To begin with, let’s define that any competence exists to achieve a certain goal, and not vice versa. Those. not a goal for the sake of competence, but competence for the sake of a goal. In other words, all competencies are secondary in relation to the goals that arise before a particular individual or group of individuals. As a consequence of the above, we can conclude that if it is possible to classify in some way the goals that arise for individuals, then, on the basis of this classification, it will be possible to classify and present the entire set of possible competencies in the form of a holistic mosaic.
Based on the practice of life, and analysis of the experience of generations, imprinted in the written and various other cultures of mankind, it was possible to draw up such a classification. The goals of human life can be divided into five groups in descending order of their importance for the implementation of Providence:
1. Transcendental goals:
- Establish contact and personal relationships with God and the harmony of Life, including developing a culture of feelings;
- To become a Human and through Humanity, serving God, to realize one’s destiny to be God’s viceroy on Earth to build the Divine Power;
- Having developed the ability to orient one’s behavior towards long-term goals, to act in line with one’s purpose in its concrete expression in relation to oneself;
- Find and carry Love in its specific manifestations, comprehending Providence, the purpose of existence and your place in it, as well as comprehending the mystery of Life and the cause-and-effect conditions in it.
- Develop your mental qualities, including a sense of proportion, intelligence, character, etc.;
- Preserve and maintain your physiological and psychological health;
- Create a family and develop family relationships;
- Perform public duties;
- Study the laws and methods of describing Life for adequate interaction and influence on it.
3. Professional goals:
- Receive an education according to your nature and predisposition to science and work;
- Find a job according to your nature and predisposition to science and work, making your contribution to the social association of labor;
- Take your position in society, helping to develop yourself and society.
4. Purposes of prestige:
- Comply with certain standards of fashion and prestige in society, for the most effective interaction in it.
5. Temporary goals:
- Perform temporary, daily, including immediate goals and tasks.
Transcendental goals can also be called highest , personal - vital , professional - important , prestige goals - secondary , temporary - momentary .
Let us give a brief description of each group of goals.
Transcendental(from lat. transcendens - transcending, surpassing, going beyond; can be translated as beyond) goals human life are that sacred thing for which man was created by God on Earth. These are the goals for which alone it is worth living and for the achievement of which all possible resources must be subordinated to oneself, and goals of a lower order must be auxiliary in relation to these transcendental goals. How a person strives to achieve the transcendental goals of life depends on his fate, well-being and, most importantly, the fate and well-being of the entire human society on Earth.
“The most precious thing a person has is life. It is given to him once, and he must live it in such a way that he is not painfully ashamed of the years spent aimlessly, so that he does not feel shame for a mean and petty past, and so that, when dying, he can say: his whole life and all strength is given to the most important thing in the world..." (N.A. Ostrovsky “How the steel was tempered”)
The only way to live without the excruciating pain of wasted years is to live to achieve the transcendental goals of life.
Personal goals human life are those goals that primarily help the individual achieve transcendental goals. Achieving these goals is vital in the life of any person, because... this gives him a solid foundation for functioning and interacting in this world. Developing a sense of proportion, forming an adequate character, a healthy lifestyle, improving intellectual abilities and fulfilling one’s responsibilities to society and family (it is clear that for the majority it is mandatory to create a family and procreate, although in this matter, depending on specific circumstances, it is rarely There may be exceptions) is mandatory for any adequate person.
Professional goals human life. These goals are related to a greater extent to the professionalism and education of the individual in one or another area of life. And although a person can be a versatile professional, there must still be areas in which he is the most profound professional and in line with which he makes his contribution to the social unification of labor. As the saying goes, “you need to know a little about everything and everything about a little.” These areas of professionalism must be in accordance with human nature, with his innate predispositions to various types and forms of labor activity.
Temporary goals V A person’s life is a goal that arises before the individual every second, every minute and hourly. For example, right now you need to eat, sleep, go for a walk, pay off debts, buy or sell something, etc. These goals allow you to exist and function in the environment at every moment in time. The satisfaction of these goals is always included in the satisfaction of goals of a higher order (i.e. goals of prestige, professional, etc.) and therefore the correspondence of the satisfaction of these goals with Providence is determined by the correspondence with Providence of the higher goals of the individual.
If we consider all five levels of goals from the point of view of the frequency of the processes that they affect, then we can see that the frequency of processes increases when moving through goals from the first to the fifth. This means that in the ideal mode of functioning of the supersystem of people, the goal setting of each person should be structured in such a way that the transcendental goals of a person’s life run like a red thread through his entire life, and his behavior in the long term is focused precisely on maintaining low-frequency processes that make it possible to achieve these goals. In this case, the carrier frequencies for these processes will be the frequencies of processes associated with the achievement of personal goals, which in turn rely on the processes of achieving professional goals, etc. Only with such a culture of long-term strategic goal-setting of the elements of the supersystem of people, when transcendental goals include personal goals, personal goals include professional ones, etc., will it be possible to build a society of justice on Earth.
Also, some conditional characteristics of the hierarchy of goals can be seen in Table 1.
Table 1 - Characteristics of the hierarchy of goals
Goal level | Type of mental structure (dominant) | Activity of energy centers (chakras) |
|
Transcendental | Humane | Blessed | |
Personal | Human/Demonic | Blessed / Passionate | |
Professional | Human/Demonic/ Zombie | Blessed / Passionate / Ignorant | |
Secondary (at skills and knowledge) | Zombie/Animal | Passionate / Clueless | |
Momentary (skills and knowledge) | Animal | Ignorant |
Relationship between competencies and hierarchy of goals
Now, based on the goals presented above, we can describe the hierarchy of competencies.
The competencies you need to have in order to achieve transcendental goals of life, let's call transcendental competencies. To date, seven have been identified transcendental competencies(TK) . In descending order of importance they are as follows:
- Awareness and building a personal relationship with God (the basis of all other transcendental competencies);
- Developing faith in God;
- Development of Humanity (human type of mental structure);
- Development of renunciation and an objectively leadership type of psyche (gaining leadership);
- Finding Love;
- Development of self-awareness (mastery of the universal laws of existence);
- Development and awareness of Discrimination and conscious sensitivity.
Two of the seven TCs (4th and 7th) are paired. Discrimination And conscious sensitivity do not exist without each other separately, nor do they exist without each other separately renunciation And objectively leading type of psyche. Like light and shadow: one is a manifestation of the action of the other. Shadow is a manifestation of the action of light. And light is distinguishable due to the presence of shadow (the difference between shadow and non-shadow makes it possible to understand that there is light).
1. Development of administrative abilities
- Development of abilities to manage the processes of social association of labor and certain producers and/or other administrators to coordinate their activities and improve the quality of production management and/or administration of lower structures (shop manager, foreman, store director, sovereign, king, etc. ).
- Development of abilities to manage certain direct production processes associated with obtaining the final product or service (turner, janitor, design engineer, etc.).
The question may arise, what to do with those cases when a person contributing to the social association of labor cannot be unambiguously classified as an administrator or producer. For example, a teacher at school, who he is is an administrator or a producer. In order to get an answer to this question, it is necessary to understand that the division of professional competencies into two groups is actually not based on profession (teacher, engineer, policeman, janitor, etc.) but according to competencies (preparing a lecture, teaching students , drawing development, etc.), although for simplicity, when the connection between a profession and a group of PCs is most obvious, we often use the designation of professions. In the case of a teacher (as in the case of any other professions), his activities must be divided into a set of competencies (i.e., knowledge and skills used in practice) so that each of the competencies can be unambiguously attributed either to administrative activities or to productive activity. For example, a teacher developing a lesson plan is a productive activity. The teacher conveys information to students according to the lesson plan - this is an administrative activity. Etc. in all competencies, including in other professions. Strictly speaking, any profession can carry both those competencies that belong to the first group of PCs, and those competencies that belong to the second group of PCs.
Brief description of the levels of the competence hierarchy
Let’s look very briefly at some competencies.
Transcendental (extraordinary) competencies are essentially competencies belonging to two worlds - our world (our Universe) and the world outside our Universe (supramundane reality). Due to this property, transcendental competencies are completely unknowable for a person.
If by Life we mean the so-called “material world” and supermundane reality, then according to some disseminators of Vedic knowledge, the so-called “material world” includes only 1/4 of all possibilities in Life in general. Those. Life in general possessing many properties, capabilities and qualities in the “material world” (i.e. in this case in our Universe) has only 1/4 of all possible properties, capabilities and qualities. In particular, our Universe has the property of the trinity of “matter-information-measure” (see Fig. 1).
Rice. 1 - The Triune Universe and God as a supermundane reality
These properties also exist in the supermundane reality; for example, information circulates outside our Universe. However, in the supermundane reality, in addition to “matter-information-measure”, there is something else that we cannot have. This means that outside our Universe there are properties, possibilities and qualities that are unknowable in principle from within our Universe. This is similar to how a children's cube, which is essentially three-dimensional, cannot fit on paper, which is essentially flat. This image is revealed in more detail in the animated film "Flatland". However, just as a three-dimensional object can be projected onto a plane and thus cognized, so something that goes beyond the boundaries of our Universe can be “projected” in some way into our Universe and thus cognized this something at least in some aspects.
Exactly the same difficulties exist with transcendental competencies. They, being transcendental in their essence, are completely unknowable within our triune Universe. But it is still possible to carry out a certain projection of these competencies and study them with a certain degree of detail, projecting the properties of the supermundane reality into the properties of the triune Universe, i.e. into the properties of matter-information-measure.
Having made this reservation, let us briefly examine the relationship of all seven transcendental competencies with each other.
- When we talk about God, we do not mean any of the currently created God dolls promoted by all religious denominations and other various sects. By God we mean an objectively existing supermundane reality that created this world, is a person and one way or another manifests itself in the created universe.
- God speaks to people in the language of life circumstances, which include:
- circumstances of the external world, cognizable through the external senses (vision, hearing, taste, touch, smell) and
- circumstances of a person’s inner world, cognizable through the internal senses, emotions, sensations in the body, etc.
- And man speaks to God in his own language
- thoughts,
- affairs and
- intentions.
- So it goes continuous dialogue , in most cases, today, is not realized by many people. God speaks through the circumstances of life, man responds with thoughts, deeds and intentions. And vice versa, a person speaks with thoughts, deeds and intentions, and God responds to him by changing the circumstances of the internal and external world of a person. Relationships with God become conscious when a person manages to bring this dialogue with God to the level of consciousness. Developing a relationship with God is, first of all, awareness of this relationship. The question of the existence of God for such a person is not in the category of questions of faith, but in the category of questions of knowledge based on practical experience of communication with Him.
As a result, having developed this TC, i.e. Having developed a relationship with God, a person naturally gradually develops the second TC - the development of faith in God. Those. a person, having accumulated a certain practical experience, begins to believe not in God, but in God (i.e. him, not in him). The development of the TC of Faith in God lies in the fact that a person, in all life circumstances without exception, believes unquestioningly in God and acts more and more with all his might in the mainstream of His Providence and in the mainstream of His will. It is faith in God that helps us to realize the Providence of God with all our efforts. The lack of faith in Him leads to problems of uncertainty about the future of people:
"The way of His providence
unknown because
that there is faith in Him,
but there is no faith in Him!”
So, gradually in a relationship with God, mastering faith in Him, a person begins to understand that the only correct choice in any situation of choosing between good (what God wants) and evil (what God does not want) is the choice in favor of the objective and concrete good in the channel of Providence, to the extent that we confess providence for this person. The choice between good and evil - moral choice. It is the unconditional permission of moral choice in favor of good that makes a person human. Those. In an individual of the biological species “reasonable man” (homo sapiens), a human type of mental structure is formed. And this is the third TC - Finding Humanity - the human type of mental structure. Being in humanity, the person begins to recognize more and more moral choices associated with long-term low-frequency processes. This state of affairs forces a person to orient his behavior towards long-term goals and plans, sometimes extending in duration beyond his own life, and even many generations ahead. At the same time, there is a need to break off attachments of various levels, for example, starting from small desires to sleep for another five minutes and ending with attachments to some people and things. This orientation of behavior forms the following TC in a person - the achievement of leadership - the development of renunciation and an objectively leading type of psyche. To achieve orientation of behavior toward long-term goals, you need to renounce the “petty” and at the same time, you can renounce the “petty” only if there is something worth renouncing for, i.e. goals of a higher long-term order. Thus the long-term goal gives renunciation, and renunciation orients towards the long-term goal. One of the images of setting long-term goals while renouncing short-term conveniences is given in the film "The Shawshank Redemption".
Because within the framework of our Universe, a person’s stay in love is connected with the goals that he carries within himself, then the achievement of an objectively leading type of psyche and the renunciation of “small” goals and attachments develops in a person the following TC - Finding Love (with a capital L). Love as a feeling in a person is connected with whether this person achieves the goals set in his unconscious area as a first priority or does not achieve. Achieving goals gives the individual satisfaction - happiness. Instead of achievement, dissatisfaction is suffering. Love as a feeling and happiness are one and the same. Accordingly, a stable stay in Love is impossible if a person deviates from the goals intended for him from Above, objectively written in his unconscious from birth. Accordingly, striving for Love and orienting his behavior towards long-term goals, a person begins to master the next TC - the development of self-awareness. After all, only in line with self-awareness and comprehension of one’s nature, a person is fully able to act within the framework of achieving long-term goals intended specifically for him and thereby achieving these goals to remain in a state of satisfaction, which is nothing more than a state of love. And besides, the orientation of one’s behavior towards long-term goals intended from Above for the benefit of society will be expressed as service to this society, and service is another aspect of Love. Those. Thus, the deeper a person wants to be in a state of Love, the deeper he develops self-awareness, and the deeper a person’s mastery of self-awareness, the better his manifestation of Love. Being in Love, a person studies himself, the world around him and his place and purpose in it, and this is the development and mastery of the universal laws of existence (one of the expressions of self-awareness). Through understanding the universal laws of existence, a person ultimately comes to understand and master the TC that closes the circle of transcendental competencies - the development and awareness of Discrimination and conscious sensitivity. This TC allows you to close feedback from the world, develop Intuition within yourself, distinguish Intuition from God from various egregorial suggestions, and in essence, without this TC it is impossible to develop previous TCs, because Without a culture of feelings and sensations of the Universe and its responses to our behavior, it is impossible to adequately build our activities.
So, to put it briefly, all TCs are interconnected.
LCs, in general, should be clear from their very structure, described above. A specific description of the LC requires a separate article. The same applies to the general description of the PC.
Differences between competencies at different levels
Now let’s briefly look at the relationships between all three levels of competencies and their differences from each other.- Personal competencies are completely brought into the realm of consciousness and formalized. Transcendent ones contain both a conscious part and a part that goes beyond human understanding.
- Professional competence is nothing more than a deeply developed transcendental or personal competence that an individual brings to the social association of labor as his contribution to its development and which allows the individual to be in the environment while satisfying his needs. By and large, there are two levels of competencies: transcendental and non-transcendental (i.e. personal), and some of these competencies subsequently become professional for the individual.
- All personal competencies are a special case of the development of transcendental competence. Development of self-awareness (mastery of the universal laws of existence).
- Competencies can be both objectively vicious and objectively righteous, as well as neutral, depending on the point of application. Therefore, they are only a dowry to the type of mental structure. For example, pride in others and pride in oneself (i.e. pride) - in general, the second is objectively vicious. Transcendental competencies in their strict understanding and in their comprehensive development can only be objectively righteous. Therefore, they are associated with the human type of mental structure, and cannot fully be the property of a self-interested type of mental structure.
- The number of transcendental competencies is limited (7 were identified, some of them are paired), personal and professional - no.
- Objectively, any personal or professional competence is impossible without the background presence of transcendental competencies. For example, Grooving a part on a machine is impossible without:
- perception of what is happening (i.e. without Discrimination and conscious sensitivity);
- satisfaction from the process being implemented (i.e. without Love);
- understanding that this must be done (i.e. without Faith in God);
- etc.
- The set of mastered competencies is always unique for each individual.
Competency structure
Competencies are the basic qualities of people and denote behavior or thinking options that apply to various situations and last a fairly significant period of time.
Five types of basic qualities
1. Motives. What a person thinks about or wants constantly and what causes action. Motives aim, direct and select behavior towards certain actions or goals and away from others.
2. Psychophysiological characteristics (or properties). Physical characteristics and appropriate reactions to situations or information.
3. I am a concept. Attitudes, values or image - I am a person.
4. Knowledge. Information that a person has in certain content areas.
5. Skill. The ability to perform a specific physical or mental task.
The type or level of competence has practical implications for human resource planning. In Figure 1 it is shown that knowledge and skills tend to be visible and relatively superficial characteristics of people. Self - the concept, properties and motives inherent in competence are more hidden and hidden in the very core of personality.
Surface competencies (knowledge and skills) are relatively easy to develop. Training is the most cost-effective way to strengthen and maintain these abilities in employees.
Deep competencies (motives and properties) underlying the personality iceberg are more difficult to assess and develop; more cost effective take away people based on the presence of these characteristics.
Self-concept-based competencies lie somewhere in the middle. Attitudes and values such as self-confidence (seeing oneself as a leader rather than a technician/professional) can be changed through training, psychotherapy and/or positive development exercises, although this will require more time and effort.
In complex jobs, competencies are relatively more important than task-related skills, intelligence, or credentials when predicting best performance. It's all about time-limited consequences.
Criteria for the competency model:
In order for a competency model to function effectively and produce results, it is necessary to take into account a number of requirements when designing it, otherwise it will be difficult to work with it.
First of all, it must correspond to the goals and objectives set for it and be used for its intended purpose. The competency model must have the following qualities:
Clarity
It must be unambiguous, described in simple language, have a simple structure, and have a coherent structural logic.
Relevance
Should reflect the recognition of behavioral indicators by employees as requirements consistent with quality work performance. In addition, everyone who will apply the model, and everyone to whom this model will be applied, must be aware of its necessity and usefulness for business.
Must take into account possible changes and be prepared to make adjustments. The model must take into account: possible changes in the external environment, innovations in technological processes, and development strategy.
Independence
Competencies should not depend on each other, be included in several clusters, and indicators should not be repeated and relate to several competencies and levels.
Justice
Must respect high quality standards.
Conclusion: there are 5 types of basic human qualities: motives, psychophysiological characteristics, I - concept, knowledge, skill. In order for a competency model to function effectively and produce results, a number of requirements must be taken into account: the competency model must have qualities such as clarity, relevance, independence, and fairness.
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.
Figure 1 TYPICAL COMPETENCY STRUCTURE DIAGRAM
Each competency is described below, starting with the main blocks - behavioral indicators.
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 organize work by time frame and priority (ranging from a few weeks to three years).
Creates plans that closely align with departmental performance 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 performance of an experienced employee
Negative competencies are usually standards of behavior that are counterproductive to 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 conduct. 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
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.”
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 involves developing and presenting one's own vision for one's company and the company's influence 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
ACHIEVE 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.”
Model competencies
A competency model is a term for a complete set of competencies (with or without levels) and behavior indicators. Models may contain detailed descriptions of the standards of behavior of personnel in a particular department or standards of actions leading to the achievement of specific goals, but may also include basic standards of behavior developed to fully describe the business structure or activities aimed at achieving a set of diverse corporate goals. The detail included in the description of a competency model depends on the intended practical application of a particular model.
The number of competencies in models in recent years has 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 of tasks and performance and standards of behavior for employees. 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
The General Finance Directorate 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 the new model to suit their needs, but the idea of going back 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 to make decisions.
Regularly reviews and agrees decision-making boundaries appropriate to the 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 an employee serving regular customers, personal standards of behavior may be as follows:
Follows customer service procedures strictly according to standards.
Receives and uses information from customer service databases and customer procedures manuals; 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.
Main features of key competencies. Modern pedagogical literature presents a fairly large set of competencies, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the Council of Europe symposium on the topic “Key Competencies for Europe” the following indicative list of key competencies was identified: study; search; think; cooperate; get down to business; adapt.
The problem of selecting basic (key, universal) competencies is one of the central ones for education. All key competencies are distinguished by the following characteristic features:
Firstly, they are multifunctional; mastering them allows you to solve various problems in everyday professional or social life.
Secondly, key competencies are supra-disciplinary and interdisciplinary, they are general in nature and are therefore easily transferable to various situations, not only at school, but also at work, in the family, in the political sphere, etc.
Thirdly, key competencies require significant intellectual development: abstract thinking, self-reflection, determining one’s own position, self-esteem, critical thinking, etc.
Fourthly, key competencies are multidimensional, that is, they include various mental processes and intellectual skills (analytical, critical, communication, etc.), know-how, as well as common sense.
Key competencies are based on universal knowledge, skills, generalized experience of creative activity, emotional and value relations. Universal, according to L.N. Bogolyubov, are fundamental knowledge, including broad theoretical generalizations and basic scientific categories. For example, in mathematics such concepts include the concept of “number”, in physics – “energy”, in history – “state”, etc., and universal skills are generalized methods of activity.
Types of competencies and their structure. In accordance with the division of educational content into general meta-subject (for all subjects), inter-subject (for a cycle of subjects) and subject (for a specific subject), A.V. Khutorskoy proposes a three-level hierarchy of competencies: 1) key competencies; 2) general subject competencies; 3) subject competencies. Key competencies relate to the general (meta-subject) content of education. General subject competencies relate to a specific cycle of subjects, and subject competencies are associated with a specific subject. All groups of competencies are interrelated: key competencies are specified first at the level of a cycle of subjects, and then at the level of each individual subject for each stage of education.
Analysis of the component composition of key competencies within the framework of various pedagogical and psychological studies allows us to turn to the definition of the structure of key competencies of students.
I.A. Zimnyaya and Yu.G. Tatur mandatory components of key competencies include: positive motivation (readiness) to demonstrate competence; value-semantic ideas (attitudes) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of how to carry out the relevant activity (cognitive basis of competence); ability, experience (skill) to successfully implement the necessary actions based on existing knowledge (behavioral aspect); emotional-volitional self-regulation.
G.K. Selevko presents a key competence as a complex of components, including knowledge (cognitive), activity (behavioral) and relational (affective) components. A.V. Tikhonenko, in addition to the listed components of key competencies, includes a social component (the ability and readiness to meet the requirements of the social order for a competent specialist).
Thus, the structure of key competencies is characterized by an integrative nature and represents the unity of its components: motivational, cognitive, value-semantic, behavioral, which should be reflected in the content of general secondary education.
Classifications of key competencies. The issue of classification of key competencies also does not have a clear solution in the literature.
“in the field of independent cognitive activity, based on the assimilation of methods of acquiring knowledge from various sources of information, including extracurricular ones;
in the sphere of civil and social activities (playing the roles of a citizen, voter, consumer);
in the field of social and labor activities (including the ability to analyze the situation on the labor market, assess one’s own professional capabilities, navigate the norms and ethics of relationships, self-organization skills);
in the everyday sphere (including aspects of one’s own health, family life, etc.);
in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual).”
Based on the provisions formulated in Russian psychology that: a) a person is a subject of communication, cognition, and work (B.G. Ananyev);
b) a person manifests himself in a system of relationships to society, other people, to himself, to work (V.N. Myasishchev); c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competencies (A.K. Markova) I.A. Zimnyaya identified three main groups of competencies:
1. Competencies related to the person himself as an individual, subject of activity, communication:
Health care competencies: knowledge and adherence to healthy lifestyle standards, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and compliance with the rules of personal hygiene and everyday life; physical culture of a person, freedom and responsibility of choosing a lifestyle;
Competencies of value-semantic orientation in the world: values of being, life; cultural values (painting, literature, art, music); Sciences; production; history of civilizations, one’s own country; religion;
Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expansion, increment of accumulated knowledge;
Citizenship competencies: knowledge and compliance with the rights and responsibilities of a citizen; freedom and responsibility, self-confidence, self-dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);
Competencies of self-improvement, self-regulation, self-development, personal and subject reflection: the meaning of life; Professional Development; language and speech development; mastering the culture of the native language, proficiency in a foreign language.
2. Competencies related to social interaction between humans and the social sphere:
Competencies of social interaction: with society, community, team, family, friends, partners; conflicts and their repayment; cooperation; tolerance, respect and acceptance of others (race, nationality, religion, status, role, gender); social mobility;
Competencies in communication (oral, written): dialogue, monologue, generation and perception of text; knowledge and observance of traditions, ritual, etiquette; cross-cultural communication; business correspondence; office work, business language; foreign language communication, communicative tasks, levels of influence on the recipient.
3. Competencies related to human activities:
Cognitive activity competencies: setting and solving cognitive problems; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;
Activity competencies: play, learning, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in various types of activities;
Information technology competencies: receiving, processing, issuing information (reading, note-taking), mass media, multimedia technologies, computer literacy; mastery of electronic and Internet technology.
Let us present another point of view on the issue under consideration. Based on the main goals of general education, as well as the structure of social experience, personal experience, and the main types of student activities, A.V. Khutorskoy identifies seven groups of key competencies for general education:
1. Value and semantic competencies. These are competencies in the field of worldview related to the student’s value orientations, his ability to see and understand the world around him, navigate it, realize his role and purpose, choose goals and meaning for his actions and actions, and make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.
2. General cultural competencies. This is a range of issues in relation to which the student must be well informed, have knowledge and experience. This includes - features of national and universal culture, spiritual and moral foundations of human life, individual nations and humanity, cultural foundations of family, social and public phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in everyday life and cultural life. -leisure sphere. This also includes the student’s experience of mastering the scientific picture of the world.
3. Educational and cognitive competencies. This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. In relation to the objects being studied, the student masters the skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, and heuristic methods for solving problems. Within the framework of these competencies, the requirements of appropriate functional literacy are determined: the ability to distinguish facts from speculation, mastery of measurement skills, the use of probabilistic, statistical and other methods of cognition.
4. Information competencies. This is a set of competencies in the field of information activities using a complex of modern information and computer technologies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technologies (audio, video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information is formed, organize, transform, store and transmit it. These competencies provide the student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world.
5. Communication competencies. This is a set of competencies in the field of communication activities. They include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills in working in a group, and mastery of various social roles in a team. The student must be able to introduce himself, write a letter, application, fill out a form, ask a question, participate in a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are recorded for a student at each level of education within each subject or educational field being studied.
6. Social and labor competencies. This is a set of competencies in various areas of human social and labor activity. This includes knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), the social and labor sphere (the roles of consumer, buyer, client, producer), in the field of family relations (son-daughter roles, father roles or mother, grandfather or grandmother), in the field of economics and law (the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, know and be able to use one’s rights, etc.), in the field of professional self-determination. By mastering social and labor competencies, the student masters the minimum skills of social and labor activity necessary for life in modern society.
7. Personal self-improvement competencies. This is a set of competencies aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the sphere of these competencies is the student himself. He masters ways of acting in his own interests and capabilities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, taking care of one’s own health, sexual literacy, and internal environmental culture. This also includes a set of qualities related to the basics of a person’s safe life.
This list of key competencies is presented in the most general form; it is specified depending on the age characteristics of the student, the content of education in educational fields and individual academic subjects.
An interesting point of view on this issue is A.M. Novikov, who talks about “basic qualifications”. By introducing supra-subject basic qualifications, he proceeds from the fact that between general and vocational education an increasingly powerful layer of educational components begins to grow, which cannot be attributed either to general education or to vocational education itself. They are necessary today in any work activity; these are the basic qualifications. These include possession of “cross-cutting” skills: working on computers, using databases and data banks, knowledge and understanding of ecology, economics and business, financial knowledge, commercial savvy, technology transfer skills (transfer of technologies from one area to another), marketing skills and sales, legal knowledge, knowledge of the patent and licensing sphere, skills in protecting intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, skills in presenting technologies and products, knowledge of professional terminology of foreign languages. In addition, here we should add sanitary and medical knowledge, knowledge of the principles of existence in conditions of competition and possible unemployment, psychological readiness to change professions and fields of activity, etc. .
“Towards general education,” writes A.M. Novikov, training cannot be classified as these basic qualifications, since it is necessary to develop skills in using databases and data banks, technology transfer, etc. is possible only in the process of any specific professional (educational and professional) activity. At the same time, basic qualifications are “cross-cutting” knowledge and skills necessary to work anywhere and in any profession. Perhaps this is precisely the area of polytechnic education, in a “new sound”, in a “new edition”.
Most researchers studying the concept of competencies and their types note their multilateral, systemic and diverse nature. At the same time, the problem of choosing the most universal of them is considered one of the central ones. Let us further consider what types and levels of competency development exist.
General information
Currently, there is a huge variety of approaches to their classification. At the same time, the main types of competencies are determined using both European and domestic systems. The GEF glossary provides definitions of basic categories. In particular, the differences between competence and competency are indicated. The first is a set of specific knowledge, skills and abilities in which a person is aware and has practical experience. Competence is the ability to actively use acquired professional and personal knowledge in the course of one’s activities.
Relevance of the issue
It should be said that at present there is no single semantic space for the definition of “key competencies”. Moreover, in different sources they are called differently. By highlighting the types of key competencies in education, researchers find that the division of these categories themselves is blurry and lax. An example is the classification of G.K. Selevko. According to the researcher, there are such types of competencies as:
- Communicative.
- Mathematical.
- Informational.
- Productive.
- Autonomous.
- Moral.
- Social.
The overlap of classes (laxity) is expressed in this classification in that, for example, productivity can be considered as a general property of any activity: communication or solving mathematical problems. The information category overlaps with others, and so on. Thus, these types of competencies cannot be distinguished as separate ones. Overlapping values are also found in the classification of A.V. Khutorsky. It defines the following types of competencies:
- Educational and cognitive.
- Value-semantic.
- Social and labor.
- Communicative.
- General cultural.
- Personal.
- Informational.
Domestic classification
According to experts, the most comprehensive types of professional competencies are defined by I. A. Zimnyaya. Its classification is based on the category of activity. Winter identifies the following types of professional competencies:
- Relating to a person as an individual, as a subject of communication and activity.
- Concerning social interaction between people and the environment.
- Relating directly to human activity.
Each group has its own types of key competencies. So, the first category includes the following categories:
- Health saving.
- Value-semantic orientation in the world.
- Citizenship.
- Integration.
- Subject and personal reflection.
- Self-development.
- Self-regulation.
- Professional Development.
- Speech and language development.
- Meaning of life.
- Knowledge of the culture of the native language.
Within the second group, the main types of competencies include the following skills:
- Communications.
- Social interaction.
The last block includes competencies:
- Activities.
- Information technologies.
- Cognitive.
Structural elements
If we analyze the types of competencies identified by the authors in education, it is quite difficult to detect fundamental differences between them. In this regard, it is advisable to consider categories as mutually subordinate components of the subject’s activity. Within any field of activity, competence includes the following components:
Important point
The types of teacher competencies, according to a number of researchers, should include two basic elements. The first is the socio-psychological aspect. It involves the desire and willingness to coexist in harmony with others and oneself. The second element is professional. It involves the readiness and desire to work in a specific field of activity. Each of these components, in turn, can be divided into certain types of competencies. The pedagogical process contains basic and special elements. The first refers to graduates of all universities. The latter are important for a specific specialty.
Competencies (types in pedagogy)
A system consisting of 4 blocks has been developed for future specialists. Each of them defines the types of teacher:
- General socio-psychological.
- Special professional.
- Special socio-psychological.
- General professional.
The latter is defined as basic skills, knowledge, abilities, abilities and readiness to update them within a group of specialties. This block may include the following types of student competencies:
- Administrative and management.
- Research.
- Production.
- Design and construction.
- Pedagogical.
The special category presupposes the level and type of training of the graduate, the presence of the desire and readiness necessary to carry out specific activities. Their content is determined in accordance with state qualification indicators. General socio-psychological competencies represent the desire and readiness for effective interaction with others, the ability to understand others and oneself against the backdrop of constantly changing mental states, environmental conditions, and interpersonal relationships. In accordance with this, the basic categories that make up this block are identified. It includes such types of competencies as:
Special socio-psychological competencies presuppose the ability to mobilize important, from a professional point of view, qualities that ensure the productivity of direct work.
Basic Skills
The types of student competencies act as the main criteria for the quality of their training and the degree of development of basic skills. Among the latter are the following skills:
- self-government;
- communications;
- social and civil;
- entrepreneurial;
- managerial;
- analyzers.
The base unit also includes:
- psychomotor skills;
- cognitive abilities;
- general labor qualities;
- social abilities;
- individual-oriented skills.
Also present here:
- personal and sensorimotor qualifications;
- social and professional skills;
- polyvalent competence;
- special, etc.
Characteristics
Analyzing the skills mentioned above, it can be noted that the basic types of competencies in education are consistent with them. Thus, the social block consists of the ability to take responsibility, jointly work out decisions and participate in their implementation. This also includes tolerance towards various religions and ethnic cultures, the manifestation of the conjugation of individual interests with the needs of society and enterprise. The cognitive block includes readiness to increase the level of knowledge, the need to implement and update personal experience, the need to learn new information and acquire new skills, and the ability to improve oneself.
Levels of competency development
The characteristics of behavioral indicators are undoubtedly of great importance when assessing a subject's skills. However, it is also important to highlight the levels of development of existing competencies. The description system used in some Western companies is considered the most universal. Within this classification, important qualities can be identified by placing them at the appropriate levels. In the classic version, there are 5 levels for each competency:
- Leader - A.
- Strong - V.
- Basic - S.
- Insufficient - D.
- Unsatisfactory - E.
The last degree indicates that the subject does not possess the necessary skills. Moreover, he does not even try to develop them. This level is considered unsatisfactory, since the person not only does not use any skills, but also does not understand their importance. Insufficient degree reflects partial manifestation of skills. The subject strives, tries to use the necessary skills included in the competence, understands their importance, but the effect of this does not occur in all cases. A basic degree is considered sufficient and necessary for a person. This level shows what specific abilities and behavioral acts are characteristic of this competence. The basic degree is considered optimal for effective activities. A strong level of competency development is required for middle management personnel. It assumes very well developed skills. A subject who possesses complex skills can have an active influence on what is happening and solve operational issues in critical situations. This level also presupposes the ability to foresee and prevent negative phenomena. The highest degree of skills development is necessary for top managers. Leadership level is required for managers making strategic decisions. This stage assumes that the subject is not only able to independently apply the existing necessary skills, but can also create appropriate opportunities for others. A person who has a leadership level of development of competencies organizes events, formulates rules, norms, procedures that promote the manifestation of skills and abilities.
Terms of sale
To effectively apply competencies, they must have a number of mandatory characteristics. In particular, they must be:
- Exhaustive. The list of competencies should cover all elements of activity.
- Discrete. A specific competency must correspond to a specific activity, clearly separated from others. When skills overlap, difficulties arise when evaluating work or subjects.
- Focused. Competencies must be clearly defined. There is no need to strive to cover the maximum number of areas of activity in one skill.
- Available. Each competency must be formulated in such a way that it can be used universally.
- Specific. Competencies are designed to strengthen the organizational system and strengthen goals in the long term. If they are abstract, then they will not have the desired effect.
- Modern. The set of competencies must be constantly reviewed and adjusted in accordance with reality. They must take into account both current and future needs of the subject, society, enterprise, and state.
Features of formation
Within the framework of the competency-based approach, the formation of basic skills is the direct result of pedagogical activity. These include abilities:
- Explain current phenomena, their essence, causes, relationships between them, using relevant knowledge.
- Learn - solve problems in the field of educational activities.
- To navigate current issues of our time. These include, in particular, political, environmental, and intercultural issues.
- Solve problems that are common to various types of professional and other activities.
- Orientate yourself in the spiritual realm.
- Solve problems related to the implementation of specific social roles.
Teachers' tasks
The formation of competencies is determined by the implementation of not only new educational content, but also technologies and teaching methods that are adequate to modern conditions. Their list is quite wide, and the possibilities are very diverse. In this regard, key strategic directions should be identified. For example, the potential of productive technologies and techniques is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. The list of basic tasks of teachers thus includes:
To implement the above tasks, you should follow some rules:
- First of all, the teacher must understand that the main thing in his activity is not the subject, but the personality that is formed with his participation.
- You should not spare time and effort on cultivating activity. It is necessary to help children master the most productive methods of educational and cognitive activity.
- To develop the thought process, you should use the question “Why?” more often. Understanding the cause-and-effect relationship is an essential condition for effective work.
- The development of creative potential is carried out through a comprehensive analysis of problems.
- When solving cognitive problems, several methods should be used.
- Students must understand the prospects for their learning. In this regard, they often need to explain the consequences of certain actions, the results that they will bring.
- For better assimilation of the knowledge system, it is advisable to use plans and diagrams.
- During the educational process, it is imperative to take into account the individual characteristics of children. To facilitate the solution of educational problems, they should be conditionally combined into differentiated groups. It is advisable to include children with approximately the same knowledge. To better understand individual characteristics, it is advisable to talk with parents and other teachers.
- It is necessary to take into account the life experience of each child, his interests, and the specifics of development. The school must work closely with the family.
- Children's research work should be encouraged. It is necessary to find an opportunity to introduce students to experimental techniques, algorithms that are used to solve problems or process information from various sources.
- Children should be explained that there is a place in life for every person if he masters everything that will contribute to the implementation of his plans in the future.
- It is necessary to teach in such a way that every child understands that knowledge is a vital need for him.
All these rules and recommendations are only a small part of the teaching wisdom and skill, the experience of previous generations. Their use, however, significantly facilitates the process of implementing tasks and contributes to faster achievement of educational goals, which consist in the formation and development of personality. Undoubtedly, all these rules need to be adapted to modern conditions. Rapidly changing life places new demands on the quality of education, qualifications, professionalism, and personal qualities of all participants in the process. When planning his activities, the teacher must, if this condition is met, his activities will bring the expected result.
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