The concept of professional competence. Types of professional competencies

Competence- this is the personal ability of a specialist (employee) to solve a certain class of professional problems.

A.V. Khutorskoy believes that competence- this is the possession, possession by a person of the corresponding competence, including his personal attitude towards it and the subject of activity

According to T. M. Sorokina, under professional competence of a teacher the unity of his theoretical and practical readiness to carry out social and pedagogical activities is understood.

Competence is considered as one of the stages of professionalism, which forms the basis of a teacher’s pedagogical activity. The competence of a teacher is interpreted as the ability of an individual to solve various types of pedagogical problems at different levels.

Professional competence represents the following formed positions of specialist readiness:

• - informational and semantic (I know);
• - emotional-motivational (I want);
• - activity-technological (I can);
• - normative - managerial (I must).

Professional competence- this is the level of awareness and authority of the teacher, allowing him to productively solve educational problems that arise in the process of training a qualified specialist and shaping the personality of another person.

The structure of professional competence includes:

• - socio-political awareness,
• - psychological and pedagogical erudition,
• - pedagogical technology,
• - skills and abilities in organizing teaching activities.

O. A. Akulova, N. F. Radionova and A. P. Tryapitsyna see the following essential signs of competence:

• - competence has the activity nature of generalized skills in combination with subject skills and knowledge in specific areas;
• - competence is manifested in the ability to make choices based on an adequate assessment of oneself in a specific situation.

Key competencies. Key competencies are of particular importance today. They manifest themselves, first of all, in the ability to solve professional problems based on the use of information and communication.

Basic competencies. For professional socio-pedagogical activities, the basic competencies are those necessary to “build” professional activities in the context of the requirements for the education system at a certain stage of society’s development.

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

Of course, all three types of competencies are interconnected and develop simultaneously, which forms the individual style of social and pedagogical activity, and, ultimately, ensures the formation of professional competence.

Professional competence as a body of knowledge on organizing the professional activities of a future teacher-educator.

The following types of competencies are distinguished:

• Educational and cognitive competence is a set of skills and abilities cognitive activity. Mastery of the mechanisms of goal setting, planning, analysis, reflection, self-assessment of the success of one’s own activities. Possession of methods of action in non-standard situations, heuristic methods of solving problems. Possession of measurement skills, use of statistical and other methods of cognition.

• Information competence is the ability to independently search, analyze, select, process and transmit the necessary information.

• Communicative Competence is the ability to interact with people around you and the ability to work in a group. Familiarity with various social roles.

The development of a competency-based approach in research devoted to various types of activities, including professional ones, has led to the appearance in the scientific literature of a large number of definitions of competence. Problems of professional competence were developed in the publications of such researchers as Bidenko V.I., Khutorskoy A.V., Zimnyaya I.A., Pavlova A.M., Zeer E.F., Symanyuk E.E., Ovcharuk O .V., Bermus A.G.

In the pedagogical literature, scientists, analyzing the problem of competence, reveal the content of this concept through the prism of activity. Probably in connection with this, the concepts of “competence”, “professional competence”, “specialist competence” are used in scientific works as synonymous, since they are all essentially related to the possibility of carrying out labor and professional activities.

Competence(from the Latin compens - “belonging by right”, appropriate, capable) acts as an individual characteristic of the degree of compliance with the requirements of the profession. Competence should be distinguished from competency - a certain area, range of issues that a person is authorized to solve. The concept of “competence”, as it is used in the context of education, was originally developed in occupational psychology, motivational psychology and management - fields that are closely related to each other. Competencies within these theories are understood as the result of the development of fundamental abilities, which are mainly acquired by the individual himself on the basis of their ability to be effective. They allow people to achieve goals that are personally significant to them - regardless of the nature of these goals and the social structure in which these people live and act. In the scientific literature, there is a definition of professional competence as a combination of mental qualities, a certain mental state that allows one to act independently and responsibly, as a person having the ability and ability to perform certain labor functions.

Under the professional competence of a social work specialist is understood as an integrative personal-activity new formation, which is a balanced combination of knowledge, skills and a formed professional position, which allows one to independently and efficiently perform the tasks of professional activity and is in a relationship of dialectical dependence with the professional orientation of the individual. In this definition, the researcher integrates the elements “formed professional position” and “professional” into the structure of professional competence. V. A. Slastenin connects professional competence, along with the presence of special knowledge, skills and abilities, with a special personality trait. This “special property” can be considered as the individual’s abilities necessary for the successful performance of professional functions.

According to a number of researchers, professional competence is a body of knowledge that allows one to competently judge issues in the field of professional activity. In other words, competence is, first of all, associated with existing professional knowledge, with professional erudition. Thus, " Competence is a general ability based on knowledge, experience, values, and inclinations that are acquired through training. Competence is neither knowledge nor skill; being competent does not mean being learned or educated; Competence is characteristics that can be extracted from observations of actions and skills. Competence is what gives rise to skill and action.”

As studies by domestic and foreign scientists and practitioners show, the readiness of a future specialist for independent work cannot be considered without connection with the professional competence of a social worker. Thus, on the one hand, the professional qualities of the subject of activity are considered in the context of the manifestation of the psychological characteristics of the individual necessary for the acquisition of special knowledge, skills and abilities that ensure the required efficiency of professional work. On the other hand, the set of requirements imposed on modern social work (dynamic development, systematic and comprehensive support provided, its targeted nature, etc.) in general can only be achieved by ensuring competence both in the activities of the relevant services and the individual social worker.

Professional skills of a social worker is a set of qualities that reflect the degree of his qualifications, level of knowledge and skills, readiness and abilities associated with the implementation of a set of measures for social services to the population. If we evaluate the main role of a social worker, then he is a specialist authorized by the state to provide assistance to a person in a difficult life situation. The need to find a high-quality solution to such complex problems actualizes the problem of optimizing the course of practical training for future social workers at the university. We will consider the fundamental competencies of a social work specialist, formed in the process of professional training at a university.

At the present stage of development of society, the professional training of a specialist is determined largely by the social order of society, its needs for specialists of the relevant profile. Under these conditions, the degree of preparedness of a specialist becomes the dominant factor in the education system, determining not only the competitiveness of an individual, but also social adaptation. At the same time, the competence of a specialist is a set of goals - specific requirements for the level of preparedness of a specialist, which are defined as competencies.

In our opinion, the concept of “competence” should be characterized to a greater extent by the block professional competencies.

It's obvious that the basis of professional activity future specialists is a set of professional competencies. The block of professional competencies should include the properties of the subject that characterize his ability:

possess a certain amount of professional knowledge and apply it in practice;

develop and implement professional practice models;

conduct research in your professional field of knowledge.

Professional competence is defined differently by different authors: as a set of professional properties (the ability to implement professional job requirements at a certain level), as a complex unified system of internal mental states and personality traits of a specialist (readiness to carry out professional activities and the ability to perform the necessary actions for this), as stable ability to act with knowledge of the matter, as the ability to perform actual activities. There are also differences in researchers’ ideas about the structural components of professional competence. Thus, some mean by them a hierarchy of knowledge and skills, others – a number of specific abilities or professionally significant knowledge. Some authors see critical thinking as an essential element of professional competence.

So, professional competence is understood as a set of professional knowledge, skills and abilities that ensure mastery of a certain professional technology.

Thus, the professional competencies of a social work specialist are determined by the specifics of the activity, which is a social-production system that realizes the needs of society in organizing the spatial environment of human life, including three main interconnected functional subsystems: production, socio-cultural and educational. In this case, the main, basic subsystem is the production activity, the nature of which determines the backbone of the profession. Its effective functioning is ensured, in turn, by two other subsystems, which, while serving the basic subsystem, are at the same time the conditions for its development.

The subsystem of sociocultural activity provides the general direction for the creation, reproduction and transmission of targets, concepts, ideas, knowledge, samples, and the educational subsystem provides the reproduction of the fundamental resources of activity. The specialist finds himself differently in each of the subsystems. In the production subsystem, it acts as the main “means” for implementing target activity settings. In teaching and learning, as a specialist he is a “goal”, and in the subsystem of sociocultural activity he is a “conductor” of existing knowledge and a “source” of new knowledge and ideas.

The identified structure of practical activity will be the basis for the development of a didactic system for the formation of professional competencies in the process of studying at a university.

The formation of professional competencies of a future social work specialist can be observed in the following areas:

formation of ideological position, professional orientation, psychological readiness to carry out professional activities;

growth of social maturity, self-awareness;

change of social role and status of the student: becoming his subject personal development and professional activities;

integration of all types of knowledge acquired at a university into holistic educational activities, which accelerates the formation of professional competencies of a future social work specialist.

Professional activity requires certain training from those who are engaged in it and is a source of existence for them, i.e. The characteristic features of any profession are special training and financial reward. Any activity becomes a profession when it receives public recognition. The need in society for persons capable of providing professional assistance to those in need led to the emergence of social work.

The hallmarks of professional activity are a set of knowledge, skills and abilities. So, professional competence is understood as a set of professional knowledge, skills and abilities that ensure mastery of a certain professional technology.

TOPIC : TYPES OF SPECIALIST COMPETENCIES

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

From the standpoint 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, mastery 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 situations of professional teaching activity, using knowledge, professional and life experience, values ​​and inclinations. “Ability” in this case is understood not as “predisposition”, but as “skill”. "Capable" i.e. "can do it" Abilities are 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 global level pedagogical culture in general, 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 in one or more academic disciplines, in a cycle of disciplines related to human studies (psychology, pedagogy, anthropology, sociology, etc.), as well as in a cycle of humanitarian disciplines (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. An important feature of a person’s professional competence 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 work and pedagogical projects, which are determined by the relevance of pedagogical problems affecting the direction of students’ current and future interests.

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 his life plans on the basis of a sufficiently high level of 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 grades 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-oriented paradigm of education 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.

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

2. General cultural competencies. 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 of effective ways to organize 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, and 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. Proficiency in modern media (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technologies (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 fixed 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, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a 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 those being studied academic subjects and areas of activity;

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;

Proficient in different types of speech activity (monologue, dialogue, reading, writing), linguistic and language competencies;

Own the ways joint activities in a group, methods of action 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, e-mail, 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.

Key competencies are a general and broad definition of the adequate manifestation of a person’s social life 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 at different levels (from elementary to deep).

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 responses to situations or information.

When studying physical performance, the dosed method is used muscle loads created using a bicycle ergometer. 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 the logical type can be associated with the solution of standard problems, strictly defined by instructions, and with the solution of informal problems, modified depending on related factors and under the condition of 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 are talking about measuring not the maximum, but the necessary (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, the professional training of a specialist, etc. In addition, if possible, one should also take into account human motivation. 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. At the same time, there are subjective signs fatigue. 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 increases and negative emotions related to work activities.

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);

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 technology.

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, the competence of a specialist 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 for 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 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, entrepreneurship, focus on results, the ability to take responsibility and high stress resistance. At the same time, the importance of self-organization skills and organization of work of subordinates, skills interpersonal communication(the ability to establish contacts and resolve interpersonal conflicts, establish interaction with superiors), planning skills for one’s own activities and the activities of others, the ability to motivate staff, form teams and manage them. 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, 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 specific 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, allowing the use of 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: the general level of awareness and perception abilities, covering data collection, information processing, verbal and logical thinking, the ability to abstract and find patterns, visually effective thinking , ability to quickly solve practical problems and conceptual flexibility. These abilities are basic and ensure success in making informed and responsible decisions, allowing you to act in an 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 leaders possession of skills and abilities within the framework of communicative competence is becoming more and more relevant and requires its development not only through life experience, as was the case in the overwhelming majority 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 has persisted 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”. Thus, the Oxford English Dictionary (7th edition) reveals this concept (competence) (English) 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 productivity 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 preservation 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 an employee’s ability to solve problems that arise in front of 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 justify the causes of this problem, find out what solutions to this problem exist today, find and justify alternative options 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 new organization 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 to 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 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", Federal law"On the fundamentals of the system for the prevention of neglect and juvenile delinquency", 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 the resolutions of the Government of the Russian Federation Federation dated 01/08/1997 No. 19, dated 12/23/2002 No. 919, regulatory legal acts of the relevant federal executive authorities and local governments, 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. The school may have in its structure departments, preparatory courses, classrooms and laboratories, educational and training workshops and farms, training grounds, dormitories structural divisions 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 budget 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, and 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 general structure competence of managers. Identifies three leading paradigms that form the fundamental basis of the conceptual basis for the formation of the pedagogical competence of a manager: 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 training 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; - 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 employees; - effective team management styles; - modern methods of monitoring educational, financial and economic activities and office work in an 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; - mastery of educational standards by students; - 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 the trajectory of personal development of 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 that the majority of teachers have mastery of the subject at a basic level. 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 assessing the results of their work: as a rule, the results are determined by the percentage of student achievement and the number of graduates who entered other schools. 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 pedagogical research methods, increases. 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 the total number of 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

Students' satisfaction 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 exhibit 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 of 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 they also could not solve logical problems, for example, establishing a connection between the market for the production of gas masks and the market for the production of children's 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 a 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 of advanced training;

stimulation and support of any educational activity;

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

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 for competently organizing 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, as before, remains one of the central forms that perform 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 reasons 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, these same reasons dictate the variety of principles for organizing 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 as the main goal of 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, more variable and 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, business training has become the main form of these activities.

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, as well as common sense, I see the following 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 parameter for the current or planned activity, 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 upon its achievement. 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 strategic management 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, permanent shift personnel (which is not always possible and always high-cost)?

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 staff involvement gives not only psychological, but also 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 forms 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 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

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 goal-oriented, 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 control 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, charter, 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 according to the following types 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 allows differentiating managers and teachers in the possession of professionally significant qualities (in order to determine the validity of claims to 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 allows one 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 special feature of conducting entrance diagnostics at the KBPK of heads of educational institutions is its integrated nature. The entrance diagnostic 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 feasibility;

conduct a full group discussion;

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

Materials are assessed based on the results of an examination of the legal, economic and other characteristics of methods (technologies) for attracting extra-budgetary funds. The 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 pressing problems that arise in pedagogical practice. 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 goal-oriented, 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. Competency 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 shameful and harmful not to know No one can know everything, but it is shameful and harmful 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 conflicts. Conflict-free is the opposite of conflict. Currently good teacher become impossible It is better to light one small candle than to curse the darkness. APPENDIX B

Characteristics of professional competence of a college graduate

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 high level 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 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 activities and reflection, self-control. Adaptability; Willingness to promptly 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; Proficiency in methods of scientific research. 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 to solve a problem and make 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 management structure.

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