Personnel competencies. Profile model of competencies for a sales manager

Lukashenko M. A. D. eq. Sc., professor, vice-president and head of the department of corporate culture and PR, MFPA
Magazine "Modern Competition"

From the point of view of business practitioners, professional competencies are the ability of a subject of professional activity to perform work in accordance with job requirements. The latter represent the tasks and standards for their implementation adopted in an organization or industry. This point point of view is very consonant with the position of representatives of the British school of occupational psychology, who mainly adhere to the functional approach, according to which professional competencies are understood as the ability to act in accordance with the standards of work performance. This approach is not focused on personal characteristics, but on performance standards and is based on a description of tasks and expected results. In turn, representatives of the American school of occupational psychology, as a rule, are supporters of the personal approach - they prioritize the characteristics of the individual that allow her to achieve results at work. From their point of view, core competencies can be described by KSAO standards, which include:

• knowledge;
• skills;
• abilities;
• other characteristics (other).

Experts note that the use of such a simple formula to describe key competencies is associated with difficulties in defining and diagnosing two of its elements: knowledge and skills (KS) are much easier to determine than abilities and other characteristics (AO) (in particular, due to the abstractness of the latter ). In addition, in different times and for different authors, the letter “A” meant different concepts (for example, attitude), and the letter “O” was completely absent from the abbreviation (used to denote a physical condition, behavior, etc.).

However, we intend to focus specifically on skills and abilities because:

• they play a huge role in ensuring the competitiveness of the company headed by this manager;
• Either this is not taught in universities at all (unlike knowledge), or it is introduced in individual universities - in the so-called entrepreneurial universities. As a result, the market for educational services is flooded with educational and training structures that compensate for the gaps in university education. By the way, corporate universities, in addition to conducting special training programs tied to professional specifics, also train so-called soft skills (literally translated - “soft skills”, or, in other words, life skills). Examples are communications skills - communication skills, negotiation skills - negotiation skills, etc.

Key competencies of a modern top manager

Effective goal setting

So, the first key competency is goal setting. Every management course—whether general management, project management, or brand management—teach goal setting. However, nowhere do they teach personal and corporate self-identification, identifying the meaning of life and the meaning of the company’s existence, or forming a value basis for both personal life and the company’s activities. Hence the crises and disappointments of middle age in personal life, when a person thinks: he seems to have achieved everything, but why he lived and what I will leave behind is unclear. As for the company's activities, in the Western approach the raison d'être of the company is reflected in its mission. However, in Russian practice, a company’s mission is often perceived as a formal invention of attracted image makers, posted on the website. No one can remember it, much less reproduce it. Such a mission does not cement anything and does not motivate anyone. On its basis, it is impossible to set bright strategic goals that can ignite and unite the team. Meanwhile, according to practitioners, one of the most difficult tasks for top management of companies is organizing the implementation of the tactical goals of divisions in such a way that the strategic goals of the organization are ultimately achieved. But how can they be fulfilled when strategic goals are often unknown not only to the staff, but also to the management itself. It happens that each top manager has his own vision of the company’s strategic goals and general directions for its development. Not “brought together,” such goals can give rise to a classic situation in a company: “swan, crayfish and pike.”

Without creating a value basis for a company's activities, it is impossible to form its corporate culture. This is obvious because corporate culture is a system of values ​​and manifestations inherent in the company community, which reflects its individuality and perception of itself and others in the market and social environment and is manifested in behavior and interaction with market stakeholders. The point of corporate culture is to ensure that the values ​​of the company and its employees coincide. This is not an end in itself, and there is nothing sublime about it. But this aerobatics management, because if goals and values ​​coincide, the employee will “drag” the entire company forward in order to achieve his goals and in the name of his values. In turn, the company, in order to achieve its market goals, will create all conditions for professional development and personal growth employee.

The goal of corporate culture is to ensure the company’s competitiveness in the market, high profitability of its activities through the formation of an image and good reputation, on the one hand, and improvement of human resource management to ensure employee loyalty to management and its decisions, cultivating in employees an attitude towards the company as their own home - on the other. What does corporate culture depend on? Obviously, first of all, from the management. No wonder the famous Russian proverb says: “Like the priest, so is the parish.”

Thus, the first key competence of a top manager is the ability to work with the goals and values ​​of the company.

Communication competence and working with key employees

The second key competence is communication competence. An analysis of the daily activities of top managers of large corporations revealed an interesting fact: from 70 to 90% of their working time they spend interacting with other people both inside and outside the organization. There was even a special term: “walking management.” Thus, the professional activity of a top manager is carried out through communications. In this regard, two key problems arise in increasing the effectiveness of a manager’s communication activities. The first is related to ensuring the completeness of communications, their consistency and controllability. The second depends directly on the top manager’s sociability, his ability for business communication as such, on his knowledge of communication technologies and the ability to apply them in the right context.

Thus, the communicative competence of a top manager is formed in two ways: on the one hand, it is increasing the efficiency of managing communications as a business process of interaction between the company and market stakeholders; on the other hand, it is the development of personal communication skills, the ability to listen, persuade and influence the interlocutor. The manager must have a clear understanding of the structure of his own business communications: with whom he needs to communicate, why and how. Oddly enough, it is precisely these seemingly simple questions that make executive listeners at business trainings think and help form a personal system for managing external and internal communications. Communicative competence presupposes that the manager has psychological knowledge in the amount necessary and sufficient to correctly understand the interlocutor, ensure his influence on him and, most importantly, to resist the influence of others.

In practice, the manager’s attitude to the performance of communicative, including representative, functions is very ambiguous - from focusing business contacts on himself to delegating these functions to deputies. This is not surprising, since managers, like other employees, belong to different psychological types, and what is a pleasure for some, causes great discomfort for others. In the latter case, a person, wanting to minimize (if not avoid altogether) negative feelings, tends to downplay the role of communications as such (in any case, the role of personal communications). Due to the fact that in a market environment the processes of both cooperation and competition are realized through communications, a top manager who tries to minimize business communications in his activities jeopardizes the competitiveness of his company. In this regard, an approach that deserves attention is one in which the strategy and tactics of all company communications are scrupulously worked out, objects of communication impact are identified, and responsible executors are appointed. A pool of contacts is formed, for which the top manager is directly responsible, the rest are delegated, but are under control. A list of communication activities with the participation of the top manager is also determined.

As you know, communications are conventionally divided into external and internal. External communications include the top manager’s communications with market stakeholders - partners, competitors, clients, government authorities and management. These communications should first of all be objects of strategic goal setting. Internal (intra-company) communications reflect the vertical and horizontal processes of interaction between a top manager and colleagues and subordinates. In order for them to be as effective as possible and at the same time take up minimal time from the manager, it is advisable to regulate communication processes. To do this, the company must first reach agreements regarding communications, and then, based on them, corporate communications regulations (standards) must be developed. The forms and methods of assigning instructions to subordinates, the formulation of tasks, setting deadlines for the execution of instructions and dates for intermediate control may be subject to standardization. For example, at trainings we often hear “the voice of one crying in the wilderness”, that an urgent task is regularly “descended” by the manager immediately before the end of the working day.

A huge amount of time of both the manager and his subordinates is wasted due to ineffective preparation and conduct of meetings. A clear typology of meetings, development and subsequent adherence to appropriate standards for preparation and conduct, including the use of new information and communication technologies, for example, the Skype software product, can significantly increase the efficiency of intra-company communications of a top manager.

Closely related to communicative competence is the third, purely managerial, competence - the ability to accurately select key employees of the company and use their greatest strengths in business. This competence acquires particular relevance in an adhocratic corporate culture, which involves the formation of mobile teams and active project activities. At the same time, the question arises again: to what extent should this competence be characteristic of a top manager if there is a personnel management service? However, successful top managers, in our opinion, should be like a theater or film director: the more carefully the search for performers for the main roles is carried out, the more accurate the performance and the greater the box office collection. Therefore, it is advisable for the manager to pay great attention to the process of recruiting personnel for key positions, which does not exclude serious preparatory work by HR specialists.

Personal and corporate time management

The fourth key competence of a manager is the effective organization of his own time and the time of company employees, i.e. personal and corporate time management. The ability to plan your time in such a way as to have time to solve the most important, priority tasks for the company, the ability to systematize and structure work, motivate yourself to complete complex, voluminous, and sometimes very unpleasant tasks - this is far from full list results of mastering personal time management technologies. It is an excellent tool for increasing personal effectiveness, but it is not enough to ensure a company's competitiveness. The fact is that top managers can try to optimize their time for as long as they like. But the effectiveness of using our time, unfortunately, depends not only on ourselves. If we work with people who cannot or do not want to treat their own and other people’s time as the most important non-renewable resource, all our efforts will be in vain. Therefore, not only personal, but also corporate time management is necessary. And this is a very difficult task, because back in 1920, the director of the Central Institute of Labor A.K. Gastev convincingly proved that it is almost impossible to force people to increase their personal effectiveness. But... they can be inspired, “infected” with this idea, and then people themselves, without any coercion, will begin to optimize the expenditure of their time. A.K. Gastev even coined the term “organizational labor bacillus,” which 80 years later was adopted by the creators of the Russian time management community and transformed into the “time management bacillus.”

The ability to competently and “bloodlessly” implement the “rules of the game” in the company, optimizing the time spent by all company employees, is another important competence of a top manager. However, time management is not a panacea. In our training practice, there are often cases when managers are convinced that employees are organizing their working time incorrectly, and during the training it turns out that the problem is not time management, but in the ineffective organization of business processes or chaotic communications. However, we note that such a problem is at least easily identified using time management techniques.

As you know, in everyday activities, a manager has, in addition to making decisions large quantity tasks, remember key agreements, meetings and assignments, quickly find necessary information. In order to concentrate on the most important tasks that serve the company’s strategic goals, a top manager must properly organize the execution of routine tasks so that a minimum of time is spent on them. This is achieved through delegation of tasks and streamlining the work of the secretariat. If the manager has information technology competence (this is the fifth competence), this task is greatly simplified by introducing time management tools in common office programs (such as Outlook/Lotus Notes).

Rice. 1. Interaction of the top manager with the secretariat

The interaction diagram between the top manager and the secretariat, which minimizes the manager’s time spent on routine operations, is presented in Fig. 1.

The entire flow of incoming information received by a secretariat employee is recorded by him on the basis of the “Secretariat Operating Regulations” in a unified Outlook/Lotus Notes system. The manager, at a time convenient for him, accesses the unified system, views information on calls, meetings, instructions and gives feedback to the secretariat, making appropriate changes. Secretariat employees immediately see all changes made in a single system, which gives them the opportunity to confirm or not the meeting accordingly, remind them of the execution of the assignment, organize a meeting, etc.

As you know, contacts are the currency of business. Microsoft Outlook/Lotus Notes programs have a special section for storing contact information. Secretaries, receiving new business cards from the manager, immediately enter their data into the “Contacts” section. The rules for recording information should be determined by the “Regulations for the processing and storage of contact information.” The result of this activity is the formation of a database of contacts for the manager and minimization of time for searching for the necessary contact. In addition, such a database, as a rule, contains the entire background of the contact: under what circumstances they met, what they discussed and outlined, what documents they sent, etc.

If the company has adopted the standard for scheduling time in the Microsoft Outlook/Lotus Notes calendar, then the manager, when scheduling a meeting with key employees whose time is very expensive for the company, can open their calendars and set the optimal time for the meeting, taking into account the busyness of all participants. The development of “Regulations for planning the manager’s working day” turns out to be very useful, with the help of which secretaries, without interrupting the manager once again, optimize his working time, organize the necessary meetings, and provide the necessary rest.

The ability to relax and the ability to create

Yes, yes, exactly rest. And related to this is the sixth key competency—the ability for managerial orthobiosis. Orthobiosis (gr. orthos - straight, correct + bios - life) is a healthy, reasonable lifestyle. It is no secret that due to the growth of professional workload, the increase in the number of tasks to be solved, constant overwork and overwork, stress and lack of sleep, the profession of a manager has become one of the most risky and dangerous to health. At the end of the 20th century. In Japanese, a new term “Karoshi syndrome” even appeared, denoting death from overwork at work. And a couple of years ago, another term appeared - “downshifting” - a transition from a highly paid job, but associated with constant stress and burnout, to a low-paid job, but calm, not requiring enormous effort. Essentially, this is a choice between, on the one hand, income and stress, and on the other, mental comfort for less reward. A downshifter is a person who has reached the end of his rope (nervous breakdowns, depression, exacerbation of chronic diseases, when medications do not help and life itself is not a joy). Let us note that downshifting does not appear in a company overnight, but, in fact, is provoked by the attitudes of top management. As an example, let’s take a training session on the topic of processing. We expressed a fairly firm position on the ineffectiveness of constant overtime for employees for the company, since they do not have time to recover, gradually leave the resource state, and the efficiency of their work is steadily declining. We proposed organizing working hours in such a way as to leave work on time and have proper rest. During a coffee break, a top manager who was present at the training approached us and asked us to change the emphasis: “Instead of considering the optimization of work from the point of view of its completion in a shorter time, let’s emphasize a multiple increase in income with the same multiple increase in time costs." That's all managerial orthobiosis!

However, it must be said that very serious positive changes are currently being observed in business. Thus, a number of companies have adopted corporate standards regulating delay time at work: for managers - no more than one hour, for ordinary employees - no more than half an hour. Even (though this is still rather an exception to the rule) physical education breaks are being introduced, similar to industrial gymnastics, which was in Soviet times and, alas, which was mostly ignored by workers.

As noted earlier, everything in the company depends on the top manager, so we focus on developing his ability not only to properly and effectively rest himself, but also to integrate proper rest into the corporate culture system. Otherwise, “they shoot driven horses, don’t they?”

Finally, the seventh, most important competency is the top manager’s ability to find non-standard, non-trivial solutions. Today this trait does not necessarily have to be innate. There are technologies for finding new, unusual solutions. For example, these are widely known among technical specialists, but little known in management circles, TRIZ technologies (theories of inventive problem solving), as well as TRTL (theories of development creative personality) . In fact, the ability to find new solutions is inextricably linked with the ability to learn and retrain in general. And the latter, back in the early 90s of the last century, was recognized by American specialists as the most important competence of any modern person.

On the participation of universities in the formation of key competencies

To what extent are top managers aware of the need to develop these professional competencies? Judging by the presence of a large number of offers for the provision of educational services posted on the Internet, the demand for programs for the formation of soft skills (life skills) is very high. In large companies, this demand is met by the corporate university with the help of either internal or external resources. Small companies simply do not have such internal resources. Therefore, the company carries out the following actions:

• a request for certain training programs is generated;
• there are providers (not universities!) providing the required educational or consulting services;
• the package of proposals from providers is reviewed and, if necessary, a tender is held;
• training and feedback are provided.

Most training is conducted for top managers, middle managers and specialists from interested departments.

Let us pay attention to the age composition of the participants in the training seminars: most of them are young managers who have recently graduated from university. However, if these competencies are objectively necessary and in demand, the university can ensure their formation directly during the educational program of higher or postgraduate professional education or create an educational product intended for corporate universities and organize the promotion of this product in this market segment. In the latter case, it is necessary to create educational alliances between the university and corporate universities various companies. It should be noted that the subject of interaction is not only short-term programs, but also second higher education programs, including an MBA, as well as training for company executives in graduate school at the university. Practice shows that these educational needs are quite common, but they cannot be satisfied either by corporate universities, or even more so by educational structures operating on the market.

Conclusion

Thus, we consider the following to be among the key competencies of a top manager:

• ability to work with the goals and values ​​of the company;
• ability for effective external and internal communications;
• the ability to accurately select key company employees and use their greatest strengths in business.

The most important competencies of a manager, which are directly related to issues of ensuring the company’s competitiveness, today are the ability to effectively organize one’s own time and the time of the company’s employees, i.e. personal and corporate time management. It is obvious that long-term fruitful and productive work is impossible without the ability to relax, and innovation is extremely problematic without the ability of a top manager to find non-trivial solutions.

Concluding our consideration of the key competencies of a top manager that contribute to increasing the company’s competitiveness, we note that a long time ago in the Soviet film “Sorcerers” the main one was formulated - the ability to pass through a wall. And even recommendations were given - precise, effective and dashing: “In order to get through the wall, you need to see the goal, believe in yourself and not notice obstacles!” Very relevant, isn't it?

References

1. Altshuller G. Find an idea: an introduction to TRIZ - the theory of solving inventive problems. M.: Alpina Business Books, 2007.

2. Arkhangelsky G.A. Corporate time management: Encyclopedia of solutions. M.: Alpina Business Books, 2008.

3. Sidorenko E.V. Training of communicative competence in business interaction. St. Petersburg: Rech, 2007.

4. Managerial effectiveness of a leader / Churkina M., Zhadko N.M.: Alpina Business Books, 2009.

5. Professional competencies. Materials from the Smart education portal 01/23/09. Access mode: http://www.smart-edu.com

These and subsequent regulations are corporate standards that are specially developed within the company itself, taking into account the specifics of its activities. The work rules described in the regulations, as a result of their rooting in the company, become elements of its corporate culture.

Karoshi is the name of the Japanese city in which the first case of worker death from overwork was recorded. A 29-year-old employee of a large publishing house was found dead at work. This case was not the only one; moreover, over time, the number of deaths from overwork only increased, so since 1987, the Japanese Ministry of Labor has been keeping statistics on the manifestations of this syndrome. There are from 20 to 60 of them per year.

See, for example: Altshuller G. Find an idea: an introduction to TRIZ - the theory of solving inventive problems. M.: Alpina Business Books, 2007; Altshuller G., Vertkin I.M. How to become a genius: Life strategy of a creative person. Belarus, 1994.

Competence(from lat. competere- correspond, approach) - the ability to apply knowledge, skills, to act successfully on the basis of practical experience in solving problems of a general kind, also in a certain broad area.

Competence- availability of knowledge and experience necessary for effective activities in a given subject area. Competence (lat. competens - suitable, appropriate, proper, capable, knowledgeable) is the quality of a person who has comprehensive knowledge in any field and whose opinion is therefore weighty and authoritative; Competence is the ability to carry out real, life actions and the qualification characteristics of an individual, taken at the time of his inclusion in the activity; since any action has two aspects - resource and productive, then it is the development of competencies that determines the transformation of a resource into a product; Competence - potential readiness to solve problems with knowledge of the matter; includes substantive (knowledge) and procedural (skill) components and presupposes knowledge of the essence of the problem and the ability to solve it; constant updating of knowledge, possession of new information for the successful application of this knowledge in specific conditions, i.e. Possession of operational and mobile knowledge;

Competence is the possession of a certain competence, i.e. knowledge and experience of their own activities, allowing them to make judgments and decisions.

A general belief has emerged that the concepts of “competence” and “competence” convey the following meanings:

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

In practice, many organizational tasks, performance outcomes, and behaviors include both competencies and competencies in their descriptions and combine the two concepts. But it is more typical to describe competencies in terms of abilities that reflect standards of behavior rather than in problem solving or performance outcomes.

Basic competencies- a group of competencies that is based on the intellectual, communicative, emotional and volitional qualities of a person.

Basic competencies have two features. Firstly, they are the foundation on which the manager’s management activities are built. Secondly, compared to special competencies, they are much more difficult to correct: changing the style of thinking or communication is incomparably more difficult than mastering a technique or technology in a professional field.

The basic competencies of a leader can be presented in the form of seven groups, in accordance with the basic qualities of a person. In traditional and modern scientific descriptions, it is customary to distinguish seven groups of personal qualities. We can talk about them as the seven dimensions of a person’s personal power.

• 1) Perception - Attentiveness, sensitivity to subtleties and ability to learn.
• · The ability to grasp the essence of a matter intuitively and quickly, highlighting the essential aspects of the situation.
• · Be able to see in depth, understand the essence and background of things.
• · Tendency to learn and openness to new things.
• 2) Relationships - Intelligence, speech and communication.
• · Ability to identify the whole and see subtle connections between its parts.
• · Ability to formulate ideas and adequately convey them to other people.
• · Ability to perceive and effectively evaluate information.
• · Ability to establish and maintain relationships with colleagues and subordinates.
• · The ability to speak with people in their language, explain, teach, taking into account their development.
• 3) Choice - Sensitivity to the “correct”, adequate path.
• · The ability to rise above mental dogmas and make accurate decisions based on real circumstances.
• · Ability to make strategic decisions based on following your values.
• · The ability to intuitively make an adequate decision in conditions of lack of information and time.
• · The ability to follow the flow of events in the interests of the cause, sacrificing ritualism, regulation and personal ambitions.
• · The ability to be independent of social standards and fear of evaluation.
• 4) Activism - Transformative action and tactical activity.
• · The ability to live in the present and move forward.
• · The ability to act in the chosen direction contrary to people's opinions.
• · Ability to maintain high levels of effort and energy.
• · Ability to take reasonable risks and act in critical situations.
• 5) Will - Will, awareness and ability to concentrate.
• · Ability to make decisions independently.
• · Ability to keep your attention on priority goals.
• · The ability to meet your fears halfway while maintaining awareness and freedom of choice.
• · The ability to maintain your intention in any external conditions, in any behavior of partners, including under conditions of stress and conflict.
• · Ability to be inspired to do new things.
• 6) Faith - Faith in yourself, in people, in the World.
• · Belief in one's own strength.
• · Ability to take responsibility while maintaining presence of will and spirit.
• · Ability to rely on others and delegate authority.
• · The ability to support others without fear, and to be compassionate without pity.
• · The ability to provide support to colleagues and subordinates with your inner peace.
• · The ability to accept help where one is incompetent or inept in some way.
• · The ability to be free from feelings of self-importance.
• 7) Wisdom - A sense of limitations, a sense of time, discipline and perseverance, endurance and patience.
• · The ability to be impeccable (to do the best that can be done in a given situation - however, without attachment to external gain).
• · Tolerance of human limitations.
• · The ability to accept the natural speed of projects, changes in your team and in yourself.
• · Be humble about winning and losing without feeling defeated.

Based on the listed basic competencies, integral skills such as systems thinking, the ability to work in a team, the ability to promote a business, be a leader, etc. are formed.

Each of the listed groups of human qualities represents a certain mood of a person’s psyche or energy, which is appropriate at a certain stage of living a life story or completing a project.

So, at the beginning of any project you need to collect information and understand the essence of the matter, i.e. qualities needed perception. Then you have to think about it, talk about it, draw up a business plan, etc., i.e. group qualities needed relationships. Next, tactical ways to implement the business plan are selected, i.e. group qualities needed choice.

Team qualities are essential throughout the entire project process. will. They give the project fullness and strength, and are especially important in cases where obstacles and difficulties arise.

At the stage of practical implementation of the project, the qualities of the group become very important activity. And the qualities faith give uniqueness to the project, fill it with special meaning, generate inspiration, allow you not to give up and continue to fight in a critical situation.

The last group of qualities - wisdom- has a dedicated position. It corresponds to a deep awareness of the integrity and interconnectedness of the phenomena surrounding a person. These qualities allow, for example, to act environmentally, not always persist in achieving project goals, maintaining faith in the final win, and having achieved victories and recognition, not to fall into the trap of success and vanity.

Let's look at the first three principles.

1) In companies that have achieved great success, managers have a combination of outstanding personal qualities and strong professional will.

In the book by Jim Collins, a special term was introduced for such leaders - “level 5 leaders.”

Quote from the book: “We were surprised, even shocked, when we realized the type of leadership needed to bring about change. Unlike well-known corporate leaders, who, as a rule, have strong character and never leave the pages of magazines and newspapers, managers who have managed to transform their enterprises and go from good to great seem to have flown from Mars. Quiet, unobtrusive, reserved and even shy, these leaders represent an unusual combination of modesty and professional will.”

2) The company must have the right people, and there should not be unnecessary people. The principle of “First WHO, then WHAT”

Quote from the book: “Leaders of great companies know three simple truths.

First, if you start with the question "who" rather than "what", you will be able to adapt more easily to the world around you. If people board your ship just to get somewhere, what happens if, after sailing ten miles, you realize you need to change course? You will have problems. But if people are on your ship because they want to be with others, then changing direction is much easier.

Second, If you have the right people on board, then the problem of motivation and management, in principle, disappears by itself. The right people do not need direct guidance or incentives; They have enough self-motivation, driven by an internal desire to achieve exceptional results in creating something great.

Third, If you have the wrong people on board, then it doesn't matter if you can choose the right direction, you still won't be able to create a great company. Grand strategy without great people is useless."

Research has also shown that the difference between “needed people” and “unnecessary people” is not by special skills, but by qualities that are not found in professional registers.

Quote from the book: “...they will do everything in their power to ensure that the company achieves excellent results, and they will do it not for what they get for it, but simply because they cannot do otherwise. Their nature and morals require that they achieve the highest quality in everything they do..."

3) “Unshakable faith in the face of harsh facts” - the company's team must have faith that they are doing something worthwhile and will succeed in it.

Quote from the book: “The ability to face reality makes companies capable of outstanding results stronger and more confident in their abilities. They don't give up and don't complain. It's exciting to look danger in the face and say, “We will never give up. We will not capitulate. It may take us a long time, but we will find a way to win."

The level of basic competencies increases as a person goes through life trials. In the great spiritual traditions, it is believed that this method of learning is available only to those people who are able to remain impeccable in trials, i.e. don't get attached to the result. This means the ability to act with maximum dedication without expecting rewards in the form of success.

Another way to learn is to be around a strong person who has high level development of personal qualities. In such a situation, some people, wittingly or unwittingly, adopt the skills of the teacher. The last mechanism is the most effective in the modern world. competence basic manager quality

What should a leader do in modern business? After all, not everyone is lucky enough to work next to a person with a high level of personal maturity and strength, or, in other words, with a high level of basic competencies.

Currently, based on research into spiritual practices, a a holistic system of technologies for developing basic competencies.

In accordance with this system, the process of developing basic competencies must be built into current production activities. A manager, using technologies for developing basic competencies in relation to (occurred or upcoming) production events in which he is a participant, can constantly improve the process of his management activities and at the same time develop his maturity as a leader and an individual as a whole.

Introduction

Relevance of the topic and statement of the research problem.

The success of the progressive development of the management system in modern Russia largely depends on the quality of management of organizations.

The tasks facing organizations and enterprises today require the formation of new competencies among its leaders, readiness to solve non-standard situations, carry out innovative activities, and actively use information resources and technologies.

At the same time, the growing requirements for the competence of managers significantly exceed the corresponding competence of existing administrators.

Most of the problems and difficulties that arise in management are related precisely to the lack of professional competence of managers.

A clear deficit of such managerial competence often hinders the implementation of specific projects, development programs of organizations, enterprises carried out as part of the modernization of the domestic economy, and is a serious obstacle to the real development of the management system in general and a specific organization in particular.

In this regard, the need to rethink the goals, content, organization and technologies for developing the professional competence of managers becomes a national problem.

The relevance of this topic is associated both with the shortcomings of the scientific substantiation of the very content of the concept of professional managerial competence, and with the lack of development of methods for its formation among managers and specialists modern organization.

The purpose of the work is to determine the organizational and managerial conditions for the effectiveness of the formation of professional competence of organizational leaders.

The object of the study is the professional competence of managers and specialists of modern organizations.

The subject of the study is the process of developing the professional competence of managers and specialists in a modern organization, conditions and paths of development.

Objectives - to identify existing approaches to the interpretation of the concept of professional competence and its formation, including determining the structure and dynamics of development, to summarize the forms and methods of work on developing the professional competence of management personnel, to develop and test a training program based on Internet technologies that helps improve the professional competence of heads of general education institutions in the field of management.

To test experimentally the effectiveness of the proposed measures to develop the professional competence of managers.

The theoretical basis of this work is: fundamental research in the field of management and competencies (M. Albert, D. Boddy, Richard L. Daft, W. Jack Duncan, M. Mescon, R. Payton, J. Raven, F. Khedouri, etc. ); works of domestic researchers on management (S.G. Vershlovsky, V.N. Gurov, N.V. Kuzmina, V.S. Lazarev, O.E. Lebedev, N.D. Malakhov, A.M. Moiseev, M. M. Potashnik, V. A. Slastenin, P. I. Tretyakov, K. M. Ushakov, T. I. Shamova, etc.);

development of problems of developing professional competence in management in general (Yu.V. Vardanyan, I.P. Gomzyakova, V.I. Gorovaya, I.N. Drozdov, I.E. Elina, I.A. Eliseeva, G.S. Nikiforov, L.P. Pogrebnyak, E.A. Utkin, V.I. Franchuk and others);

works on the problems of professionalism of professional excellence (A.F. Anufriev, V.V. Butkevich, T.A. Venediktova, I.A. Volodarskaya, V.V. Gorbenko, A.A. Derkach, E.A. Klimov, M N. Karpetova, N. E. Kostyleva, I. F. Krivchansky, Yu. G. Kuznetsov, A. K. Markova, V. E. Morozova, V. P. Namchuk, I. I. Prodanov, A. V. .Solozhin).

1. Theoretical foundations of professional competence

1.1 The concept of competence. System of professional competencies of a manager

One of the priorities of the manager’s policy at the present stage is to ensure a management system for highly qualified personnel.

The concept of “competence” includes complex, capacious content that integrates professional, socio-psychological, legal and other characteristics. In a generalized form, a specialist’s competence is a set of abilities, qualities and personality traits necessary for successful professional activity in a particular field.

Psychological research examines the following types of competence: communicative, professional and pedagogical. Professional competence is the result of professional education.

A high level of professional competence increases the competitiveness of a specialist.

Currently, in the scientific literature there is no unambiguous approach to defining the concept of “professional competence”. The concept of “professional competence” is considered as: a set of knowledge and skills that determine labor productivity; scope of task skills; combination of personal qualities and properties; a complex of knowledge and professionally significant personal qualities; vector of professionalization; unity of theoretical and practical readiness for work; the ability to carry out complex culturally appropriate types of actions, etc. The variety and versatility of interpretations of the concept of “professional competence” are due to the difference in scientific approaches: personal-activity, system-structural, informational, cultural and others to the scientific problems solved by researchers.

Petrovskaya L. A., Rastyannikov P. V. /1/ give their definition of competence: “competence is the level of an individual’s skill, reflecting the degree of compliance with a certain competence and allowing one to act constructively in changing social conditions.” The author highlights general cultural competence as the basis of professional competence, believing that the main directions of a student’s general cultural competence in a person-oriented approach are personal potentials.

Author Zimnyaya I.A. /2/ believes that competence is “the unity of knowledge, skills and attitudes in the process of professional activity, determined by the requirements of the position, the specific situation and the business goals of the organization.”

The formation of professional competence is a process of influence that presupposes a certain standard towards which the subject of influence is oriented; a process that implies a certain completeness, the achievement of a certain level of standard.

Formation of professional competence is a controlled process of developing professionalism, i.e. This is the education and self-education of a specialist.

In the scientific literature, the criteria of professional competence define the social significance of the results of a specialist’s work, his authority, and social and labor status in a specific field of knowledge (activity).

According to E.H. Ogareva /3/, competence is an evaluative category, it characterizes a person as a subject of specialized activity in the system of social labor; and assumes:

) deep understanding of the essence of the tasks and problems being performed;

) good knowledge of the experience available in this field, active mastery of its best achievements;

) the ability to choose means and methods of action that are adequate to the specific circumstances of place and time;

) a sense of responsibility for the results achieved;

) the ability to learn from mistakes and make adjustments in the process of achieving goals.

The formula of competence developed by M.A. also seems quite interesting. Choshanov /4/. It looks like this: competence is mobility of knowledge + flexibility of method + criticality of thinking.

In a general sense, competence is understood as the personal capabilities of an official, his qualifications (knowledge, experience), which allow him to take part in the development of a certain range of decisions or to decide for himself due to the presence of certain knowledge and skills.

McClelland /7/ can be considered the founder of the competency-based approach to personnel management. Psychologist McClelland has worked at Harvard University since the late 60s of the twentieth century. He laid the foundation for defining competencies as some factors influencing the effectiveness of professional activities. In 1973, he wrote an article published in the journal American Psychologist entitled: "Testing Competence, Not Intelligence."

The essence of the methodology proposed by McClelland /7/ was to compare the most successful employees with the less successful ones in order to determine performance factors. The task was to understand exactly what psychological characteristics and behavioral characteristics are the reasons for success in this professional activity. However, the competency-based approach became widely known after the publication of the book by Boyatzis (Boyatzis, 2002) “The Competent Manager: A Model for Effective Performance” /5/.

So, the classic definition: competence - (from the Latin competo - I achieve; I comply, I approach). Has several meanings:

the range of powers granted by law, charter or other act to a specific body or official;

knowledge and experience in a particular field.

For our understanding, the following definition is important: competence is the personal ability of a specialist to solve a certain class of professional tasks. We will also understand by competence the formally described requirements for the personal, professional and other qualities of a leader.

System of professional competencies of a manager

In conditions of intense social change, the need for highly qualified leaders with professional skills that meet modern requirements will increasingly increase. Today, the most important for managers are “market” personality qualities, such as flexible creative thinking, initiative, enterprise, result orientation, ability to take responsibility and high stress resistance. At the same time, the importance of self-organization skills and organizing the work of subordinates, interpersonal communication skills (the ability to establish contacts and resolve interpersonal conflicts, establish interaction with superiors), skills of planning one’s activities and the activities of others, the ability to motivate staff, form teams and manage them increases. Thus, it can be stated that social changes dictate requirements for the expansion of a certain type of professional skills of a manager, which can be combined under the category of socio-psychological competence.

Let us dwell on the definition of the concept of “professional competence”, and also highlight the criteria for professional success and effectiveness of a leader.

The concept of “competence” (competentia - belonging by right) was previously defined as the possession of knowledge that allows one to judge something, express a weighty authoritative opinion . Today, “competence” is more often defined as

)the sum of abilities, skills and knowledge sufficient and adequate to what needs to be done (perform certain labor functions)

) a combination of mental qualities, as a mental state that allows one to act independently and responsibly (effective competence)

There is another aspect of the interpretation of the concept competently - this is the legally accepted ability of an authoritative person to perform certain acts or actions in specific conditions, the terms of reference. In this sense, competence is close to the concept of competence, which is defined as the sphere, range of issues that a person is authorized to decide at his workplace (his strength, authority, etc.).

Today, increasingly, this understanding of competence in HR management is described through a system of competencies, understood as a set of qualities of an employee necessary for him to effectively perform work in a certain position.

Socially, competence can be thought of as “competent behavior” or the ability to optimally use one's own individual characteristics to interact constructively with the world. In this sense, the interpretation of competence proposed by J. Raven is interesting: competence is a specific ability necessary for the effective performance of a specific action in a specific subject area, including highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one’s actions. Be a competent photographer, scientist, parent, leader, etc. - means to have specific competencies of different levels (observe, be deeply knowledgeable in a subject, independently pose questions, write business letters, prove one’s own rightness, cope with interpersonal conflicts, etc.).

In modern work, organizational and professional psychology, “competence” is most often used in the context of professional activity.

Professional competence is the main component of the subsystems of professionalism of personality and activity, the scope of professional competence, the range of issues to be resolved, and the constantly expanding system of knowledge that allows one to carry out professional activities with high productivity.

F.S. Ismagilova /8/ professional competence means the employee’s awareness of a certain professional activity, the professional field in in which he acts, as well as the ability to effectively implement his professional qualifications and experience. In the structure of professional competence, the author identifies such basic elements as knowledge, experience (skills, inclinations, professional intuition), professional culture and personal qualities of the employee.

Thus, the definition of professional competence includes a number of interrelated characteristics, such as: gnostic or cognitive, reflecting the presence of the necessary professional knowledge; regulatory, which allows you to use existing professional knowledge to solve professional problems; reflexive-status, which gives the right, through recognition of authority, to act in a certain way; normative characteristics reflecting the terms of reference, sphere of professional competence; communicative characteristics, because replenishment of knowledge or practical activity is always carried out in the process of communication or interaction.

We can distinguish a system of basic managerial competencies (SBK). SBC is an analytical model of a professional, it presents generalized normative and morphological indicators of the structure of the profession and the psychological structure of professional activity. Such a model can be used to solve applied problems, in particular to create the most effective model of professional training that meets the requirements put forward by modern times for the types of professional competence that a manager must possess. The main structural components of the SBC are; intellectual competence; instrumental competence; individual-personal competence; communicative competence.

Intellectual competence includes components of the subject area and area of ​​personality manifestation in the structure of the profession; instrumental competence reflects in the structure of the profession its subject area, including knowledge about the subject of work and aspects of work, as well as the main activities, skills, technologies, etc., used to successfully achieve result; individual-personal competence reflects in the structure of the profession the area of ​​personality manifestation, including the necessary set of qualities of a leader, the possession of which makes him not just professionally suitable, but a successful professional; communicative competence includes the characteristics of a professional in communication, reflecting the most important components of the professional sphere of communication.

All basic competencies are described through a system of factors that reflect the specific qualities of a professional, his knowledge, skills and abilities. Let's look at each of the competencies in more detail.

Intellectual competence is the presence of analytical skills combined with the ability to think in terms of complex relationships. This requires abilities like Torational and abstract thinking combined with spontaneity. This is a prerequisite for the ability to see the situation as a whole, recognize its most important components and propose strategies leading to solving the problem. D. Hapt /9/ defines such abilities as perceptual-analytical, those abilities to see “the forest for the trees” or the ability to view the earth from above.

Intellectual competence can be represented by factors reflecting intelligence itself and perceptual-analytical abilities, which include: general level awareness and perceptual abilities covering data collection, information processing, verbal-logical thinking, the ability to abstract and find patterns, visual and effective thinking, the ability to quickly solve practical problems and conceptual flexibility. These abilities are basic and ensure success in making informed and responsible decisions, allow you to act in uncertain, problematic situation in cases of lack of information based on logical conclusions.

In addition, this type of competence can include the so-called “social intelligence” - a repertoire of knowledge that an individual uses in interpreting events and making plans in situations of everyday life /8/. These are the ideas, personal memories and rules of interpretation that constitute the cognitive structure of the individual; together they constitute experience and a certain approach of an individual to the problems of social life.

The concept of instrumental competence includes the characteristics of the manager’s operational sphere, which carries out the executive part of the activity.

These, first of all, include knowledge about the subject of work and aspects of work, as well as basic activities, actions, techniques, skills, methods of work, technologies, techniques used to successfully achieve results. Today this is knowledge and mastery not only in the field of technology and production of the area where the manager directly operates, but also competence in such areas as marketing, finance, law, information technology, knowledge of foreign languages, office work, etc.

By analogy with the objects of labor traditionally identified in basic subject systems of labor (biotic, technical, social, sign-symbolic, artistic), Durmanova I.V. proposes to conditionally divide the instrumental sphere of competence into two components /6/:

) the main sphere of competence in the person-person system, which determines the professional purpose, the main content of work and the leading activity of the manager;

) the sphere of additional instrumental competence, which includes a set of competencies of knowledge, skills and abilities related to any of the basic subject systems and “serving” the leading activities of the manager.

Individual-personal competence includes the characteristics of the mental organization of the subject of activity in the “person-society” system. Individual personal competence contains factors that determine the internal resources and external manifestations of the leader’s personality and individuality. In accordance with modern requirements for managers, the most significant of these factors are; clear values, clear personal goals, ability to manage oneself, self-control and organization, emotional stability, independence and self-sufficiency, independence and self-confidence, ability to make decisions and skills in solving management problems, responsibility and integrity, efficiency, receptivity to innovation, entrepreneurship, potential creative activity and active self-development /6/.

Communicative competence is understood as a set of skills and abilities necessary for effective communication, adequate to communicative tasks and sufficient to solve them. It would be logical to classify this type of competence as a factor in the main sphere of instrumental competence, but since the work of a modern leader consists of 70-90% of communication (according to research by J. Kotter and E.V. Sidorenko) /10,11/, then the ability to communicate can be distinguished as a separate type of basic competence that requires special development. Communicative competence can include factors such as sociability, communicative sensitivity, social courage, diplomacy and insight in group relationships, the ability to withstand the pressures associated with extensive communication, the ability to influence others, and situational adaptability /6/.

For modern managers, mastery of skills and abilities within the framework of communicative competence is becoming increasingly relevant and requires its development not only through life experience, as was the case in the vast majority of cases before, but also through special training.

The system of basic competencies, built on the basis of already existing professional models of managers, including factors of instrumental, intellectual, individual and communicative competencies, describes the key characteristics of the profession. This list is necessary and sufficient to rely on when training managers. If you trace how the structural elements of a profession are presented in the process of vocational training, you will notice that traditionally the focus is only on the subject area, which is only one of components of the profession. This trend continues for a long time, despite the point of view, which has already become generally accepted, that learning is more effective if the student’s personality is included in the learning process. This is especially significant for the leadership profession, where the main “tool” of work is the professional’s own personality. In this regard, leadership training should be carried out regarding each from the listed areas of the profession presented in the SBC, and so that the process is not “out of touch” with reality, trends of time and the situation, it must be built taking into account modern requirements and the needs of the subjects of training themselves.

1.2 Modern approach to understanding professional competence

The term “professional competence” is very often used in both Russian and foreign literature. It is generally accepted that the competency-based approach originated in the USA, and one of the first publications “opening” this issue was D. McClelland’s article “Testing for Competence Rather Than for “Intelligence” / 7 / .

In the literature there are different approaches to the interpretation of the concept of “competence”. So, Oxford Dictionary English language(7th edition) reveals this concept (competence) as the ability to do something successfully or efficiently /12/.

Zimnyaya I.A. /13/ defines competence as the ability to perform a specific activity to a prescribed standard. Panfilova A.P. /14/ with employees defines competence as a person’s ability to achieve certain achievements. V.S. Bezrukova /15/ understands competence as “possession of knowledge and skills that allow one to express professionally competent judgments, assessments, and opinions.”

Scientists of the Russian State Pedagogical University named after. A.I. Herzen consider competence as an integral characteristic of a person, which determines his ability to solve problems and typical tasks that arise in real life situations, using knowledge, educational and life experience, values ​​and inclinations. At the same time, “ability” is understood not as a “predisposition”, but as a “skill”: “capable” means “knows how to do.”

The concept of competence can be operationalized (according to the Australian researcher T. Hoffmann) /20/ in three ways:

as visible and recorded results of activities;

as some standards for performing activities;

as personal properties that determine the effectiveness of a particular activity.

Professional competence is defined in the literature (A.D. Goneev., A.G. Pashkov, etc.) /16/ as an integral characteristic of the business and personal qualities of a specialist, reflecting not only the level of knowledge, skills, experience sufficient to achieve the goals of professional activity, but also the social and moral position of the individual.

The concept of “professional competence” includes the following three aspects (Lebedeva N.M.) /18/:

problematic-practical - adequacy of recognition and understanding of the situation, adequate setting and effective implementation of goals, objectives, norms in a given situation;

semantic - adequate understanding of the production situation in a more general sociocultural context;

value - the ability to correctly assess the situation, its essence, goals, objectives and norms from the point of view of one’s own and generally significant values.

A number of foreign researchers (R. Hagerty, A. Mayhew, etc.) /19/ consider any professional as a bearer of the following professional competencies, which together form the core (invariant) of professional qualifications:

technical;

communicative;

contextual (knowledge of the social context in which the profession exists);

adaptive (the ability to anticipate and process changes in the profession, adapt to changing professional contexts);

conceptual;

integrative (the ability to think in the logic of the profession, set priorities and solve problems in the appropriate professional style, etc.).

special - a high level of knowledge, equipment and technologies used in professional work and providing the opportunity for professional growth of a specialist, a change in work profile, and the effectiveness of creative activity;

social - the ability to take responsibility and make decisions, participate in joint decision-making, resolve conflicts non-violently, interact productively with representatives of other cultures and religions;

psychological, conditioned by the understanding that without a culture of emotional sensitivity, without the skills of reflection, without the experience of empathic interpersonal interaction and self-realization, professionalism remains partial and incomplete;

information, which includes mastery of new information technologies;

communicative, which requires knowledge of foreign languages ​​and a high level of speech culture;

environmental competence based on knowledge of the general laws of development of nature and society, on environmental responsibility for professional activities;

valeological competence, which means having knowledge and skills in the field of health maintenance and issues healthy image life

In the Kingdom of Bahrain It is customary to distinguish two components professional competence graduates - key and basic.

Key competence refers to the ability of an employee to solve problems that arise before him during his professional career. Key competences reflect the specifics of a specific subject or supra-subject area of ​​professional activity. In vocational and technical educational institutions, key competence is developed through such disciplines as “spiritual education”, “contemporary problems”, “information technology” and a number of others.

Basic competence is understood as a component of competence necessary for certain types of professional activities (engineering, teaching, medical, etc.), ensuring the professional development of an individual in a rapidly changing world. Basic competence is developed through training courses such as "problem solving", "collaboration", "small projects".

In order for the courses “working with others” and “problem solving” to contribute to the development of basic competence in students, the educational process of institutions of secondary vocational education is structured as a process of students searching for ways to solve problems. Students are given assignments that examine problems that society is currently facing, for example, a communications explosion, or an energy crisis, or environmental pollution, etc. This type of task is classified as research.

A number of tasks require students to solve a particular problem: for example, if a person has found a job in another city and needs to find an apartment to live in.

Assignments may contain requirements for developing a project to achieve some goal. Students are required to substantiate the causes of this problem, find out what solutions to this problem exist today, find and justify alternative solutions.

In the course of completing assignments, the student is forced to turn to catalogues, reference books, magazines, Internet resources, etc.

When performing such tasks, students also develop information competence (the ability to collect and process information from different sources, make contacts/communications with other people in different situations, using both oral and written, including electronic forms of communication (e-mail - for communication with the teacher and students, web quest for completing assignments, etc.).

Students' work is assessed based on observation of their activities. The product of student activity can be a report, presentation, or project.

Thus, the formation of professional competence occurs in the learning process, which ensures the transformation of one type of activity (cognitive) into another (professional). The implementation of such a process requires new content of professional education and a new organization of educational and professional space. This is possible through the use of e - learning a. The development of electronic multimedia opens up fundamentally new didactic opportunities for the field of education. Informatization acts as the main mechanism for the implementation of a new educational paradigm, as a new quality of the education system, as a means of implementing the function of forecasting the educational system, as well as the communication system between science and education.

1.3 Increasing the professional competence of management personnel at the level of modern requirements

In a situation of changes occurring in management, advanced training and professional retraining are becoming increasingly important for managers. The Concept for the Modernization of Russian Management for the Period up to 2010 emphasizes that the main task of modern management is to achieve compliance with the current and future needs of the individual, society and state. Reforming modern management places new demands on managers. A leader who thinks freely and actively, predicts the results of his activities and models the management process accordingly is a guarantor of solving the assigned tasks. The priority task of the advanced training system at the present stage, according to the Concept of Modernization of Russian Management, is to increase the professional level of managers and form a team that meets the demands of modern life. Today, the demand for a highly qualified, creatively working, socially active and competitive leader has increased.

There are certain qualification characteristics of managers, general requirements for a specialist, job and functional responsibilities of a manager, etc. And what qualities of a manager can indicate that the manager is professionally competent and the level of his competence meets the requirements for innovative management. What work of a manager can be considered professionally competent? Professionally competent work is the work of a manager in which management activities, management communication are carried out at a sufficiently high level, the personality of the manager is realized, and good results in management are achieved. The development of professional competence is the development of the creative individuality of a leader, the formation of readiness to accept new things, development and receptivity to management innovations. The psychological climate in the team and the results of the economic development of the organization directly depend on the level of professionalism of managers and their ability to continuously manage. In accordance with these requirements, it is possible to determine the main approaches to the development of managerial professionalism:

approach. Continuous scientific and methodological support for the development of professionalism through assistance to managers in the organization. The main goal of methodological work is the continuous improvement of the manager’s qualifications, continuous assistance in increasing his erudition and competence in the field of management.

This option for developing professionalism is implemented through the following forms of work:

Increasing the professional and cultural level of the manager;

Stimulating his official and social activity;

Improving the methods and style of interaction with employees on the principles of humanization, democratization, transparency;

Formation of skills and abilities to analyze the management process in general and self-analysis of one’s management activities in particular;

Practical forms of scientific and methodological work:

Conferences, seminars, trainings, scientific, practical and problem-based seminars, work of creative laboratories and temporary creative groups of a formal and informal nature, discussions, round tables, organizational and active games, organization of advanced training courses, organization and holding of professional skills competitions, individual consultations.

approach. Development of professionalism through on-the-job training courses with obtaining a document state sample. This form can be implemented in person and in absentia on the basis of agreements with institutions that have a license for advanced training. Such courses solve the problem of disruption of the production process. The opportunity to learn from first-class specialists turned out to be extremely in demand by the country's leaders.

approach. Implementation of a cumulative system of advanced training, taking into account the individual control system head .

The criterion for assessing the effectiveness of professionalism development will be the positive dynamics in the level of professionalism of managers, as well as the level of satisfaction of managers and the demand for the services offered.

Today there are ongoing training courses for managers and specialists using the Internet. Among the most popular, the following institutions can be listed: Center for Scientific and Technical Information "Progress" - the largest training and advanced training center in Russia, SRC Business School - www.src-master.ru<#"justify">2. Assessment and analysis of the professional competence of the heads of the educational institution of FGSUVU No. 1

.1 Brief description of the educational institution FGSUVU No. 1

Federal state special educational institution for children and adolescents with deviant behavior "Special vocational school No. 1 closed type" Ishimbay (hereinafter referred to as the School) is a state special educational institution for children and adolescents with deviant behavior of federal subordination.

Special vocational school No. 1 of a closed type in the city of Ishimbay was created by order of the State Vocational Education Council of the RSFSR dated 06/03/1969 No. 192 and by order of the Department of Vocational Education of the Bashkir Autonomous Soviet Socialist Republic dated 08/15/1969 No. 165.

Full official name of the School: Federal State Special Educational Institution for Children and Adolescents with Deviant Behavior "Special Vocational School No. 1 Closed" in Ishimbay, Republic of Bashkortostan.

The abbreviated official name of the School is FGSUVU "SPU No. 1".

Location of the School: 453210, Republic of Bashkortostan, Ishimbay, st. Severnaya, no. 29.

Based on the order of the Government of the Russian Federation dated August 30, 2004 No. 1139-r, the School is under the jurisdiction of the Federal Agency for Education (hereinafter referred to as the Founder), which exercises the functions and powers of the founder.

Relations between the Founder and the School that are not regulated by the Charter are determined by the legislation of the Russian Federation and the agreement concluded between the Founder and the School.

The school in its activities is guided by the Constitution of the Russian Federation, the Civil Code of the Russian Federation, the Law of the Russian Federation "On Education", the Federal Law "On the Fundamentals of the System for the Prevention of Neglect and Delinquency of Minors", the Budget Code of the Russian Federation, the Tax Code of the Russian Federation, other legislative and regulatory legal acts, Model regulations on a special educational institution for children and adolescents with deviant behavior, approved as amended by Decrees of the Government of the Russian Federation dated 01/08/1997 No. 19, dated 12/23/2002 No. 919, regulatory legal acts of the relevant federal executive authorities and local self-government , acts of the Founder, this Charter. The school, in accordance with state educational standards, implements basic educational programs of primary general, basic general, secondary (complete) general and primary vocational education.

The school can implement educational programs of additional education. The school is a non-profit organization and does not have profit making as its main goal.

The school is a legal entity. The School acquires the rights of a legal entity from the date of its state registration. The school has separate property that is federally owned and assigned to it with the right of operational management, an independent balance sheet, personal accounts opened in the prescribed manner with the Federal Treasury to account for federal budget funds and funds received from entrepreneurial and other income-generating activities, in the currency of the Russian Federation and accounts for accounting funds in foreign currency, opened in accordance with the currency legislation of the Russian Federation, a round seal with its full name and the image of the State Emblem of the Russian Federation, stamps, forms and other necessary details, conducts office work, archives, and presentation of financial and statistical reporting in the forms established by the relevant federal executive authorities, reports annually on its activities.

The main objectives of the School are:

creating the necessary conditions to satisfy the individual’s need to receive primary general, basic general, secondary (full) general and primary vocational education, a specific profession of the appropriate skill level, intellectual, cultural, physical and moral development;

creating the necessary conditions for psychological, medical and social rehabilitation of pupils;

formation of citizenship and hard work in students, development of responsibility, independence and creative activity;

preservation and enhancement of moral and cultural values ​​of society.

Licensing, certification and state accreditation of the School are carried out in the manner established by the legislation of the Russian Federation. The school receives the right to conduct educational activities and benefits established by the legislation of the Russian Federation from the day the license is issued to it. Based on the certificate of state accreditation, the School has the right to issue its graduates with a state-issued document on the appropriate level of education and to use a seal with the image of the State Emblem of the Russian Federation. The school independently forms its structure, with the exception of the creation, reorganization, renaming and liquidation of branches. A school may have in its structure departments, preparatory courses, classrooms and laboratories, educational and training workshops and farms, training grounds, dormitories, structural units of additional education and other structural units.

The management of the School is carried out in accordance with the legislation of the Russian Federation and its Charter and is based on the principles of unity of command and self-government.

The competence of the Founder is determined by the legislation of the Russian Federation, the Charter and the agreement concluded between the Founder and the School.

The Founder carries out in relation to the School, including:

bringing the limits of budget obligations;

registration of permission to open a personal account to account for funds received from business and other income-generating activities and approval of estimates of income and expenses of the federal budget;

other budgetary powers established by the legislation of the Russian Federation.

The Charter of the School, amendments and additions to it are adopted by the general meeting of employees and representatives of students and approved by the Founder.

The director directly manages the activities of the School. The Director of the School is appointed in the prescribed manner by the Founder on the basis of a concluded employment contract.

The director, in accordance with the legislation of the Russian Federation, appoints and dismisses employees, determines the job responsibilities of employees.

The School Director is responsible for:

failure to perform functions within his competence;

educational programs are not fully implemented;

quality of education of graduates;

life and health of students and workers during the educational process;

misuse of federal budget funds;

accepting obligations in excess of the established limits of budgetary obligations;

obtaining credits (loans);

other violations of the budget legislation of the Russian Federation.

The director is obliged to provide advanced training for teaching staff in the prescribed manner.

The forms of self-government of the School are: the Board of Trustees, the School Council, the general meeting of employees and representatives of students, the pedagogical council. The General Meeting of employees and representatives of students (hereinafter referred to as the General Meeting) is held to adopt the Charter, amendments and (or) additions to it, elect the School Council, resolve other issues within its competence by legislative and other normative legal acts, the Charter, and adopted to the General Meeting by the School Council or the director. The decision to convene the General Meeting and its date is made by the School Council or the director.

The main activities of the School Council are:

development of a development program for the School and improvement of the educational process;

discussion of the Charter of the School, changes and additions to it, as well as other acts regulating the work of the School.

development and approval of the Regulations on the procedure for formation and expenditure extrabudgetary funds;

hearing reports from the head of the School;

coordination of requests for awarding the School’s employees with state and industry awards, conferring honorary titles on them;

other issues within its competence by law and other regulations, the Charter of the School.

The School employees include management and teaching staff, educational support and other personnel.

The appointment, dismissal, regulation of labor relations of School employees is carried out in accordance with the Labor Code of the Russian Federation and the Law of the Russian Federation “On Education” and other regulatory legal acts.

2.2 Determining the level of professional competence of the heads of an educational institution when assigning a qualification category

competence professionalism manager qualification

There are different interpretations of the concept of “educational institution” and different approaches to determining its structure. Here are some of them (Table 1). To assess the competence of the head of an educational institution, it is important to highlight those approaches that will allow the phenomenon of competence to be considered from the point of view of criteria, indicators and tools for measuring the professional competence of the head of an educational institution. Determination of the level of professional competence of heads of an educational institution when assigning a qualification category (during the certification process) is presented in (Table 2).

Table 1 - Definition of the concept "Professional competence"

Author Definition of the concept Structure of professional competence I.V. GrishinaCompetence is an integral professional quality of a leader, an alloy of his experience, knowledge, skills and abilities, an indicator of both readiness for leadership work and the ability to make informed management decisions. The professional competence of a school director is a complex multidimensional personal formation, which includes functionally interconnected components: - motivational - a set of motives adequate to the goals and objectives of management; -cognitive - the body of knowledge necessary for management; -operational - a set of skills and abilities for practical problem solving; -personal - a set of personal qualities important for management; -reflexive - a set of abilities to anticipate, evaluate, “slow down” one’s own activities, choose a management strategy. S.V. SelitskayaThe pedagogical competence of a manager is a basic professional characteristic of a manager’s personality, one of the key system-forming components in the general structure of managers’ competence. She identifies three leading paradigms that form the fundamental basis of the conceptual basis for the formation of a manager’s pedagogical competence: sociological, sociocultural and activity-based. Justifies the choice of the activity approach as a fundamental basis for creating conditions for the formation of the pedagogical competence of a manager T.N. Pilshchikov The competence of a teacher-manager is represented as: -the degree of mastery of a body of knowledge, skills and abilities in the field of pedagogical management, economics, and entrepreneurship; -ability for marketing and research activities, analysis and selection of optimal ways to solve problems under conditions of uncertainty; -readiness to develop, make and implement effective management decisions in the direction of the set goal; -formation of significant personal qualities, economic thinking and motivational and value orientations; -unity of theoretical, normative, legal and practical readiness for pedagogical management, economic activity and entrepreneurship; readiness for information support of management activities, effective communications in business communication. Table 2 - Determination of the level of professional competence

ParametersCriteriaIndicatorsToolkitCompetence of the head of an educational institutionQualificationKnowledge of: - strategies for the development of education in Russia and the principles of educational policy; - goals, content, forms, methods of teaching and education, modern concepts and technologies; - types of educational institutions, their place and role in the system of lifelong education, requirements for the results of their activities; - fundamentals of economics of education; - normative - legal framework functioning and development of the education system; - theoretical foundations of management, leading management schools and concepts, features of management in the field of education; - principles of analysis and construction of educational systems and methods of planning their activities; - systems and methods of material and moral incentives for employees; - effective team management styles; - modern methods control of educational, financial and economic activities and office work in the institution; - requirements for record keeping in an educational institution. Questioning; Testing; Exam; InterviewProfessionalism Ability to: - analyze the activities of educational institutions, identify the most significant problems and find effective ways to solve them; - develop normative and organizational documentation of the educational institution (agreements, charters, rules, etc.); - develop programs for the development of an educational institution; - build an organizational structure for the management of the educational institution; - plan and organize control over the activities of the institution; - motivate performers to achieve high results in their work activities and advanced training; - prevent and resolve conflicts in the team; - organize the development of innovations; - conduct business meetings, conversations, organize group work. Practice-oriented project Discussion Business games Productivity of the educational institution: - maintaining the student population; - students’ mastery of educational standards; - results of innovative educational activities. Head: - the state of the regulatory legal framework for the functioning and development of the educational institution; - development programs of the institution (division); - the state of the educational and material (material and technical) base of the institution (availability, use, development); - quantitative and qualitative characteristics of the movement of personnel; - social and psychological climate in the managed team; - quality and level of sanitary and hygienic conditions; - state of office work. Generalization of experience

Let's consider the approach of P.I. Tretyakov/22/.

The professional vitality and competencies of teacher leaders as indicators of the quality of education are presented in Table 3.

Table 3 - Professional vitality and competence of teachers.

Parameters Criteria Indicators Toolkit Gnostic (research) and self-educational competencies Application of methods and technologies for identifying the relationship between purpose, content, conditions, objects 1) find the necessary educational information; 2) set goals, plan, organize your individual educational process and trajectory personal development other subjects of the educational process; 3) identify, solve, control and correct the problems of their self-education; 4) find and benefit from experience; 5) evaluate the effectiveness and efficiency of the education received; 6) explore the advantages and disadvantages in activities, in the system of relationships; 7) explore the factors of productive education, analyze the state of the problem field in theory and practice; 8) explore factors influencing the self-organization of participants in the educational process; 9) explore the advantages and disadvantages of one’s own activities; 10) rely on the strengths of your personality in solving problems. Questioning; Testing; Exam; Self-diagnosis; Generalization of experienceOrganizational and communicative competenciesBuilding an optimal model of relationships and interaction between all subjects of the educational process and effective personal self-organization1) organize one’s own activities related to solving educational problems; 2) organize interaction, mutual assistance and support between all participants in the educational process; 3) effectively distribute your time and the time of participants in the educational process for various types of activities; 4) use indirect influence on the organization of activities of all participants in the educational process; 5) teach self-organization of activities of participants in the educational process; 6) build relationships based on the implementation of development programs (independence, self-confidence, etc.); 7) stimulate development; 8) teach communication (the ability to establish contacts, coordinate actions, listen and hear others, resolve conflicts, etc.); 9) make decisions, responsibility; 10) apply computer technology. Business game Constructive and design competencies Possession of theoretical methods of action in the development of an integral process and training sessions based on progressive pedagogical technologies 1) draw up a personal self-educational program (plan); 2) draw up the educational program of the school; 3) draw up technological maps of the passage educational material; 4) establish intra-, interdisciplinary and cyclical connections of the disciplines being studied; 5) design a modular and multidisciplinary organization of the UVP; 6) determine the most rational forms, methods and technologies of the educational process; 7) choose the most rational structure of the entire process; 8) determine the most productive structure of the training session; 9) develop personal and collective reflection. Practice-oriented project Social and personal competencies Definition of personal and social goals 1) critically examine phenomena and events in the world, Russia, a particular region; 2) determine the connections of the past, present and future; 3) assess social and personal trends related to health, the environment, and the consumption of various types of resources; 4) enter into the discussion and develop your opinion; 5) overcome difficulties and conflicts; 6) express yourself and your best qualities. Questioning; Interview; Discussion; Business game Adaptive competencies Ability to cope with modern and predictable situations 1) use new information to update activities; 2) apply new technologies to improve labor efficiency; 3) show tolerance, flexibility, and resilience in the face of rapid change; 4) show readiness for activities that transform oneself and other people; 5) respond adequately in terms of personal growth to changes in society. Round table; Business games; Questionnaire

2.3 Analysis of the results of changes in the professional competence of teachers and heads of educational institutions

The analysis of the results of measuring changes in the professional competence of teachers was carried out in accordance with the criteria and indicators (according to T.G. Brazhe) /34/. The following parameters of professional competence were assessed: motivational-value, cognitive-activity and emotional-processual.

Motivational-value parameter

At KBPC combined with certification, the teacher’s attitude towards learning new knowledge, readiness for learning and professional and personal development (mobility) are not specifically diagnosed.

In problem-based courses, as a rule, the teacher’s attitude towards learning new knowledge, readiness for learning and professional and personal development are determined.

On the issue related to the introduction of specialized training, a survey of teachers was organized within the framework of the subject-methodological module.

The main purpose of using the questionnaires was to identify the personal meaning of acquiring knowledge, the structure of professional motivation, the degree of readiness to implement the acquired knowledge and skills in post-course teaching activities. The questionnaires included multiple-choice and free-response questions.

This diagnostic tool is not perfect enough, but it allows us to determine the main trends.

Thus, among the main motives encouraging teachers to participate in the implementation of specialized education ideas, the following were named: the desire to more fully take into account the individual characteristics of students, the conviction that this will increase work efficiency.

Cognitive-activity parameter

The results of the input diagnostics carried out using teachers’ CMMs indicate mastery of the subject at basic level by the majority of teachers. At the same time, difficulties were identified in mastering certain elements of content that traditionally cause difficulties for students.

The results of the final diagnostics indicate that the majority of course participants have mastered new elements of the subject content and methods of teaching it.

Teachers have significant difficulties in assessing the results of their work: as a rule, results are determined by the percentage of student achievement and the number of graduates who entered other educational institutions. As a result of training in courses, teachers acquire the skills to determine the effectiveness of their work using various diagnostic techniques.

In general, teachers are guided by professional literature, although in most cases they turn to subject-specific - and less often - to general pedagogical journals or monographs. During the course of mastering the course training program, teachers study current methodological literature, get acquainted with modern research in the field of the basic subject and methods of teaching it.

In addition, the level of teachers’ involvement in innovative solutions, as well as their mastery of methods, increases pedagogical research. During the course, teachers develop the ability to analyze their own experience and the experience of their colleagues.

It was revealed that during the performance of entrance control tasks for professional and pedagogical workers, out of the maximum possible number of points, the full number of points is usually gained by one or two students. The average achieved results in groups are 70-60% of total number tasks.

At the same time, the lowest indicators in the group are given by students who do not have special education, including pedagogical education, and with little work experience. An unacceptably small number of points for a year of course preparation usually ends up with one or two students.

An analysis of the results of the entrance diagnostics showed that the greatest difficulty is traditionally caused by questions related to the theory and methodology of teaching subjects (professions). It should be noted that the results of the analysis of the implementation of KIMs indicate that students have a “shaky” knowledge of some documents of the state educational standard (up to 55% of incorrect answers).

At the same time, most of the students showed fairly good knowledge of the content of their educational areas.

However, in general, the level of professional competence of the majority of teachers taking courses can be considered sufficient (within normal limits).

When performing current and final diagnostic tasks, you can note the following:

a) when creating a “business card” of their educational institution, carrying out practice-oriented projects and tasks of diagnostic and teaching methods in subjects, a significant number of teachers find it difficult to demonstrate the presence of sustainable positive results in training and education;

b) tasks related to knowledge of new literature in the field of the subject and methods of teaching it, a self-critical and reflective attitude towards oneself, mastery of existing traditional solutions to professional problems, and description (but not analysis!) of the experience of colleagues are usually completed quite successfully;

c) the traditional difficulty is achieving the depth and validity of the analysis of the effectiveness of one’s activities, the logic and validity of conclusions about the directions for improving professional activities, as well as the ability to demonstrate the ability to analyze problematic information obtained from the literature, to understand (and sometimes even evaluate) a promising methodological idea, convincingly justify your conclusions.

d) teachers find it difficult to solve problems related to going beyond the “standard” situation. The level of proficiency in a complex of research skills and their use in practice cannot be highly assessed by the majority of students. However, it is in this indicator of professional competence that noticeable dynamics are observed (even on the scale of short-term courses).

Using the appropriate diagnostic tools (written test), the following picture of the formation of the psychological and pedagogical competence of students “at the entrance” is recorded: approximately 60% of students demonstrate the presence of ideas about the main models of education, almost 15% are able to analyze both their activities and pedagogical phenomena in general (proficient in pedagogical diagnostics), 60% of students know the requirements for a modern lesson and 20% are familiar with the structure of a teacher’s professional competencies.

The results of the final diagnostics and practice show that microgroups cope with tasks at an acceptable level. They clearly formulate the current problems of their teaching practice, reveal their pedagogical, educational, methodological, psychological and valeological aspects. The problems of developing creative talent in students, deviant behavior of adolescents, stimulating cognitive activity of students in the classroom, etc. are relevant.

Groups provide scientific justification for proposed solutions. During the presentations, students demonstrate good knowledge of pedagogical theory and a creative approach to developing the chosen problem. Group leaders, completing their presentations, analyze group work and summarize proposed solutions to problems. Listeners actively participate in discussions on the issues under consideration.

As you can see, the assessment of changes in the psychological and pedagogical competence of students as a result of training in courses is overly general and undifferentiated.

Emotional-procedural parameter

The satisfaction of students with the organizational and pedagogical conditions of the learning process, the content of classes, the correspondence of the content and organization of courses in general to the professional needs and interests of the teacher can be assessed as satisfactory (according to a survey of students immediately after the courses).

An analysis of the results of a sociological study on the delayed results of advanced training reveals a generally high degree of satisfaction among both teachers themselves and their supervisors.

It would be advisable to analyze the results of measuring changes in the professional competence of educational system leaders in accordance with the approach of I.V. Grishina /25/ .

I will give several examples characterizing the results of measuring the professional competence of managers. To a certain extent, they can be used to judge trends in changes in the professional competence of management personnel.

The results of the entrance diagnostics showed the following: 57% of students do not know the main provisions of regulatory documents on the activities of an educational institution; 35% students demonstrate average or below average levels of knowledge about their basic functional responsibilities; 8% students have theoretical knowledge of the provisions of documents regulating the activities of an educational institution not only in the operating mode, but also in the development mode, and apply the knowledge in their practical activities.

The final diagnostics showed the following.

A high level of professional competence was demonstrated by 38.4%. They:

Have a systematic understanding of the structure and development trends of the Russian and regional education systems;

understand the diversity of economic processes in the modern world, their connection with other processes occurring in society.

theoretical foundations and patterns of functioning and development of an educational institution, including transition processes;

principles of making and implementing economic and management decisions.

identify problems of an economic, social, political nature when analyzing specific situations, propose ways to solve them and evaluate the expected results;

systematize and summarize information, prepare certificates and reviews on professional issues;

use basic and special methods system analysis and problem analysis, manage information in the field of their professional activities;

develop and justify options for effective economic management decisions;

critically evaluate from different aspects (production, motivational, institutional, etc.) changes in the field of education, trends in the development of objects in the field of professional activity;

use computer technology in user mode to solve management problems.

special management terminology and specialty vocabulary;

skills of independent acquisition of new knowledge using modern educational technologies;

skills of professional argumentation when analyzing standard situations in the field of upcoming innovative activities.

54% showed themselves to be at the average level of professional competence.

7.6% showed themselves at a low level.

The final diagnostics of the professional competence of educational institution managers in the disciplines: “Economic Theory” and “Fundamentals of Organization of Economic Activities of an Educational Institution” showed the following.

% (high level) easily defined the main economic categories (need, demand, supply, price, value, costs, expenses, opportunity costs, budget, extra-budgetary funds, financing channels, regulatory budget financing, etc.) and concepts ( consumer behavior, financing, budgeting, production of services (goods), etc.); freely established existing dependencies when solving logical problems, for example, the relationship between a reduction in customs duties on foreign cars and the market for automobile products, between an increase in oil production and the education budget, etc.

% (low and below average level) experienced difficulty in this, i.e. confused the content of concepts or could not formulate them at all. In addition, they could not link (or had little understanding of) the main provisions of legislative acts, theoretical calculations, and economic laws with their practical activities. For example, apply the law of ascending opportunity costs when creating a school schedule; could not indicate the channels for financing the educational institution; were unable to compare the volumes of budgetary funding and extrabudgetary funds. And also couldn't decide logic problems, for example, to establish a connection between the market for the production of gas masks and the market for the production of baby diapers (a question of micro- and macroeconomics and life experience).

% (average level) made mistakes when determining the main categories and economic laws operating in the economy and, in particular, in the economics of education. They could independently connect their experience and the theory of economic issues (laws).

CompetenceNumber of managersHigh levelMedium levelLow level38.4%54%7.6%

Thus, as a result of the analysis of professional competence:

no systematic work is being carried out to analyze the results of measuring changes in professional competence.

there is no unified criteria for assessing changes in the professional competence of students;

the study of professional competence is limited to the cognitive parameter; the goals of studying other parameters are not set: motivational-value, activity, etc.

3. Ways to improve and develop the professional competence of heads of educational institutions

3.1 Conditions, principles and forms of organizing the environment for professional development of education managers

In the third chapter, I examined the problems, causes, consequences, and solutions to the professional competence of a modern specialist. Ways to solve the problem of developing professional competence of a modern specialist Table 4

Highlighting the educational environment as a fundamental condition for the leader’s individual choice of professional values, I believe that the active role of the educational environment is to promote a person’s self-discovery, to “pull” his potential to the level of actualized abilities, which are the basis of active professional and personal self-development. The basic principles of organizing the educational environment are:

collective design and implementation of the plan for educational interaction;

diversity of educational content, methods and forms of entry into it, up to individual advanced training programs;

integrity and continuity in the content and logic of various organizational forms advanced training;

stimulation and support of any educational activity;

the priority of personal rather than functional-role interaction between organizers and listeners;

an emotional climate favorable for learning.

Problem Causes Consequences Solutions 1. There is no systematic work to analyze the results of measuring changes in professional competence. Insufficiently complete, operationalized and reliable system for monitoring the effects of course training. Ineffective management of the quality of the organization and the effectiveness of training within the framework of course training 1. Analysis of the content of curricula and training technology from the point of view of compliance with the criteria of professional competence of teaching and management personnel of the education system. 2. Adjustment of the content of curricula and teaching technology 3. Expertise by the Ministry of Education of developed programs. 2. There is no unified criteria for assessing changes in the professional competence of students; Insufficient readiness of the institute staff to use the concept of “Professional competence as a key indicator” to assess the success of working with students. Installation professional competence as a key indicator becomes not a priority 1. Examination of developed programs 2. Analysis of the content of the curriculum and teaching technology from the point of view of compliance with the criteria of professional competence of teaching and management personnel of the education system. 3. Adjustment of the content of training programs and teaching technology. 3. The study of professional competence is limited to the cognitive parameter; the goals of studying other parameters are not set: motivational-value, activity, etc. Increase in the number of control and measurement procedures and the lack of a unified scientific and methodological base, evaluation of methods Weak connections. Lack of sharing of positive experiences1. Adjustment of such control and measurement procedures as the implementation of diagnostic and training techniques, practice-oriented projects, exam, interview, test, essay, dictation. 2. The methodology of competent organization of such control and measurement procedures as testing, questioning, business (role-playing) games, debates, self-diagnosis, and presentation of the listener’s “portfolio” has been studied. 3.Development and approved procedure for conducting examination of diagnostic instruments. 4. Development of formalized indicators; methodology for collecting, processing, storing, distributing and using information on the results of measuring professional competence; 5. In accordance with the criteria of professional competence - develop forms of expert sheets for assessing the professional competence of teaching and management personnel and the structure of the submission (expert opinion) filled out by the head of the educational institution for the certified educational worker, including: director of the educational institution, deputy director of the educational institution for sustainable development, deputy Director of the Educational Institution for VR.

Figure 4 - Problems of developing professional competence of a modern specialist

“Maintaining” these principles in the organization and implementation of advanced training programs is both a relatively new and quite difficult task in the context of the growing diversity of ethical, psychological, pedagogical, anthropological views and the increased complexity of value self-determination of teachers.

The municipal methodological service, in addition to course training, may have such forms of organizing professional development as:

pedagogical workshops as a form of entry into research activities;

organization of seminars (based on innovative schools): immersion seminars, problematization seminars, reflection seminar, project seminar, methodological seminar, expert seminar, consulting seminar, etc.;

conference of leaders to discuss educational problems in the municipality;

management internships for young managers as part of a management event;

"consultation point" in MMS (RMK);

"marketing hall" in the municipal "building" of education;

open professional club, etc.

The proposed forms of organizing methodological work with education managers expand and complement those traditionally used. Let us note here, however, that methodological work still remains one of the central forms that performs two mutually intersecting functions - the development of teaching methods and the professional development of the teacher. Since management and teaching are not identical phenomena, it is unlikely that we can talk about, for example, a methodological unification of school principals or head teachers.

Thus, advanced training of education managers on the basis of the municipal methodological service is carried out not only through various forms, but also in a specific professional community. These are management professional associations, on the basis of which the processes of professional development of education managers and the search for new mechanisms for changing management activities can unfold. For example: an assembly of school principals, a management studio, a corporation of education managers, etc. Unlike teachers, who delegate representatives of their professional communities to the municipal level of education, managers are immediately professionally united at this level.

Therefore, within the framework of a municipal professional association, small (or temporary) professional groups may arise in areas of professional interests. It is the professional community that is the subject of change, where innovative management practices are created (or conceptualized), and where the mode of individual change is located.

The main problem in the search for ways and forms of interaction between teachers, methodologists and education managers (in realizing the goals of the educational program) is the problem of the grounds for their choice. When solving it, it is necessary to rely on philosophical, psychological and pedagogical theoretical positions, consisting in the discovery and awareness of personal meanings, orientation towards the infinity of knowledge, the creation of oneself in the world and the world in oneself, the values ​​of co-understanding, co-recognition, co-creation, freedom of choice. These reasons lead to the need to create new forms and rethink traditional ones.

In the practical implementation of the program, lectures, workshops, discussions, round tables, debates, mini-trainings, workshops, role-playing games, mini-conferences, positional discussions, etc. can be used. In addition, the same reasons dictate the variety of principles of organization study groups when conducting group work.

One of the ways of self-realization of a manager as a participant in course training is interactive teaching methods based on personal interaction and communication of each participant in the educational process. Traditionally, such technologies belong to the so-called forms of collective mental activity in the educational and research process. In addition, in our opinion, interactive techniques can act as a stimulus for the creative and educational initiative of listeners, having a non-directional and resonant effect on the internal spheres of the individual.

3.2 Development of competencies, how main goal education

In the modern education system, there is a huge bias towards learning, with theoretical knowledge dominating over practical skills.

And although the TSB defines education as “training and upbringing,” in practice, everyone usually successfully forgets about upbringing. (The expression “vocational training” is widely known, but hardly anyone has heard the expression “vocational education.”) What does this lead to? All the knowledge and skills, and even the few skills that young specialists have acquired, they cannot successfully apply. Why?

§ They lack the appropriate qualities.

§ They lack experience.

§ They don't want to be professionals!

§ They are “out of the loop” because the environment in which they “cooked” during the learning process was students and teachers, not professionals.

It is precisely these four components that are missing in modern vocational education:

§ Professional education.

§ Professional practice.

§ Updating professional choice.

§ Immersion in a professional environment.

In addition, for a more accurate analysis and planning of vocational training, it is worth dividing: a) knowledge training (conventionally, this section of vocational education can be designated as “training”) and training in skills (conventionally, this section can be called “training”, because training is the main method of developing skills and abilities). Training differs from professional practice in that it is carried out not in real, but in educational - facilitated conditions, and the object of training is not the entire activity as a whole, but individual professional skills.

In modern professional education, both at the level of the professional community and at the level of government agencies, there has been a tendency to describe professional education as a process of developing the necessary competence of a specialist. And although so far this has happened only in words and on paper, let’s hope that “the process has begun.” But the question naturally arises, what is meant by competence?

As a rule, competence is understood as a specialist’s possession of a set of competencies necessary for his work, or the compliance of this specialist with the requirements of his position, or the ability of a specialist to effectively carry out his professional activities. And since the key word in the definition of competence is the word “competence,” then it is precisely this that should be precisely defined.

Definitions of the concept of “competence” vary. Moreover, individual skills (conflict management), personality traits (sociability, responsibility, analytical mindset), and psychological attitudes (achievement orientation) are sometimes cited as examples of competencies. But in itself, none of these components (knowledge, skills, attitudes, etc.) is a competence in relation to the activities of a specialist, but is only one of its elements.

But, nevertheless, if we highlight the essence, then all these examples and definitions speak about the same thing - about certain individual characteristics that allow a specialist to be effective in his field of activity. True, sometimes competence is understood as a job requirement for a specialist, but, in my opinion, this is about the same thing, but in a different context.

So, I propose the following definition of competence: “Competence is a complex of individual characteristics of a specialist that are necessary and sufficient for the effective and guaranteed implementation of his professional activities in given conditions and at a given level of quality.”

A similar definition is given by the Dictionary of Economics and Finance: “Competence is the unity of knowledge, professional experience, abilities to act and behavioral skills of an individual, determined by the goal, given situation and position.”

True, an attempt has been made here to reveal the composition of competence, however, in my opinion, it is more convenient to do this by creating a model of the structure of competence.

Having examined competence from a common sense perspective, as well as through the prism of a number of striking examples of effective professional training, I identified a number of key elements, both those that coincide with those already known (knowledge, skills, attitudes), and those that do not.

The most significant (system-forming!) element in this model was the variable individualized algorithm of the specialist’s activity - his technology, his “know-how”.

After all, in the activities carried out by a successful specialist, you can always see a certain structure. And a professional specialist can always describe this structure (“first I do this, then that, if so, I do this, if so, then that,” etc.). It is this algorithm that leads to the planned result, and all other components of competence (knowledge, skills, attitudes) are auxiliary in relation to it. And the higher the qualification of the specialist, the more complex his activity, the more uncertain the conditions of this activity, the more complex, the more variable and the more individualized the algorithm is required.

However, considering professional activity over a more or less long period of time, one can see that when the conditions of activity change or as the requirements for its results increase, the specialist has a need to improve the activity itself. As a rule, this is realized through two main directions: a) independent training and b) the introduction of new forms into practice.

The need for this directly follows from the model of effective professional activity (Figure 1):

Figure 1 - Closed cycle of effective professional activity.

Hence the need arises to include two additional elements in the competency structure: independent training methods and innovation methods.

START - Complete Universal Competency Structure

Figure 2 - Complete Universal Competency Framework

Business training is a lifesaver

Since modern professional education has a bias towards learning (and mostly theoretical), for the effective training of almost all specialists, compensating mechanisms are necessary.

IN recent years The main of these forms was business training.

If we consider business training to be a special form of short-term vocational education, then it would be fair to say that the goal of business training is to develop the competencies of training participants to the level they need.

This approach makes it possible to facilitate the work of both the business coach (by providing guidance when setting training tasks), and the customer (by helping to identify training needs), and the client - the training participant (by motivating him to fully participate in the training).

However, a number of pressing questions arise here:

How to determine the profile of the required competence?

How to measure the level of “subtle” components of competence?

How to most effectively develop different aspects of competence?

Based on my personal and professional experience, and also based on common sense, I see the following possible answers to these questions:

In order to determine a competency profile, you should:

Clearly define the goal.

Determine possible ways to achieve it and, based on the results of the analysis of external and internal resources, choose the optimal one.

Model the activity to achieve a given goal in a given way - i.e. create an algorithm for this activity.

Determine what attitudes, knowledge, skills, qualities, experience a specialist needs to implement this algorithm - i.e. create a profile of the required competence. To do this, you can test several specialists carrying out similar activities; In some cases, it is enough to conduct a thought experiment.

In order to measure the “subtle” components of competence, it is necessary to find relatively simple types of activities, the results of which are measurable and correlate with the competency parameter being tested (i.e., select or create a test system).

With some persistence and a creative approach, you can measure even such “subtle” qualities as empathy (the semantic differential method is suitable), energy and stress resistance (the breath-holding method is suitable), etc. In addition, you can always use the method of expert assessment - the main thing is to accurately formulate the task for the expert and develop an adequate and convenient measuring scale.

Even if there is no job competency profile, it can be created with the help of the training participants themselves. Taking for 10 points the ideal level of development of each of the parameters for current or planned activities, the participant will receive an ideal profile of your competence.

By assessing the current level of each parameter, he will be able to create a current profile of his competence.

Figure 3 - Three competency profiles

At the end of the training, the participant, together with the trainer, can analyze their results and outline their next steps, creating and selecting methods for further independent work to achieve it. By the way, these results, coupled with a self-training program and a program for implementing the material learned during the training, can be very useful for the HR specialist in whose charge the employee is.

From the point of view of Moscow State University professor V.I. Maslov, the author of the first textbook in Russia for universities on strategic personnel management, “managing the competence of employees is the main direction activities of human resource management specialists" /25/.

In addition, competency analysis is necessary for the strategic management of all activities of the organization, as well as for the effective management of corporate culture.

Without aiming at a thorough analysis of this issue, we will consider only some of the opportunities that the competency-based approach provides for organizing effective personnel management.

Remembering the “goal-activity-competence” chain and applying this model to strategic human resource management, we can come to at least two very interesting conclusions.

First conclusion:

Larger goals tend to require more complex activities to achieve. And more complex activities require higher specialist competence. And acquiring higher competence takes time, often considerable time. After all, even a simple skill is formed in an average of 21 days, and there may be several necessary skills.

In addition, the development of personal qualities requires much more time - sometimes it takes years!

What could be the ways to solve this problem, apart from, of course, constant personnel changes (which is not always possible and is always highly costly)?

Implement a strategic management system and a strategic personnel management system in the organization.

And then, knowing what goals the employee will have in a few years and how he will achieve them, you can plan a long-term program for his training and development.

Consider the employee’s current activities not only as practical, but also as educational.

Applying this concept to business, we can say this: let my employee make mistakes if they are educational errors and not due to negligence. The damage from these mistakes will be covered many times in the future. After all, when an employee improves his competence, he will begin to bring profit, immeasurably greater than he brings now (even if now he does not make any mistakes).

The second conclusion that follows from the competency approach is related to the so-called “talent management”. This conclusion can be formulated as follows:

If the competence of a talented employee exceeds the competence of his position in at least one of the parameters, then the employee feels dissatisfied, and his competence begins to decline.

Moreover: in order for such an employee to feel happy, it is necessary that the requirements of his position exceed his current competence in at least one of the parameters.

Naturally, there are a number of conditions: the excess must be adequate to the position, the current tasks of the organization and the psychotype of the employee; the employee must be aware of this discrepancy and work with it, etc.

But despite all the difficulties, this finding opens up a whole range of opportunities for motivating and retaining staff. The most striking (even paradoxical) example: instead of increasing the amount of payments, you can complicate the employee’s professional activity. Of course, the question arises: how to complicate it and how much?

And this is where analyzing the competency profile of a given employee can help.

This conclusion echoes the ideas of realizing human potential. The idea is that strategic directions and goals are determined not only based on the decisions of the top officials of the organization, but also based on the existing unrealized competencies of personnel (which, again, can be helped by an analysis of employee competencies). If people feel that the organization not only ensures their standard of living, but also allows them to be more fully realized, then the phenomenon that lately It is commonly called “staff engagement”. But employee engagement gives not only a psychological, but also an economic effect!

It has already been irrefutably proven that due to low employee engagement, organizations lose huge amounts of money, which are not comparable in size to the costs of quality personnel management.

According to Gallup research, even in such a disciplined country as Germany, only 15% of enterprise employees are interested in their work and are satisfied with it, which causes enormous damage due to low productivity, frequent changes of employees' jobs and, surprisingly, absenteeism. Thus, by introducing a competency-based approach in the field of personnel management, you can not only improve the psychological climate and retain talented employees, but also reduce the financial costs of the organization, increasing profits several times!

3.3 The proposed model for assessing the professional competence of the head of an educational institution

Based on the use of the specified criteria, indicators and tools, the following levels of professional competence of the head of an educational institution can be distinguished:

) Need-motivational;

) Operational and technical;

) Reflexive-evaluative.

Approach T.G.Brazhe /34/. I consider it advisable to use the approach proposed by T.G. to assess the competence of the head of an educational institution of the FGSUVU. Braje /34/. The developed criteria for assessing the professional competence of a leader are similar to the criteria for the professional competence of a teacher. This approach is the basis for diagnosing the professional activity of the head of an educational institution during certification for the highest category.

Based on the analysis of the content and structure of the concept “professional competence of the head of an educational institution”, various approaches to assessing the professional competence of a leader, I propose a model for assessing the professional competence of the head of an educational institution, which is most acceptable in the system of advanced training. This model is based on a synthesis of the approach proposed by I.V. Grishina /24/, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.

Professional competence of a manager

Criteria - qualifications, resource efficiency, socio-psychological efficiency, technological efficiency.

Let's consider these criteria in more detail:

) Qualification.

Key indicators - knowledge:

types of educational institutions, their place and role in the system of lifelong education, requirements for the results of their activities;

fundamentals of economics of education;

regulatory and legal framework for the functioning and development of the education system;

theoretical foundations of management, leading management schools and concepts, features of management in the field of education;

principles of analysis and construction of educational systems and methods of planning their activities;

systems and methods of material and moral incentives for workers;

effective team leadership styles.

modern methods of monitoring educational, financial and economic activities and office work in an institution;

requirements for record keeping in an educational institution.

Tools:

Testing

Questionnaire

Interview

Discussion

Business (role-playing) game

Self-esteem (self-diagnosis, self-analysis)

Practice-oriented project

Diagnosis of professional activity

Portfolio

Generalization of experience

Expertise (expert opinion)

) Resource efficiency - the degree of feasibility of using and developing all school resources: personnel, material, financial

Key indicators:

A) Teachers’ realization of their professional interests and capabilities:

assessment of the development of creative activity of teachers

assessment of innovations and innovations

assessment of teachers’ fulfillment of development and self-expression needs

B) Rational organization of work at school:

assessment of the rationality of the school work schedule (based on a survey)

C) Rational use of school equipment, funds, personnel:

Assessment of the use of teachers in accordance with their professional education profile;

The state of the educational and material (material and technical) base of the institution (availability, use, development)

) Socio-psychological effectiveness - the degree of influence of management activities on the school community

Key indicators:

A) Satisfaction of teachers and students of the school:

assessment of the degree of satisfaction of teachers and school students (with their work and studies)

B) Social and psychological climate:

assessment of the level of socio-psychological climate at school

C) Motivation of school staff members for quality work:

assessment of motives for work behavior of school team members

) Technological efficiency - the level of implementation of the main management functions: information and analytical, motivational and target, planning and forecasting, organizational and executive, control and diagnostic, regulatory

Key indicators:

A) Compliance of the management structure with the goals of the school:

assessing the compliance of the management structure with the goals of the school;

B) Rational distribution of time by the head of the school:

assessment of the rationality of time allocation by the school leader

C) Rationality of management technology:

assessment of the manager’s preparedness to perform management functions and the degree of their implementation (based on qualification characteristics)

D) The leader’s ability to manage and develop the school:

Assessing the leader’s ability to manage school development;

the ability to analyze the activities of an educational institution, identify the most significant problems and find effective ways to solve them;

develop normative and organizational documentation of an educational institution (agreements, charters, rules);

ability to plan and organize control over the activities of the institution.

3.4 Analysis and assessment of the quality of the diagnostic tools used

The quality assessment of the diagnostic tools used was carried out using the following types of control procedures:

) input diagnostics;

) current diagnostics;

) final diagnostics, including: diagnostic and training techniques; practice-oriented projects.

Control and measurement procedures (CIP) have the following objectives:

A) input diagnostics - obtaining information that makes it possible to differentiate managers and teachers in the possession of professionally significant qualities (in order to determine the validity of claims for the declared category); obtaining information that allows you to adjust the methodology of conducting classes taking into account the interests and needs of students; obtaining information that allows students to conduct self-diagnosis of the level of professional competence; testing of control and measurement procedures.

B) current diagnostics - tracking intermediate results and the effectiveness of the course preparation process, identifying problems and difficulties of students, on this basis - adjusting the content and forms of training.

C) final control - assessing the success of students in completing course training programs and determining the degree of compliance of their professional competence with the declared category (for those certified for the category).

Input diagnostics are carried out at basic advanced training courses (KBPC), at courses on problems and at retraining courses for heads of educational institutions.

Input diagnostics at the KBPC are effective, which are carried out in the form of incoming control and subsequent interviews.

The content of KIMs (testing and measuring materials) includes the main issues of the Minimum Content of General Education in individual subjects. When organizing testing, as a rule, the time required to complete tasks is reduced compared to the established standards for students. This toolkit makes it possible to fairly objectively assess a teacher’s mastery of the subject content at a basic level.

CMMs consist of three blocks (parts). In the first block (Part A), each question is accompanied by answers, one of which is correct. In the second block (Part B), each question is given six answers, several of which may be correct. In the third block (Part C), each question must be answered in writing.

In the first block, the listener receives 1 point for each correct answer, in the second block, each correct answer is scored 2 points, in the third block - 7 points.

When developing KIMs (testing and measuring materials) for KBPC (basic advanced training courses) for managers of NPO institutions (Primary Vocational Education), materials developed by employees of the IRPO MO RF (Institute for the Development of Vocational Education of the Ministry of Education of the Russian Federation), departments of E&E, (Economics) are used and Organization Management), pedagogy and psychology, theories and methods of vocational education and teaching and learning complexes (educational and methodological complexes) of vocational education.

In accordance with the specification of CMMs for managers, the input diagnostics also consists of three blocks (parts), the first of which (Part A) is a multiple-choice test, the second (Part B) is a short-answer task (filling in missing words in sentences), the third (part C) - tasks in the form of answers to questions, performed in the style of free reasoning on a given topic (free detailed answer).

One of the positive aspects of conducting entrance diagnostics is that the entrance control is accompanied by an interview (individually with each listener). During the interview, the reasons for possible difficulties discovered during the implementation of CMMs are clarified.

Differentiation is carried out based on the results of generalization of the results of the entrance control and subsequent interview. Usually there are three conditional groups of listeners:

) have serious gaps in knowledge;

) having sufficient knowledge and skills;

) who have demonstrated a high level of professional competence (including the number of those who apply for the highest category is determined separately).

Differentiation of learning is achieved through “access” to individual educational routes for students, taking into account the results of entrance diagnostics.

A peculiarity of conducting entrance diagnostics at the CBPK of heads of educational institutions is its integrated nature. The entrance diagnostics includes 40 questions on the following blocks of disciplines: management, economics, law, pedagogy, psychology. The entrance diagnostic questions are aimed at determining the student’s level of preparedness for management activities and the validity of their claims to the first or highest qualification categories. Each correct answer is worth 1 point. Diagnostics allows you to determine 3 levels of a manager’s preparedness for management activities: high - more than 80% of correct answers (32 points or more); average - from 60 to 80% correct answers (from 24 to 32 points); short - less than 60% correct answers (up to 24 points). The specified diagnostics are supplemented by input subject diagnostics in individual disciplines. The question of the advisability of using a combination of integrated and subject diagnostics remains open and requires discussion and appropriate decision-making. The need to improve the diagnostic tools used is undeniable.

Current control is used during course preparation and includes assessment of students’ performance of tasks for independent work, their performances in practical classes, etc.

Within the framework of the KBPC, the final control, understood in this way, includes control and measurement procedures that are mandatory for all students (regardless of certification for any category):

a) presentation of the “business card” of your educational institution;

b) development of CIMs by profession, subject;

c) conceptual and terminological dictation;

d) an exam in the form of a seminar - a regulated discussion.

Positive experience in using innovative forms of current diagnostics is available at the Department of E&D (in the economic block). Of particular note is the methodological support of control and measurement procedures. For example, the following forms of current diagnostics are used:

essay writing .

Carrying out a practice-oriented task (mini-project).

The goals that are set when performing this practice-oriented lesson:

identification, analysis, generalization and dissemination of positive experience in the economic activities of the institution;

development of high-quality materials on organizational, economic and managerial issues of the work of an educational institution;

identification and support of progressive economic mechanisms for the life of educational institutions.

Objectives of the practice-oriented lesson:

develop (describe) an effective method (technology) of an institution’s activities to attract extra-budgetary funds;

carry out an examination together with the teacher of the methods (technologies) presented for consideration of attracting extra-budgetary funds, assess their legal validity, economic efficiency and social and pedagogical expediency;

conduct a full group discussion;

After discussion, make adjustments and recommendations to the proposed technologies if necessary.

Materials are evaluated based on the results of an examination of the legal, economic and other characteristics of methods (technologies) for attracting extra-budgetary funds. Best works are determined on the basis of qualification selection depending on the quality, volume and depth of elaboration of the submitted materials. Preference in the assessment is given to materials containing descriptions of specific practices that have confirmed their sustainability and effectiveness in the actual activities of educational institutions.

Conclusion

The data available in the first chapter indicate that at present a unified approach to defining the concept of “professional competence” has not been formed.

It is difficult to resolve the issue of diagnosing an increase in the level of professional competence in the process of improving the qualifications of a teacher in the system of additional professional education. Almost all researchers note that the difficulties of measurement are due to the fact that it remains unclear how the necessary changes should be determined and to what extent they will be directly related to the specific impact during the course preparation period.

Researchers believe that the assessment of professional competence is carried out by comparing the results obtained with any norms, average values, as well as by comparing them with the results of previous diagnoses in order to identify the nature of progress in the development and professional growth of the teacher and leader. The educational process of implementing short- and medium-term (from 72 to 144 hours) educational programs for advanced training is unique, since it is aimed, as a rule, at solving problems that arise pedagogical practice current tasks. Therefore, to carry out diagnostics, it is necessary to have indicators characterizing the level of professional competence of students before and after mastering the relevant educational program.

The quality of learning outcomes in the process of professional retraining with a volume of more than 500 classroom hours is assessed by the degree of compliance with state educational standards.

Since there is no unambiguous definition of the concept of “professional competence” and there is no generally accepted model for assessing the quality of educational results in the system of additional professional education, the need arose to determine one’s position. It seems to us that the most reasonable definition of the concept of “professional competence” was proposed by T.G. Brazhe /34/.

Based on this definition, the main parameters of professional competence to be assessed can be identified:

• motivational-value;
• cognitive-activity;
• emotional-processual.

Based on the analysis carried out in the second chapter, the content and structure of the concept of “professional competence of the head of an educational institution”, various approaches to assessing the professional competence of a leader, I propose a model for assessing the professional competence of the head of an educational institution, which is most acceptable in the system of advanced training. This model is based on a synthesis of the approach proposed by I.V. Grishina /24/, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.

Professional competence of a manager

Criterion - qualification; indicators:

) Knowledge:

Strategies for the development of education in Russia and principles of educational policy;

2) Resource efficiency is the degree of expediency in the use and development of all school resources: personnel, material, financial.

) Socio-psychological effectiveness - the degree of influence of management activities on the school community.

) Technological efficiency - the level of implementation of the main management functions: information and analytical, motivational and target, planning and forecasting, organizational and executive, control and diagnostic, regulatory.

As a result of studying the quality of diagnostic tools and the results of measuring changes in the professional competence of teachers and heads of educational institutions, carried out in the third chapter, the following contradictions were identified:

between the need to manage the quality of the organization and the effectiveness of training within the framework of course training , and an insufficiently complete, operationalized and reliable system for monitoring the effects of course training.

between the attitude towards professional competence and the lack of willingness of employees to use this concept to assess the success of working with students.

between the increase in introduced and newly created control and measurement materials and control and measurement procedures and insufficient methodological, educational and scientific elaboration of these issues, which hinders the systematic use and dissemination of this positive experience.

To overcome the noted contradictions, I believe it is necessary:

1) Determine as a priority the work to ensure the quality of additional pedagogical education by improving all types of activities aimed at maintaining the professional competence of employees of the regional education system, creating, testing and implementing a system for monitoring the quality of additional vocational education.

To do this, you need to work on:

Improving software, methodological and technological support for advanced training of education workers, taking into account the criteria and indicators of their professional competence. To do this:

analyze the content of the curriculum and teaching technologies from the point of view of compliance with the criteria of professional competence of teaching and management personnel of the education system.

adjust the content of training programs and teaching technologies accordingly.

conduct an examination of the developed programs.

development and improvement of diagnostic tools to obtain information about the immediate results of changes in the professional competence of teaching and management personnel. To do this:

adjust such control and measurement procedures as the implementation of diagnostic and training techniques, practice-oriented projects, exams, interviews, tests, essays, dictations.

development and approval of the procedure for conducting the examination of diagnostic instruments;

clarifying the criteria and indicators of a sociological study of the quality of additional vocational education to obtain information about the indirect results of changes in the professional competence of teaching and management personnel;

development of formalized indicators; methods for collecting, processing, storing, distributing and using information on the results of measuring professional competence; creation of an information system for monitoring the quality of additional education;

) Plan events to discuss the results of implementing the decisions of this Academic Council, staff meetings; meetings with vice-rectors; department meetings; industrial training.

List of sources used

1. Petrovskaya L. A., Rastyannikov P. V. Diagnostics and development of competence in communication, - M.: Moscow University Publishing House, 2000.

2. Zimnyaya I. A. Key competencies - a new paradigm for educational results, Higher Education Today, 2009 - No. 5

Ogarev E.I. Competence of education: social aspect. - St. Petersburg: Publishing house. RAO Job, 2005. - 170 p.

Choshanov, M. Flexible technology of problem-modular learning [Text] / M. Choshanova. - M.: Nar. education, 2004. - 157 p.

5.Richard E. Boyatzis The competent manager<#"justify">APPENDIX A

Misconceptions and countermetaphors to them

Pedagogical mythologemMetaphor-countersupportA teacher can re-educate a studentA teacher can create conditions for this. A. Bikeeva There are two opinions - the teacher’s opinion and the wrong one. I do not agree with any of the words that you say, but I am ready to give my life for your right to say them. VoltaireThe task of a teacher is to teach, demand, insist. The young men, pondering how to live, asked the old man: “Is it possible to immediately distinguish a smart person from a fool?” The old man said, looking up: “I can easily distinguish them: The smart one learns all his life, the Fool teaches all his life.” P. Zheleznov Children should not behave noisily. You will never be able to create wise men if you kill naughty children. J. J. Rousseau Students should not argue with the teacher. A student will never surpass a teacher if he sees in him a model and not a rival. V.G. BelinskyThe function of a teacher is transmission of knowledge. A bad teacher presents the truth, a good teacher teaches to find it. A. Disterweg It is not a shame and harm not to know No one can know everything, but it is a shame and harm to pretend that you know what you do not know. L. Tolstoy Little things in the behavior of students can be neglected. Don’t be able to distinguish the big from the little things. A sign of a good teacher’s work is the absolute absence of conflict. Conflict-free is the opposite of conflict. Nowadays it is impossible to become a good teacher. It is better to light one small candle than to curse the darkness. APPENDIX B

Characteristics of professional competence of a college graduate

The professional competence of a teacher is a complex individual psychological education based on the integration of experience, theoretical knowledge, practical skills and significant personal qualities. At the same time, pedagogical professionalism is associated with a high level of self-realization of individual characteristics, with an individual handwriting, an individual style of activity.

Components Indicators of the graduate's qualification level Professionalism Ability to analyze; actively use the acquired knowledge in professional activities; draw conclusions based on an analysis of your own successes and failures; willingness to use a variety of techniques, methods and means of organizing professional activities. Initiative Independent choice of a training profile, including professional practice, focus on mastering the values ​​of education. Creativity Desire for professional creativity, dedication, the ability to adequately select and use methods, forms and means to achieve the goals and objectives of education , focus on transformative activity and reflection, on self-control. Adaptability Preparedness to quickly change the direction and motivation of professional activity depending on changes in the social situation. Dynamism Knowledge of the evolution of theories and concepts, understanding of the need and specific content of changes depending on changes in the situation. Research competence Mastery of scientific methods -research activities. Positional certainty Manifestation of personal functions in educational and real professional activities, communication skills on the value-semantic, empathy level, adequate self-esteem. Mobility Breadth of cognitive interests, the ability to refuse an erroneous decision, the ability to find alternatives for solving a problem and making the optimal choice. APPENDIX B

Diagnostics from the study of communication abilities of college students (30 people)

Level2 course4 course1.High level 2.Medium level 3.Low level26% 40% 34%46% 34% 20%

The level of communication abilities increases from course to course due to educational and practical activities.

APPENDIX D

Organizational structure management.

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An analysis of personnel policies in most Russian companies shows that when selecting and assessing candidates for the positions of department heads, mainly professional knowledge and skills are taken into account, and the qualities of a manager and leader are most often not paid attention to.

For example, sales managers must have not only professional competencies in sales and a focus on high results and achievements, but also the competencies of leadership, customer focus, teamwork, and communication skills.

An analysis of publications devoted to the development of competency models shows a wide variety of approaches to the concept of competency. There are different points of view on the classification of competencies, the number of competencies in an effective model, the definition of levels in a competency model, etc.
But they agree on one thing: competence is the main characteristic of a person, which is causally related to effective work.

Let's consider the competency model of the head of the sales department.

Levels of assessment of employee competence:

Level	Brief description
1 - Entry level	There is not enough knowledge in this competency. Behavior does not correspond to competence. Requires training/correction/development of correct behavior.
2 — Level of development	There are significant gaps in knowledge and skills. Actively learns and learns from experience. Behavior is easily corrected by training.
3 - Experience level	The employee demonstrates a sufficient level of knowledge in this competency. The employee demonstrates proficiency in this competency based on his experience. In his activities he mainly relies only on his own experience.
4- Mastery level	The employee demonstrates a professional level of knowledge in this competency. The employee demonstrates professional mastery of the competency. The employee shares knowledge and experience with colleagues.
5 - Expert level	The employee demonstrates an expert level of knowledge in this competency. The employee demonstrates an example of professional competence. The employee actively transfers knowledge and experience to colleagues.

Profile model of competencies for a sales manager

Based on an analysis of professional activities, job functions, necessary knowledge and skills, a competency map of the head of the sales department was compiled.

10 important competencies for a manager have been selected:

1. Leadership.
2. Decision making.
3. Organization of work.
4. Achievement orientation.
5. Customer focus.
6. Teamwork.
7. Motivation and development of employees.
8. Analytical thinking.
9. Communication skills.
10. Loyalty.

Let's look at the levels of development for each competency.

1. Leadership.

Ability to influence team behavior, beliefs and motivation.

Level, points	Brief description of the level
1 - Entry level	Avoids situations in which he is forced to play the role of leader. Shows low activity in situations requiring mobilization of the group. In communication with subordinates he is formal and not active enough. Incapable of influencing the opinions and behavior of subordinates. Tries to “push” subordinates. Brings destructiveness into the team. Often communicates in a raised voice. Applies an authoritarian management style.
2 — Level of development	Shows personal example. Trying to lead. In competition, he cedes his role to an informal leader. Influences subordinates, relying solely on their administrative powers. Doesn't know how to overcome resistance. Can influence new employees and loyal subordinates.
3 - Experience level	He is a leader in the team. Mobilizes the team. Resolves conflicts within the team. Instills in the team the goals and objectives of the organization's development. Convinces subordinates of the need to complete the tasks facing them. Transfers his experience and methods to the team, but does not develop them. More often uses a democratic management style.
4- Mastery level	He is a leader in the team. Maintains the team's confidence in success even in critical situations. Willingly takes responsibility for the group and for himself. Successfully influences others. Inspires subordinates, awakens in them initiative and the desire to achieve. Trains and develops each team member. More often uses a democratic management style.
5 - Expert level	Unconditional leader. Forms an educational and career team. The team is focused on development and achieving high results. Creates an atmosphere of development, mutual assistance and cooperation in the team. Able to apply different management styles depending on the situation.

2. Decision making.

A manager's ability to make effective decisions and willingness to take responsibility for them.

1 – Entry level	Unable to make decisions on his own. Doesn't show initiative. Doesn't take circumstances into account. Does not coordinate his actions with the actions of other persons. Does not defend his decisions to subordinates and management. Often changes his mind and agrees with the majority opinion. Does not take responsibility for the decisions put forward. Responsibility shifts to subordinates. Not ready to take risks.
2 – State of the art	Tries to analyze the events that happened, and in particularly difficult situations delays making a decision. Weak initiative. There is no vision of the development of the situation after the decisions made. More often the decision is made in consultation with a more experienced colleague. Does not sufficiently understand the need to coordinate its decisions with related departments. Incapable of defending his decisions convincingly to management and subordinates. Responsibility for decisions made tends to be shared among all members of the team. Makes decisions based on previous experience. Follows pre-established decision-making procedures.
3 – Experience Level	Collects and uses all information necessary to make decisions. Regularly reviews and agrees decision-making boundaries consistent with role. Delegates decisions to others when possible. Makes decisions independently, only with existing experience in making similar decisions. Rarely takes risks. From personal experience he understands the need to coordinate his actions with the actions of others in order to make effective decisions, but does this regularly.
4- Skill level	Willing to take risks if necessary. Understands the need to coordinate his actions with the actions of others, and tries to do this regularly. In the absence of a leader, he is able to make decisions independently and bear responsibility for them. Uses clear arguments when defending his decisions, is able to convince managers, and captivate the team. Organizes interaction between his subordinates, controls their activities, reminds them of deadlines and conditions that employees have forgotten, thereby showing a sense of responsibility. Looks for different options for implementing solutions. Takes responsibility for making decisions. He defends his decisions, convincing managers that he already has experience in solving these problems. Takes responsibility for a specific area of ​​work.
5 – Expert level	Draws up comprehensive plans and conducts comprehensive analysis. Uses a variety of analytical methods to identify potential solutions, which are then compared based on their value. Always considers alternative options before making decisions, analyzes risks and consequences. Carefully analyzes new events and their possible consequences. Makes strategic decisions. In any situation he knows how to accept right decisions. Proves the need to support the execution of decisions at all levels of management. Makes unpopular decisions if the situation requires it. High efficiency of decisions made.

3. Organization of work

The ability to effectively plan the implementation of assigned tasks of VTP, the ability to correctly delegate tasks to them, effectively motivate and competently monitor the implementation of tasks.

1 – Entry level	Does not consider it necessary to motivate subordinates. Does not control the process of completing the task. Does not use the SMART principle when setting tasks. Meetings/planning meetings with the team are not held or are chaotic.
2 – State of the art	During meetings/planning meetings, he does not clearly assign tasks to his subordinates. Does not indicate specific standards and control parameters. Does not determine actions by time. To motivate a subordinate, he uses exclusively methods of material motivation and administrative resources. Poor command of SMART technique.
3 – Experience Level	During the meeting, he clearly and specifically sets the goals and objectives of the VTP. If necessary, explains their meaning and essence. Gives clear comments and recommendations so that the task is completed to the highest possible quality. Uses the SMART technique when setting goals. Periodically uses methods of non-material motivation.
4- Skill level	Determines in advance intermediate points for monitoring the completion of a task. Thinks through mechanisms for carrying out orders in unforeseen situations. Excellent knowledge of SMART technology. Applies project management techniques or elements.
5 – Expert level	Knows and applies various project management techniques. Clear planning of tasks and results. Constant monitoring and adjustment of task performance. Excellent knowledge of SMART technology. Able to manage employee motivation.

4. Achievement orientation.

- the ability to achieve the maximum possible desired result by correct setting goals/priorities;
— the ability to make efforts and remain active to achieve set goals and objectives;
- the ability to clearly imagine the end result and strive to achieve it in the process of work.

1 - Entry level	I am satisfied with the results that are obtained. The choice of tactics for implementing plans is chaotic. Completely attributes responsibility for the result to external circumstances.
2 — Level of development	Creates own quality criteria to measure results and compare them with their own standards, not those set by others. Wants to succeed. When faced with failures, he loses perseverance, interest and pace of work. Focuses on mistakes. Not always consistent in his decisions.
3 - Experience level	Continuously and gradually improves performance indicators; constantly finds ways to perform tasks in the area of ​​his immediate responsibilities better, easier, faster and with higher quality. Confidently states that he plans to achieve results significantly greater than planned. Adequately adjusts it after trial selections. Works with enthusiasm at all times. Attentive and focused. When faced with failures, maintains persistence and pace of work. Speaking about failures, he associates them with his own miscalculations and limitations (wrong choice of tactics, lack of knowledge, erudition, inability to “get together” in a stressful situation). Ensures that goals are achievable within agreed upon commitments. Finds the correct criteria for success and evaluation. Reveals and illuminates probable circumstances in achieving goals.
4- Mastery level	Sets difficult-to-achieve goals while making decisions and setting priorities based on accurate calculations. Identifies and sets clear goals. Sets goals higher than current performance. Applies different methods to achieve goals. Constantly evaluates own effectiveness. Establishes criteria for success and performance evaluation. Considers the support of others when achieving goals. Reviews goals and adapts them to changing conditions.
5 - Expert level	Dedicates significant resources and/or time (in situations of uncertainty) to obtain long-term benefits and benefits. Focuses on organizational goals to evaluate and prioritize tasks. Continuously evaluates achievement of goals at all levels. Reasonably assigns tasks to specific performers. Develops new methods and practices for putting new ideas into action. Evaluates the reality of implementing ideas in business. Promotes forward-thinking ideas with energy and enthusiasm.

5. Customer focus.

— understanding of explicit and implicit needs;
- the effort and time spent on satisfying these needs;
— responding to wishes and complaints;
— establishing and maintaining relationships with clients;
— orientation towards long-term cooperation.

1 - Entry level	Expresses a negative attitude towards clients. Doesn't know how to find a common language with clients. Conducts negotiations together with a manager or colleague. Limited in making decisions about working with clients.
2 — Level of development	Follows up with the client (follows through customer requests, demands and complaints, but does not clarify the client's implicit needs, hidden problems or questions). Independently negotiates with clients. Acts strictly within the established limits of responsibility. Coordinates all actions with management. Maintains customer base.
3 - Experience level	Fully accessible to the client (works on explicit and implicit client requests). Confident negotiator. Able to influence the opposite side. Maintains and actively develops a client base.
4- Mastery level	Applies a long-term perspective (works for the client’s long-term goals, seeks long-term benefits for him. Able to negotiate with key persons, reach agreements. Able to creatively solve significant, complex, non-standard problems. Able to implement significant improvements in sales methods and procedures. Presents compelling and reasoned arguments. Convincingly expresses his own point of view. Adapts and develops arguments to achieve desired results. Works with the client's deep needs: Knows the client's business and/or collects information about what the client actually needs beyond what was initially formulated. Selects from existing (or specially ordered) goods and services those that meet the client’s deep needs.
5 - Expert level	Acts as a trusted advisor to the client. Able to interact with new potential clients. Excellent at dealing with difficult client situations. In negotiations, he strives to achieve a mutually beneficial result. Introduces innovations in methods of interaction with clients. Implements strategic initiatives in this competency. Takes a long-term perspective: Works with a long-term perspective when solving customer problems. May forego immediate benefits for long-term relationships Seeks long-term benefits that also benefit the client. Acts as a trusted personal advisor; is included in the decision-making process on the part of the customer. Forms his own opinion about the client’s needs, problems and opportunities. Acts on this opinion (for example, recommends approaches that are aggravated from those initially proposed by the client).

6. Teamwork.

The ability to work for a common result, creating a common information field, to responsibly carry out
their responsibilities, respect other team members and the agreements reached among themselves.

1 – Entry level	Rigidly defends his options. Passive, she takes part in the general work. Openly conflicts with other participants or sabotages them.
2 – State of the art	Cooperates with colleagues when implementing only his own options. If disputes arise, he either gets involved or remains silent. In presenting the result, he emphasizes that the group made the wrong decision, because I didn’t listen to his opinion.
3 – Experience Level	Cooperative in relation to other participants - hears a different point of view. Suggests using the best ideas, considers everyone's plans. Gives each participant the opportunity to express themselves – to make their contribution. Inspires colleagues to contribute to the team. Notices and recognizes the contributions of others on the team. Shares experience and information with colleagues.
4- Skill level	Works easily in a team. Predicts possible disagreements and takes measures to avoid them. In case of disagreement, interacts based on the goals and objectives of the company. Takes initiatives to improve teamwork. Inspires all team members to make valuable contributions to their work. Determines what support team members require and provides that support. Reacts positively to contributions from colleagues to the team.
5 – Expert level	Uses knowledge strengths, interests and qualities that need to be developed among team members in order to determine personal tasks in team work. Provides feedback to team members regularly. Ensures team members understand personal and collective responsibility.

7. Motivation and development of employees.

Theoretical knowledge and practical skills, which consist in the ability to train employees in new functional responsibilities and norms of corporate culture characteristic of the corresponding position.

1 – Entry level	Does not have the desire and ability to train subordinates and mentor. Doesn't see any point in this. Does not use employee motivation tools.
2 – State of the art	Has a desire to mentor an employee, but does not have theoretical knowledge and practical skills on how to effectively implement this or has ordinary ideas about the procedure for training an employee in the workplace. Tries to motivate employees.
3 – Experience Level	Has a desire and good theoretical knowledge of the mentoring mechanism, but does not have sufficient practical experience to conduct it effectively. Or, on the contrary, he has sufficient practical experience in introducing an employee to a position/profession/corporate culture, but it is not structured and not justified by the system of theoretical knowledge of the modern “personnel management” system. Builds personal knowledge about the organization, its people and services. Looks for opportunities to develop his own skills. Has a positive attitude towards feedback. Regularly analyzes and improves personal development plans. Motivates with limited types of motivation.
4- Skill level	Assigns tasks or training to employees to develop their job skills. When identifying development opportunities, he takes into account the real needs of the business in his department. Has a high level of theoretical knowledge and practical skills that determine the mentoring process: effectively and within the allotted time, trains the employee in functional responsibilities, norms of corporate culture, existing formal and informal communication channels. Coordinates and implements action plans for personnel development according to the SMART standard. Seeks to establish and provide positive feedback. Supports people in their desire to implement acquired knowledge into practice. Regularly evaluates progress in personal development. Able to manage employee motivation.
5 – Expert level	Organizes a system of long-term mentoring or training, seeks opportunities to expand and develop the abilities of other employees, and provides additional assignments or training aimed at developing the skills and abilities of others; when identifying development opportunities, takes into account realities? business needs throughout the organization and in the long term Ensures that training and development plans make a useful contribution to the business. Ensures that operations processes and procedures inspire learning among staff. Requests resources to support learning at all levels of the organization. Successfully applies material and non-material motivation to employees

8. Analytical thinking.

The ability to analyze problems and identify their constituent elements, draw systematic and logical conclusions based on
on correctly selected information.

1 – Entry level	Divides problems into a number of simpler tasks or actions without assigning an order of importance. Creates a list of tasks without establishing a specific order or degree of priority. Identifies only the most obvious factors characterizing the external environment. Does not take into account how his decisions or actions will affect his work. Operates with individual facts, does not link them together. Does not notice the interconnection of phenomena.
2 – State of the art	Establishes a cause-and-effect relationship between two aspects of a situation. Can divide these elements into two categories: pros and cons. Identifies both obvious and less obvious factors that describe the organization's external environment. However, it does not take into account all important information. Does not take into account the work of competitors. Has a limited view of the impact of his decisions and actions on the company’s activities (transfers responsibility to external circumstances (hope for the end of a difficult economic situation, the inability to change anything in the existing conditions). When analyzing the situation, identifies and compares homogeneous information. Establishes the most obvious cause-and-effect relationships between phenomena.
3 – Experience Level	When analyzing, it takes into account the entire set of external factors that can determine the future of the organization. Knows the area of ​​responsibility of each employee and his contribution to achieving goals. Does not shift responsibility for the decrease in volumes to external circumstances - crisis, etc. Predicts the impact of his actions on the work of the branch (employee training, non-financial motivation, customer development). Analyzing the situation, compares diverse information, identifies all significant cause-and-effect relationships, linking the facts into a single system.
4- Skill level	Highlights multiple cause-and-effect relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationships between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. In conditions of information deficiency, identifies the links missing to the complete picture. Anticipates changes in the goals and functionality of other departments and builds its work with this in mind. Ready to integrate into changes in strategy and act in conditions of limited resources. Effectively structures and systematizes large volumes of heterogeneous information. Draws correct conclusions based on incomplete and/or contradictory data.
5 – Expert level	Highlights multiple cause-and-effect relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationships between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. Draws up comprehensive plans and conducts comprehensive analysis. Uses a variety of analytical methods to identify potential solutions, which are then compared based on their value. Assess the risks of each decision.

9. Communication skills.

1 – Entry level	Communicates little and at a low professional level with clients Demonstrates poor presentation skills Cannot influence the client.
2 – Development level	Develops a professional level of communication with clients. Demonstrates development of presentation skills. Tries to influence the client.
3 – Experience Level	Communicates with clients in a professional manner. Possesses presentation skills. Has negotiation skills.
4- Skill level	Correctly formulates and conveys information. Defends the interests of the company. Knows how to present the company, product, and himself. Demonstrates skills of influence and persuasion in negotiations.
5 – Expert level	Formulates thoughts clearly and clearly. Skillfully negotiates with the client and argues his point of view. In controversial situations, he looks for mutually beneficial solutions. Affects the outcome of negotiations. Able to work with failures. Able to create new communication channels and effectively convey information. Resistant to emotional pressure.

10. Loyalty.

An employee’s ability and willingness to align their behavior in accordance with the needs, priorities and values ​​of the company.

1 – Entry level	Ignores or persistently refuses to accept company rules. Makes minimal effort to meet company standards or does the bare minimum to keep a job. Requires constant supervision.
2 — Level of development	Makes efforts to comply with rules and regulations. Dresses appropriately and respects company standards. Models the rules of behavior in the company.
3 - Experience level	Understands and actively supports the company's mission and goals. Aligns his actions and priorities in accordance with the needs of the company. Recognizes the need to collaborate to achieve larger company goals.
4- Mastery level	Makes personal or professional sacrifices. Puts the needs of the company above his own. Makes personal sacrifices related to professional identity and preferences, as well as family matters, to meet the needs of the company.
5 - Expert level	Communicates the mission and goals of the company to subordinates. Forms a corporate culture focused on loyalty, development and achievement of high results.

Ranking results and determination of the weight of competencies for the position of head of the sales department.

We compare competencies in pairs and identify the relationship between the level of competency development and the competency being compared.

0 points – the level of competence does not affect the level of the compared competence.

1 point – moderate dependence and influence on success.

2 points – competence greatly influences the severity of the compared competence.

The benefits of creating and applying a competency model for the organization and the employee:

For an employee:

— understanding the requirements for your competencies;

— entry into the personnel reserve.

— motivation to develop and achieve high results.

For organization:

— employee evaluation;

— requirements for selection and rotation of personnel;

— personnel development planning;

— formation of a personnel reserve;

— staff motivation;

— creating a KPI model.