The concept of professional competence. Types of professional competencies

“Competencies are the characteristics necessary for successful management activities.”

McClelland.

When considering the qualities of a person that contribute to the formation of certain work skills and the performance of certain job duties, professional and individual (personal) competencies are usually distinguished. As a rule, professional ones include those that relate to his performance of work, his official activities, intensify with a person’s professional specialization, and also reflect predominantly rational behavior in a person. In contrast, it is believed that individual (personal) competencies are those that are manifested outside of work relationships, in everyday life, in the family, in everyday communication with friends, family members, relatives and others. The most important personal qualities of a leader are: benevolence, fairness, collectivism, ability to keep one’s word, responsiveness, balance, modesty, external attractiveness, cheerfulness, and broad-mindedness. The business qualities of a manager include hard work, initiative, accuracy, professionalism, organization, diligence, energy, responsibility, ability to work, and discipline.

At the same time, practice shows that this division is not only arbitrary, but often does not fully reflect reality. The fact is that the effectiveness of management and the success of the organization are directly related not only to purely professional, but also to all other qualities of a leader. In particular, there are management situations, the successful resolution of which depends decisively on the moral qualities of the leader.

It is no coincidence that a number of sources among the qualities of a leader that are important for the effectiveness of organizational management do not separate professional and individual (personal). Thus, among the most important qualities of business decision makers are: special attention is given to the following (Fig. 1):

Qualities of business decision makers:

motivation self-esteem

and level of aspirations

In the process of his activities, a leader inevitably projects his inner world, his qualities, all his advantages and disadvantages onto emerging management situations, onto the activities of the team and the development of the organization. Depending on these qualities, situations are harmonized and resolved positively, contribute to the development and strengthening of the team he leads and the organization as a whole, or, on the contrary, they are aggravated, contribute to the emergence of new problems and lead to the decomposition of the team, degradation, destruction and, ultimately, to the liquidation of the organization .

Thus, no less important for the success of a manager’s work is his general attitude to life and work and his moral qualities, including respect for people, a sense of duty, loyalty to word and deed, honesty to himself and to others, enthusiasm for work, optimism , openness, curiosity, creativity, independence of judgment, flexibility of behavior, impartiality, ability to criticize and self-criticize, goodwill, sensitivity, responsiveness, demandingness, generosity, modesty, sense of the new.

It is difficult to overestimate the importance for leadership and management of a manager’s communicative qualities, and, above all, sociability, tactfulness, the ability to listen and understand the interlocutor, the ability to get along with people, politeness, the ability to psychologically correctly influence people, the ability to maintain distance.

Strong-willed qualities such as persistence, patience, self-control, and the ability to concentrate for long periods of time are essential for a manager.

His emotional manifestations are also of great importance for the effectiveness of a manager’s work: natural behavior, ease, sincerity in communication, resistance to stress, emotional stability, and the ability to empathize.

It should be noted other qualities, often forgotten, such as alertness (relaxed composure, instant readiness for adequate action without fuss and overexertion) and sobriety (approach to life and situations in it, in which there is an objective, true assessment of ongoing events and the actions of all those involved persons in them, including himself).

On the other hand, for various fields activities of a manager - scientific, practical, consulting - we can highlight some qualities that these areas have special meaning(Fig. 2).

Manager qualities

Communication skills are extremely important for the activities of a practical leader and consultant in the field of management; they are less important for a scientist specializing in the problems of management science.

It should be borne in mind that in professional activity, especially in its first stages, it is difficult to be successful in everything. Not all types of activities inherent in a manager do not show the same inclinations and abilities of a novice manager. Not all forms and methods inherent in the sphere of management are mastered equally successfully. In this regard, it is important for a novice manager to purposefully form his own individual leadership style, which would take into account, on the one hand, his inclinations and abilities, various kinds individual characteristics, and on the other hand, the need to develop professional qualities and self-improvement. In this regard, it is important for a novice manager to have adequate self-esteem, to be aware of his individual characteristics, abilities and inclinations, strengths and weaknesses character, as well as ways and methods of compensating for one’s own shortcomings. The negative qualities of a manager that exclude effective social management are absolutely unacceptable: treachery, arrogance, inertia (slavish adherence to outdated habits and traditions, inability to perceive and support new things dictated by the needs of life), dogmatism, formalism, authoritarianism.

This kind of knowledge of one’s qualities helps the manager to form an individual management style, contributes to increasing the efficiency of his activities, and therefore the success of the actions of the team he leads, and the stable development of the organization.

To independently assess your qualities, in particular thinking, managerial abilities, volitional factors, and moral qualities of a manager, you should take into account the opinions of others, use introspection, as well as psychological tests.

At the same time, it should be taken into account that the desire to engage in organizational activities and communicate with people largely depends on the content of the corresponding forms of activity and on the characteristics of the person himself. To a large extent, this desire is determined by the subjective value and significance for a particular person of the future results of his activities and the attitude towards the people with whom he interacts. Often, tendencies appear in the course of such types of activities and communication, which at first are indifferent to a person, but as he becomes involved in them, they become significant. It is very important here that a person sets goals for his own development, as well as the efforts made by a person to achieve his goal.

For effective leadership at any level of management, two groups of individual qualities of a manager are important:

1. qualities, knowledge, skills and abilities determined by the organization’s field of activity (economics, science, culture, military affairs, etc.). Here great value have education in the field of activity, experience in this field, as well as personal connections in the field of activity of the organization;

2. qualities and skills related to the field of people management and in their essence independent of the organization’s field of activity (leadership qualities and skills, the degree of development of the volitional, intellectual and emotional spheres, moral qualities of a person). In this regard, it is important that knowledge is acquired as a result of possibly very intensive training sessions, complete immersion in work situations, is acquired and consolidated relatively quickly in the presence of a Teacher and sources of information (books, documentation, etc.), as well as practice work in specific life situations.

At the same time, the will, emotional and intellectual spheres, and moral qualities of a leader (like any person) are formed throughout his life. The development of these qualities requires hard work on oneself, awareness and moral assessment of life situations, specific events, one’s role and place in them. This is a long process, sharp jumps in it are extremely rare and unlikely.

The essence of most problems in the activities of any organization and complex management situations consists of various kinds of ethical conflicts. Conflicts of this kind arise due to differences in the interests of various divisions of the organization, different employees, the interests of an individual employee and the work collective or the entire organization, the interests of the organization and the consumer or society as a whole, etc. To adequately respond to unique management situations and successfully, harmoniously resolve emerging problems in an organization’s activities, it is necessary, first of all, to have the moral qualities of a leader, as well as developed emotional, volitional and intellectual spheres.

Thus, the manager’s personality structure is projected onto the activities of the organization he manages, therefore all qualities of a manager are important for successful management. They cannot be divided into professional and individual qualities that are important for management effectiveness. This is one of the features of the managerial profession.

Some human qualities are of particular importance for different areas of a manager’s activity ( practical guide, management consulting, scientific activity in the field of social management), including: leadership, organizational skills, communication skills.

The profession of a manager not only requires certain qualities in a person for effective management, but also itself develops these qualities over time.

In the conditions of modern management of an organization, a manager must have a number of necessary qualities, both personal and professional.

Professional ones include those that characterize any competent specialist. Possession of them is only a prerequisite for the successful performance of official duties.

These qualities are:

1. high level of education, production experience, competence in the relevant profession;

2. breadth of views, erudition, deep knowledge of not only one’s own, but also related areas of activity;

3. the desire for constant self-improvement, critical perception and rethinking of the surrounding reality;

4. search for new forms and methods of work, helping others master them, training them;

5. the ability to use time rationally and plan your work.

The personal qualities of a manager should also not differ much from the qualities of other employees who want to be respected and taken into account. Here you can mention:

1. high moral standards;

2. physical and psychological health;

3. internal and external culture, justice, honesty;

4. responsiveness, caring, goodwill towards people;

5. optimism, self-confidence.

But possessing them is also just a prerequisite for successful management, because it is not professional or personal qualities that make a person a manager, but business qualities, which must include:

1. the ability to organize the activities of subordinates, provide them with everything necessary, set and distribute tasks, coordinate and control their implementation;

2. dominance, ambition, high level of aspirations, desire for independence, power, leadership in any circumstances, and sometimes at any cost, courage, determination, assertiveness, will, uncompromisingness;

3. contact, communication skills, the ability to win people over, to convince them of the correctness of their point of view (experts believe that 80 percent of a manager’s knowledge should be knowledge about a person);

4. initiative, efficiency in solving problems, the ability to concentrate on the main thing;

5. the ability to manage oneself, one’s behavior, and relationships with others;

6. desire for transformation, innovation, willingness to take risks and involve subordinates.

The requirements for managers in relation to these qualities at different levels of management are not the same.

At low levels, decisiveness, sociability, and some aggressiveness are valued; on average - in to a greater extent communication skills, some conceptual skills; At the highest levels, the ability to think strategically, assess the situation, set new goals, carry out transformations, and organize the creative process of subordinates comes first.

Since a manager at any level not only organizes and directs the work of employees, but also, if necessary, influences their behavior, including off-duty behavior, he must be quite well prepared pedagogically.

COMPETENCE - a range of problems, a field of activity in which a given person has knowledge and experience; the totality of powers, rights and obligations of an official, public organization; Personnel management is about managing the process of acquiring, stimulating and developing the competence of the organization's personnel.

Key (professional) competencies

A derivative of the term “competence” (“professional competence”) is the concept of “key competencies”.

Key (professional) competencies are competencies of a wide range of use, with a certain universality, common to all professions and specialties.

Key competencies can be called those that, firstly, every member of society should have and which, secondly, could be applied in a wide variety of situations.

It should be noted that currently there is no single agreed list of key competencies.

In foreign and domestic science, various attempts have been made to provide a list of key competencies.

Thus, at a symposium in Bern (March 27-30, 1996), the Council of Europe identified five groups of key competencies, the formation of which is given particular importance in youth education:

Political and social competencies - the ability to take responsibility, develop decisions together with others and participate in their implementation, tolerance to different ethnic cultures and religions, manifestation of the conjugation of personal interests with the needs of the enterprise and society, participation in the functioning of democratic institutions;

Intercultural competencies that promote positive relationships between people of different nationalities, cultures and religions, understanding and respect for each other;

Communicative competence, which determines mastery of oral and written communication technologies different languages, including computer programming, including communication via the Internet;

Social information competence, which characterizes mastery of information technology and a critical attitude to social information disseminated by the media;

Personal competence - readiness to constantly improve the educational level, the need to actualize and realize one’s personal potential, the ability to independently acquire knowledge and skills, the ability for self-development.

Classification of key competencies

1. Value and semantic competencies. These are competencies related to the student’s value orientations, his ability to see and understand the world around us, navigate it, be aware of your role and purpose, be able to choose goals and meaning for your actions and actions, and make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.

2. General cultural competencies. Knowledge and experience in the field of national and universal culture; spiritual and moral foundations of human life and humanity, individual nations; cultural foundations of family, social, community phenomena and traditions; the role of science and religion in human life; competencies in the everyday, cultural and leisure sphere, for example, possession in effective ways organizing free time. This also includes the student’s experience of mastering a picture of the world that expands to a cultural and universal understanding of the world.

3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, and self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastery of techniques for educational and cognitive problems, actions in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

4. Information competencies. Skills in relation to information in academic subjects and educational areas, as well as in the surrounding world. Possession modern means information (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technology (audio-video recording, e-mail, media, Internet). Search, analysis and selection necessary information, its transformation, preservation and transmission.

5. Communication competencies. Knowledge of languages, ways of interacting with surrounding and remote events and people; skills of working in a group, team, mastery of various social roles. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are recorded for the student at each level of education within the framework of each study. subject or educational field.

6. Social and labor competencies. Performing the role of citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and responsibilities in matters of economics and law, in the field of professional self-determination. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations.

7. Personal self-improvement competencies are aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters ways of acting in his own interests and capabilities, which are expressed in his continuous self-knowledge, development of the necessary to modern man personal qualities, the formation of psychological literacy, culture of thinking and behavior. These competencies include rules of personal hygiene, taking care of one’s own health, sexual literacy, internal environmental culture, and methods of safe living.

Contents of key competencies (formulations of competencies in activity form)

Value-semantic competencies presuppose the ability to:

Formulate your own value guidelines in relation to the academic subjects and areas of activity being studied;

Know the methods of self-determination in situations of choice based on one’s own positions; be able to make decisions, take responsibility for their consequences, carry out actions and actions based on selected goals and meanings;

Carry out an individual educational trajectory taking into account general requirements and norms.

Educational and cognitive competencies:

Set a goal and organize its achievement, be able to explain your goal;

Organize planning, analysis, reflection, self-assessment of your educational and cognitive activities;

Ask questions to observed facts, look for the causes of phenomena, indicate your understanding or misunderstanding in relation to the problem being studied;

Set cognitive tasks and put forward hypotheses; choose the conditions for conducting observation or experiment; select the necessary instruments and equipment, possess measuring skills, work with instructions; use elements of probabilistic and statistical methods of cognition; describe the results, formulate conclusions;

Speak orally and in writing about the results of your research using computer tools and technologies (text and graphic editors, presentations);

Have experience in perceiving the picture of the world.

Sociocultural competencies:

Possess knowledge and experience in fulfilling typical social roles: family man, citizen, employee, owner, consumer, buyer; be able to act in everyday situations in the family and everyday sphere;

Determine your place and role in the world around you, in the family, in the team, in the state; own cultural norms and traditions lived in one’s own activities; own effective ways to organize free time;

Have an idea of ​​the systems of social norms and values ​​in Russia and other countries; have a conscious experience of living in a multinational, multicultural, multi-religious society;

Act in the field of labor relations in accordance with personal and public benefit, possess the ethics of labor and civil relations;

Possess the elements of artistic and creative competencies of a reader, listener, performer, viewer, young artist, writer, craftsman, etc.

Communication competencies:

Be able to introduce yourself orally and in writing, write a questionnaire, application, resume, letter, congratulation;

To be able to represent your class, school, country in situations of intercultural communication, in the mode of dialogue of cultures, to use knowledge of a foreign language for this;

Know how to interact with surrounding and distant people and events; give an oral report, be able to ask a question, conduct an educational dialogue correctly;

Own different types speech activity(monologue, dialogue, reading, writing), linguistic and linguistic competence;

Know how to work together in a group, how to act in communication situations; skills to seek and find compromises;

Have positive communication skills in a multicultural, multi-ethnic and multi-religious society, based on knowledge of the historical roots and traditions of various national communities and social groups.

Information competencies:

Possess the skills of working with various sources of information: books, textbooks, reference books, atlases, maps, guides, encyclopedias, catalogues, dictionaries, CD-Rom, Internet;

Independently search, extract, systematize, analyze and select information necessary to solve educational problems, organize, transform, save and transmit it;

To navigate information flows, to be able to highlight the main and necessary things in them; be able to consciously perceive information disseminated through media channels;

Have the skills to use information devices: computer, TV, tape recorder, telephone, mobile phone, pager, fax, printer, modem, copier;

Use information and telecommunication technologies to solve educational problems: audio and video recording, email, Internet.

A person manifests himself in a system of relationships to society, other people, to himself, to work (V.N. Myasishchev);

Human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach);

Professionalism is a set of professional competencies (A.K. Markova).

Key competencies are characterized by the following components:

Readiness to manifest personal properties in human activity and behavior;

Knowledge of means, methods, programs for performing actions, solving social and professional problems, implementing rules and norms of behavior, which constitutes the content of competencies;

Experience in implementing knowledge and skills;

Value-semantic attitude to the content of competence, its personal significance;

Emotional-volitional regulation as the ability to adequately regulate manifestations of competence in situations of social and professional interaction.

Core competencies are a general and broad definition of adequately demonstrating social life person in modern society. They are essentially social, reflecting the features of interaction, communication, and the use of information technology.

Characteristics of key competencies:

Allows you to solve complex problems (non-algorithmic);

Multifunctional (allows you to solve different problems from one field);

Transferable to different social fields (different areas of activity);

They require complex mental organization (including intellectual and emotional qualities);

They are complex and require a whole set of skills to implement (collaboration, understanding, argumentation, planning, etc.);

Implemented on different levels(from elementary to advanced).

Another fundamental study of competencies is considered to be the work of Line and Sayn Spencer, “Competencies at Work. Models of maximum operational efficiency." The authors view competencies as basic qualities of an individual that have a causal relationship to effective and/or outstanding performance, the level of which is determined by specific criteria.

Line and Sayn Spencer identify five types of qualities that underlie competencies:

Motives are what a person thinks about or wants constantly and what causes action. Motives aim, direct behavior towards certain actions or goals and lead away from others.

Psychophysiological characteristics (or properties) - physical characteristics and appropriate reactions to situations or information.

When studying physical performance, the method of dosed muscle loads created using a bicycle ergometer is used. In this case, a judgment about performance is made based on studying the dynamics of indicators of external respiration and the cardiovascular system.

Human mental performance is highly variable and difficult to assess.

Conventionally, the work of a human operator can be divided into three types:

Sensory

Sensorimotor

Logical

In turn, sensorimotor work can be predominantly sensory or motor. Mental work of a logical type can be associated with a decision standard tasks, strictly defined by instructions, and with the solution of informal problems, modified depending on related factors and subject to a lack of information.

It should be noted that acceptable mental performance is maintained in a fairly wide range of the worker’s functional state, and by physiological and psychophysiological indicators we can only indirectly judge the effectiveness of mental work. Indicators that are used to indirectly assess the level of human performance are shown in Fig. 4.2.

It should be noted that we're talking about on measuring not the maximum, but the required (or specified) efficiency of the employee, which is determined by the target figures of planned indicators, the level of profit, the technical equipment of production, vocational training specialist, etc. In addition, if possible, the person’s motivation should be taken into account. In particular, studies have shown that the volume and quality of work is higher when the employee is focused on a specific high result compared to focusing on an indefinite maximum.

Performance dynamics

Performance depends on the physical, mental (mental), psychological characteristics of a person, his qualifications and state of health. The most moving factors that determine performance are psychological stimulation of activity and the state of human health. During the working day, a person’s functional capabilities change, and this is reflected in fluctuations in labor productivity, changes in attention and the degree of risk of injury. Human performance indicators vary throughout the day.

When working continuously for 8 hours, the specialist’s performance level can be divided into five periods:

1. Period of development (adaptation period). It occurs from the moment you start working and usually lasts 20...30 minutes. As the volitional effort is applied, the specialist’s performance capacity increases, he focuses on his work activity, his automatic action mechanisms are activated, etc.

2. Period of optimal performance. It can last 3-4 hours (its length depends on the employee’s experience, level of motivation and distractions). Productivity is maintained at a high level, fatigue is absent, volitional efforts are insignificant and characterized by stability.

3. Compensation period. Duration 1-2 hours The level of performance continues to be consistently high, but this is achieved by a more pronounced volitional effort aimed at overcoming fatigue.

4. The period of unstable compensation is characterized by fluctuations in performance, but without a natural downward trend. In this case, subjective signs of fatigue are observed. The duration of this period is 1-2 hours.

5. Period of decreased performance. Labor productivity gradually decreases by 20...25%, and a person develops pronounced subjective and objective signs of fatigue. If work is not stopped, the number of erroneous actions and negative emotions associated with work increases.

During long-term work, it is possible to identify an additional - sixth period of performance dynamics - the stage of restoration of performance. It is characterized by a decrease in mental stress and the development of restoration processes in the body.

There are also several options for this stage:

Current recovery (in the process of work after completion of its most intense stages);

Acute recovery (using pharmacological or psychological methods);

Delayed recovery (natural restoration of the body's resources several hours or days after completion of work, including a long period of sleep and rest);

In domestic pedagogical science There are prerequisites for the development of a competency-based approach in vocational education that meet modern realities. In higher education didactics there is experience in considering the results of educational activities as some integral characteristics of the individual, which is in good agreement with the ideas of the competency-based approach.

From the perspective of the competency-based approach, the result of professional education is competence, which is defined as the readiness to perform professional functions in accordance with the standards and norms accepted in society.

The concept of “professional competence” of a teacher includes the following components:

· personal and humane orientation, the ability to systematically perceive pedagogical reality and systematically act in it,

Free orientation in the subject area, knowledge of modern pedagogical technologies (4)

The professional competence of a teacher is understood as an integral characteristic that determines the ability to solve professional problems and typical professional tasks that arise in real professional situations. pedagogical activity, using knowledge, professional and life experiences, values ​​and inclinations. “Ability” in this case is understood not as “predisposition”, but as “skill”. "Capable" i.e. "can do it" Abilities - individual psychological characteristics-properties-qualities of a person, which are a condition for the successful performance of a certain type of activity (12).

Professional competence is determined by the level of professional education itself, the experience and individual abilities of a person, his motivated desire for continuous self-education and self-improvement, a creative and responsible attitude to business (16).

Competence is manifested in the ability to correlate one’s activities with what has been developed at the level of world pedagogical culture as a whole, domestic pedagogy, in the ability to productively interact with the experience of colleagues, innovative experience, in the ability to generalize and transfer one’s experience to others. It makes sense to talk about competence only when it manifests itself in some situation (the ability to mobilize acquired knowledge and experience in a given situation). The fact of manifestation of the necessary competence in a certain situation is a style of activity (16).

The quality of a teacher becomes creativity as a way of being in the profession, the desire and ability to create a new pedagogical reality at the level of values ​​(goals), content, forms and methods of diverse educational processes and systems

The teacher is capable of reflection, that is, a way of thinking that presupposes a detached view of pedagogical reality, historical and pedagogical experience, and one’s own personality.

Competence is manifested only in the course of activity and can only be assessed within the framework of a specific profession.

By presenting the qualifications of a specialist as a community, expressed in his integrative ability to carry out professional activities, one can reveal its composition. Competence, skill, initiative and morality are highlighted as constituent components.

The competence of specialists should be understood as such a characteristic of their qualifications, which represents the knowledge necessary to carry out professional activities. The very interpretation of a specialist’s competence reflects his ability to apply scientific and practical knowledge to the subject of professional activity.

Based on the subject of professional activities of educators, it can be noted that their competence is characterized by scientific knowledge one or more academic disciplines, in the cycle of disciplines related to human studies (psychology, pedagogy, anthropology, sociology, etc.), as well as in the cycle humanities(philosophy, history of the development of science, etc.).

The competence of future teachers is associated with the versatility of their general educational knowledge. Therefore, the above aspects of future teachers’ knowledge should be considered as a substantive basis that characterizes their professional competence.

A competent specialist is focused on the future, anticipates changes, and is focused on independent education. Important feature professional competence of a person is that competence is realized in the present, but is focused on the future.

The competency-based approach in professional pedagogical education is a unique response to the challenges of the time, its problems, in which, first of all, the formation of individuality, the free personality of civil society, and then the personality of the world of a market economy occurs.

The competency-based approach is manifested in the understanding of professional competence as a set of key, basic and special competencies.

Let us characterize the designated competencies in more detail in relation to the professional activities of a teacher.

KEY- competencies necessary for any professional activity are associated with the success of an individual in a rapidly changing world.

Key competencies are of particular importance today. They manifest themselves in the ability to solve professional problems based on the use

· information;

· communications, including in a foreign language;

· social and legal foundations of individual behavior in civil society.

BASIC competencies reflect the specifics of a certain professional activity

For professional pedagogical activity, we will call the basic competencies necessary for “building” professional activity in the context of the requirements for the education system at a certain stage of social development.

Basic competencies presuppose the formation of an initial level of ability for a specific professional activity. Basic competence can only be acquired by mastering the methods of specific work, taking part in the discussion and solving specific professional problems of a diverse nature.

Basic competencies reflect the characteristics of professional activity.

SPECIAL competencies reflect the specifics of a specific subject or supra-subject area of ​​professional activity.

Special competencies can be considered as the implementation of key and basic competencies in the field of an educational subject or field of professional activity.

The development of special competence occurs through a combination of experience working with and performing specific educational tasks, conducting one’s own thematic pedagogical research, performing creative works And pedagogical projects, which are determined by the relevance of pedagogical problems affecting the direction of current and future interests of students.

All three types of competencies are interconnected and develop simultaneously, which forms an individual style of teaching activity, creates a holistic image of a specialist, and, ultimately, ensures the development of professional competence.

The identification of key, basic and special competencies in professional competence is quite arbitrary; they are interconnected and can manifest themselves simultaneously

Key, basic and special competencies are manifested in the process of solving vital professional tasks of varying levels of complexity, using a certain educational space.

Basic competencies should reflect a modern understanding of the main tasks of professional activity, and key ones should permeate the algorithm for solving them

Special competencies implement basic and key ones in relation to the specifics of professional activity.

The essential characteristics of a competency-oriented approach in higher vocational education are:

· Strengthening the personal orientation of education: it is necessary to ensure the student’s activity in the educational process, and for this - to increase the possibilities of choice and to form generalized ability to choose;

· Developmental orientation and construction of age-appropriate education

· Focus on personal self-development, which is based on the postulates:

1. awareness of the intrinsic value of each individual, its uniqueness;

2. the inexhaustibility of possibilities for the development of each individual, including his creative self-development;

3. priority inner freedom– freedom for creative self-development in relation to external freedom.

To build professional education focused on a competency-based approach, the teacher must understand his professional activities in a new way. It is necessary to change the position of the teacher to the position of “pedagogical support” of the student. The ability to coordinate pedagogical interests with the interests of the future professional is a necessary professional skill for a teacher.

The professional competence of a teacher is characterized by the processes of making pedagogical decisions. This makes the problem of developing the future teacher’s ability to see problems arising in the educational process, independently set specific pedagogical goals and objectives, find ways to solve them, analyze and evaluate the results obtained, especially relevant.

The uniqueness of the modern professional activity of a teacher lies in the fact that the true meaning and purpose of the teacher’s activity is returned: guiding, supporting, accompanying the student. To help each student realize his own capabilities, enter the world of culture, find his life path– these are the priorities of a modern university teacher.

The competency-based approach, defining the logic of the implementation of the vocational education model, makes it possible to prepare a competitive teacher. Vocational education from the point of view of the competency-based approach is not limited solely to the acquisition of the sum of “cognitive” and professional skills, but involves the development of the ability to constantly learn. The unit of learning in a competency-based approach is not a piece of knowledge, but a professional task, a pedagogical action in a certain context in all its vital fullness and inconsistency. Tasks focused on the professional development of the teacher’s personality allow him to take a different look at his subject, to find an answer under what conditions the subject will be a means of personal development of the student.

With a competency-based approach, the educational process plays the role of the main condition and the main means of purposefully preparing a person for self-education. Only with the developed experience of self-educational activity can a person, being the subject of his own cognitive activity, achieve the high goals that life, the economic situation in society, and the developing labor market set for specialists.

The construction of an educational process aimed at managing a person’s self-education ensures the creation of internal conditions so that a person can gradually learn to independently design and move towards the implementation of their life plans based on enough high level self-education. Thus, the competency-based approach helps prepare a person for life in conditions of uncertainty.

The goal of training a competent specialist in modern conditions can be formulated as follows: to promote the formation (development) of professional competence, which is expressed in his ability to solve various classes (types) of professional problems that arise in real life situations on the basis of theoretical knowledge, existing sociocultural experience of practical solutions tasks of analyzing one’s own experience and opportunities for this.

Focusing on goals, we can outline the following educational strategies focused on developing competencies:

I. practice-oriented modular training,

II. training through cases (a package of situations for decision making),

III. social interaction in learning.

These strategies evaluate each student and their acquired knowledge, skills, and competencies through expert assessment and self-assessment.

Self-test questions:

1. Formulate the main goal of training a competency-based specialist.

2. Classify educational competencies.

3. Describe the levels of professional competence of the teacher.

4. What are the origins of the idea of ​​the competency-based approach?

5. How do you think the concepts of “competence” and “competence” differ?

6. List key competencies.

Questions to Consider

1. Determine the place of the competency-based approach in the modern system of higher professional education.

2. “The personal achievements of a student are…” Continue.

3. During the semester, the student studied poorly, missed classes, and received bad marks for colloquiums. But he got a “5” on the exam. How to evaluate this student's achievements?

4. What determines the development of a person-centered education paradigm and the introduction of a competency-based approach into the system of higher professional education.

5. How, in your opinion, is the most effective way to assess student achievements with a person-centered education system and a competency-based approach.

1. Introduction……………………………………………………………..2

2. Professional competence…………………………………...4

3. Types of professional competence………………………...5

4. Managerial culture as a leading component of the professional competence of a modern manager…………………………………………………………...7

5. Manager’s competence……………………………………………9

6. Conclusion………………………………………………………14

7. List of references……………………………..15

Introduction.

Today in the scientific literature there is an extremely diverse interpretation of the concepts of “competence”, “competence” and “competency-based approach”.

Some researchers believe that “the founder of the competence approach was Aristotle, who studied the possibilities of the human condition, denoted by the Greek “atere” - “a force that has developed and improved to such an extent that it has become characteristic feature personalities" Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education.

N.I. Almazova defines competencies as knowledge and skills in a certain field of human activity, and competence is the high-quality use of competencies. Another definition of competence was given by N.N. Nechaev: “A thorough knowledge of one’s business, the essence of the work being performed, complex connections, phenomena and processes, possible ways and means to achieve the intended goals" Nechaev N.N., Reznitskaya G.I. Formation of communicative competence as a condition for the development of a specialist’s professional consciousness. The famous psychologist B.D. spoke most wittily on this topic. Elkonin: “The competency-based approach is like a ghost: everyone talks about it, but few have seen it” Elkonin B.D.

Representatives of the scientific and academic community believe that competence is a subject area in which an individual is knowledgeable and shows readiness to perform activities, and competence is an integrated characteristic of personality traits, acting as a result of preparing a graduate to perform activities in certain areas. In other words, competence is knowledge, and competence is skills (actions). In contrast to the term “qualification,” competencies include, in addition to purely professional knowledge and skills that characterize qualifications, qualities such as initiative, cooperation, ability to work in a group, communication skills, the ability to learn, evaluate, think logically, select and use information.

From the point of view of business practitioners, professional 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 the 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 focuses not 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, you should focus specifically on skills and abilities, because:

· they play a huge role in ensuring the competitiveness of the company headed by this manager;

· either universities do not teach this 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.

Professional competence.

In explanatory dictionaries, competence is defined as awareness and erudition. Professional competence is understood as a set of professional knowledge, skills, as well as methods of performing professional activities. The main components of professional competence are:

Social and legal competence - knowledge and skills in the field of interaction with public institutions and people. as well as mastery of professional communication and behavior techniques;

Special competence - preparedness for independent performance of specific types of activities, the ability to solve typical professional tasks and evaluate the results of one’s work, the ability to independently acquire new knowledge and skills in the specialty;

Personal competence - the ability for constant professional growth and advanced training, as well as self-realization in professional work;

Autocompetence is an adequate understanding of one’s socio-professional characteristics and possession of technologies for overcoming professional destruction.

A.K. Markova identifies another type of competence - extreme professional competence, i.e. the ability to act in suddenly more complex conditions, in case of accidents, disruptions in technological processes.

In occupational psychology, competence is often identified with professionalism. But professionalism, as it increases the level of performance of activities, is ensured, in addition to competence, by professional orientation and professionally important abilities.

A study of the functional development of professional competence showed that at the initial stages of a specialist’s professional development, there is relative autonomy of this process; at the stage self-execution professional activity, competence is increasingly combined with professionally important qualities.

The main levels of professional competence of the subject of activity are training, professional readiness, professional experience and professionalism.

Types of professional competence.

Competence is understood as an individual characteristic of the degree to which a person meets the requirements of the profession. The presence of competence is judged by the result of a person’s work. Each employee is competent to the extent that the work he performs meets the requirements for the final result of this professional activity; assessment or measurement of the end result is the only scientific way to judge competence. The competence of a particular person is narrower than his professionalism. A person can be a general professional in his field, but not be competent in solving all professional issues.

The following types of professional competence are distinguished:

- special competence- mastery of professional activity itself at a fairly high level, the ability to plan one’s further professional development;

- social competence- mastery of joint (group, cooperative) professional activities, cooperation, as well as the methods of professional communication accepted in this profession; social responsibility for the results of one’s professional work;

- personal competence- mastery of techniques of personal self-expression and self-development, means of confrontation professional deformations personalities;

- individual competence- possession of techniques for self-realization and development of individuality within the profession, readiness for professional growth, the ability for individual self-preservation, non-susceptibility to professional aging, the ability to rationally organize one’s work without overload of time and effort, to carry out work without stress, without fatigue and even with a refreshing effect.

The named types of competence essentially mean the maturity of a person in professional activity, in professional communication, in the formation of the personality of a professional, his individuality. The named types of competence may not coincide in one person. A person can be a good narrow specialist, but not be able to communicate, not be able to carry out the tasks of his development. Accordingly, we can state that he has high special competence and lower social and personal competence.

Some highlight common types competencies necessary for a person regardless of profession. These are some key professionally important qualities and types of professional behavior that are the basis of a wide range of professions and do not lose their importance with changes in production and social practice.

It can be said that each of the types of competence described above includes the following general interprofessional components:

IN special competence- ability to plan work processes, ability to work with a computer, with office equipment, reading technical documentation, manual skills;

IN personal competence- the ability to plan one’s work activity, control and regulate it, the ability to make decisions independently; the ability to find non-standard solutions (creativity), flexible theoretical and practical thinking, the ability to see a problem, the ability to independently acquire new knowledge and skills;

IN individual competence- motivation for achievement, success, desire for the quality of one’s work, the ability to self-motivate, self-confidence, optimism.

According to A.K. Markova, there is another type of interprofessional component that can be called “extreme professional competence” - readiness to work in suddenly more complex conditions. People who possess this and similar qualities are more ready than others to change professions, to retrain, and they are less at risk of unemployment.

Managerial culture as a leading component of the professional competence of a modern manager.

The professional competence of a manager is the most important criterion for the quality of management activities and is understood as the manager’s ability and readiness to manage, based on professionally significant and personal qualities. In this regard, at present, not only specialized knowledge as much as a general and managerial culture that ensures the personal and professional development of a specialist.

The managerial culture of a future specialist must be assessed as a fundamentally new phenomenon in the field of management training. However, an analysis of publications on the issue of forming a management culture as a leading component of the professional competence of a future manager showed that this issue is not sufficiently represented in the scientific literature, no basic research, dedicated to a holistic study and objective analysis of the state of the process of forming the management culture of future managers.

Graduate vocational school must be able to apply the knowledge, skills and abilities acquired during training in everyday and changing situations at work, demonstrating their professional competence. The existing practice of training managers provides training in the basic functions of classical management: organization, planning, motivation, coordination and control (Taylor F., Faol A.). The new approach to management is increasingly based on recognizing the priority of the individual over production, over profit, and over the interests of the enterprise, firm, and institution. It is precisely this formulation of the question that constitutes management culture.

In the concept of Russian management, the main idea is to increase the role of managers at various levels. The professional competence of the personality of the future manager acts as the main goal of the learning process, taking into account trends in socio-economic development modern society and motives that encourage a young person to improve this quality. As the practice of subsequent management activities of graduates of management faculties shows, only competence and professionalism (skill) can correctly orient a manager in a real situation, choose the right way of behavior and make the right management decision.

The managerial activity of a manager is complex, dynamic, changeable and of a purely personal nature. The main psychological features of this activity can be summarized as follows:

· a wide variety of activities at different levels of the management hierarchy;

· non-algorithmic, creative nature of activity, carried out with a lack of information and in a frequently changing, often contradictory environment;

· pronounced predictive nature of the management tasks being solved;

· significant role of the communicative function;

· high mental tension caused by great responsibility for decisions made.

The manager must show greater competence in making timely and correct management decisions, and this requires the use of new skills and approaches to the management process.

Managers in their activities need flexibility and courage when solving certain management problems; they live and work in the center of constantly changing situations. Therefore, managers with an insufficient level of competence become cautious when solving problems, which leads to a delay in making management decisions and a decrease in the effectiveness of management influence.

Thus, the professional activities of managers are multifaceted, responsible and complex. The phenomena that modern managers face are the pace, complexity, novelty, danger, and constant challenge of the modern, advanced world. All this requires a high level of competence from the manager.

The low level of professional competence of specialists can lead today to global catastrophic consequences: the traditional education system was designed for a “knowledge-based” paradigm of training specialists, which was based on the pragmatic and formal use of a set of mastered truths. Modern civilization requires a specialist who understands the specifics of modern life, a specialist in spiritual and moral orientation, a person of culture.

Manager's competence.

Still, the most important requirement for a manager at any level is the ability to manage people. What does it mean to manage people? To be a good manager you need to be a psychologist. To be a psychologist means to know, understand people and reciprocate with them. Body language and body language will help a lot with this. Having studied this language, a manager will be able to better understand people, their actions, how they are justified, and will be able to achieve mutual agreement and people’s trust, and this is the most important thing. This facilitates the conclusion of profitable deals and much more.

In addition, a good manager must be an organizer, a friend, a teacher, an expert in setting goals, a leader, and a person who knows how to listen to others... and all this is just for starters. He must know perfectly his direct subordinates, their abilities and capabilities to perform the specific work assigned to them. The manager must know the conditions connecting the enterprise and employees, protect the interests of both on a fair basis, eliminate those who are incapable in order to maintain the unity and correct functioning of the company.

By examining the political, social, economic, and psychological forces at work in countries, and by studying the impact of these forces on those in management positions, useful generalizations can be made about the changing content of a manager's job.

In the management process, the manager performs a number of specific functions, including: organizing and planning the activities of the team and his own work; distribution of tasks and briefing of subordinates; control over them; preparing and reading reports; verification and evaluation of work results; familiarization with all the new products in the world of business, engineering and technology, putting forward and considering new ideas and proposals; resolving issues beyond the competence of subordinates; familiarization with current correspondence; answering calls and receiving visitors; holding meetings and representation; filling out reporting forms; negotiations; advanced training.)

All these works are characterized by: high variety (up to 200 types of actions per day), variety in the form of these actions themselves and the place of their implementation, wide contacts and communications inside and outside the company, rapid change of events, people and actions.

While performing his daily duties, the manager communicates with various categories persons First of all, these are partners. Sometimes they can be very unpleasant, making absurd demands and even threatening, but in any case they need to be treated correctly, without showing irritation. Another category of people with whom you have to communicate are managers of various ranks. In conversations with them, you should express yourself clearly and unambiguously, adhere only to facts or your own considerations, and briefly express your thoughts. When posing a problem, it is best to immediately offer a solution to it, so that the boss does not deal with it from start to finish. In general, it is best to take on most of his work - he will not forget it. Communication with subordinates should be extremely trusting and friendly - as we know, the fate of a manager depends decisively on them. Finally, the manager constantly communicates with fellow managers of other departments. Direct influence he cannot influence them, and here, to a special extent, you need to be able to negotiate, bargain and convince.

In the communication process, the manager has to perform three main roles.

Firstly, it is the role of a coordinator, connecting one group of people with another and facilitating dialogue between them. This role is image and representation in the outside world; the actual head of the company can play a role, ensuring that it inspires people's actions aimed at the leader and achieving the company's goals; a communicator that creates the possibility of reliable continuous contacts between employees.

Secondly, this is the role of an informant, ensuring the reception, transmission and processing of various types of information. This role can be played by a controller who monitors the work of subordinates and compares it with the goals set. It can be taken on by a disseminator of ideas who is aware of all changes affecting the work of employees, informs them about this, and explains the company's policies. This is also a representative who explains the meaning and nature of problems to other departments or partners.

Third, it is a decision-making role. She is played by an entrepreneur looking for new ways to achieve her goals and taking full responsibility for the risks associated with them. She is played by the manager responsible for allocating the firm's resources. Finally, she is played by a representative of the company negotiating with partners. These generalizations allowed the authors of the book "The Liberated Manager" M. Woodcock and D. Francis to predict the abilities and skills that are required from a skillful manager now and in the future.

Their research identified eleven distinct factors that are likely to influence management activity in the coming decades:

1. Stress, pressure and uncertainty are increasingly present in most forms of organizational life. Therefore, skillful managers are required to be able to effectively manage themselves and their time.

2. The erosion of traditional values ​​has led to a serious breakdown of personal beliefs and values. Therefore, modern managers are required to be able to clarify their personal values.

3. There is a wide range of choices. Therefore, managers are required to clearly define both the goals of the work performed and their own goals.

4. Organizational systems fails to provide all the learning opportunities required by the modern leader. Therefore, each manager must himself maintain a constant personal growth and development.

5. Problems are becoming more and more complex, while the means to solve them are often more limited. Therefore, the ability to solve problems quickly and effectively is becoming an increasingly important feature of management skills.

6. The constant struggle for markets, energy resources and profitability makes it necessary to come up with new ideas and constantly adapt. Therefore, managers must be creative and able to respond flexibly to changing situations.

7. Traditional hierarchical relationships become more difficult. Therefore, effective management calls for the use of skills to influence others without resorting to direct orders.

8. Many traditional schools and management methods have exhausted their capabilities and do not meet the challenges of the present and future. Therefore, new, more modern management techniques are required, and many managers must learn different approaches in relation to their subordinates.

9. Great costs and difficulties are now associated with the use of hired workers. Therefore, more skillful use of human resources is required from every manager.

10. The increasing scale of change requires the development of new approaches and the fight against the possibility of one's own “obsolescence.” Therefore, managers need the ability to help others in quick learning new methods and mastering practical skills.

11. Complex problems increasingly require the combined efforts of several people working together to solve them. Therefore, a manager must be able to create and develop teams that can quickly become innovative and effective in their work. These eleven points managers must adhere to if they are to survive and succeed in the coming decade.

Managing an organization in our dynamic times is a complex job that cannot be done successfully using simple, dry memorized formulas. A leader must combine an understanding of general truths and the significance of the many variations that make situations different from one another. The leader must understand and consider the critical factors or components of organizations (internal variables), as well as the forces affecting the organization from outside (external variables), and also consider the impact of the organization on society.

There is a widespread view that there is a management process applicable to any organization, which consists in implementing the functions that each manager must perform.

A modern manager is perceived all over the world as an effective, innovative leader = leader + power + work style + career. The manager must have a broad outlook and systematic non-standard thinking on issues of internal relationships, corporate factors and the interaction of the latter with external environment. He must have high universal qualities and psychological abilities, have the ability to take reasonable and balanced risks, be able to carry out business design, develop, adjust and implement a business plan. Be able to carry out marketing research, predict the development of the organization, taking into account the needs and occupying new innovative niches in it.

1. 2. Personal qualities of a manager. The manager must have:

Thirst for knowledge, professionalism, innovation and a creative approach to work;

Perseverance, self-confidence and dedication;

Out-of-the-box thinking, ingenuity, initiative and the ability to generate ideas;

Psychological abilities to influence people;

Communication skills and a sense of success;

Emotional balance and stress resistance;

Openness, flexibility and easy adaptability to changes;

Situational leadership and personal energy in corporate structures;

Internal need for self-development and self-organization;

Energy and vitality;

Tendency to successful defense and equally effective attack;

Responsibility for activities and decisions made;

The need to work in a team and with a team.

3. Ethical standards of the manager. The manager in his activities with colleagues and partners is guided by generally accepted moral rules and norms: follow the methods of fair competition; do not use “dirty money” in your activities; “play openly” if the partner does the same, try to fulfill the promise given to him under any conditions, use only honest methods when trying to influence subordinates, be demanding, but not insult dignity, be attentive and helpful

4. Personal resources of the manager. The main resources of a manager are: information and information potential, time and people, skillfully using which the manager ensures high results, constantly increasing the competitiveness of the organization he leads.

5. The manager's skills and abilities to manage effectively. The effectiveness of management can be influenced by:

Ability to manage oneself;

Reasonable personal values;

Clear personal goals;

Persistent continuous personal growth;

Problem solving skills and tenacity;

Resourcefulness and ability to innovate;

High ability to influence others;

Knowledge of modern management approaches;

Ability to form and develop effective work groups;

Ability to train and develop subordinates;

Conclusion.

The study of competence began in the distant times of Aristotle, who became the founder of an integrated approach.

So, competence is a subject area in which an individual is knowledgeable and shows readiness to perform activities, and competence is an integrated characteristic of personality traits, acting as a result of preparing a graduate to perform activities in certain areas. In other words, competence is knowledge, and competence is skills (actions). Professional competence is the ability of a subject of professional activity to perform work in accordance with job requirements.

Thus, the key competencies of a modern manager include:

· 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 professional activities of managers are multifaceted, responsible and complex. The phenomena that modern managers face are the pace, complexity, novelty, danger, and constant challenge of the modern, advanced world. All this requires a high level of competence from the manager. 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.

List of used literature.

1. Balashov E.S. Management: Textbook. allowance. - Saratov: Sarat. state tech. univ., 2003 - 95 p.

2. Pereverzev M.P., Shaidenko M.A., Bosovsky L.E. Management: Textbook / Ed. ed. prof. Pereverzeva M.P. - M.: INFRA, 2002 - 288 p.

3. Development of effective management: Interuniversity. scientific collection. - Saratov: SSTU, 20003 - 142 p.

4. Tsypkin Yu.A., Lyukshinov A.N., Eriashvili N.D. Management: academic manual for universities / Ed. prof. Tsypkina Yu.A. - M.: UNITY - DANA, 2002 - 439 p.

5. Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education. Author's version/. - M.: Research Center for Problems of Quality of Training of Specialists. - 2004.-from 155

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

7. Elkonin B.D. The concept of competence from the perspective of developmental education // Modern approaches to competence-oriented education. Krasnoyarsk, 2002. P. 22.