Modern management forms a special type of leader - a manager, who, by his status, represents a professional manager. The most important characteristic of this specialist is his professional competence and high qualifications. The professionalism of a manager presupposes that he has certain knowledge, skills and abilities in the field of management, and has special professional and personal qualities.
The professional suitability of a manager is understood as a set of psychological characteristics of a person that are necessary and sufficient to achieve effectiveness in the activities of a manager. Grade professional suitability, as in any field, is carried out in three forms.
In the first case, a candidate for a position is assessed using a variety of standardized psychological techniques to identify extreme degrees of expression of qualities that are undesirable for most professions, for example, neuropsychic instability, low level of intelligence, and inadequate motivational orientation. In this case, diagnostics are carried out regardless of the content of a specific activity. This form of psychological diagnostics has proven to be quite effective for a number of professions. It also becomes the only one when there is no possibility of preliminary study of the activity, experimental determination the most predictive psychodiagnostic methods. But this approach is close to medical diagnostics and does not solve all the problems in determining suitability for a specific activity that imposes special requirements on the psychological qualities of a specialist.
Other forms of assessing professional suitability are used in diagnostics focused on the specific specifics of work. The main problem of psychological selection can be conditionally reduced to two tasks: first, to establish a set of requirements for personality traits in a specific professional activity; secondly, to determine a psychological technique that would allow one to evaluate these properties.
The implementation of the following approach, which to a certain extent opposes the one described above, begins with a comprehensive psychological study of representatives of the specialty being studied. The best and worst specialists are determined, then the statistical relationship between psychodiagnostic data and success indicators of the group of studied individuals. After this, methods with a significant statistical relationship are selected, which are subsequently used in the actual selection of candidates for this specialty. Typically, this approach is applicable to the selection of specialists who achieve success in their work due to complex psychological qualities that are externally difficult to observe.
Among the procedures specifically designed to assess general intellectual abilities, the most commonly used Raven's "progressive matrices" technique, and Wechsler intelligence test. In them, intelligence is considered as a universal ability to adapt to changing conditions, and for the effective performance of a leader in modern conditions management, this ability is one of the fundamental ones.
Professionally important personality traits of a manager are also: emotional balance, self-confidence, based on adequate high self-esteem, desire to win, based on the motivation to achieve success. In accordance with this, in the process of psychological diagnostics it is advisable to use the following questionnaire techniques that assess emotional and personal properties: Spielberg-Hanin test, aimed at assessing the emotional state in the form of the level of reactive and personal anxiety, as well as temperament structure questionnaire (OST) V.M. Rusalova(1990), which allows us to assess many important social-psychological manifestations of temperament.
In the field management activities The category of special abilities of a manager’s personality includes communication, organizational and entrepreneurial abilities. Relatively new methods are used to diagnose entrepreneurial abilities. test batteries: questionnaires like “Do you have the ability to be an entrepreneur?”, options business games, “unfinished sentences” test, consisting of statements like: “My subordinates...”, “The future seems to me...”, “In this situation...”. The subject finishes the sentence with one or more words, preferably the first ones that come to mind. The interpretation of the results obtained is based on the assumption of the existence of a projection effect, that the answers reveal personal needs, value orientations, and characteristics of a person’s perception, which provides quite valuable information about his ability to social interactions and, in particular, to management, subject to successful completion of the diagnostic examination.
At the heart of communication and organizational skills there are corresponding inclinations that manifest themselves in the ability to clearly and quickly establish business and friendly contacts with people, in the desire to expand contacts, participate in group events, show initiative, ingenuity and resourcefulness. The ability to provide psychological impact on people, use techniques and methods of active interaction in joint activities. Diagnosis of communicative and organizational tendencies is carried out using questionnaire test KOS-2.
Professional psychological diagnostics of managers must necessarily include testing of the organizational and communicative qualities of the individual and their manifestation in interpersonal relationships.
Qualities such as efficiency, confidence, exactingness, etc. can be determined using questionnaire test L.P. Kalininsky. The undoubted advantage of this technique is that it allows you to determine the level of development and compare strong and weak sides ten personality traits: focus, efficiency, desire for dominance in the group, confidence, demandingness, stubbornness, compliance, dependence, psychological tact, responsiveness.
It allows us to identify the degree of expression of a person’s communicative and organizational qualities in interpersonal relationships. test questionnaire T. Leary. With its help, the degree of expression of properties is determined, which can be grouped into eight psychological tendencies that determine different personality traits: dominance, self-confidence - uncertainty; inflexibility, independence - dependence; sociability, responsiveness.
Thus, the manager of an organization today, by his status, represents, first of all, a professional manager. The most important feature of this specialist is his professional competence and high qualifications. A manager must have good professional training, possess erudition and culture, combine fundamental theoretical and practical training, have a perfect command of his specialty, and be able to apply advanced methods of personnel management in practice.
Traits inherent in a manager as a professional manager:
Intelligence as the ability to solve complex and abstract problems;
Awareness of the need for action and existing motives;
Self-confidence, high self-esteem of competence and level of aspirations.
Taking into account the diagnostic data n (psychological, n qualification, n medical) of the employee and his professional interests, a plan for his n use, n professional and career growth, n advanced training, n advisory support is formed. The basis for the formation of a “package” of psychodiagnostic tools in working with personnel is a professiogram.
Professionogram is a document that includes a comprehensive description of the socio-economic, production and technical, sanitary and hygienic, organizational, psychological and other features of a specific profession or its specialties
Stages of developing a professiogram Name of the stage Contents of the work Accumulation information base about the profession 1. 1. Analysis of documents (instructions, reports, regulations, technological maps etc.). 1. 2. Employee survey. 1. 3. Observation Systematization of information 2. 1. Description of the elements of the functions performed. 2. 2. Description of ergonomic, engineering and psychological working conditions. 2. 3. Drawing up a general list of PVC base about the profession Formation of a descriptive structured professiogram 3. 1. Drawing up a refined list of PVC (based on additional surveys, observation, study of new documentation. 3. 2. Drawing up a psychogram as an integral part of the professiogram
A descriptive professiogram includes sections: n n n n n name of profession (specialty); area of special and basic knowledge; main tasks of professional and official activities; description of actions, operations; engineering, psychological and ergonomic working conditions; professional description important qualities person; description of mental phenomena (properties, states, processes) of a person that limit effective performance labor tasks; regulatory (expertly determined) requirements for the named mental phenomena; mental phenomena (properties, states, processes) that promote and hinder professional development, career growth, personal improvement
Professionally important qualities (PVK) abilities (general and special: physical, psychophysiological, personal, mental) for a specific professional activity, meeting its requirements and ensuring the proper performance of specified functions. PVCs are one of the main factors in ensuring labor efficiency -
The employee’s personal protective skills include: sensory-perceptual processes (sensation, perception); n memory properties (mnemonic); n properties of attention (attentional); n features of mental performance; n psychomotor properties; n personality traits n
Consequences of careless documentation of psychodiagnostics: n n n conflict situations of official and business interaction; mutual misunderstanding with employees of the organization; improper performance of tasks; insufficient provision financial means logistical, methodological and technological foundations work; loss of authority of the psychologist; management’s complaints about the quality of psychodiagnostics, deadlines, and insufficient adequacy to the organization’s needs.
Comprehensive personnel diagnostics (CPD) is a multi-stage procedure for the formation of psychological and qualifying portrait subject (potential or regular) labor activity in order to prepare the information necessary for making personnel decisions.
KPI is carried out during hiring, n during certification, n assignment qualification categories, n when forming a reserve of management personnel n when promoting to a higher position, n when imposing penalties, n when issuing, at the request of an employee, a reference or letter of recommendation n
The reasons for carrying out efficiency measures are: unsatisfactory labor productivity, n unstable quality of work (defects, errors, customer complaints, etc.), n high incidence of illness among employees, n conflict relations in the team, n incomplete compliance of the employee with the requirements of professional activity n
The first goal of the KPD is selection, assessment, certification. It provides for the following diagnostic criteria: 1. Psychological (psychophysiological, personal, mental). 2. Professional and official (knowledge, responsibility, etc.). 3. Results of qualification tests. 4. Expert assessment data (motivation, attitude, learning ability, etc.). 5. Biographical materials. 6. Labor activity indicators (quality, quantity).
The second goal of efficiency is HR audit actual condition human resources organizations Psychodiagnostic criteria: 1. Personnel adaptation. 2. Causes of maladaptive behavior (violations of technology, safety and labor protection rules, discipline, conflict behavior). 3. Personnel qualifications. 4. Social and psychological climate of the team. 5. Direction and features of functional states
The third goal of the KPI is to determine the effectiveness of corporate policy in working with personnel. Psychodiagnostic criteria: 1. Job satisfaction. 2. Structure of motives for work activity. 3. Staff turnover: dynamics and reasons. 4. Loyalty to the organization: responsibility in work, trust in the organization, dedication. 5. Social and psychological climate of the team
The fourth goal of KPI is the development promising directions improving the organization of work Psychodiagnostic criteria: 1. State of ergonomic working conditions. 2. Structure and features of labor organization. 3. Social and psychological structure of the team. 4. Spiritual values of the team. 5. Staff attitude towards professional and job growth. 6. Qualification and training of personnel
The fifth goal of the KPI is the formation of an innovative climate in the organization: the attitude of staff towards innovation; n features of the collective cooperative system (cohesion, harmony, compatibility); n features of interaction (intensity, direction, frequency, depth, scale, etc.) in complex and emergency situations of activity. Psychodiagnostic criteria: n Individual and group attitude towards the innovative movement. n Social and psychological climate of the team. n Educational and intellectual aspiration of the staff n
Personnel diagnostic methods qualitative (qualimetric) assessment of personnel traditional assessment (content analysis, interview, diagnostics, recommendations) non-traditional assessment (astrology, graphology, parapsychology) quantitative (statistical) assessment of staff professional assessment (comparison with the requirements of the profession) intragroup assessment (assessment of each candidate compared to group results)
Methods of qualimetric assessment of personnel are used in solving problems of selection and certification of personnel, staffing teams (teams, shifts). n are based on expert assessment data, which is based on the subjective judgment of the expert n
Name of the method Assessment center (Personnel Assessment Center Diagnostics of general abilities Contents of the method Method of complex qualified diagnosis of the potential and existing capabilities and limitations of an employee regarding the requirements of a certain activity Assessment of the general level of development and characteristics of basic mental phenomena (properties, states, processes): thinking, attention, psychomotor skills, memory Diagnostics Diagnosis of the level and characteristics of PVF of professionally important qualities (volume, perception, stress resistance, communicative competence) Content Documents are requested and studied, analysis (analysis provided). general rules hiring documents) and special regulatory documents specific profession, position
Name of the method Contents of the method Comprehensive Special study of a person’s biography using analysis using a set of methods: content analysis, interview biography, analysis of archival references, expert assessments, collection and analysis of opinions Diagnostics The dominant inclinations of a person towards a particular type of personal behavior in various specific situations are determined professional activities Interview. The collection of information about interests, life interviews, work experience, professional and career aspirations, leisure interests, etc. is provided. Method Elements of professional activity modeling are modeled on the basis of simulators. The situation is observed and the success of the task is diagnosed, taking into account the established criteria and norms
1 Method of independent judges Method of group discussions 2 Evaluation of the employee by persons not previously known to him (57 people) based on cross-examination (survey) A discussion about the problem is held in a group of 5-10 people. As part of the observation, the positions of the participants, their communication and personal characteristics are subject to diagnostics. Structuralists. All employees are asked the same questions, the answers to which are recorded and assessed in interview scores, taking into account the requirements of professional activity and the interests of the organization. Situational. The employees being assessed are given descriptions of the same and interview those same situations. Their possible actions related to these situations are then heard and recorded.
1 2 Assessment method The employee is assessed by employees of various “360 degrees” positions who know him from work. Assessment method based on a decisive situation. The behavior of a hired employee is expertly assessed in actual critical situations of professional activity. The degree of “correctness” and “incorrectness” of behavior is determined. Conditions of assessment: 1. A list of descriptions of the “correct” and “incorrect” behavior of the employee in decisive situations is formed. 2. Descriptions are distributed according to the main sections of the work: “Technology”, “Communications”, “Safety”, etc. 3. The results of the assessment are entered into the Observation Card as episodes of behavior of the person being assessed accumulate. Disadvantages: subjectivity, significant time, financial and other costs, the need for high motivation of the optor and trusting relationships
Methods of statistical personnel assessment The methods of this group of personnel diagnostics are based on the results of quantitative measurement of the professionally important qualities of an employee. n The measurement criteria are test norms expressed in points, the number of tasks completed, the number of errors n
n n The forced choice method is that experts evaluate only those qualities that are indicated in the list of professional requirements requested by management. The assessment is carried out according to a pre-developed rating scale (for example, sociability, work experience, planning ability, organization of personal work, observation, etc. are assessed). The descriptive method involves a consistent, detailed description of the employee’s strengths and weaknesses and can be combined with the previous one
n n The behavioral attitude rating scale method involves filling out a questionnaire containing 6 -10 the most important characteristics work formulated by both the assessed and the expert based on analysis 5 -6 decisive situations. The expert evaluates the employee's qualifications based on their characteristics and reports the final rating. Based on these estimates, forecasts for the future are made. The standard evaluation method consists of the manager filling out a special form, characterizing each aspect of the employee’s work. This method is simple and accessible to use, but since the manager’s assessment is always subjective, to increase its validity, the form can be filled out by a personnel service employee, who first thoroughly discusses the work of the person being certified with the manager. This practice ensures uniformity of assessments within the organization, helps overcome subjectivity, is well accepted by employees, but requires significant costs.
n Method of questionnaires and comparative questionnaires in simplest form is based on a set of questions and descriptions. The evaluator checks each characteristic or leaves a blank. In a more complicated version, each position is assessed on a scale from “excellent” to “poor.” And the overall assessment of performance becomes the sum of the assessments. An option for questionnaire methods could be filling out the latter not only by the manager, but also by the subordinate, followed by their comparison by a group of experts who form a comprehensive assessment of business and personal qualities.
n n n Method of distributing grades in a hierarchical sequence. One of the simplest methods for statistical processing of personnel assessment results. According to the assessment data, employees are placed in a certain sequence and a point is awarded. In large groups (more than 20 people), it is difficult to rank employees in this way, especially for complex indicators. To make things easier, aggregate classifications are used, when first the best and worst employee are selected, and then the best and worst of the remaining ones, etc. The standard method consists of comparing those being assessed with a real person who is the best according to certain criteria. His positive side- clarity, negative - inability to take into account many personal characteristics of people. You should not choose yourself or extraordinary people as a standard. The reliability of this method is estimated to be 0.3.
n n The pairwise comparison method is based on the fact that the names of the employees being assessed are written on cards, which are then compared in pairs with the established criterion, and the expert selects from the pair the card of the one who best meets this criterion. The number of times the worker was the best of the pair is then counted, and the results are presented as an index of the number of preferences compared to the number of workers rated. The resulting indices can be compared with the average rating. The method of free assessments assumes that the expert is not constrained by any restrictions and can give the assessment and in the sequence as he sees fit. It is based on the assignment by experts of a certain quality of points on a given scale to each quality of an employee and the derivation of their total amount or average value. This method is clear, simple, but contains elements of subjectivity, and also makes it possible for immediate managers to overestimate estimates who do not want to spoil relations with subordinates.
n n n Specified method score consists of assigning a predetermined number of points for each employee’s achievement and then summing them up. It ensures clarity of the criteria and the assessment system itself, its simplicity, accessibility, but takes into account only current results. Reliability of the method 0.7 -0.9. Matrix method assessment consists of a combination of some previous ones. Within its framework, experts evaluate employees in points according to three groups of parameters: performance of functions ( job responsibilities), business and personal qualities that influence work performance. For each of the parameters, a “weight” is determined in accordance with the contribution to final results work. The scores are multiplied by the corresponding “weights”, and their products are summed up, resulting in an overall score reflecting success this employee. The classification method consists in the fact that the expert distributes workers one by one from the best to the worst according to some general criterion.
Compiled by: Ph.D.
Date posted on the website: 02/25/2014
Diagnosis of professionally significant personal qualities teacher
In order to diagnose the professionally significant personal qualities of a preschool teacher, we propose to use a scheme for studying the professionally significant personal qualities of a teacher. The teacher studies such PLCs as: empathy, reflexivity, sociability, personality flexibility, ability to cooperate, emotional appeal.
Table 1.
Scheme for studying professionally significant personal qualities of a teacher.
PZLK teacher | Psychodiagnostic technique |
Reflexivity | GOKK method () Methodology for determining the level of reflexivity (, eva). |
Determining the level of formation of pedagogical reflection (). |
|
Empathy | GOKK method () Diagnosis of the level of empathy (). |
Emotional empathy (). |
|
Sociability | GOKK technique |
Test to assess self-control in communication (M. Snyder) |
|
Personality flexibility | |
Methodology for measuring rigidity () |
|
Ability to collaborate | GOKK technique Test "30 proverbs" |
Methodology for diagnosing a communication installation () |
|
Emotional appeal | GOKK technique |
Let us present some of the indicated techniques.
GOKK method ().
According to the GOKK method (group assessment communicative competence) each expert is asked to consider six professionally significant qualities of a teacher and three communicative functions. The characteristics of each of them consist of eight indicators, which the expert must evaluate with a certain number of points. The names of qualities and communication functions are not given on the numbered registration forms. Form No. 1 serves to assess empathy, No. 2 – the ability to reflect; No. 3 – sociability; No. 4 – personality flexibility (in thinking, behavior) No. 5 – ability to cooperate, contact; No. 6 – emotional attractiveness of the teacher; No. 7 – functions of influence; No. 8 – functions of the organization; No. 9 – information transfer functions.
Each quality and function is assessed on a 6-point scale:
Often, pronounced – 5
It appears more often than not – 4
Intermittent, situational – 3
Very rarely – 2
Never – 1
I can’t rate it – 0.
There is no time limit for answers.
To obtain an objective opinion about the teacher’s manifestation of PLC and the level of his communicative competence, it is necessary that there be at least 15 experts from each group (teachers, parents).
Frequency of occurrence, points |
||||||
1. Well understands the child’s mood | ||||||
2. Attentive to the child and his problems | ||||||
3. Shows love and respect for children | ||||||
4. Be attentive to the child’s mood | ||||||
5. Takes into account the child’s emotional state during the lesson | ||||||
6. Ready to respond emotionally to your interlocutor’s problems | ||||||
7. Sympathizes with the child during his failures | ||||||
8. Shows respect for the child’s personality | ||||||
Total points | ||||||
Average quality score |
Communicative qualities of a teacher | Frequency of occurrence, points |
|||||
1. Is interested in and takes into account the opinions of children | ||||||
2. Knows how to restrain himself, even when children are wrong. | ||||||
3. Can publicly admit his mistakes. | ||||||
4. Takes into account the interests and inclinations of the children | ||||||
5. Considers his previous mistakes | ||||||
6. Shows calm and restraint in difficult situations | ||||||
7. Seeks constant feedback | ||||||
8. Is critical of his actions and actions. | ||||||
Total points | ||||||
Average quality score |
Communicative qualities of a teacher | Frequency of occurrence, points |
|||||
1.Talks about his difficulties and experiences to his interaction partners | ||||||
2. Easily connects with most children |
After an analysis of activities and a diagnosis of the organization have been carried out, we can proceed to the diagnosis of the individual, i.e. to assess the severity of qualities that meet the requirements of the position.
Various methods can be used to diagnose the professionally important qualities of managers. In bad practice of personnel assessment, diagnostic methods are used that are, as they say, “at hand”, within the reach of the diagnostic psychologist. However, the use of incorrectly selected diagnostic methods may not provide a significant benefit in making personnel decisions compared to ordinary common sense.
The main and most often used indicator of the effectiveness of diagnostic techniques is validity coefficient , determined through the correlation of diagnostic assessments and the values of any criterion of professional success (productivity, income, rate of advancement, etc.). The higher the validity of the method, the more accurate the prediction of manager success based on diagnostic results. In table Table 14 provides summary data on the validity of various groups of diagnostic methods.
Table 14.Validity of various diagnostic methods
How can you use data on the validity of methods to assess the effectiveness of personnel selection carried out with their help and determine the very need for their use?
There are several different approaches to assessing the effectiveness of techniques based on knowledge of their validity.
1. Estimation of the expected share of successful employees among those hired. This classic method has been used for a very long time. The essence of the calculation method is very simple. If we know the validity of the diagnostic method, the selection quota (the ratio of the number of candidates for positions and the number of vacancies), the basic quota (the proportion of potentially suitable individuals in the population group from which candidates are recruited), then we can determine how many successful workers will be among those selected using diagnostic methods and hired managers.
In table Figure 15 shows an example of determining this indicator for a basic quota of 50% (presumably among the candidates there are 50% professionally suitable, but we do not know who exactly is suitable). In the first column of the table, the validity coefficient is 0 and corresponds to random selection.
Table 15.The effectiveness of the selection method using methods of different validity for a basic quota of 50%
Table 15 clearly shows the dependence of selection efficiency on the validity of the methodology and selection rigidity (selection quotas). The more valid the methodology and the more candidates for each vacancy we have during selection, the greater will be the percentage of successfully working managers among those hired.
The effectiveness of selection also depends on basic quota , on the number of potentially professionally suitable candidates among the attracted candidates. Examples of selection efficiency for the case when in a group of candidates only 20 out of 100 are potentially suitable (i.e., the basic quota is 20%) are given in Table. 16.
Table 16.The effectiveness of the selection method using methods of different validity for a basic quota of 20%
Table 16 shows that a decrease in the proportion of potentially suitable candidates in a group significantly reduces the efficiency of selection even with strict selection (only 10 people out of 100 candidates are hired). The fact that the use of diagnostic methods gives several times best result than random selection is little consolation.
Therefore, a well-thought-out policy for attracting candidates is extremely important: the requirements for candidates (gender, age, education, length of service, work experience, etc.) must be clearly formulated so that candidates are recruited specifically from promising, in terms of success, population groups . In the case of incorrectly composed or incorrectly placed recruitment advertisements or the use of other ineffective methods of attracting candidates for vacancies, the basic quota is reduced and, accordingly, the selection efficiency decreases, even with the correct choice of diagnostic techniques.
Weak point methodology is the need to know the basic quota. To determine the proportion of potentially successful people in a certain group of the population, it is necessary either to conduct special research or to constantly have a large amount of work selecting candidates from representatives of various groups of the population in order to accumulate statistical data (this is only possible for large recruiting firms, which in Russia, unfortunately this kind statistical analysis practically don't do it).
The second disadvantage of the technique is the lack economic justification the need and usefulness of using special methods of personnel assessment and selection.
2. Cost-benefit analysis as an assessment of the effectiveness of investing in personnel selection. In recent years, procedures have been developed to evaluate the effectiveness of personnel selection methods, which eliminate the need to take into account the basic quota. These procedures also make it possible to compare the costs of personnel assessment and the economic benefits that the assessment provides.
In order to do without a base quota, use a simple ratio:
Where r– coefficient of validity of the diagnostic method, – average standardized (expressed in standard deviation units) value of the success criterion in the group of candidates selected using the diagnostic method, – average standardized value of the diagnostic indicator in the group of selected candidates. determined by the value of the validity coefficient r and the value of the selection quota (the ratio of the number of candidates and the number of available vacancies).
(2)
Where U– increase in profit from the successful activities of candidates during special selection compared to random selection (in monetary terms - in dollars or rubles), N A– the number of candidates selected using the diagnostic method, T– average duration of work of a manager in an organization in years (determined empirically using internal company statistics), SDy– the standard deviation of the success criterion, expressed in monetary units, shows the differences existing in the organization between successful and unsuccessful managers in the profit they bring to the company.
SDy determined either by economic indicators the work of managers, which requires painstaking analysis and is not always possible, or with the help of expert assessment. The leaders of the organization act as experts.
During expert assessment SDy A simple technique can be used - percentage rank. Experts indicate in monetary units what level of profit can be achieved by 15% of managers, what level of profit can be achieved by 50% of managers, and what level of profit can be achieved by 85% of managers. It is clear that 100% of managers (i.e. any manager) can provide the minimum possible level of profit for the organization. The difference in profit between the level of 50% of managers (average value), on the one hand, and the levels of 15% of managers and 85% of managers, on the other, gives an estimate SDy in monetary terms. Naturally, expert assessments are made for job positions for which selection is carried out (lowest, average level management, field of activity).
For rate SDy An empirical ratio can also be used: the profit from a manager’s work is taken to be equal to from 40% to 70% of his annual salary (depending on the specifics of the organization and the level of the position).
The final assessment of the effectiveness of investments in personnel assessment and selection also takes into account the costs of conducting the assessment (costs of paying specialists, Consumables, acquisition of methods) and, taking into account relations (1) and (2), the final calculation formula is as follows:
Where WITH– costs of assessing one candidate, N B– number of candidates assessed, Δ U– profit from investing in personnel assessment.
Example 1. Due to the deployment of new divisions, the organization has 100 managerial vacancies. 400 candidates showed up for diagnostics following an advertisement in the newspaper. After checking their personal data in terms of compliance with general requirements (age, gender, education, length of service, work experience, etc.), 312 candidates remained. The selection quota is accordingly 100: 312 = 0.32, i.e. 32%. An assessment center option with validity was selected r= 0.388 (for an assessment center - a low figure). We define Z x– the expected average standardized value of the diagnostic indicator in the group of candidates who will be selected using the assessment center methodology. We get: for r= 0.388 and selection quota equal to 32%, Z x = 1,116.
Taking into account the turnover of managerial personnel, the average duration of work of a manager in an organization is T= 2 years.
The average annual cost of maintaining one manager in an organization, taking into account mandatory payments (taxes, Pension Fund etc.) is calculated in dollar equivalent 8400 USD. We assume that the difference in profit delivered to the company by managers who differ in success is equal to 70% of their average annual salary. Accordingly, we calculate: SDy= 8400 · 0.70 = 5880 USD.
Diagnosis and assessment of one candidate using the assessment center method costs approximately $300 in dollar equivalent. The costs of conducting an assessment center will be accordingly: 300 · 312 = 93,600 USD.
Using formula (3), we calculate the profit that the company will receive by using an assessment center instead of random methods of personnel selection: Δ U= 415617 USD.
Thus, an investment of 93,600 USD in the selection of candidates using the assessment center method yields a profit of approximately 400 thousand dollars.
Cost-benefit analysis can also be used to select diagnostic methods. To do this, you need to compare the methods in terms of their economic efficiency. To calculate the comparative effectiveness of two methods, you can use the following modification of formula (3):
Where r 1 – validity of the previous method of personnel assessment, r 2 – validity of the new method of personnel assessment, C 1 – cost of the previous method of personnel assessment per candidate, C 2 – cost of a new method of personnel assessment per candidate.
Example 2. Let us assume that in the situation described in example (1) before the introduction of the assessment center, not a random selection of personnel was used, but an interviewing technique (a special technology for interviewing candidates).
If interviewers are prepared, trained and master interviewing techniques at an average level, then the validity of the interview as a diagnostic and selection technique in practice corresponds on average to the level of 0.140. Therefore, the validity of the previous selection method: r 1 = 0.140. The cost of qualified interviewing and assessment of one candidate is approximately 100 USD, i.e. C 1 = 100 USD.
Using expression (4), we calculate the economic gain when switching from a less effective method of personnel selection - interviews ( r 1 = 0.140) to more effective method– assessment center ( r 2 = 0,388).
We get: Δ U== 263079 USD. Thus, despite the increasing costs of conducting selection using an assessment center, the economic gain when switching to its use will be approximately 250 thousand dollars (compared to the previous practice of personnel selection).
Cost-benefit analysis can be used not only in the field of recruiting managers, but also in developing a system for in-house assessment and certification of managerial personnel. In this case, the task changes: instead of selecting managers, we are talking about selecting managers for various positions (rotation, horizontal movements of managerial personnel, promotion, personnel reserve, vertical movements of managerial personnel), on changes and corrections of the remuneration system. The method itself economic analysis essentially remains the same.
Let us briefly consider the features of the main diagnostic methods used in assessing managerial personnel. The first group of methods are interviews, intelligence tests, achievement tests and personality tests. - are united by two common features: they are ineffective, but are often used in the practice of evaluating managerial personnel.
The use of tests is convenient due to the high level of their methodological sophistication (the technology for creating tests has been developed in great detail and is provided by the most sophisticated mathematical apparatus in psychology). A high level of standardization is an undoubted advantage of test methods, which reduces the level of dependence of the efficiency of the process of collecting primary diagnostic data on the qualifications and personality of the researcher. However, this advantage also has its downside: the rigid design and content of the tests does not allow flexible consideration of the requirements of job positions, the range of which is very wide, and the composition varies quite a lot from one job position to another. As a result, the composition of the test scales may not be sufficiently representative of the area of the job position requirements.
The effectiveness of personality questionnaires depends not only on the set of scales, but also on the composition of the questions that form the scales. For example, there is a known case when a change in the composition of questions (when adapting the test to a professional population) diagnosing extraversion - introversion towards taking into account the specifics of the activities of those diagnosed (salesmen), led to a significant increase in the criterion validity of the test.
Nevertheless, in practice, personality tests are widely used. The justification for their use is determined by how thoroughly the preliminary analysis of activity is carried out and the choice of professionally important qualities diagnosed using the test is justified.
In Russia, widely used intelligence tests include the CFT-2 and CFT-3 nonverbal intelligence tests ( R. Cattell), as well as the IST Structure of Intelligence Test ( R. Amthauer).
The number of multifactor personality questionnaires used in Russia is quite large, and tests R. Kettela, Eysenck, OST (temperament structure questionnaire - V. M. Rusalov), V Lately The California Personality Inventory (CPI) and the Freiburg Personality Inventory (two modifications - FPI and FPI-R) are also used.
An interview as a diagnostic method is attractive for its flexibility (usually a semi-structured interview is used), but at the same time, this method places increased demands on the professional training of the interviewer. The non-standardization of the method results in a rather complex interviewing technology.
The second group of methods is peer judgments, biographical methods and assessment center– have a common feature: potentially high prognostic ability. Biographical methods are practically unknown in Russia and are used quite rarely in practice (the only exception is the causometry method A. A. Kronika and work E. Yu. Korzhova, and being developed E. Yu. Korzhova The techniques are intended for use not in the field of management, but in the clinic). The assessment center as a comprehensive assessment technology, including mutually agreed methods of activity analysis, test, biographical and situational methods, has been successfully spreading in Russia only in recent years.
Peer Judgment Method in Russia it was and is used extremely widely. The main idea of the method is that colleagues who know the candidate for a managerial position well evaluate the candidate in terms of compliance with the requirements of the vacant position. This method has a significant limitation in its scope - it can only be used for internal recruitment, when candidates for a vacant managerial position are selected only from among persons already working in the organization. The second limitation of the scope of the method is the difficulty of using it in conflict situations and tense relationships between employees of the organization. In this case, the adequacy of the candidate’s assessments sharply decreases. From the point of view of application technology, the peer judgment method is one of the varieties of the expert assessment method, when the candidate’s colleagues act as experts.
A special place in the system of diagnostic methods is occupied by situational methods . They are very rarely used in isolation from other methods; in addition, in practice, situational methods are not used one at a time, but are used in some combination. Typically these methods come in as component into the structure of the assessment center methods, and their use is an indispensable attribute and characteristic feature of the generally highly effective assessment center technology.
Interview. The effectiveness of this method of personnel assessment very much depends on the content (main topics and questions of the interview), technique and level of training of the person conducting the interview.
Contents of the interview. In practice, the so-called semi-structured interview is usually used: the main topics and part of the interview questions are determined in advance, when preparing an interview plan in accordance with the purposes for which the interview is conducted. Some questions “pop up” during the interview and are asked improvisationally, but again in accordance with the goals of the interview.
In terms of goals, two types of interviews can be distinguished: interviews to evaluate candidates when hiring and interview for personnel assessment as part of personnel development programs.
A job interview usually includes the following main local diagnostic topics: background, family, education, military service, professional career, outlook on life and management philosophy, self-esteem, goals and plans for the future, finances (the so-called “compensation biography”) "), health, social relationships, leisure/free time, special interests. In addition, based on information on all local diagnostic topics, “cross-cutting” topics are identified: abilities, values, communication in general and in the interview situation itself, the ability for self-reflection, loyalty to the organization.
In addition to solving diagnostic problems, during the interview the candidate has to provide information of interest to him about the company and the vacancy, i.e. answers to natural questions of the candidate are given. Usually the candidate has next questions(for answering which material is selected in advance when preparing the interview):
what is the organization: area of activity, location, its size, number of personnel, leadership style;
what is offered to candidates - information about the vacancy: general description, tasks, scope of responsibility, representation, chances of development (career);
who is the organization looking for? General requirements to the candidates: education, qualifications, knowledge, professional experience, abilities, personal characteristics, age;
what the organization offers - incentives: amount of salary, additional forms of incentives (assistance in purchasing housing, loans, travel expenses, transport, etc.), assistance in advanced training, working hours.
This information is naturally agreed upon with management, and the specifics of the candidate’s interest in it is additional diagnostic information.
The structure of the interview also sets a certain order of transition from topic to topic. The main phases of the interview can be distinguished:
The interview provides not only verbal diagnostic material (answers, statements of the candidate), but also the opportunity to observe his behavior in the interview situation, i.e. What is of interest is not only what the candidate says, but also how he speaks and how he behaves.
Connecting statements with observed behavior provides additional diagnostic information. This information usually summarized and expressed in explicit, quantitative terms using rating scales. Using these scales, the interviewer can evaluate the candidate's statements and behavior in their relationship. An example of rating scales for observation during interviews is given in Table. 17.
Table 17.Rating scales for observation during interviews
The assessment is carried out according to the table. 17 set of bipolar 5-point scales. The set of scales is redundant and only some of them are used in practice. Rating scales are selected in accordance with the requirements of the job position for which candidates are being selected.
When assessing current management personnel, the topic of the interview changes. Analysis life path The manager’s interview is thoroughly done once, the data is saved, and in subsequent periodic interviews the manager’s life story is only updated with data about new events. Thus, the main content of interviews for current managers is focused on a systematic assessment of the manager’s activities in the organization.
Accordingly, the main topics of the interview are:
– analysis of current manager tasks(assessment of tasks and performance results, changes in task areas, assessment of strengths and weaknesses manager's sides),
– future task analysis(goals, objectives, expectations, opportunities to influence the situation),
– prerequisites for development(need for education and training, use of strengths, compensation for shortcomings, change leadership style),
- O assessing the capabilities of the led group,
– manager's career orientations(personal ambitions, ideas about the future of the organization and division, the manager’s place in the implementation of these ideas).
Interview technique. Although observation of the person being interviewed provides very valuable data for diagnosis, the main result of the interview is still verbal factual material. To obtain it, in addition to direct, “frontal” questions on given topics, special technical techniques of a diagnostic interview are also used.
The need for their use is dictated by at least two circumstances: the frequent tendency of a person in an assessment situation to give obviously desirable answers that paint his “image” in a favorable light, or to “close himself” and limit himself in an assessment situation to simple, monosyllabic, undeveloped and therefore uninformative answers.
To obtain deeper and more informative diagnostic data, special technical techniques. The main idea behind the development of these techniques is to transform the interviewee from an object of interrogation into an equal communication partner and encourage him to actively think out loud, analyze and interpret events and situations from his past, present and future. It is clear that in the process of such analysis, the intellectual, professional and personal characteristics of the manager, his inherent level of understanding of situations and his ideas about possible courses of action are revealed. In this way, the interviewee is transformed from a passive object of research into a subject - a researcher who reflects and interprets his own behavior.
Let's look at some techniques in-depth interview.
1. Questions are asked about the strengths and weaknesses of the interviewee’s partners on interaction in joint activities in the past and present (teachers, managers, subordinates, colleagues, business partners). When an interviewee “draws” a portrait of these people in the context of real situations, he actually talks about what is important to him personally, what he values in people, what he accepts, what he rejects, what he is focused on in practical interaction with other people, etc. .d. Thus, we are dealing with projection: in a story about other people, the personality of the narrator himself, his attitudes, value orientations, the characteristics in which he describes other people, his own managerial concept are revealed.
2. “Monological interview”: the interviewee talks about an important situation from his professional past, and then the main diagnostic part of the interview begins, an imaginary dialogue of significant participants in the situation is played out, who discuss this situation. The interviewee formulates not only answers, but also questions on behalf of one participant in the situation to another. The interviewer only sometimes, in case of hesitation, encourages the interviewee to perform speech actions with remarks of this kind: “What did your stubborn employee say about this fact?” X?; “And what did your colleague and ally answer to this? Y?. Since the interviewee himself formulates both questions and answers, the interview actually turns into a monologue.
3. Situational interview: Together with the interviewee, key situations that may arise in the future in the managerial activity ahead of him are analyzed and “played out”. Key situations are selected based on an analysis of activity requirements.
4. Possible situational interview options, when real situations from the past of the person being assessed are considered.
Options (3) and (4) of a situational interview presuppose some kind of system for describing and analyzing situational behavior. Behavior can be described in terms of " initial situation» – « actions» – « result" In this case, the subject of analysis becomes the interviewee’s ideas about the situation, the repertoire of possible actions, and the area of significant results. Based on this, a forecast of his actions in management situations in the future is built.
Behavior can be described in terms of " expectations» – « values".* Then the emphasis in the analysis of the situation changes, and so does the system of questions to the subject. For example, the general scheme of questions for describing specific situations may be as shown in Fig. eleven.
* Krampen G. Handlungstheoretische Persönlichkeitspsychologie. Göttingen, 1987.
The validity of the interview method depends very much on the skill of the interviewer. In-depth interview techniques should only be used by trained mental health professionals. In practice, the selection of candidates for vacancies and the assessment of existing personnel through interviews is often carried out by HR managers and line managers. In this case, simplified thematic interview schemes are used. However, even a simplified interview provides more or less valuable data only with preliminary preparation of the interviewer.
Interviewer preparation. Since an interview is a communication, the communicative training of the interviewer is necessary first of all. The content of this type of training includes mastering the technique of establishing and maintaining contact and the technique of orientation in the partner’s statements. In terms of the form of delivery, this is a type of regular behavioral training.
For those who didn't pass special training As an interviewer, simple guidelines for preparing and conducting interviews are usually offered.
Let us first consider the features of preparing and conducting interviews for selection of candidates (external, not from among the organization’s employees) for vacancies.
Preparation of interviews. The main purpose of the preparation is to develop a semi-structured thematic interview framework. To do this, it is necessary to familiarize yourself with the source materials available for the candidate (application, questionnaires, resume, recommendations, diagnostic data, if any), analyze the requirements of the job position, formulate assumptions (hypotheses) about compliance with the areas of requirements and outline questions grouped by topic that are necessary the candidate is asked to test hypotheses (Fig. 12).
The result of the preparation is a working interview outline. In the simplest case, the circuit looks like it is shown in table. 18.
Table 18 . Interview workflow
Preparing an interview also includes creating conditions for its conduct: a suitable room, no telephone calls, a “Do not disturb” sign on the door, only required material on the table. Enough time should be allotted for the interview: to prepare psychologically, to conduct the interview without stress, to have time to “digest” the impressions and draw conclusions.
Conducting interviews. Managing an interview effectively means maintaining rapport with the candidate and using different types of questions correctly.
To maintain contact, you must: be serious but not tense, warm but not familiar, do not insist on areas of question that the candidate consciously or unconsciously resists, ask only for information that can be realistically used for assessment (follow your curiosity) , explain the interview process when necessary.
In this case, it is possible to gradually remove interference that is unfavorable for the interview: nervousness, the candidate’s “defensive” reactions, “acting out a role,” internal interference (fatigue, the candidate’s preoccupation with problems unrelated to the interview, etc.).
Maintaining contact is also associated with the correct use of different types of questions: the fact is that questions can destroy or, conversely, strengthen contact with the candidate. In table 19 provides examples of the impact of questions on the level of contact.
Table 19.The impact of different types of questions on the level of contact with the candidate
The candidate's answers are sometimes superficial or overly abstract and formal. Managing the progress of the interview in this case is achieved by using deepening or specifying questions. For example, a candidate might say that he was dissatisfied with the level of performance discipline in his organization. An in-depth question in this case might sound like this: “Why do you think the employees were so optional?” An in-depth question encourages an analysis of the reasons for the current situation. During this analysis, the candidate's intelligence, competence, attitudes and management style are revealed. The specific question is formulated differently: “What exactly was the low performance discipline?” A specific question allows you to clarify the candidate’s ideas about what low or high discipline is in his understanding, what is the level of his disciplinary requirements and style of control.
Using in-depth and specific operator questions: “Why..?” and “How does this manifest itself..?” – allows you to adjust the level of depth/superficiality and abstraction/concreteness of the candidate’s answers.
The interview conducted for the purpose of selecting candidates, as can be seen from everything said above, is conducted with a focus on biographical analysis. In this sense, it is very close in content and goals to methods of analyzing biographical data. Biographical focus of the interview “at the entrance to the organization” is determined by the fact that there is very little preliminary information about the candidate entering the organization.
In conclusion, we will briefly consider the features of interviews with internal recruiting , i.e. when selecting candidates from existing management personnel.
In this case, the organization has quite a wealth of information about the manager being assessed, which is, in principle, accessible and can be collected using special methods. This information is necessarily used when preparing the interview.
Preparation of interviews. Interviews are usually conducted by line managers and/or HR managers once every six months (or a year). The effectiveness of an interview is determined primarily by the thorough preparation for it. Both the interviewer and the manager being assessed should prepare for the interview.
Preparation of the interviewer includes conducting a preliminary assessment of the manager by his colleagues and/or the manager himself (the interviewer). Based on the assessment results, the interviewer outlines questions for the person being assessed.
Preparation of the assessee includes completing a self-assessment task. In its simplest form, it is a short personal report (see Figure 13).
The interview plan is built by the interviewer based on a comparison of the preliminary assessment and the manager’s self-assessment. The general diagram of the plan is shown in Fig. 14.
Conducting interviews. The method of conducting an interview very much depends on its place in the personnel evaluation system: The interview may be purely diagnostic or may complete the manager's assessment procedure.
In the first case, the interview is focused on clarifying existing data and obtaining additional information for subsequent final assessment. This version of the interview, in terms of technique, is similar to the interview described above for selecting candidates.
However, there are two significant methodological differences: Firstly, Special attention focuses on gaining trust and guaranteeing the confidentiality of information obtained in interviews. The fact is that the interviewee is an employee of the organization and may be afraid that the information received from him will be misused. That is why the diagnostic interview reveals the highest validity when assessing personnel within the framework of personnel development programs, when focusing on assessment for the purpose of consulting managers, and lower validity when assessing personnel in order to resolve payment issues and make personnel decisions. Therefore, the interview is conducted with an emphasis on a general assessment of the manager and a constructive discussion of the possibilities for his development, and private details remain known only to the interviewer and the manager being assessed.
Secondly, the interview mainly discusses the manager’s actions in the current management situation, and biographical data serves only as a diagnostic background for interpreting the characteristics of the manager’s behavior.
In the case where the interview completes the assessment process, it is aimed not only at obtaining diagnostic information to clarify the assessment, but at discussing the assessment itself together with the assessee.
Situational methods. Situational diagnostic methods are based on observation of the behavior of subjects in staged (simulated) situations. Each of these methods includes two parts: the provoked situation and the observation technique. According to the content of situations The following most commonly used types of situational methods can be distinguished:
"mail basket"
reports and presentations,
role-playing games,
group discussions,
case analysis("case - method"),
planning games,
scenario method.
Methods are selected based on the results of a preliminary analysis of activities so that in the situations provoked by them there is the possibility and necessity of demonstrating the required professionally important qualities of a manager. The situations created are managed by a specially trained moderator, observation is carried out by trained observers (psychologists and/or real or future managers of the assessed management candidates).
In situational methods it is always used structured observation technique. The simplest version of the structural basis of observation is scale ratings. Each requirement for a manager is transformed into a rating scale (usually a direct numerical rating, for example, in points). Based on the results of observation, scale ratings are given for the proximity of behavior to the required actions in the provoked situation (the requirements for actions correspond to a strictly defined area of the requirements of the job position). Let us give examples of procedures for creating diagnostic situations.
1. "Mailbasket": Based on excerpts from documents (correspondence in a mail basket), it is necessary to make a written conclusion about the nature of the problem that is reflected in them, make a decision on the problem, and apply resolutions to the documents. From 15 to 40 documents are offered. The duration of the procedure is from 1 hour to 4 hours.
Scope of assessment: conceptual preparation, organizational potential, resistance to stress, sensitivity, creativity, flexibility, initiative, planning, delegation, organization of control, resistance to stress.
2. “Presentation”, “report”: Reports (oral) on a chosen topic, or presentation of oneself as the head of a department (organization), presentation of an organization, services, products. Duration of preparation: separate topic – from 5 to 10 minutes; global topic – from 15 to 30 minutes. The duration of the report or presentation is from 10 to 30 minutes.
Scope of assessment: conceptual preparation, oral communication, stress resistance, self-perception, flexibility, confidence, independence, resistance to stress, divergent thinking, emotional stability, professional motivation, cooperation, contact.
3. Group discussion: a group of candidates being assessed is invited to freely, without a specially appointed leader, discuss any debatable topic related to professional activities or problems of the organization. The discussion usually lasts no more than an hour. After the discussion is over, the participants take turns expressing their impressions of the course and results of the discussion.
Assessment area: conceptual qualities (systematic thinking, thinking with a poorly structured problem, openness to the future and change, sensitivity to weak signals), leadership style (activity, position characteristics and role in group work, ability to be an expert or to use experts, values and responsibility, dominance ), communication qualities (communication style, conflict resolution, cooperation).
When working in groups (for example, about discussions), techniques are also used categorical observation. Below is the observation scheme proposed R. Balesom. The unit (category) of observation in the scheme is interaction(single interaction between group members).
Interactions are divided into the following groups: (4)-(9) – area of task interactions(“external” situation, group differentiation), (1)-(3) And (10)-(12) – area of social-emotional interactions(“internal” situation, group integration). Task interactions, in turn, are divided into active: (4)-(6) , And passive: (7)-(9).
Social-emotional interactions are divided into positive(positive contribution to the group atmosphere and group integration) and negative(negative contribution).
Finally, interactions are divided according to their phases in the group process of problem solving:
Problem orientation: (6), (7),
Grade: (5), (8),
Control: (4), (9),
Decision-making: (3), (10),
Relieving Tension: (2), (11),
Integration: (1), (12).
In table Table 20 provides descriptions of individual categories of the observation scheme.
Table 20.Categorical observation scheme
Based on the results of observation, the number of interactions of each type is calculated and determined interactive candidate profile (at what stages of group work is the candidate being assessed especially active, in what areas of group work is he concentrated, how is his activity distributed: to regulate the group atmosphere, to influence group members, to the content of the task).
After many years of research, a revision of the scheme was carried out R. Bales. It turned out that some interactions occur very rarely in practice and deserve exclusion from the scheme, and some are not internally homogeneous and should be “split” into several separate interactions. Below is a revision of the observation scheme R. Bales, carried out A. Borgattoy. Since the interpretation for the new scheme remains the same, two numberings of observation categories (interactions) are given - according to R. Bales and by A. Borgatte(see table 21).
Table 21 . Categorical observation scheme A. Borgatti
Among the categorical observation schemes, there are also specialized ones designed to assess individual aspects of a manager’s behavior. Below is the observation diagram Carter, diagnosing leadership behavior in a group. The surveillance scheme includes several classes of surveillance categories:
I. Behavioral class. Expressing feelings:
1. Aggressiveness or anger (anger).
2. Fearfulness or indecisiveness.
3. Attention or readiness.
4. Confusion or readiness.
5. Readiness for cooperation.
6. Compliance (softness).
7. Dissatisfaction.
8. Formality, redundancy.
9. Friendliness.
10. Negativism or obstinacy (disobedience).
11. Contentment or satisfaction.
12. Excellence.
II. Makes suggestions and initiates actions:
1. Asks for attention or to be noticed.
2. Asks for information and facts.
3. Analyzes the situation and interprets.
4. Asks for the expression of feelings or opinions.
5. Suggests his actions.
6. Suggests actions for others.
7. Supports or explains his proposal.
8. Defends his proposals.
9. Initiates the inclusion of activities in a task that are resumed or continued.
10. Supports the suggestions of others.
12. Informs.
13. Has an idea in connection with something.
14. General discussion about the problem.
15. Expresses an opinion.
III. Contradicts and argues (with a certain meaning):
1. Rejects or is skeptical.
2. Objects to another.
3. Contradicts another ardently (hot-tempered).
4. Is rude and belittles others.
5. He is insolent and behaves arrogantly.
IV. Takes on a leadership role in the process of action:
1. Informs about the implementation of the action.
3. Wants something to be done.
4. Asks for help from others.
5. Asks for help for himself.
6. Integrates the group.
V. Accepts a subordinate role in the process of solving a problem:
1. Follows suggestions and directions.
2. Offers his help, helps.
3. Does something after others.
4. Asks for permission.
5. Works with others.
6. Answers questions.
7. Performs simple work together with others.
8. Performs simple work (alone).
9. Helps (passively).
VI. Ineffective to unproductive behavior when solving a problem:
1. Initiates actions that are not resumed or continued.
2. Ineffective verbal altercation.
3. Listens without expressing anything, indifferently.
VII. Various:
1. Stands nearby and does nothing.
2. Works with an activity that does nothing to solve the group problem.
3. Engages in chatter while working.
Main diagnostic classes: IV ( taking on a leadership role) and V ( accepting a subordinate role). The remaining classes of categories demonstrate the form and stylistic features of taking a particular role.
Biographical methods. Biographical methods that have become quite widespread in applied research include biographical questionnaires and the method of critical life events.
Biographical Questionnaires are among the oldest methods of personnel selection. They were first used in the USA in 1894 for the selection of insurance agents. In the practice of selecting managers, they have been actively used since the 50s of the 20th century.
The basic principle of constructing biographical questionnaires is the search for biographical data as predictors of professional success. Events of a person’s life path, character traits Behaviors and attitudes in various situations in the past are considered from the point of view of their connection with professional success in the future. The heuristic basis for constructing questionnaires is two techniques:
– activity analysis in order to highlight characteristic situations and features of successful professional behavior,
– searching for similar situations and traits at segments of the life course preceding the performance of the activity for which suitability is being assessed.
At the same time, the content of the questionnaire covers not only professional, but all other life spheres of the individual. Otherwise, the biographical questionnaire is constructed in the same way as a regular personality test, using the same psychometric procedures. Thus, the basic principle of constructing biographical questionnaires is isomorphism of situations and behavior of the subject in the past and future.
This is due to a certain eclecticism of biographical questionnaires, which include data that is very heterogeneous from a psychological point of view. This distinguishes them from personality questionnaires, which are based on a more or less consistent concept of personality (inductive-deductive approach according to R. Catteloo). In this regard, the famous taxonomist of psychodiagnostic methods R. Jaeger said that the personality questionnaire tests (experiences) more, while the biographical questionnaire takes inventory.
Thus, to construct a biographical questionnaire, it is necessary to “invert” biographical data that describes the life path of an individual in a particular culture, and then empirically isolate from them data related to the success of activities and determine their factor structure.
A significant difficulty in this case is the presence not only of cultural differences, which complicate the translation and adaptation of biographical questionnaires, but also of differences between cohorts. A cohort is a population of individuals with similar birth years. Since representatives of different cohorts pass their life paths in different cultural, historical, epochal conditions, their composition and predictive significance of biographical data can differ sharply. This is especially characteristic of today's Russia, in which representatives of different cohorts developed in quite different conditions, and the composition of normative events for each cohort turns out to be completely different.
Despite the existence of cultural differences, based on the results of biographical studies of managers, biographical factors common to different cultures were identified: vertical professional mobility due to good education, realistic orientations, adequate perception of one’s own abilities in abstract areas, positive attitudes towards the family, independence, responsibility, orientation towards professional tasks, social activity in interpersonal relationships, conformal (without conflicts) acquisition of success, maturity, mental and intellectual performance. Thus, there is reason to assume the presence common features the life path of successful managers, partially overlapping even the influence of cultural differences.
Below is a summary of biographical data as predictors of professional success for managers based on research conducted in the United States and Western Europe. The data is systematized according to the main types professional requirements to the manager.
A. Functional requirements area:
a1) motivational and volitional qualities: degree of achievement motivation; specific career goals already upon entering the profession; strengthening positions independent of any boss; active participation in defining one’s own tasks; desire for power, autonomy and status; degree of identification with the entrepreneur
Professional psychological selection consists of conducting complex activities, which identify people who, based on their psychological characteristics, are most suitable for training within the standard time limits and successful professional activities in a particular specialty.
The main task of professional psychological selection is to assess the professional suitability of a candidate based on psychological characteristics and determine, on this basis, a long-term prognosis for the effectiveness of his professional subsequent activities. To accomplish the assigned tasks, we apply a number of principles.
The principle of comprehensiveness in assessing professional suitability provides for a comprehensive analysis and compares all data about a person that manifests itself in various types of activities and characterizes him at the level of private psychological characteristics and individual mental properties, and at the level of holistic personal formations. But when comprehensive assessment personality needs to take into account the fact that its main feature is the mutual compensability of certain personality qualities, their interrelation and plasticity.
The personal-activity principle is one of the main methodological principles of professional selection; it requires the development of criteria for assessing professional suitability based on the results of a professional study of activities, taking into account certain specialties. This important principle of professional psychodiagnostics has its own scientific and theoretical foundations and specific methods of study.
The principle of objectivity in assessing professional suitability involves not only standardizing the procedure and conditions for conducting the study, but also taking into account all the necessary data about the specialist and carefully cross-checking them.
Basic methods for diagnosing the professional suitability of specialists
A number of methods can be applied to the most basic methods for diagnosing the professional suitability of specialists. Using the first method, you can only find out the definition of professional suitability, the second method helps to establish the correspondence of business, personal and professional characteristics employee to the requirements of a specific position or specialty.
In occupational psychology, personal properties are grouped on different grounds, calculated and assessed according to the criterion of importance for a particular professional activity. For each specialty, a list of professional qualities that are classified as important is determined.
The conducted research helps to identify and recommend four groups of professional qualities that will most contribute to successful work activity. The groups of professional qualities include:
- a) Professional knowledge:
- - general professional knowledge;
- - skills and abilities to safely perform operations (works, functions) included in job responsibilities;
- - knowledge and skills that allow to identify (diagnose), prevent and eliminate dangerous (extreme) situations.
- b) Business qualities:
- - discipline, responsibility;
- - honesty, integrity;
- - competence; initiative;
- - determination, perseverance;
- - independence, determination.
- c) Individual psychological and personal qualities:
- - motivational orientation;
- - level of intellectual development; emotional and neuropsychic stability;
- - attention (volume, stability, distribution, switching);
- - memory (long-term, operational);
- - thinking (features of mental activity, ability to learn);
- - flexibility in communication, style of interpersonal behavior.
- d) Psychophysiological qualities:
- - endurance, performance;
- - visual acuity; eye gauge;
- - color perception;
- - hearing acuity;
- - sound differentiation;
- - odor differentiation;
- - simple and complex sensorimotor reaction (speed, accuracy).
The above list of professionally important qualities is approximate.
When conducting professional studies on specific types of activities and specific jobs, appropriate adjustments are made to the list or, if necessary, a new list of qualities is specially formed.
To determine professionally important qualities, the following methods are recommended: examination, expert assessments, situational methods, psychological testing, instrumental measurements.
Exam - a method based on testing the level of professional knowledge, skills, and abilities by oral or written testing using test items compiled according to a standard form.
Expert assessments - a method based on a generalization of the qualities of the subject, obtained through a survey of a specific circle of people who know the person being assessed well: manager, employees, subordinates, etc. It includes a survey, interviews, filling out questionnaires, processing and evaluating the survey results.
The effectiveness of the personnel assessment interview method very much depends on the content, technique and level of training of the person conducting the interview. In practice, the so-called semi-structured interview is usually used: the main topics and part of the interview questions are determined in advance, when preparing an interview plan in accordance with the purposes for which the interview is conducted.
Psychological testing - a method of psychological diagnostics that uses standardized questions that have a specific scale of values. It includes a set of standardized tests, adapted questionnaires, a testing procedure and evaluation of results.
The use of tests is convenient due to the high level of their methodological design. Depending on the study and the task facing the psychologist, it is enough to use 3-4 methods. It is necessary that the set of tests used allows us to describe a holistic portrait and cover different aspects of the personality.
The set of methods used may include tests characterizing: motives of work (activity), assessment of intellectual development, emotional sphere, individual psychological and temperamental qualities, leadership qualities and psychophysiological qualities.
The effectiveness of the psychodiagnostic model has been confirmed in practice. The destinies of people who were given recommendations on choosing a professional activity, tracked over a period of 5-20 years, made it possible to verify the high predictive reliability of the tests, especially when the studies were carried out by a specially trained psychologist.
Grade professional knowledge(skills, abilities) is carried out in the form of an exam, using special test questions and test tasks. It can be carried out orally, in writing, or in an automated form, depending on what test materials the organization has.
Individual psychological, psychophysiological, and personal characteristics of candidates are determined by the method of psychological testing using, if necessary, instrumental measurements.
Psychological testing can be carried out both in a form and in an automated version. A battery of tests for psychological research is determined based on the requirements for the level of development of professionally important psychological qualities for the specific workplace for which the candidate is accepted.
Based on the results of psychological testing, a conclusion is drawn up, which is briefly outlined in the approval sheet. The psychologist must give a detailed conclusion, reflecting in it the main individual psychological characteristics the person being tested, his strengths and weaknesses, possible difficulties in the adaptation period, etc.
It should be noted that 12 people took part in the study, all women aged 22 to 35 years. All of them received the profession of social worker, having work experience related to social work - from 3 to 10 years. Two people have higher education.
The first stage involves researching the professional suitability of specialists. This includes: identifying criteria for professional suitability of specialists in the field of social work and their diagnosis using the Cattell questionnaire (C).
Before proceeding to diagnosis, it is necessary to identify the criteria by which it will be carried out. To do this, we should identify the individual psychological characteristics of the social worker.
The individual psychological characteristics of a social worker’s personality can be considered as a set individual qualities a person characterized by patience, goodwill, empathy, sociability, restraint, tact and attentiveness, etc.
The psychological characteristics of the work activity of a social worker are multifaceted and multifaceted. First of all, they manifest themselves in working with people. Therefore, the success of a social worker depends not only on the level of his knowledge, skills, habits, and personal experience. The psychological components of his work are no less important.
The specification of the activities of social work specialists follows from its main functions:
diagnostic - consists in the fact that a social worker studies the characteristics of a family, a group of people, individuals, the degree and direction of influence of the microenvironment on them and makes a “social diagnosis”;
prognostic - predicts the development of events, processes occurring in a family, group of people, society and develops certain models of social behavior;
human rights - uses laws and legal acts aimed at providing assistance and support to the population, its protection;
organizational - promotes the organization of social services in enterprises and places of residence, attracts the public to their work and directs their activities to provide various types of assistance and social services to the population;
preventive and preventive - puts into action various mechanisms (legal, psychological, medical, pedagogical, etc.) to prevent and overcome negative phenomena, organizes the provision of assistance to those in need;
social and medical - organizes work on health prevention, promotes mastery of the basics of providing first aid medical care, promotes the preparation of young people for family life, develops occupational therapy, etc.;
socio-pedagogical - identifies the interests and needs of people in different types activities: cultural and leisure, sports and recreational, artistic creativity and attracts various institutions, societies, creative unions, etc. to work with them;
psychological - provides different kinds counseling and correction of interpersonal relationships, promotes social adaptation of the individual, provides assistance in social rehabilitation to everyone in need;
social and domestic - helps in providing the necessary assistance and support to various categories of the population (disabled people, elderly people, young families, etc.) in improving their life and living conditions;
communicative - establishes contact with those in need, organizes the exchange of information, and develops a unified strategy for interaction, perception and understanding of another person.
The specificity of the functions of a social worker involves an organic combination of personal and professional qualities, which is reflected in the ethical and professional code.
Thus, the mandatory qualities and skills of a social worker include:
empathy;
psychological competence;
delicacy and tact;
humanity and humanity, mercy;
organizational and communication skills, extroversion;
high spiritual culture and morality;
social intelligence (i.e. the ability to adequately perceive and analyze social situations and other people);
the ability to be interesting to others and informal when working with clients;
focus on the interests, needs and protection of the client’s human dignity;
learning to maintain the confidentiality of proprietary information and personal secrets of the client;
desire for continuous improvement of professional knowledge;
honesty, moral purity in professional affairs, adherence to ethics in relationships with people, etc.
After we have determined the main selection criteria, we move on to diagnosis. With the help of R. Cattell's multifactor personality questionnaire, we will identify the individual psychological characteristics of a social worker's personality. This questionnaire is universal, practical, and provides multifaceted information about individuality.
Having analyzed the qualities of social workers, we will identify those that have a beneficial effect on the profession and those that are undesirable in this area. Appendix 2 contains the results of the survey: overall suitability score.
After we have determined professional suitability and identified the most suitable specialists for activities related to social work, we will move on to the second stage of our research.
The second stage represents: research of the motivational sphere, study of the social and psychological attitudes of the individual in the motivational - need sphere focused on: process - result, altruism - egoism, work - freedom, power - money, as well as identifying the level of motivation for success and studying volitional qualities .
The following methods were used in the study:
1. Methodology for diagnosing socio-psychological attitudes of an individual in the motivational-need sphere by O. F. Potemkina, consisting of two blocks: a method for identifying socio-psychological attitudes aimed at “altruism-egoism”, “process-result” and a method for identifying social- psychological attitudes aimed at “freedom - power”, “work - money”.
The purpose of the methods is to identify the degree of expression of socio-psychological attitudes.
Procedure: When answering questions, subjects must adhere to the following instructions: “Read the questions carefully and answer them in two ways: “YES” if your answer is affirmative, and “NO” if you answer negatively, and your behavior does not correspond to an affirmative answer to the question. question".
The methodology for identifying the “process-result”, “altruism-egoism” attitudes will allow us, based on the test results, to determine the following qualities of a person in whom this orientation predominates:
- - process orientation - usually people are more process-oriented, think less about achieving results, are often late with the delivery of work, their procedural orientation hinders their effectiveness; they are driven more by interest in the task, and to achieve results requires a lot of routine work, a negative attitude towards which they cannot overcome;
- - result orientation - Results-oriented people are among the most reliable. They can achieve results in their activities despite vanity, interference, failures, behavior in most cases is quite responsible;
- - orientation towards altruism - people, often to their own detriment, deserve all respect. These are people worth caring about. Altruism is the most valuable social motivation, the presence of which distinguishes a mature person;
- - focus on selfishness - people with excessively expressed egoism are quite rare. A certain amount of “reasonable egoism” cannot harm a person. Rather, its absence is more harmful, and this occurs quite often among people of “intelligent professions.”
The methodology for identifying the attitudes “labor - money”, “freedom - power”, will allow us, based on the test results, to determine the following qualities of a person in whom this orientation predominates:
- - work orientation - Usually, work-oriented people use all their time to do something, not sparing days off, vacations, etc. Work brings them more joy and pleasure than any other activity;
- - freedom orientation - The main value for these people is freedom. Very often, an orientation towards freedom is combined with an orientation towards work, less often it is a combination of “freedom” and “money”;
- - power orientation - this orientation is more characteristic of representatives of the stronger sex. Very often these are production workers, although there are exceptions among them;
- - money orientation - Usually it happens in two cases: when there is money and when there is none.
- 2. Methodology for diagnosing personality for motivation for success by T. Ehlers. The technique consists of 41 questions, each of which must be answered “yes” or “no”.
The purpose of the methods: to identify the degree of expression of motivation for success.
The results of this technique will help us identify an indicator of the level of motivation, whether it is: low, medium, moderately high or too high.
3. Methodology “Willpower Test”. This technique contains 20 questions; the subject must choose the most appropriate answers from several alternative ones.
The purpose of the methods: to identify the degree of expression of the willpower indicator.
Based on the survey results, one can judge how strong a person’s character and willpower are, how responsible his behavior is, and how realistic and balanced his actions are.
Having studied and analyzed the results obtained, we can conclude that subjects who have a high level of motivation for success in most cases have a high level of willpower. It should also be noted that these individuals have a predominant indicator that is result-oriented, labor.
Results-oriented people are among the most reliable. They can achieve results in their activities despite vanity, interference, failures; in most cases, their behavior is quite responsible.
The indicator of work orientation is also significant for our study; it confirms the results of the willpower test.
Usually, work-oriented people use all their time to do something, not sparing weekends or vacations - this speaks of perseverance, determination, willpower and strength of character.
The results of the study show that in most cases, individuals with a high indicator of work orientation also have a high indicator of willpower and an indicator of motivation for success.
Based on the analysis of the results, we can conclude that individuals with an average level of motivation have a weak indicator of willpower, while those individuals who have a predominance of moderately high motivation have a stronger and more solid character and willpower. Individuals with a high level of motivation have fairly strong willpower, and their behavior in most cases is quite responsible.
The third stage of the study is the final one, it involves the analysis of the previous two. The research results are in Appendix 6.
Having analyzed the data obtained, we can conclude that the best of the professionally suitable individuals have the highest indicator of motivation to achieve, and the highest indicator of willpower, responsibility and initiative in activity.
Will is associated with a person’s conscious purposefulness - with initiative; with the intentionality of his actions and actions - with motivation; it is associated with self-initiation of actions and their self-organization - with responsibility. It follows that specialists with high levels of willpower also have high levels of motivation to achieve, as well as an proactive and responsible attitude to activity.
Based on the above, we can conclude that our assumption that: “The most suitable specialists will be those who have a more pronounced “motive to achieve” and an proactive, responsible attitude to activity” has been proven in practice.
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