How to form competencies. Formation of key competencies in education. An example of building levels of development of competence

The development of professional competencies is a continuous process that helps maintain a high level of professionalism staff. Find out what methods and models are considered the most efficient and effective.

From the article you will learn:

The basis of development includes the improvement of the personal abilities of the employee. Competence considers professional qualities to help solve a certain range of tasks set before staff. The totality of knowledge and experience is at the heart of competence.

The level of development of professional competencies depends on the semantic scope of concept:

models of professional behavior, skills, skills without a certain level covers the entire range of work with simple standards. The list of behavior indicators for all types of professional qualities includes the main functional roles of all employees without exception;

What methods of assessing personnel to apply to determine the necessary level of development of professional competencies

To be successful when working in a specific organization, an employee has a number of competency models. The systematic assessment of the methods of development of professional competencies is carried out taking into account the main indicators. Corporate competencies are necessary for all operating personnel. Managers will need to manage the company. Specific competencies are based on the implementation of a highly specialized function.

Marina Veselovskaya,
Manager for the planning of continuity and development of staff of the company "EFES RUS" in Russia

Why are the development of professional competencies of personnel - the urgent need for the company? How to develop professional competencies from employees after 45?

In the conditions of the rapid development of technology and market variability, the business needs to quickly and effectively respond to what is happening. The high level of professional competence of employees is in this situation on the fore, therefore the development of competencies in EFES RUS is one of the company's strategic goals.

Taking into account the developed model, the most effective method for assessing the assessment center was built. Often in practice applies and interviews on competencies. When assessing candidates for the post, the recruiter often takes into account only the ability zone and practically does not pay attention to the needs.

As a result, a vacant position is taken by a applicant who is professionally prepared, has the desired level of knowledge, skills and experience. But already at the initial stage of adaptation, it becomes obvious that the worker is not satisfied with his office, it works sluggishly and shows signs of apathy. What is the reason? The fact that personal needs and expectations were not taken into account. Psychologically, the employee is not ready for entrusted duties.

When evaluating the candidate, it is worth considering its needs.

Professional Competence Development Method

It is necessary to take into account, at the initial stage it is important to correctly make the selection of personnel. And only at subsequent stages of management consider which techniques will become the most effective. If one employee requires only a training or a seminar, to other rationally use classical methods based on the study of theory and practitioners.

What is the founded model for the development of professional competencies

The model is based on the creation of a set of relevant competencies, knowledge, skills, the skills necessary for the successful performance of professional activities. In the main techniques, such factors are described as indicators of behavior.

Development of professional competence development techniques are carried out in several stages:

at the preparatory stage, the project is planned, set goals, tasks, create a command for collecting and subsequent analysis of information;

the following is working on the model of the necessary skills and skills, choose the criteria for efficiency, make a criteriary sample, analysis technique, collecting information, check the validity of the project itself;

the further stage is to start the model to work.

Development methods include:

• obtaining behavioral examples by interviews, employees are asked to focus on critical situations, to tell about how they coped with the tasks set, which skills were required in the process of performing work in stress conditions;
• during working with a group of experts, the personal characteristics of each employee are discussed;
• the competence library makes statistical analysis, work and launch the competences necessary in the contemporary production process;
• the method of repellent lattices determine the level of competence of highly professional specialists working in the company;
• with the help of working tasks, the specification of the tasks is determined, set the level of cognitive skills;
• at the final stage, direct observation is carried out with the written fixation of the main indicators of behavior.

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Scientific Aspect No. 1 - 2013 - Samara: Publishing House "Aspect", 2012. - 228c. Signed for print 10.04.2013. Cooker paper. Print operational. Format 120x168 1/8. Volume 22.5p.l.

Scientific Aspect No. 4 - 2012 - Samara: Publishing House "Aspect", 2012. - T.1-2. - 304 p. Signed to print 10.01.2013. Cooker paper. Print operational. Format 120x168 1/8. Volume 38p.L.

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Formation of key competencies in education

Argunova Pelageya Grigorievna - Postgraduate student of the Department of General Pedagogy of the North-Eastern Federal University. MK Ammosova. (SVFU, Yakutsk)

Annotation: The article is devoted to a comprehensive study of a wide range of scientific approaches to an understanding of the essence and structure of competence / competence, presented classifications of key competencies, their main components are described.

Keywords: Competence, competence, basic competences, competencies.

Most researchers who study the nature of the competence pay attention to its multilateral, diverse and systemic nature. The problem of selecting key (basic, universal) competencies is one of the central to update the content of education. There is a wide variety of opinions on the list of key competencies, while in scientific and methodical literature are used as a European system of key competencies and actually Russian classifications. In Glossary, GLOS is given a difference in the concepts of "competence" and "competence". So, under the competence it is understood by "a set of certain knowledge, skills and skills in which a person should be aware and have practical experience", and under competence - "the ability to actively use the personal and professional knowledge and skills in practical or scientific activities." Also ambiguous interpretation of the concept of "communicative competence". According to Glossary Glossary Communicative competence sounds like this: "The ability to put and solve a certain type of communicative tasks: to determine the goals of communication, assess the situation, take into account the intentions and methods of communication of the partner (partners), choose adequate communication strategies, be prepared for meaningful change in their own speech behavior. Communicative competence, respectively, includes the ability to establish and maintain the necessary contacts with other people, satisfactory ownership of certain norms of communication, behavior, which, in turn, implies the assimilation of ethno and socio-psychological standards, standards, stereotypes of behavior, mastering "technique" Communication (politeness and other behavioral regulations). "

The question remains on the allocation of key competencies. It can be noted that about the uniform semantic space of the concept of "key competencies" it is difficult to speak: even they are called in different sources in different ways - key, basic, universal, transgondable, metaprophessional, systematic, etc. And the identification of key competencies reveals both non-randomness and blurring of division in these competencies (and competencies). So, for example G.K. Seleucko allocates "mathematical, communicative, information, autonomation, social, productive, moral" competence. The non-ramp (crosses of classes) here is that productivity can be considered as a common property of any activity, for example, the activity of solving mathematical problems or communication activities. Information competence intersects with all the rest of I.T.D. Those. These competence (competence) cannot be allocated as separate.

In highlighted farmsovsky A.V. Competences can also be noted intersecting values \u200b\u200b- "value-sense, general cultural, educational, informational, communicative, socio-labor, personal competence or competence of personal improvement.

It is known that the number of key competencies in various authors varies from 3 to 140. In 1996, the Symposium "Key competencies for Europe", held in Bern, was presented with their approximate list. It includes:

1) political and social competencies;

2) intercultural competencies that make it harmoniously coexist with people of another culture, religion;

3) competencies related to spending oral and written communication; information competence;

4) competences that determine the ability to learn throughout life.

In the same year, Delor's Jacques in his report "Education: Holded Treasure" allocated four global competencies: "learn to learn how to learn how to learn how to live together, learn to live."

Key competencies are allocated and domestic educators, for example, A.V. Khutorskaya notes seven groups of key competencies: value-semantic, general cultural, educational, informational, communicative, socio-labor, personal self-improvement. Moreover, each group contains elements of independent learning activities. GK Seleucko classifies competence by type of activity, by branches of science, according to the components of the psychological sphere, as well as on the spheres of public life, production, in the field of abilities and on the steps of social maturity and status.

The most comprehensive classification proposed by I.A. Winter is based on the category of activity. The author allocates three groups of competencies:

1) competencies related to the person himself as a person, a subject of activity, communication;

2) competencies related to the social interaction of a person and the social environment;

3) competencies related to human activity.

Each group allocated several types of competences. The first group includes competencies: health care; value-semantic orientation in the world; integration; citizenship; self-improvement, self-regulation, self-development, personal and subject reflection; meaning of life; professional development; Language and speech development; Mastering the culture of the native language, owning a foreign language. The second group contains competencies: social interaction; Communication. The third group includes competencies: activities; cognitive activity; information technologies.

If the analysis of key competencies and key competencies given by the authors, then it is difficult to notice the visible principal differences. Thus, "information and communication competence" are very close to the meaning of the so-called "communicative competence".

Therefore, defining its position, we, after I.A. Winter, we consider competence and competence as interconnected components of the activity of the subject. Competence We believe to consider as potential activity, readiness and desire for a certain type of activity. Competence - integral quality of personality is a competence successfully implemented in operations. Components of competence / competence in any area of \u200b\u200blife, in our opinion, can be represented as follows:

Cognitive component (knowledge);

Motivational component;

Axiological component (focus, identity value relationships); Practical component (skills, skills, experience); abilities;

Emotional-volitional component (self-regulation). In this case, competence acts as the potential of competence, which can be implemented in a certain field of activity, should be effective using self-organization mechanisms, self-regulation.

The species structure of the competence of a specialist with higher education, in our opinion, includes the competence of professional (willingness, the desire to work in a certain professional field of activity) and competence of socio-psychological (desire and readiness to live in harmony and other, harmony of self and society).

In turn, each of these competencies can be divided into general (basic, key) competences, common to all graduates of all universities and special, important for this specialty. Thus, in the structure of the 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 (OPK) is defined as general professional knowledge, skills, skills, abilities, as well as the willingness to actualize them in the sphere of a certain group of professions. We believe that the composition of the OPC includes the competence of a graduate in the field of research, design and constructive, administrative and administrative, industrial, pedagogical activities.

Special professional competence is the degree and view of the vocational training of a graduate, the presence of professional competencies (i.e. readiness and aspirations) necessary to fulfill certain professional activities. Their content (the content of their instrumental basis) is determined by state qualifications.

General social and psychological competence - readiness and desire to effectively interact with others, to understand themselves and others with constant modification of mental states, interpersonal relations and conditions of social medium. As part of a social and psychological block, competences are considered social (tolerance, responsibility, the ability to work in the team, etc.), personal (readiness and desire for self-development, self-improvement, self-education, reflection, creativity, etc.), information (possession new technologies, their critical use, knowledge of foreign languages, etc.), environmental (environmental responsibility, based on the knowledge of the general laws of development of society and nature), valeologic (willingness and desire to conduct a healthy lifestyle), etc.

Special social and psychological competence - willingness and ability to mobilize professionally important qualities that ensure the productivity of direct labor activities of the specialist. We believe that in order to describe the social and psychological competence of a graduate of a particular specialty, you can use the classification of professions.

It should be noted that in the countries of the European Union, the concepts of "key competencies" and "key qualifications" are given a special place. They are the main criteria for the quality of education in countries. Based on the analysis of literature, we concluded that in foreign studies, these categories are often used as synonyms of concepts "basic skills" or "key skills" and are defined as "personal and interpersonal qualities, abilities, skills and knowledge, which are expressed in various forms in diverse situations of work and social life. " The key qualifications (basic skills) include:

Basic skills (grades, account), life skills (self-government skills, professional and social growth), key skills (communications), social and civil skills, business skills, management skills, ability to analyze and planning;

Psychomotor skills, general quality, cognitive abilities, individual-oriented abilities, social abilities;

Socio-professional, sensing and personal qualifications, polivalent professional competence, professional cognitive abilities, etc.

Comparing their content with "key competencies", which are of particular importance in the professional education of the European Community, can be noted a lot of total:

Social competence (the ability to take responsibility to jointly develop a solution and participate in its implementation, tolerance to different ethnocultures and religions, manifestation of the conjugacy of personal interests with the needs of the enterprise and society);

Cognitive (personal) competence (readiness to continuously increase the educational level, the need for updating and implementing their personal potential, the ability to independently acquire new knowledge and skills, the ability to self-development); competence in the field of independent cognitive activity;

Communicative competence (ownership of oral and written communication technologies in different languages, incl. And computer programming);

Social and information competence (ownership of information technology and critical attitude to social information distributed by the media);

Intercultural competencies;

Special competence (preparedness for independent implementation of professional action, assessing the results of its work).

E.F. Zeeer and his followers are called key competencies:

"Intercultural and inter-sectoral knowledge, skills, abilities necessary for adaptation and productive activities in various professional communities";

a complex of universal (integrated) 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 key competencies provide productivity of various activities. Key professional competencies determine the socio-professional mobility of specialists, allow you to successfully adapt in different social and professional communities. In its study, the authors, referring to S.E. Shishov, leads the following definition: Key competencies are "total (universal) human ability to mobilize acquired knowledge and skills during professional activities, as well as use generalized ways to perform actions."

To (basic) competencies, they include general scientific, socio-economic, civil law, information and communicative, polytechnic and special advantages.

But "Qualification", according to E.F. Zeera and G.M. Romantic, this is a "a set of social and professional qualifying requirements for the social and professional abilities of a person."

Another researcher of this issue, L.G. Semushina writes that "the qualification characterizes the degree of mastering by the employee with this profession or specially ... (qualification is low, medium and high)." E.F. Zeeer clarifies and relates this definition to the concept of "professional qualifications" - "... the degree and type of professional training of an employee, the presence of knowledge, skills and skills necessary to fulfill certain work." Thus, qualifications can also be the same as the competences are key and professional (special), and special qualifications are most often called "qualifications".

Key qualifications "in domestic scientific literature are called:

Extrafunctional knowledge, skills, quality and properties of an individual who go beyond vocational training ...;

Commonwealth knowledge, skills and skills, as well as the ability and quality of personality necessary to fulfill work in the field of a certain group of professions ...;

Intercultural and inter-sectoral knowledge, skills and abilities necessary for adaptation and productive activities in various professional communities.

The structural elements of key qualifications include the professional orientation of personality, professional competence, professionally important qualities, professionally significant psychophysiological properties. E.F. Zeeer and E. Sandyuk in the composition of key qualifications are called "MetaProfessional qualities" - "abilities, personality properties, which cause a wide range of social and professional activities of a specialist, for example, such qualities as" ... Organizations, independence, responsibility, reliability, ability to planning, solving problems, etc.. And the very concept of "key qualifications" The authors are defined as "metapreofessional constructs of a wide radius of use that include basic competences and metaprophic qualities.

In a study, we attempted to compare these categories with dedicated clusters of competencies / competencies (competence in our study represents potential competence, readiness and desire to activities) by type: general - special; Professional - socio-psychological.

The widespread value here has the concept of "key competencies". It absorbs overall competencies ("key qualifications") - competences are equally necessary for any specialist with higher education. They are divided into actually professional and socio-psychological (personal). Such a system of concepts is embedded in the presented model of the competence of a university graduate, it becomes convenient for use, and this, in turn, allows you to determine the system of factors, principles, the conditions for the formation of the competence of the future specialist during the educational process.

In the theoretical analysis of the definitions presented in the literature, it is impossible to not pay attention to the fact that, despite such a variety, one of the most important characteristics of the elements of competence and competences, it is emphasized precisely the activity and effectiveness of existing knowledge and experience, the presence of a potential (need, motive, purpose, The instrumental basis) and the implemented structure (internal and external activities) in competence.

It should be noted the distinction of competencies on the areas of activity in the "Strategy of Modernization of General Education" (6):

Competence in the field of independent cognitive activity, based on the assimilation of knowledge acquisition methods from various sources of information, including extracurricular;

Competence in the field of civil society activities (the fulfillment of the roles of a citizen, voter, consumer);

Competence in social work activities (including the ability to analyze the situation in the labor market, evaluate its own professional capabilities, orientate in the norms and ethics of relationships, self-organization skills);

Competence in the household sphere (including aspects of their own health, family being and so on.);

Competence in the field of cultural and leisure activities (including the choice of paths and ways to use free time, culturally and spiritually enriching personality.

Thus, considering many approaches and opinions to the definition of "key competencies", it can be noted that in the aggregate of their values, there is an idea of \u200b\u200bthe humanistic type of personality, which should become a guide of values \u200b\u200band beliefs mastered by it in a modern educational environment.

Bibliography

1. Bermus A.G. Problems and prospects for the implementation of a competence approach in education // Internet magazine "EIDOS" [Electronic resource]. - Access mode: http://www.eidos.ru/journal/2005/0910-12.htm.

2. Zeeer E.F. Identification of universal competencies of graduates by employer / E.F. Zeer // Higher education in Russia. - 2007. - № 11. - P. 39-46.

3. Zeeer E.F. Psychology of Professions: Tutorial for students of universities / E.F. Zeeer. - Ekaterinburg: UGPU, 1997. - 244 p.

4. Winter I.A. Key competencies - a new paradigm of the result of the formation / I.A. Winter // Higher education today. - 2003. - № 5. - P. 34-42.

5. Seleevko G.K. - competence and their classification // Popular education. - 2004. - № 4. - P. 136-144.

6. Strategy for the modernization of the content of general education. - M., 2001.

7. Khutorskaya A.V. Key competencies as a component of a personal-oriented paradigm of education // Public Education. - 2003. - № 2. - p. 58-64; No. 5 - p. 55-61.

8. Delor J. Education: hidden treasure. UNESCO, 1996.

9. Area of \u200b\u200bEuropean Higher Education. Joint statement of European ministers of education. - Bologna (Italy), 1999. www.bologna.spbu.ru/documents/bol.doc.

Material from the site

What is the essence of the concept of "competence"?

The professional productivity of the organization directly depends on the professional and business qualities of employees. These qualities and the compliance of the position occupied are also known as competence.
Competence is the individual ability of a specialist to solve a clearly marked list of professional tasks.
For each specialist there is a separate level of competence, because for each profession there is a different list of tasks and business qualities.
It is worth saying that the competence of hired employees should be regularly evaluated. And this should be done not only when taking a job, but also after the expiration of a certain period of professional activity, in order to understand how the slave has grown as a professional, or is there no development?

Types of competence

Theoretically competences are the following types:
1) Educational and educational competence is a combination of those skills and skills that the employee developed in itself thanks to informality. As far as the skills of goaling, actions in non-standard situations, planning, analysis, self-assessment of professional success are developed.
2) Information competence is the skills of self-search, analysis, selection, processing and transmission of the necessary information.
3) Communicative competence is the ability to interact with the surrounding people and work in a team. Exercise of various social roles, etc.

Evaluation of employees competencies

Evaluation of competencies is the process of determining the priority professional qualities necessary for the effective work of employees, their analysis, diagnosis, calculation and formation of employee development plans.
The competency assessment is made to determine the method of conducting special HR tests and solving cases. According to the results of the competence estimate, it is possible to get answers to the following questions:

• How effective are subordinates to cope with their official duties?
• Does the level of knowledge and qualifications of employees with the goals and tasks?
• What techniques of training or trainings can help personnel for their development?
• How to motivate employees for productive work?

What methods of personnel assessment are used to form a model of competence?

The following methods are used to assess the competence:
1) the creation of certain business situations occurring in daily practice, their expert assessment.
2) a specially structured depth interview, complemented by an employee self-assessment elements.
3) the definition of a behavioral portrait of an employee (success, mapping the necessary qualities and characteristics inherent in each interviewed).

Basic sources of competence.

After accurate determination of the level of competence of each employee, it is customary to draw up a plan and a methodology for increasing this level, its development.
The most common methods for the development of competence:
1) Learning in the workplace, without separation, on the experience of others.
2) Performing special developing tasks aimed at raising the level of competence.
3) participation in trainings and seminars, reading special literature.
4) Solving practical joint tasks in a dynamic mode, to develop skills to interact in the team.

Each work for its successful implementation requires a person a certain set of competencies, i.e. Set of knowledge, skills, personal, motivational features. What exactly - in each case the set is different, it is determined by the content of the work. How to do work better? How to get from workers the best result? The answer seems obvious - to develop competencies. But not all investments in the development of competencies of employees can be justified. Because not all competencies are amenable to developing, especially rapid.

Why do you need to develop some competencies, others do not? What is generally some of them differ from others?

First of all, the competences differ in their filling and the fact that they are more: knowledge, skill, individual predisposition.

You can develop almost all competencies. And within the framework of corporate training, the most efficient and relatively not difficult to improve the competencies that are involved in professional knowledge and skills, for example:

Delegation,

Execution control

Setting to task

Motivation

Negotiation,

Skills related to the service sector,

Sales skill,

Professional knowledge,

Product knowledge.

People who seek to success in their work, it is quite possible to teach to distribute tasks, correctly formulate them, encourage people to perform them, arrange control points and track them. Or to teach correctly present information about your product and encourage people to make a purchase, negotiate or organize the entire sales process entirely.

Teach personnel with hospitable services, the right reception of visitors is quite possible in a short period of time. Although it is worth noting that for this sphere it is still necessary to work in this area: to teach the ability to empathize, it is not always helpful and patient in any situation simply.

Such programs work effectively if the company has established a system of regular training and supporting staff development, high-quality programs are used, there are no serious problems with frame personnel and high-quality recruitment is carried out.

There are a number of competencies, the development of which, in the framework of corporate learning, is most difficult and not always effectively. Often they are called undeveloped. These include first of all those based on personal characteristics, motivation, congenital abilities and human making, even characteristics of intelligence. Trying to change personal features or innate abilities - extremely ungrateful occupation.

Such competencies usually include the following:

A responsibility,

Flexibility,

Making decisions

Command

Loyalty,

System of thinking

Reform orientation

Creativity.

Such competences as a responsibility or human orientation on the result or the process are almost not affected. Make a person ready to take on a certain burden of responsibility and be able to bear it, a rather difficult task and depends on the development of the person as a whole, even its self-assessment and aspirations, personal maturity and integrity.

Or, for example, making decisions in management activities (although it is called a function) - this is a complex combination of a number of personal components based on the readiness to take responsibility. Plus it is determined, and the ability to analyze the situation, conditions, resources, foresee changes. The decision made is the goal, and therefore the ability to start acting, push its decision, etc.

Creativity - as the ability to create something new, find non-standard, original solutions, go beyond the framework of template schemes already known. It is largely due to the flexibility of thinking and the ability to see, analyze, act in a situation of uncertainty, ambiguity. And influence the flexibility of thinking in an adult and the prevailing person, perhaps a magnificent task for business. For this competence, the need for a person in constant creative activity and his own idea of \u200b\u200bthis has a considerable importance.

Another example is the command - in this case, there is a tendency to command work. You can teach exactly the skills of command interaction. Our company implements projects in which we teach the team to work together, solve the overall task, to negotiate. The effect of such trainings depends largely on how the team is staffed by employees who are initially inclined to work in a team. In this competence, the peculiarities of motivation, nature, the level of conflict, flexibility, the need to be part of something, the ability to see and feel a colleague near, etc.

Communicative skill is the ability to build relationships with people by communicating, productively communicate, the ability to install and maintain contact, listen. This skill is developing, but requires a large and scrupulous work. It is necessary to distinguish between communicative skills and such competence as sociable. If the skill can be developed, then the society, under which we understand what the person needs and comfortably feels like a person, does not develop. There are people with excellent communicative skills, but their circle of communication and the number of communications is very limited. They simply do not stand much of communication.

It is worth saying about such frequent competence as leadership, which is understood as the ability to influence people, encourage them to go to the goal, lead along, convince. Leadership also contains little-developed components, such as readiness to take responsibility, the ability to analyze the situation, anticipate its consequences, evaluate the available resources, conditions, and so on.

Of course, there are quite common techniques for the development of the ability to make decisions, leadership, creativity, communicative skills. They can learn. But the development of these competencies strongly depends on the motivation of a person, from its natural predisposition. Requires deep inner work on itself.

Most often, the development of the above competencies is engaged independently. Selecting forms and training programs (coaching, mentoring, psychotherapy, counseling, etc.), led by life goals and aspirations. And with the appropriate purposefulness, it seeks positive results.

How to be with undeveloped competencies in business?

If the competence is necessary, but refers to the group weakly or undeveloped, it should be included in the filter at the stage of selection of candidates for the position. And with an external selection, and with the internal (among their own employees). In this case, we recommend choosing candidates who already have the necessary deposit and individual characteristics.

The qualifications of those who will take place and the quality of the assessment methods used are important.

Develop the competency model itself is also important to competently: take into account the degree of development of the competence, their balance in the degree of development, working conditions (as affecting the manifestation and development of qualities), specificity of activity, organization of work, corporate culture of the company, the features of its strategy and development, business goals , the real necessity of certain competencies.

Competence models must be periodically revised and subject to audit. This is especially important when the company is experiencing any global changes, changes the goals and strategy.

For example, in practice, it was necessary to meet situations when among corporate competencies (they are expected from all employees without exception), the majority turned out to be undeveloped: loyalty, command, responsibility. But are they really necessary for all employees of the company? Does all official positions for business efficiency need a team or the same creativity? Maybe somewhere more is required limiting independence and independence, or elementary valve, without bringing a creative start to work?

When developing a competency profile, the selection of methodologies to identify competencies or the assessment system as a whole, we are starting with the study of the company-Customer and employees in the positions of interest to work, the specifics of the organization of labor, get acquainted with the goals, mission, values, etc. We reveal the set of competencies necessary in this case. Determine the value of each, as it should manifest itself in operation. Often, a group of specialists is attracted to this, which ensures and high reliability of the results obtained and reduces project time.

What else can you do?

Constantly raise the qualifications of HR specialists and pay attention to improving HR services processes.

Many Western companies create and develop such corporate culture, which contributes to personal development, where they can delegate responsibility, the atmosphere of openness and confidence reigns, the coaching institute and ubiquitant is developed. Where, for example, colleagues of different levels of qualifications and preparation are collected to solve business cases or to form a team to implement a new project within the company.

There is another way to turn into capital the ability of people with advanced competencies and compensate for the absence of some competencies in the rest. And this method is a systematic approach to management. Description, optimization or reengineering of business processes, development and improvement of management systems, innovation in business administration and personnel management. Yes, globally and not always easy. But reliably.

Business analyst.

Sections: School administration

Appendix 1, Appendix 2 (you can view by contacting the author of the article)

The objectives of the formation of the 21st century, formulated by Jacques Delhor:

• learn to know;
• learn to do;
• learn to live together;
• learn to live "
  determined essentially basic global competence.

Traditionally, the goals of school education were determined by a set of knowledge, skills and skills that graduate should master. Today, such an approach is insufficient today today (professional educational institutions, production, family) are not needed not to bezden and chatters, but graduates ready for inclusion in further vital activity capable of practically resolving life and professional problems. Today, the main task is to prepare a graduate of this level in order to get into the problem situation, he could find several ways to solve it, choose a rational way, justifying his decision.

And this largely depends not on the obtained zunov, but from certain additional qualities, for the designation of which and consistent with the concept of "competence" and "competence", more appropriate to understand the modern education goals ..

The main task of the modern education system is to create conditions for quality learning. The introduction of a competence approach is an important condition for improving the quality of education. According to modern teachers, the acquisition of vital competencies allows man to navigate in modern society, forms the ability of the personality to respond quickly to time requests.

The competence approach in education is associated with personality-oriented and current approaches to education, since it concerns the personality of the student and can be implemented and proven only in the process of fulfilling a specific student of a certain set of actions ..

In this regard, in the modern pedagogical process, the role of professionally competent teachers to the student learning activities organized by them is significantly increasing.

The competences are "laid" into the educational process through:

• Technologies;
• Education content;
• Lifestyle OU;
• Type of interaction between teachers and students and between students.

So, what is "competence" and "competence"?

Competence- 1) the range of issues in which someone is well aware; 2) a circle of someone's authority, right.

Competent- 1) knowledgeable, aware; authoritative in a certain industry; 2) Specialist who owns competence

Competence- This is a range of issues, phenomena in which a person has authority, knowledge, experience.

For example: educational competence of students, teacher's pedagogical competence, medical competence of a physician, etc.

In other words, competence is the ability to establish and realize the relationship between the "knowledge - skill" and the situation.

I. Khasan notes that competences are the goals (posed before man), and competences are results.

Competent specialist, competent person is a very profitable prospect. Competence is proposed. What are its main components?

First, knowledge, but not just information, and that that quickly changes, a type, which you need to be able to find, cut off from unnecessary, translate into the experience of our own activity.

Secondly, the ability to use this knowledge in a specific situation; Understanding what way you can get these knowledge.

Thirdly, adequate estimation is, of themselves, the world, their place in the world, specific knowledge, the need or unnecessaries them for their activities, as well as the method of and use or use. This formula can logically be expressed in such a way:

Competence\u003d knowledge mobility + method flexibility + + thinking critical

Of course, a person who embodies such qualities will be a fairly competent specialist. But the mechanism of achieving such a result remains not yet developed and seems rather difficult. As an option, a model of psychological and pedagogical support for the development of students aimed precisely on the formation of Ix competence is proposed.

Competence is a complex education, integrated learning, distinguish species or areas of competencies. They can be divided into three groups.

1. Social competenceassociated with the surroundings, the life of society, social activities of the individual (the ability to cooperate, the ability to solve problems in various life situations, the skills of mutual understanding, social and social values \u200b\u200band skills, communication skills, mobility in different social conditions).

2. Motivational competenceassociated with internal motivation, interests, individual choice of personality (learning ability, ingenuity, skills to adapt and be mobile, the ability to achieve success in life, interests and internal personality motivation, practical abilities, the ability to make your own choice).

3. Functional competencerelated to the ability to operate with scientific knowledge and actual material (technical and scientific competence, the ability to operate knowledge in life and training, use sources of information for their own development)

Formation of students' key competencies in the educational process called a competence approach.

The complex of these life skills is central in the system of the competent approach, as well as the final result of the training.

The model covers all the links and types of education: pre-school, basic and complete secondary, professional and higher, out-of-school, post-advantageous and remote with access to continuous education, on the ability of the personality to learn throughout life.

Subjects of activity in the system of competence-based oriented approach are - first of all, it is a student, parents and state structures, which, both directly and indirectly, through the state policy of education, affect the formation of a person. These are also subjects of the pedagogical process in the education system - an educator, a psychologist, teacher.

Subjects of activity in the system of competence-based oriented approach:

Subjects of the pedagogical process in the education system -

The main groups of competencies are largely interconnected. Therefore, each subject of the system can affect the development and social, and motivational, and functional competencies.

The graphic separation of the subjects was made on the basis of prioritality of influence: family and primary education motivate on training and development (motivational competence), school and higher education create conditions for development and promote knowledge gain (functional competence), other subjects of the system assist the social development of the personality ( Social competence). Development dialectic in this regard can be indicated as follows:

Motivation Functional skills Socialization Motivation

This scheme can be considered as a path from the motives through the acquisition of the necessary functional baggage to socialization; In the process of socialization, new motives are formed, the transformation chain is carried out at a higher level. Therefore, the main competences are necessarily related to each other. At the same time, the mechanism of psychological and pedagogical support for the development of students does not fundamentally change, subject to the use of another classification and allocating other major groups of competencies.

Competence are classified:

1. Key, include (work with a number, communicative, information technologies, self-study, teamwork, solving problems, to be a person).
2. By type of activity (labor, educational, communicative, professional, subject, profile)
3. In spheres of public life (household, civil-public, in art, cultural and leisure, in physical education, sports, in education, in medicine, in politics, etc.).
4. In the branches of public knowledge (in mathematics, physics, in humanitarian sciences, in social studies, in biology).
5. In the sectors of social production.
6. According to the component of the psychological sphere (cognitive, technological, motivational, ethnic, social, behavioral).
7. In the fields of abilities (in physical culture, mental sphere, public, practical, executive, creative, artistic, technical, pedagogical, psychological, social).
8. In areas in the steps of social development and status (readiness for school, competence of a graduate, a young specialist, a specialist - an expert, leader).

As you can see a lot of competencies, but as you have noticed that there are key (basic) among them.

Hierarchy of competencies:

• key competencies -refer to the general (meta-subject) content of education;
• general Competence -refer to a certain circle of training items and educational areas;
• subsection competencies -private for the two previous levels of competence, having a specific description and possibility of forming within the framework of training items.

Key competencies include:

1. Social competence - the ability to act in society, taking into account the positions of other people.
2. Communicative competence - the ability to make communication to be understood.
3. Subject competence - the ability to analyze and act from the position of individual regions of human culture.
4. Information competence - the ability to own information technology, work with all kinds of information.
5. Autonomous competence - the ability to self-development, self-determination, self-education, competitiveness.
6. Mathematical competence - the ability to work with a number, numerical information.
7. Productive competence - the ability to work and earn, be able to create your own product, make decisions and be responsible for them.
8. Moral competence is readiness, the ability to live according to traditional moral laws.

According to the Program for the introduction of a competence-based oriented approach to the educational process, the following key competences are allocated.

1. Cognitive competence:

- training achievements;
- intellectual tasks;
- Ability to learn and operate knowledge.

2. Personal competence:

- development of individual abilities and talents;
- Knowing your strengths and weaknesses;
- ability to reflection;
- Dynamic knowledge.

3. self-educational competence:

- the ability to self-education, the organization of their own self-learning techniques;
- responsibility for the level of personal self-education activities;
- flexibility to apply knowledge, skills and skills in the conditions of rapid changes;
- Permanent self-analysis, control of its activities.

4. Social competence:

- cooperation, teamwork, communicative skills;
- the ability to make their own decisions, strive to realize your own needs and goals;
- Social integrity, the ability to identify a personal role in society;
- Development of personal qualities, self-regulation.

5. Competent attitude to its own health:

- somatic health;
- clinical health;
- physical health;
- level of valeological knowledge.

It is necessary to once again make an emphasis on the main feature of competence as a pedagogical phenomenon, namely: competence is not specific objective skills and skills, not even abstract mental actions or logical operations, but the specific, the vital, the necessary person of any profession, age, a relative state.

Thus, key competencies are specified at the level of educational areas and training items for each level of learning. The list of key competencies is determined on the basis of the main objectives of general education, the structural representation of social experience and personality experience, as well as the main activities of the student, allowing him to master social experience, receive skills of life and practical activities in society:

1. Value-sense competence.
2. Communication competence.
3. Educational and educational competence.
4. Information competence.
5. Communicative competence.
6. Socio-labor competence.
7. Competence of personal self-improvement

The level of education, especially in modern conditions, is not determined by the volume of knowledge, their encyclopedicity. From the standpoint of the competence approach, the level of education is determined by the ability to solve problems of various complexity based on existing knowledge. A competence approach does not deny the knowledge of knowledge, but it focuses on the ability to use the knowledge gained. With this approach, the goal of education is described in terms reflecting new features of students, the growth of their personal potential.

FROM the positions of the competence approach the main direct result of educational activities are the formation of key competencies

From this point of view objectives of school education In the following:

• teach learn, i.e. Teach solve problems in the field of training activities;
• teach to explain the phenomena of reality, their essence, causes, relationships using the appropriate scientific apparatus, i.e. solve cognitive problems;
• teach to navigate the key problems of modern life - environmental, political, intercultural interaction and other, i.e. solve analytical problems;
• teach to navigate the world of spiritual values;
• teach solve problems related to the implementation of certain social roles;
• teach solve problems common to different types of professional and other activities;
• to teach to solve problems of professional choice, including the preparation for further training in educational institutions of the professional system

The formation of the competencies of students is due to the implementation of not only the updated content of education, but also adequate methods and technologies of training. The list of these methods and technologies is quite wide, their possibilities are diverse, therefore it is advisable to outline the main strategic directions, while determining that the recipe for all cases of life, of course exists.

The potential, for example, productive techniques and technologies is very high, and the implementation of it affects the achievement of such a result of learning as competence.

Allocate the main tasks:

- creation of conditions for the development and self-realization of students;
- assimilation of productive knowledge, skills;
- Development needs to replenish their knowledge throughout life.

What should the teacher be guided to fulfill them? First of all, regardless of the technologies that the teacher uses, he must remember the rules below:

1. The main thing is not the subject you learn, but the identity you form. Not an object forms a person, but a teacher of its activities related to the study of the subject.
2. Do not spare on the upbringing of activity, no effort. Today's active student - tomorrow's active member of society.
3. Help the disciples to master the most productive methods of educational and educational activities, learn and learn. .
4. It is necessary to more often use the question "Why?" To teach thinking causing: an understanding of causal relationships is a prerequisite for developing learning.
5. Remember that it knows not the one who retells, but the one who uses in practice.
6. Teach students to think and act yourself.
7. Creative thinking develop a comprehensive analysis of problems; Cognitive tasks decide in several ways, more often practicing creative tasks.
8. It is necessary to show the disciples of prospects more often.
9. Use the schemes, plans to ensure the learning of the knowledge system.
10. In the process of learning, be sure to take into account the individual features of each student, unify the disciples in differentiated subgroups with the same level of knowledge.
11. Learn and take into account the life experience of students, their interests, features of development.
12. Be informed relative to the latest scientific achievements in your subject.
13. Encourage student research work. Find the opportunity to familiarize them with the technique of experimental work, algorithms for solving problems, processing of primary sources and reference materials.
14. Teach so that the student understands that knowledge is for him a vital necessity.
15. Explain to the disciples that each person will find his place in life if learn from everything that is necessary for the realization of life plans.

These useful rules-tips are only a small part, only the top of the Iceberg pedagogical wisdom, pedagogical skills, the common pedagogical experience of many generations. To remember them to inherit them, guided by them is the condition that can facilitate the teacher to achieve the most important goal - the formation and development of personality.