. If the competency model is unclear and users find it difficult to use the model, interest in the competencies is likely to be lost.

Relevance

The language used in the model must be native to the people who are going to use the model. It is very important whether the model becomes a common property or remains a tool for the “chosen few”. “Relevance (compliance) of the competency model for the entire staff” means: all employees recognize the behavioral indicators as requirements corresponding to high-quality performance of work. In addition, everyone who will apply the model, and everyone to whom this model will be applied, must understand the necessity and usefulness of the competency model for the business.
In general models, the relevance of personnel standards of behavior should be perceived by bearers of all professional roles. In specific models, relevance may be limited to a narrow range of roles or a specific application.

Relevance for all roles - general models
Maximum use of competency models can be achieved if the models are relevant to all roles of the company or department. “Relevant to all roles” means: a competency should describe in general terms behaviors that are essential for the effective performance of all roles covered by the model. It is important that standards of behavior relate directly to the requirements of the job and that they are described by examples of such behavior that contribute to the effective performance of the job.

Relevance for a specific role - special models

If competencies are developed for a specific application or role, then the competency model must be appropriate for the application and role for which it was intended. For example: a model developed specifically for personnel selection should be sufficient specifically for selection.

Accounting for expected changes
In order for the model to remain relevant, it is necessary to take into account the expected changes that may affect the organization of the company's activities. Potential changes are included in the competency model as standards of behavior that describe how employees will have to cope with their jobs in the near future or in the longer term. A relevant model must take into account the vision of the future that the company's leaders have and that is included in the company's plans. To remain relevant, the model must take into account:
- changes in the external environment
- introduction new technology
- an image of the future predicted by managers in order to inform employees about the meaning of decisions made.

Discrete elements

One of the main ways to use competencies is personnel assessment. This could be an assessment of applicants for vacancies during selection or an assessment of the success of employees at work. The structure of the competency model has an important impact on the ease and accuracy of assessments. It is therefore essential that each of the competencies has clearly defined elements. Without clear indicators of behavior, it is difficult for experts to assess which competencies they should assign to specific example effective activities. A few simple rules can help avoid mixing different competencies:

One competency should not be dependent on other competencies.
- Competencies and behavior indicators should be contained in only one fragment of the model.
- Competencies should not be included in several clusters.
- Behavior indicators should not relate to several competencies
- Behavioral indicators should not relate to multiple levels of competency.

Behavior indicators are the working part of competencies used in employee assessment. For standards of conduct to work, they must:

Describe directly measurable (observable) manifestations of an individual's competence.

For example: informs colleagues about changes in work priorities; draws up detailed plans to achieve goals.
- describe just one act of behavior - it is unacceptable that some indicators of human behavior are good and others are bad.
- do not allow duplication of competencies and levels - it is unacceptable for a behavior indicator included in one competency or one level of competence to be included in
another competence or another level of competence.
- build from verbal expressions: behavioral indicators describe a person’s actions.
For example: informs colleagues about changes in work priorities; draws up detailed plans to achieve goals.
- include a sufficient amount of contextual information so that the actions carry a clear meaning, that is, they explain to the person why the actions he performs are necessary.
For example: informs colleagues about changes in work priorities; draws up detailed plans to achieve goals.

Justice in everything

If the competency model includes high standards quality, then the model will be fair to everyone to whom it is applied. However, a model may meet the above quality standards, but nevertheless legitimize injustice in the company. Injustice may arise due to insufficient attention to the sources of various deformations. For example: a competency model is developed only by older (or only white, or only male) managers. Formally meeting all quality standards, such a model, however, will be unfair to everyone: it may exclude standards of behavior characteristic of effective managers, but not included in the model adopted by the company.

conclusions

Competencies can be defined in different ways, but most models are now based on behavioral indicators. Clarity in defining the competency model in relation to a specific situation is important. This clarity can be achieved by defining the goals to achieve which the developed competency model will be used.
To make the competency model itself easy to use, it should be extremely simple. Many successful companies believe that it is easier to apply a general competency model with clear instructions to the users of the model than to try to construct a model that would cover the requirements necessary to perform all tasks and all roles.
Competencies should contain a set of standards that can be applied to a wide range of HR activities. For personnel management to be effective, it is necessary:

Various information
- clearly and precisely organized process of activity
- experienced users.

Competencies can improve the effectiveness of people management activities in a company, but competencies themselves do not guarantee effective management.
The quality of a competency model has a significant impact on the ease and durability of its use. A well-developed competency model is distinguished by:

Clear structure
- phraseology used in the company.

Whatever the purpose of introducing a competency model, the model itself should relate to:
- to the current and future state covered by the adopted model
- to the modern and future interests of the company.

Following these requirements will lead (albeit without guarantee) to the creation of a model that is fair for everyone to whom the model applies. Potential sources of inequity should also be considered when creating a competency model, and high standards of behavior should be included in the model to ensure:

Justice
- relevance
- clarity
- division by elements
- long term of application of a specific competency model.

27. Competence: concept and structure
BASIC SCIENTIFIC APPROACHES TO DEFINITION OF THE CONCEPT OF COMPETENCE

S.N. Dobrosmyslova

Tver State University

Considered scientific approaches to the concept of “competence”, the essence and structure of competence are characterized; The relationship between the concepts of “competence” and “competence” in the psychological and pedagogical literature is shown.

Key words: competence, competency, competent; competency-based approach in education, components of competence; professional, personal and communicative competence; readiness of the individual for activity.

Improving the quality of education is one of the current problems not only for Russia, but also for the entire world community. The solution to this problem is associated with modernizing the content of education, optimizing methods and technologies for organizing the educational process and, of course, rethinking the purpose and outcome of education.

In the last decade, especially after the publication of the text “Strategies for Modernizing Content general education" and "Concepts for the modernization of Russian education for the period up to 2010", there is a sharp reorientation of the assessment of the result of education from the concepts of "preparedness", "education", "general culture", "upbringing" to the concepts of "competence", "competence" of students. Accordingly, a competency-based approach in education is fixed.

The terms “competence” and “competence” have been widely used recently in studies devoted to education and training in higher school. At the same time, an analysis of psychological, pedagogical and educational literature on this issue shows the complexity, multidimensionality and ambiguity of the interpretation of the very concepts of “competence” and “competence”.

First of all, we note that there are two options for interpreting the relationship between these concepts: they are either identified or differentiated. According to the first option, most explicitly presented in the ETF Glossary of Terms (1997), competence is defined as:

The ability to do something well or efficiently.

Compliance with the requirements for employment.

Ability to perform special job functions.

It also notes that “... the term “competence” is used in the same meanings. Competence is usually used descriptively.”

Within the framework of this identification of these concepts (L.N. Bolotov, V.S. Lednev, N.D. Nikandrov, M.V. Ryzhakov), the authors emphasize the practical orientation of competencies: “Competence is, therefore, the sphere of relations existing between knowledge and action in human practice." The same position of not distinguishing between the concepts of “competence” and “competence” is also characteristic of most foreign researchers of this problem.

The second option for considering the relationship between the concepts of “competence” and “competence” was formed in the 70s. in the USA in the general context of the concept of “competence” proposed by N. Chomsky in 1965 (University of Massachusetts) in relation to the theory of language, transformational grammar.

N. Chomsky noted: “... we make a fundamental distinction between competence (the speaker's - listener's knowledge of his language) and use (the actual use of language in specific situations).” Let us draw attention here to the fact that it is “use” that is the actual manifestation of competence as “hidden”, “potential”. Use, according to N. Chomsky, “in reality”, in reality is connected with thinking, reaction to the use of language, with skills, etc., i.e. connected with the speaker himself, with the experience of the person himself.

Thus, in the 60s. last century, as it were, there was already an understanding of the differences now being considered between the concepts of “competence” and “competence”, where the latter is interpreted as a knowledge-based, intellectually and personally determined social and professional life activity of a person. At the same time, we note that the very concepts of “competence”, “competence” and the derivative “competent” were widely used earlier - in everyday life and literature; their interpretation was given in dictionaries.

So, for example, in the “Brief Dictionary of Foreign Words” (M., 1952) the following definition is given:

Competence (from Latin competentia - belonging by right):

The terms of reference of any body or official;

The range of issues in which this person has authority and experience;

Competence:

Possession of competence;

Having the knowledge to judge something.

The word "competence" literally means consistency of parts, proportionality, symmetry. According to etymology, the main formative features of competence are compliance, coincidence.

The term "competence" is derived from the word "competent". Dictionary of the Russian language S.I. Ozhegova defines the concept of “competent” as “1) knowledgeable, knowledgeable, authoritative in some area; 2) having competence.”

The term “competence” came to pedagogy from the world of work and enterprises. As noted in their studies by S.E. Shishov and V.A. Kalney, “over the past decades, this world has significantly sharpened and formalized its concepts and its techniques for assessing and managing human resources. Faced with great competition and rapid changes in knowledge and technology, the enterprise world has directed increasing investments into the development of what is often called “ human capital”» .

In the production sector, a significant part of professions and positions are characterized by a more or less detailed list (set) of competencies that are used in hiring and advanced training of employees.

Based on the approach adopted in the production sector, S.V. Shekshnya defines competence as the personal characteristics of a person, his ability to perform certain functions, master types of behavior and social roles, such as focus on the interests of the client, the ability to work in a group, assertiveness, originality of thinking.

In the logic of this approach, competence is considered as component competence, understood as an integrative quality of a professional’s personality, which includes not only the idea of ​​qualifications, but also “mastered social-communicative and individual abilities that ensure independence professional activity» .

It should be noted that in the pedagogical literature the term “competence” is found in the context of studies of professional competence in the field pedagogical activity(T.G. Brazhe, S.G. Vershlovsky, N.P. Grishina, N.V. Karnaukh, M.V. Krupina, V.Yu. Krichevsky, L.M. Mitina, N.P. Popova, etc. .).

V.A. Slastenin distinguishes between personal and professional competence. By professional competence, the author understands the unity of his theoretical and practical readiness to carry out teaching activities and characterizes it as professionalism, and personal competence predetermines the possibility of realizing a person’s professional readiness in his social actions, showing the presence or absence of success in a person’s actions, it allows one to correlate a social standard, social -group traditions and personal attitudes with the level of his aspirations.

Thus, in relation to the professional activities of a teacher, the terms competence and competency are considered not as a part and a whole, but basically as identical and synonymous categories, and the term competence is the most established, more widespread.

S.E. Shishov defines “competence” as general ability, based on knowledge, experience, values, inclinations that are acquired through training. In his opinion, competence is not reduced to knowledge, nor to skills, nor to abilities; it is considered as the ability to establish connections between knowledge and the situation.

Another, narrower, approach is associated with an “applied” understanding of competence. Here, competence is considered as mastery of methods of influencing the environment, as a set of knowledge, skills and abilities that allow one to successfully complete a task. A number of scientists understand competence as a characteristic ultimate goal training, integral education in the structure of the specialist model.

In psychology, the first attempts to scientifically define the concept of “competence” were made in connection with the development of management science and research into subjective management factors.

In particular, A.G. Nikiforov in his works examines competence in the broad and narrow sense of the word. This broad interpretation has three sides:

· as a methodological principle of leadership and management;

· as a form of manifestation of conscious social activity;

· as an element social role manuals.

In the narrow sense of the word, competence is associated with the industry specifics of management activities.

Yu.F. Maisuradze analyzed various approaches to determining competence and, as a result, divided them into three main groups:

1) definition of competence as knowledge of business, management science;

2) inclusion in the content of competence of the level of education, work experience in the specialty, length of service in the position;

3) consideration of competence in the relationship between knowledge and ways of implementing it in practice.

The author’s own reflections on the definition of the concept of “competence” lead to the need to differentiate the concepts of “competence” and “competence”. He defines competence as powers, and competence as a characteristic of the bearer of these powers. And he comes to the conclusion that people can be endowed with competence, but at the same time lack competence. Then the task of optimizing management, according to the author, is to “bring actual and official competence into correspondence.”

M. Käerst also made an attempt to consider competence in the psychological concept of management improvement. He proposed to consider this concept as consisting of the following components:

1. Prerequisites for competence (ability, talent, knowledge, experience, skill, education, qualifications, etc.).

2. Human activity (mainly work) as a process (its description, structure, characteristics, characteristics).

3. Results of activity (fruits of labor, changes in objects of activity, quantitative and qualitative parameters of results, as well as changes occurring in them).

“Definition 1: Competence expresses the intellectual compliance of a person with those tasks, the solution of which is mandatory for a person working in this position.

Definition 2: Competence is expressed in the quantity and quality of tasks formulated and solved by a person in his main work (in the main segment of work or in the area of ​​his main functions).

Definition 3: Competence is one of the main components of personality or a set of known personality properties that determine success in solving basic problems.

Definition 4: Competence is a system of known personality properties, expressed in the effectiveness of solved problem problems.

Definition 5: Competence is one of the properties of personality manifestation and lies in the effectiveness of solving problems encountered in the field of human activity and carried out in the interests of a given organization.”

It should be noted that M. Käerst insisted that competence does not exist at all. It exists only in the area of ​​specific problems, in certain activities, in a specific area of ​​competence.

Under the “competence” of the trainees S.E. Shishov and I.G. Agapov understand “the general ability and readiness of an individual for activity, based on knowledge and experience acquired through training, focused on the individual’s independent participation in the educational and cognitive process, as well as aimed at its successful inclusion in work activity.” M.A. Choshanov mainly points to the content component of competence (knowledge) and the procedural component (skills). V.S. Bezrukova understands competence as “mastery of knowledge and skills that allow one to express professionally competent judgments, assessments, and opinions.” As part of the educational process, V.V. Kraevsky and A.V. Khutorskaya understands educational competencies as knowledge, skills and methods of action.

The approach to considering competence in connection with the ability to solve problem situations is taken by N.V. Yakovleva. In her dissertation research on the issues of psychological competence and ways of its formation at a university, she points out the irreducibility of competence to the concepts:

· culture of a specialist (V.M. Alakhverdov, N.V. Belyak.);

· professional excellence(N.K. Baklanova.);

· readiness for activity (V.S. Merlin, E.A. Klimov.);

· information basis activities (D.A. Oshanin, V.D. Shadrikov), etc.

In works on social psychology, “competence” is interpreted as a thorough knowledge of one’s business, the essence of the work being performed, complex connections between phenomena and processes, possible ways and means of achieving the intended paths. Social psychologists, in particular D. Bruner, consider competence as a set of qualities inherent in the most competent specialist, those qualities that every individual mastering a profession must achieve.

In social psychology research 80-90. competence includes, in addition to the general body of knowledge, also knowledge possible consequences specific method of influence, i.e. mean communication skills, communication skills, communicative competence.

In the 90s the term “competence” in research, in addition to the body of knowledge, reflects knowledge of the possible consequences of a particular method of influence. Competence is considered as one of the main components of personality and a set of known personality properties that determine success in solving the main problems encountered in the field of human activity and carried out in the interests of a given organization. S.G. Molchanov formulates the concept of professional competence as a range of powers in the field of professional activity. In a narrower sense, he interprets professional competence as a range of issues in which the subject has knowledge, experience, the totality of which reflects the socio-professional status and professional qualifications, as well as some personal, individual characteristics that provide the possibility of implementing a certain professional activity. Thus, the author considers competence as a systemic concept, and competence as its component.

V.A. Kalney considers competence to be the ability to mobilize acquired knowledge and experience in a specific situation. She believes that it makes sense to talk about competencies only when they are manifested in a situation. The researcher believes that unmanifested competence that remains in the range of potentialities is not competence, but at most a latent possibility.

V.V. Nesterov and A.S. Belkin in socially By competence we mean a set of, first of all, “knowledge components in the structure of a person’s consciousness, i.e., a system of information about the most significant aspects of a person’s life and activity, ensuring his full-fledged social existence.”

Thus, the analysis of works on competence issues made it possible to conditionally identify three stages of their formation in education:

The first stage - 1960-1970s. - characterized by the introduction of the category “competence” into the scientific apparatus, the creation of prerequisites for distinguishing the concepts of “competence” and “competence”.

The second stage - 1970-1990s. - characterized by the use of the categories “competence” and “competence” in the theory and practice of language teaching (especially non-native), professionalism in management, leadership, management, and in teaching communication.

It is important to note that researchers both in the world and in Russia are beginning not only to study competencies, identifying from 3 to 37 types, but also to build training, bearing in mind its formation as the final result of this process (N.V. Kuzmina, A.K. Markova, L.A. Petrovskaya). At the same time, researchers identify different types of competence for different activities.

The third stage of research into competence as a scientific category in Russia in relation to education, starting in 1990, is characterized by the appearance of works by A.K. Markova (1993, 1996), where in the general context competence becomes the subject of special comprehensive consideration.

Thus, in the scientific literature there is an understanding of competence as “in-depth knowledge”, “the state of adequate performance of a task”, “the ability to perform actual activities”, “effectiveness of actions”. A significant part of researchers associate the concept of “competence” primarily with the ability, the potential ability to perform a certain activity.

From the above it is clear that the concept of “competence” can be used at a variety of levels and, depending on this, be filled with different content. Competence has certain prerequisites, ensures human activity and influences the results of this activity. It is very diverse and can be viewed using different approaches.

The main disagreements among scientists lie in different approaches to determining the integrating component of the content of the concept of “competence”. Some consider knowledge, abilities, and skills to be such a component, others consider “the ability and readiness of an individual to act,” while others share the substantive and procedural components of competence.

Based on the analysis of psychological, pedagogical and sociological literature, we can give the following definition of the concept of “competence”: a personal characteristic of an individual, reflecting his ability to use universal methods of activity, based on the body of scientific knowledge in specific life situations.

At the same time, it is necessary to note the great contribution to the development of competence problems in general by domestic researchers - L.P. Alekseeva, N.V. Kuzmina, A.K. Markova, L.M. Mitina, L.A. Petrovskaya, G.I. Sivkova, N.S. Shablygina and others.

Bibliography

1. Bezrukova V.S. Pedagogy. Ekaterinburg, 1993.

2. Zimnyaya I.A. Key competencies - new paradigm results of education // Higher education today. 2003. No. 5. P.35-41.

3. Kostenko N.V., Ossovsky V.L. Values ​​of professional activity. Kyiv, 1986.

4. Lednev V.S., Nikandrov N.D., Ryzhakov M.V. State educational standards in the general education system: theory and practice. M., 2002.

5. Simen-Severskaya O.V. Formation of pedagogical competence of a specialist social work in progress vocational training at the university: dis... cand. ped. Sci. Stavropol, 2002.

6. Shekshnya S.V. Personnel Management modern organization: educational-practical. allowance. 3rd ed., revised. and additional M., 1998.

7. Shishov S.E., Agapov I.G. Competency-based approach to education: whim or necessity? // Standards and monitoring in education. 2002, March-April. P.58-62.

8. Shishov S.E., Kalney V.A. Monitoring the quality of education at school. M., 1999.

9. Yakovleva N.V. Psychological competence and its formation in the process of studying at a university (based on the activities of a doctor): dissertation... cand. psychol. Sci. Yaroslavl, 1994.

Competence, competency, qualification
Fri, 05/27/2011 - 02:31 - ab
Competence, competence, qualifications - main directions modern research Modern market labor makes demands not on specific knowledge, but on the competencies of workers, and demands their personal qualities. Russia's accession to the Bologna process also determines the need to transition to a common language and terminology with which to describe the educational process, in particular, its goals and results. Standards vocational education of the new generation are already formulated in the language of competencies, however, the introduction of a competency-based approach into the educational process requires solving many research problems.

Among such tasks, the problem of determining the nature, essence of a specialist’s competence, its generic and type structure, the content and relationship of the categories “competence” and “competence” is of vector importance. It is no secret that today there is no single generally accepted opinion in this regard. We consider another important task of implementing the competency-based approach to be determining the place of these concepts in the overall system of pedagogical goal setting. The fact is that in pedagogy and psychology of higher education, along with the concepts of “competence” and “competence”, such concepts as “key competencies”, “qualifications”, “professional competence”, “key qualifications”, “professionally important personal qualities” are used " There are also different approaches to classification, which complicates the use of these concepts.

As part of the study, we analyzed the trends presented in the scientific literature in the study of the structure, content and hierarchy of concepts existing in this problem field.

An analysis of scientific pedagogical and psychological literature has shown that this is a complex, multi-component, interdisciplinary concept, defined using many different definitions. Descriptions of the content of this concept are of a loose nature and differ in volume, composition, semantic and logical structure. Signs of demonstrating competence are most often described using the words “effectiveness”, “adaptability”, “achievement”, “success”, “understanding”, “effectiveness”, “mastery”, “quality” and “quantity”. The concepts of “competence” and “competence” can be interpreted as:

A body (system) of knowledge in action;
personality trait, properties and qualities of a person;
as a criterion for demonstrating readiness for activity;
the ability necessary to solve problems and obtain the necessary work results;
integrated integrity of knowledge, skills and abilities that ensure professional activity, a person’s ability to put his competence into practice, motivated ability;
activity-based knowledge, teachings, skills, experience (integration into a single whole of individual actions, methods and techniques for solving problems acquired by a person), as well as the motivational and emotional-volitional sphere of the individual;
the desire and ability (readiness) demonstrated by him in practice to realize his potential (knowledge, skills, experience, personal qualities, etc.) for successful creative (productive) activities in professional and social sphere, realizing its social significance and personal responsibility for the results of this activity, the need for its constant improvement” and much more.
In the scientific literature on this issue, the question of the relationship between the concepts of “competence” and “competence” remains relevant. Some authors use them as words - synonyms, denoting the effectiveness of a knowledge system. Other authors differentiate these concepts on different grounds. So, Zeer E.F. and E. Symanyuk, denote by the term “competence” – the integrative integrity and effectiveness of knowledge, skills, abilities in general, and the term “competence” – the integrative integrity, effectiveness of knowledge, experience in professional activities. If we analyze the examples of key competencies and key competencies given by the authors, then it is difficult to notice visible fundamental differences. Thus, “information and communication competencies” are very close in meaning to the so-called “communicative competence”.

A number of authors consider competencies (competencies) as components of the general competence of a person (specialist). For example, S.Sh. Chernova, in defining the relationship between the concepts of “competence” and “competence,” takes the position that “competence is understood as a personal characteristic, meaning the possession of a set of certain competencies. Competence is the unity of knowledge, experience, ability to act and behavioral skills of an individual, determined by the given situation. With this interpretation, competence includes various types of competencies and (or) competencies.

In his research, I.L. Zimnyaya fundamentally separates these concepts, substantiates and defends her point of view on their relationship. The concept of “competence is much broader compared to competency,” writes I.Ya. Winter. “It includes, along with cognitive-knowledge, motivational, relational, and regulatory components.” Competence, according to the author, is a “program” on the basis of which competence is developed.

When theoretically analyzing the definitions presented in the literature, one cannot help but pay attention to the fact that, despite such diversity, one of the most important characteristics elements of competence and competencies, it is the activity that is emphasized, the effectiveness of existing knowledge and experience, the presence of a potential (need, motive, goal, instrumental basis) and realized structure (internal and external activities) in competence.

Therefore, in defining our position, we, following I.Ya. Zimnyaya, we consider competence and competencies as mutually subordinate components of the subject’s activity. We believe that competence should be considered as potential activity, readiness and desire for a certain type of activity. Competence is an integral quality of a person – it is a competence successfully implemented in activity. The components of competence/competence in any area of ​​life, in our opinion, can be presented as follows:

Cognitive component (knowledge);
motivational component;
axiological component (direction, value relations of the individual); practical component (skills, skills, experience); capabilities;
emotional-volitional component (self-regulation). In this case, competence acts as a competence potential that can be realized in a certain field of activity and must become effective with the help of mechanisms of self-organization and self-regulation.
In our opinion, the type structure of the competence of a specialist with higher education includes professional competence (readiness, desire to work in a certain professional field activities) and socio-psychological competence (the desire and readiness to live in harmony with oneself and others, harmony of self and society).

In turn, each of these competencies, in our opinion, can be divided into general (basic, key) competencies, common to all graduates of all universities, and special ones, important for a given specialty. Thus, in the structure of competence of a university graduate, four blocks of competencies/competencies are clearly distinguished: general professional competence, special professional competence, general socio-psychological competence, special socio-psychological competence.

General professional competence is defined as general professional knowledge, abilities, skills, abilities, as well as the readiness to update them in the field of a certain group of professions. We believe that this cluster includes graduate competencies in the field of research, design, administrative, management, production, and teaching activities.

Special professional competence - the degree and type of professional training of a graduate, the presence of professional competencies (i.e., readiness and aspiration) necessary to perform a certain professional activity. Their content (the content of their instrumental basis) is determined by state qualification characteristics.

General socio-psychological competence is the readiness and desire to interact effectively with others, to understand oneself and others with constant changes in mental states, interpersonal relationships and conditions of the social environment. As part of the socio-psychological block, social competencies are considered (tolerance, responsibility, ability to work in a team, etc.), personal (readiness and desire for self-development, self-improvement, self-education, reflection, creativity, etc.), informational (possession new technologies, their critical use, knowledge foreign languages etc.), environmental (environmental responsibility based on knowledge general laws development of society and nature), valeological (readiness and desire to lead a healthy lifestyle), etc.

Special socio-psychological competence – readiness and ability to mobilize professionally important qualities, ensuring direct productivity labor activity specialist We believe that a classification of professions can be used to describe the socio-psychological competence of a graduate of a particular specialty.

E.A. Klimov, who divides professions into groups depending on the object of labor (person - person, person - sign system, person - artistic image, man – technology, man – nature). Work on the content of competency clusters is the process of constructing a model of graduate competence.

In the countries of the European Union, a special place is given to the concepts of “key competencies” and “key qualifications”. They represent the main educational constructs, the main criteria for the quality of education in countries. Based on the analysis of the literature, we came to the conclusion that in foreign studies these categories are often synonymized, used as adjacent together with the concepts of “basic skills”, “transferable skills” or “key skills” (England) and are defined as “personal and interpersonal qualities, abilities, skills and knowledge that are expressed in various forms in diverse situations of work and social life.” These key qualifications (basic skills) include:

Psychomotor skills, general work qualities, cognitive abilities, individually oriented abilities, social abilities;
basic skills (literacy, numeracy), life skills (self-management skills, professional and social growth), key skills (communications), social and civic skills, entrepreneurial skills, management skills, ability to analyze and plan;
socio-professional, sensorimotor and personal qualifications, polyvalent professional competence, professional-cognitive abilities, etc.
Their content differs little from the content of the “key competencies”, which are given special importance in vocational education of the European Community, and are:

Social competence (the ability to take responsibility, jointly develop a solution and participate in its implementation, tolerance to different ethnic cultures and religions, manifestation of the conjugation of personal interests with the needs of the enterprise and society);
communicative competence (proficiency in technologies of oral and written communication in different languages, including computer programming);
social and information competence (proficiency in information technologies and a critical attitude towards social information, distributed by the media);
cognitive (personal) competence (readiness for constant improvement of educational level, the need to actualize and realize one’s personal potential, the ability to independently acquire new knowledge and skills, the ability for self-development);
intercultural competencies;
competence in the field of independent cognitive activity;
special competence (preparedness to independently perform professional actions, evaluate the results of one’s work).
Domestic researchers invest in the concepts of “competence” and “qualification; different meanings. Thus, V. Bidenko writes that qualification, in contrast to competence, “means the predominance of framework activities in stable professional fields and algorithms.” Displaying the structure of this concept, the author notes that “qualification passes as one of the key groups into the competency structure.” But it is difficult to talk about a single semantic space of the concept of “key competencies”: they are even called differently in different sources - key, basic, universal, transdisciplinary, metaprofessional, systematic, nuclear, etc.

E.F. Zeer and his followers call key competencies:

“intercultural and intersectoral knowledge, skills, abilities necessary for adaptation and productive activity in various professional communities”;
a complex of universal (integral) knowledge, which “includes general scientific and general professional categories, principles and patterns of functioning of science, technology, society”..., which “determine the implementation of special competencies and specific competencies.”
The same core competencies drive productivity various types activities. Key professional competencies determine the socio-professional mobility of specialists and allow them to successfully adapt to different social and professional communities. In their study, the authors, citing S.E. Shishov, give the following definition: key competencies are “the general (universal) ability of a person to mobilize acquired knowledge and skills during professional activity, as well as to use generalized methods of performing actions.”

They include general scientific, socio-economic, civil law, information and communication, polytechnic and special general professional knowledge as (basic) competencies.

But “qualification”, according to E.F. Zeer and G.M. Romantsev, this is “a set of social and professional qualification requirements requirements for a person’s social and professional abilities.”

Another researcher on this issue, L.G. Semushina writes that “qualification characterizes the degree to which a worker has mastered a given profession or specialty... (qualification can be low, medium and high).” E.F. Zeer clarifies and relates this definition to the concept of “professional qualifications” - “...the degree and type of professional training of an employee, his knowledge, skills and abilities necessary to perform a certain job.” Thus, qualifications can be the same as key and professional (special) competencies, and special qualifications are most often called simply “qualifications”.

Key qualifications" in the domestic scientific literature are called:

Extrafunctional knowledge, skills, qualities and properties of an individual that go beyond the scope of professional training...;
general professional knowledge, abilities and skills, as well as abilities and personality traits necessary to perform work in a certain group of professions...;
intercultural and intersectoral knowledge, skills and abilities necessary for adaptation and productive activity in various professional communities.
The structural elements of key qualifications include the professional orientation of the individual, professional competence, professionally important qualities, and professionally significant psychophysiological properties. E.F. Zeer and E. Symanyuk, as part of key qualifications, call “metaprofessional qualities” - “abilities, personality traits that determine the productivity of a wide range of social and professional activities of a specialist, for example, qualities such as “...organization, independence, responsibility, reliability, ability to planning, problem solving, etc.” And the authors define the very concept of “key qualifications” as “meta-professional constructs with a wide range of use, which include basic competencies and meta-professional qualities.

IN AND. Bidenko defines another important educational construct – professional (professionally oriented) competencies.” This concept is interpreted as:

Mastering the knowledge, skills and abilities necessary to work in the specialty with simultaneous autonomy and flexibility in solving professional problems; developed cooperation with colleagues and professional interpersonal environment;
constructs for designing standards, which include performance criteria (measure of quality), scope of application, required knowledge
effective use of abilities, allowing you to fruitfully carry out professional activities in accordance with the requirements of the workplace;
an integrated combination of knowledge, abilities and attitudes that allow a person to perform work activities in a modern work environment.
To summarize, V.I. Bidenko defines professional competence as “the readiness and ability to act expediently in accordance with the requirements of the case, to solve tasks and problems in a methodically organized and independent manner, as well as to self-assess the results of one’s activities. These are subject-specific skills—relevant technical techniques found in different subject areas.”

By definition O.V. Khovov (Encyclopedia of Vocational Education, edited by S.Ya. Batyshev), professional competence includes “not only the idea of ​​qualifications (professional skills, as experience, skills and knowledge), but also the development of social, communicative and individual abilities that ensure independence of professional activity” . Professional competence is the basis of a person’s professional qualities. (As you can see, the authors do not differentiate between the concepts of “competence” and “competence”).

V.G. Pishchulin substantiates and includes in professional competence such components as special competence (ZUNs that ensure independent performance of professional actions and further professional development), communicative competence, outcompetence (self-regulation), oral and written speech skills, organizational competence, search and research competence.

A. Dorofeev, considering professional competence as an indicator of the quality of education, identifies the following aspects:

1. “up-to-date qualifications (knowledge, abilities and skills from the professional field, the ability to productively master modern information technologies necessary and sufficient to carry out professional activities)”;

2. “cognitive readiness (the ability to master new knowledge, technologies at the activity level, the ability to learn and teach others)”;

3. “communicative preparedness (proficiency in native and foreign languages, communication techniques and technology, ability to lead a discussion, motivate and defend your decision)”;

4. “possession of methods of technical, economic, environmentally oriented analysis of production with the aim of its rationalization and humanization...”;

5. “creative preparedness...”;

6. “understanding of trends and main directions of development of the professional field and technosphere...”;

7. “...need, desire and readiness for professional self-improvement, corporate self-identification and positioning”;

8. “sustainable and developing professionally significant qualities...”.

From an analysis of the literature on this issue, it is clear that a unified approach, common system It is difficult to identify concepts and categories.

In our study, we made an attempt to compare these categories with identified clusters of competencies/competencies (competence in our study represents potential competence, readiness and desire for activity) by type: general - special; professional – social and psychological.

The concept of “key competencies” has the broadest meaning. It includes general competencies (“key qualifications”) - competencies equally necessary for any specialist with higher education. They are divided into strictly professional and socio-psychological (personal). Special competencies specific to a particular professional activity include “professional qualifications” and special socio-psychological competencies – PVC.
Such a system of concepts is integrated into the presented model of competence of a university graduate, becomes convenient for use, and this, in turn, allows us to determine a system of factors, principles, conditions for the formation of the competence of a future specialist during the educational process.

Ilyazova M.D. Competence, competence, qualifications - the main directions of modern research // Professional education. Capital. – No. 1. – 2008

Ministry of Education and Science of the Krasnoyarsk Territory

Regional state budgetary educational institution

secondary vocational education

Minusinsk Pedagogical College named after A.S. Pushkin.

Test

in Pedagogy

Structure of professional competence of a teacher. Professional competence and pedagogical skills of the teacher

Executor

Student of group 172

Specialty 050704

Snetkova S.I.

Head Kazakova L.K.

Minusinsk 2010

Introduction

1. Structure of professional competence of a teacher

2. Professional competence and teaching skills

3. Professionalism and professional competence

Conclusion

Bibliography

Introduction

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

1. Structure of professional competence of a teacher

Regardless of the level of generalization of the pedagogical task, the completed cycle of its solution comes down to the triad “think - act - think” and coincides with the components of pedagogical activity and the skills corresponding to them. As a result, the model of a teacher’s professional competence acts as the unity of his theoretical and practical readiness. Pedagogical skills are combined into four groups here.

1. The ability to “translate” the content of the objective process of education into specific pedagogical tasks: studying the individual and the team to determine the level of their preparedness for the active mastery of new knowledge and designing on this basis the development of the team and individual students; identifying a set of educational, educational and developmental tasks, their specification and determination of the dominant task.

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

3. The ability to identify and establish relationships between the components and factors of education, to put them into action: creating the necessary conditions (material, moral-psychological, organizational, hygienic, etc.); activation of the student’s personality, development of his activities, transforming him from an object into a subject of education; organization and development joint activities; ensuring the connection between the school and the environment, regulating external non-programmable influences.

4. Skills in recording and assessing the results of teaching activities: self-analysis and analysis of the educational process and the results of the teacher’s activities; defining a new set of dominant and subordinate pedagogical tasks.

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

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

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

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

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

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

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

4. Reflection of pedagogical activity or autopsychological competence.

Special competence includes deep knowledge, qualifications and experience in the field of the taught subject in which training is conducted; knowledge of ways to solve technical and creative problems.

Methodological competence includes mastery of various teaching methods, knowledge of didactic methods, techniques and the ability to apply them in the learning process, knowledge of the psychological mechanisms of assimilation of knowledge and skills in the learning process.

Psychological and pedagogical competence presupposes mastery of pedagogical diagnostics, the ability to build pedagogically appropriate relationships with students, implement individual work based on the results of pedagogical diagnostics; knowledge of developmental psychology, psychology of interpersonal and pedagogical communication; the ability to awaken and develop in students a sustainable interest in the chosen specialty and in the subject being taught.

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

Autopsychological competence implies the ability to realize the level of one’s own activity, one’s abilities; knowledge about ways of professional self-improvement; the ability to see the reasons for shortcomings in one’s work and in oneself; desire for self-improvement.

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

Firstly, everything that is somehow connected with the characteristics of pedagogical activity becomes criteria, and it is forgotten that criteria are only features, used as a “measure of work” of a teacher.

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

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

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

1. normative

2. transformative

3. creative

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

Transformation level quality presupposes the achievement of a positive result of pedagogical activity through the development and search for something new, which, as a rule, is already being implemented somewhere, by someone. Teachers working at this level of quality more fully reflect their individuality in their teaching activities; they are characterized by a focus on the norms of individual progress.

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

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

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

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

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

4. The study of professional pedagogical competence should be based on self-analysis, self-diagnosis of the effectiveness of the professional activities of teachers and managers to create motivation for self-improvement and professional growth.

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

Diagnostic results cannot be used for “labeling”; they should be used as a guide to build a well-founded system for working with personnel. Studying the work of engineering and teaching staff on a diagnostic basis allows us to work on generalizing and disseminating advanced pedagogical experience.

The specific operating conditions of educational institutions and teachers themselves necessitate compliance with the following rules:

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

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

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

Basic principles underlying diagnosis:

a) The principle of humanism and optimism, which involves relying on the strong qualities of the individual, on the dignity of a person;

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

c) The principle of unity of personality and activity;

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

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

2. Professional competence and teaching skills

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

The influence of a teacher’s personality on students is difficult to overestimate: it is enough to recall the division of people into those who remember their teachers with warmth and those who cannot bear memories of them. In addition to the fact that a teacher must be an expert in his subject, he must also be a teacher. What does it mean to be an educator?

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

· Question of competence: since the student is influenced by a large number of factors, the teacher can control the flow of influences on the child, protect, teach orientation, and set coordinates. Therefore, a teacher must be able to see more than everyone else and must have extraordinary mental abilities.

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

· Having patience and faith in a positive result is a necessary condition for teaching activities, the results of which are almost always delayed.

· Education is a two-way process, among the conditions of which is the willingness to abandon stereotypes or outdated knowledge. The one who educates also grows up.

· Being a teacher means always being on top: having self-control; When using your voice, do not use shouting; look impeccable, which means mastering the art of dressing decently.

· Always reflect on your own experiences.

3. Professionalism and professional competence

By professionalism we mean the special ability of people to systematically, effectively and reliably perform complex activities in a wide variety of conditions. The concept of “professionalism” reflects such a degree of mastery by a person of the psychological structure of professional activity, which corresponds to existing standards and objective requirements in society. To acquire professionalism, you need appropriate abilities, desire and character, a willingness to constantly learn and improve your skills. The concept of professionalism is not limited to the characteristics of highly skilled labor; this is also a person’s special worldview.

At the level of everyday consciousness, people understand that a university graduate receiving a diploma is not yet a sign of his professionalism. Many people remember that not so long ago a university graduate was called a “young specialist,” thus defining his status. It was believed that he still needed some time to gain professional experience, as well as an appropriate professional environment that would provide him with the opportunity to develop as a professional.

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

A necessary component of a person’s professionalism is professional competence. Issues of professional competence are considered in the works of both domestic and foreign scientists. Modern approaches and interpretations of professional competence are very different. Existing today in foreign literature definitions of professional competence as “in-depth knowledge”, “the state of adequately performing a task”, “the ability to perform actual activities” and others do not fully specify the content of this concept. The problem of professional competence is being actively studied by domestic scientists. Most often, this concept is used intuitively to express a high level of qualifications and professionalism. Professional competence is considered as a characteristic of the quality of specialist training and the potential for effective work activity. In pedagogy, this category is considered either as a derived component of “general cultural competence” or as “the level of education of a specialist.” If we try to determine the place of competence in the system of levels of professional excellence, then it is between efficiency and perfection.

Correlating professionalism with various aspects of a specialist’s maturity, four stand out: type of professional competence: special, social, personal individual:

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

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

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

4. Individual Professional competence characterizes mastery of self-regulation techniques, readiness for professional growth, non-susceptibility to professional aging, and the presence of stable professional motivation.

He calls the ability to independently acquire new knowledge and skills, as well as use them in practical activities, as one of the most important components of professional competence. We believe it is possible to use the given types of professional competence for the tasks of assessing the professionalism of a teacher.

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

We will highlight the following components of a teacher’s professional competence: motivational-volitional, functional, communicative and reflective.

Motivational-volitional component includes: motives, goals, needs, values, stimulates the creative manifestation of the individual in the profession; presupposes an interest in professional activities.

Functional (from lat. function– execution) component in the general case appears in the form knowledge about the methods of pedagogical activity necessary for a teacher to design and implement one or another pedagogical technology.

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

reflective (from Late Lat. reflexio– turning back) component manifests itself in the ability to consciously control the results of one’s activities and the level of one’s own development and personal achievements; the formation of such qualities and properties as creativity, initiative, focus on cooperation, co-creation, and a tendency to introspection. The reflective component is a regulator of personal achievements, the search for personal meaning in communication with people, self-government, as well as a stimulator of self-knowledge, professional growth, improvement of skills, meaning-making activities and the formation of an individual work style.

These characteristics of a teacher’s professional competence cannot be considered in isolation, since they are integrative, holistic in nature, and are a product of professional training as a whole.

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

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

The concept of “professionalism” is broader than the concept of “professional competence”. To be a professional is not only to know how to do it, but also to be able to implement this knowledge, achieving the desired result. (A water lifeguard cannot be someone who, as the expression goes, “knows how to swim,” but does not know how to do it). The effectiveness of activity and its correlation with costs (psychological, physiological, etc.) are also important, that is, when assessing professionalism, we should talk about the effectiveness of professional activity.

Conclusion

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

Bibliography

1. Psychology and pedagogy: Tutorial. O.B. Betina.

2. Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002

NEW EDUCATIONAL TECHNOLOGIES AND QUALITY OF TRAINING SPECIALISTS

M. D. Ilyazova

INVARIANT STRUCTURE OF COMPETENCE OF A SUBJECT OF ACTIVITY

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

A change in the educational paradigm and the transition to competency-based education require rethinking and development of new values, goals, content, forms, methods and means of teaching. Transformations must be based on the appropriate pedagogical theory, permeate all components of the educational process, and be reflected in the activities of its subjects.

In the general activity of the subjects of introducing the competency-based approach into the system of higher professional education, two directions can be roughly distinguished: organizational (administrative) and research. The first is mainly related to the design of “competency-based”, “credit-module” format standards, redistribution of hours for classroom workload and independent work students, the introduction of a system that ensures the comparability of diplomas from European Union countries, and the definition of lists of competencies to be developed.

However, the methodological problem of insufficient theoretical development of the content of the categories “competence” and “competence”, their structural and functional interdependence and, as a consequence, a taxonomy based on solid foundations, is mechanically transferred to all versions of the new generation of state educational standards of higher professional education.

The research direction of studying the competence of the subject of activity in science developed long before the Bologna process in the works of Yu. V. Vardanyan, Zh. G. Garanina, I. A. Zimnyaya, N. V. Kuzmina, M. Käerst, A. K. Markova, L M. Mitina, G. Ravenna, N. Chomsky, etc.

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

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

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

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

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

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

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

V. D. Shadrikov and others).

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

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

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

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

Such an important component of competence as “does” connects together two aspects of the subject’s activity - potential and its implementation in the conditions of the situation. Indeed, you can have extensive knowledge, developed skills, strive and be ready for responsible behavior, but in a critical situation you can become confused, fail to cope with the regulation of your mental processes and states, and be unable to realize your potential. On the other hand, a person who has formed self-regulation mechanisms, but does not have knowledge or motivation, also cannot be called competent.

The concept of “does well”, as a component of the competence of the subject of activity, has a double meaning: “good” means high level effectiveness, and “good” means prosocially, with awareness of the social consequences of one’s actions, i.e. responsibly.

Competence is manifested in a certain field of activity; you cannot be competent in everything. The requirements of a particular type of activity involve limiting the range of competencies and identifying certain types of them, united in clusters (a cluster is a collection of homogeneous elements, identical objects, forming a group of units). Graduates of higher educational institutions must have general competencies, the same for a given level of education, and special ones, specific to a particular type of professional activity. In the specific structure of a graduate’s competence, it is also necessary to highlight socio-psychological competence, designed to ensure harmony of existence with the outside world and oneself, harmony of society and self. The study of these components became the starting point of our research

The success of solving any research problem is determined by the quality of the methodological and methodological justification of the strategy and tactics for its implementation. Methodology is a system of knowledge about the foundations and structure of a theory, determines ways to obtain new knowledge, ensures comprehensiveness of obtaining information about the object being studied, and operationalizes the concepts of a particular pedagogical theory.

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

Reliance on systemic and holistic approaches contributed to the formation of the elemental and component composition of the invariant structure of competence of the subject of activity. Regarding the definition of the meaning of the concepts “component” and “element,” we share the position of L. S. Vygotsky, who defined a “component” as the smallest part of the whole, which still has the properties of this whole itself. The components, and therefore the whole itself, in his opinion, consist of elements - parts that do not have the properties of the whole. The elemental composition of competence, in our opinion, is represented by the competence of the subject - his potential activity in a given field of activity (knowledge, abilities, skills, experience, motives for activity, value orientations, abilities) and mechanisms for the implementation of competence (self-regulation), which ensure the manifestation of competence, form competent behavior. Competent behavior is provided by an instrumental basis - knowledge, skills, experience of the subject of activity. The invariant components of competence are the general and special, professional and socio-psychological competence of the graduate.

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

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

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

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

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

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

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

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

4) individual psychological basis (ability to act).

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

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

Rice. 2. Structure of competent behavior (procedural aspect)

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

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

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

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

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

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

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

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

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

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

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

Thus, the type structure of the competence of the subject of activity can be represented by the following types of competences:

1) general professional competence;

2) special professional competence;

3) general socio-psychological competence;

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

Rice. 3. Type structure of university graduate competence

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

We believe that this block includes the graduate’s competencies in the field of research, design, administrative, management, production, and teaching activities.

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

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

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

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

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

BIBLIOGRAPHY

1. Ilyazova M. D. Theoretical basis formation of professional competence of students at a university (using the example of sociology students): monograph. - Astrakhan: Publishing house OGOU DPO "AIPKP", 2008. - 228 p.

2. Large explanatory dictionary of the Russian language / ch. ed. S. A. Kuznetsov. - St. Petersburg: Norint, 2003. - 1536 p.

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

4. Ginetsinsky V.I. Subject of psychology: didactic aspect: a manual for teachers. - M.: Publishing house. corporation "LOGOS", 1994. - 211 p.

The article was received by the editor on May 4, 2009

INVARIANT STRUCTURE OF SUBJECT’S COMPETENCE

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

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

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