Definition of the concept Competence is the volume professional knowledge and skills, and
also personal characteristics and attitudes manifested in
human behavior and required to perform immediate
job responsibilities.
Professional competencies are the abilities of an employee
perform work in accordance with the requirements of the position.
The competency model is
necessary
employees
strategic goals of the company.
set of key
For
successful
competencies,
achievements
Separate the terms “competence” and “competence”!
Competence is a necessary set
competencies,
which
has
Human
For
implementation
actions
V
specific professional field.
Competence is more general concept, which includes
competencies.
“He is competent in his field” = “He has good
developed
competencies necessary to work in this
region".

Competency structure

Any competence includes 3-4 components (indicators).
Each indicator specified in the competence has some
manifestation in human behavior, therefore, in addition to the name and general
competence indicators include a description of the manifestations
data indicators in behavior. Any manifestation can be like
positive as well as negative.
Thus, the components (indicators) describe the
what exactly will be assessed. At the same time, please note that
that different companies have the same names of competencies,
providers, specialists can invest different components
(indicators).
When ordering a ready-made model from a provider, we must have a clear
understanding what exactly the company and business need within specific
competencies.

Example of competency

Competency: “Effective communication.”
Its indicators can be (you can call it a description,
subparagraphs):
speaks and listens
conveys information in a structured, logical manner
arguments,
checks understanding, clarifies position,
uses additional means to help ensure
understanding.

Types of competencies

IN large companies usually distinguished:
1. Corporate competencies.
These are competencies that must be possessed to one degree or another.
all employees from the director to the cleaning lady Aunt Masha. For example:
“loyalty” and “result orientation”.
2. Managerial or managerial competencies.
These are the management competencies that must be possessed
any manager in the company. For example: "management
execution" and "decision making".
3. Functional or technical competencies.
These are special competencies that are required to work in
any specific department. For example: "Ownership"
1C software"
IN small companies As a rule, there is no such strict division -
there are simply managerial and technical competencies, but this is not
so important.

British approach

This approach can be conditionally called “functional”, since
it is based on a description of tasks and expected results, In the works
British specialists can find many similar
definitions of professional competence:
adequate
or sufficient qualifications, abilities;
adequate or sufficient physical or intellectual
quality;
ability to be qualified;
the ability to do something well or in accordance with
standard, acquired by experience or as a result
training;
ability to be qualified and capable of performing
a specific role, covering knowledge, abilities, behavior.

American approach

American experts, as a rule, are supporters
“personal” approach, since the focus is on human qualities,
ensuring success at work.
They traditionally limit the scope of the concept of professional
competences, either personality traits, or knowledge, skills,
abilities, and use the abbreviation KSAO:
knowledge;
skills;
abilities;
other characteristics (other).
Applying such a simple formula to describe key competencies
is associated with difficulties in defining and diagnosing two of its elements:
knowledge and skills (KS) are much easier to define than
abilities and other characteristics (AO),
in particular due to the abstractness of the latter. In addition, in different times and at
different authors, the symbol “A” meant different concepts (for example, attitudes -
attitude), and there was no “O” at all (used to indicate
physical condition, behavior, etc.).

Competency assessment scale

The rating scale consists of:
1. Level names.
This can be an increasing scale from level 0 to the desired level
values ​​are usually no more than level 4.
Also, levels can be called “zero”, “initial”,
“advanced”, etc., depending on the “imagination” of the compiler,
company requirements for description, etc.
2. Descriptions of the levels of manifestation of behavioral indicators.
The description must be consistent and increasing
level to show progress in development. At the same time, some
behavioral indicators with increasing levels (for example, with
transition from tactical to strategic level of development) can
"to die away as unused."
If a company needs a simple levelless model,
applicable to all positions equally (this is practiced in
small companies with narrow specialization business), preferably
write a description from a “does-doesn’t” point of view.

Example of competency levels

Brief description of behavioral manifestations - “cutting” of three
levels from the 5-level model of one of the companies:
The indicator “checks understanding, clarifies position” has
the following manifestations of behavior by level:
2nd level
- encourages interlocutors to speak out and clarifies them
position using questions; regularly checks whether they understand
his interlocutors;
- answers questions in detail;
1st level
- answers questions in monosyllables; does not explain his position;
- listens to interlocutors as long as their opinions coincide;
Level 0 (negative manifestation)
- does not answer questions;
- does not allow the interlocutor to speak, interrupts, allows
insults;

10. Rating scale (application)

The “application” to the rating scale should be
a description of how grades are assigned
(rating system). As a rule, the level of development
The competency is assigned a certain score.
If levels are presented as numbers
values, then level 1 will correspond to 1 point and
etc.
When calculating the level score for 100%, equal to 1 point,
manifestations of all indicators described in
Level 1 and none at a lower level. Together
However, indicators of one competency can
manifest at different levels, so there is
fractional points.

11. Competency model

3 principles to follow
creating a model of professional
competencies:
1. Involvement in the development of the model of people who
will use this model.
2. Providing employees with complete information about
about what and why is happening in the company.
3. The desire to ensure that standards of behavior
included in the competencies, suitable for everyone
users, and the intended forms
applications corresponded to corporate
interests.

12. How to use the competency model

1.
2.
3.
4.
When recruiting personnel (the key task of the competency model is to establish
standards for employees required to implement the strategy). Conducting
interview with another candidate for a position, he must be assessed according to
competencies established for his position. Subjective factor “this one
I like it, but I don’t like this one." Russian companies it is impossible to cancel, but
You can also add an objective assessment to it. There needs to be a person at the exit,
who you like and has a corresponding set of developed competencies.
In the process of annual personnel certification, the model is used as an ideal
the basis is the plan with which the “fact” is compared. This will not reduce the number of comparisons
people among themselves on the basis of “like or dislike”, but will give the manager
choice: promote a qualified employee who will achieve
results, but he, the manager, is not very sympathetic, or promote
"a handsome goofball." Assessment methods can be very diverse.
When forming personnel reserve based on competency model
assessment activities (cases, etc.) are developed, as well as subsequent
development programs (training plans). This will avoid chaotic
teaching “something and somehow”, and the training plan will be clearly developed according to
established requirements (this also applies to the annual general training plan for all
company employees and individual plans, if the company has one).
Here you can see the savings in money spent on training. Point training
for specific tasks will require lower costs than global training for everything.
In the process of assessing the effectiveness of completed development programs, the model
competencies is the basis for comparing what was and how it became (this is when
provided that before training the level of development of competencies was measured).

13. Instead of a conclusion

A competency model is a tool that can
use not only specialists in your work
personnel services.
Anyone can use the competency model
manager in “daily use” to expressly assess the behavior of his employees (if
model indicators are described clearly and simply).
The work environment is the most difficult practical
case, to evaluate the correctness of its implementation
maybe it’s the leader.

14. Conclusions:

Professional competence is
the employee's ability to perform work in
in accordance with the requirements of the position,
job requirements - tasks and standards
implementation accepted in the organization or
industry.
Competencies are knowledge, skills, abilities
and personal characteristics of the employee,
having a direct impact on
the results of his activities Having analyzed some aspects of such a phenomenon as, let's look at what competencies there are.
To begin with, let’s define that any competence exists to achieve a certain goal, and not vice versa. Those. not a goal for the sake of competence, but competence for the sake of a goal. In other words, all competencies are secondary in relation to the goals that arise before a particular individual or group of individuals. As a consequence of the above, we can conclude that if it is possible to classify in some way the goals that arise for individuals, then, on the basis of this classification, it will be possible to classify and present the entire set of possible competencies in the form of a holistic mosaic.

Based on the practice of life, and analysis of the experience of generations, imprinted in the written and various other cultures of mankind, it was possible to create such a classification. The goals of human life can be divided into five groups in descending order of their importance for the implementation of Providence:

1. Transcendental goals:

• Establish contact and personal relationships with God and the harmony of Life, including developing a culture of feelings;
• To become a Human and through Humanity, serving God, to realize one’s destiny to be God’s viceroy on Earth to build the Divine Power;
• Having developed the ability to orient one’s behavior towards long-term goals, to act in line with one’s purpose in its concrete expression in relation to oneself;
• Find and carry Love in its specific manifestations, comprehending Providence, the purpose of existence and your place in it, as well as comprehending the mystery of Life and the cause-and-effect conditions in it.

2. Personal goals:

• Develop your mental qualities, including a sense of proportion, intelligence, character, etc.;
• Preserve and maintain your physiological and psychological health;
• Create a family and develop family relationships;
• Perform public duties;
• Study the laws and methods of describing Life for adequate interaction and influence on it.

3. Professional goals:

• Receive an education according to your nature and predisposition to science and work;
• Find a job according to your nature and predisposition to science and work, making your contribution to the social association of labor;
• Take your position in society, helping to develop yourself and society.

4. Purposes of prestige:

• Comply with certain standards of fashion and prestige in society, for the most effective interaction in it.

5. Temporary goals:

• Perform temporary, daily, including immediate goals and tasks.

Transcendental goals can also be called highest , personal - vital , professional - important , prestige goals - secondary , temporary - momentary .

Let's give brief description each group of goals.

Transcendental(from lat. transcendens - transcending, surpassing, going beyond; can be translated as beyond) goals human life are that sacred thing for which man was created by God on Earth. These are the goals for which alone it is worth living and for the achievement of which all possible resources must be subordinated to oneself, and goals of a lower order must be auxiliary in relation to these transcendental goals. How a person strives to achieve the transcendental goals of life depends on his fate, well-being and, most importantly, the fate and well-being of the entire human society on Earth.

“The most precious thing a person has is life. It is given to him once, and he must live it in such a way that he is not painfully ashamed of the years spent aimlessly, so that he does not feel shame for a petty and petty past, and so that, when dying, he can say: all life and all strength is given to the most important thing in the world..." (N.A. Ostrovsky “How the steel was tempered”)

The only way to live without the excruciating pain of wasted years is to live to achieve the transcendental goals of life.

Personal goals human life are those goals that primarily help the individual achieve transcendental goals. Achieving these goals is vital in the life of any person, because... this gives him a solid foundation for functioning and interacting in this world. Developing a sense of proportion, forming an adequate character, a healthy lifestyle, improving intellectual abilities and fulfilling one’s responsibilities to society and family (it is clear that for the majority it is mandatory to create a family and procreate, although in this matter, depending on specific circumstances, it is rarely There may be exceptions) is mandatory for any adequate person.

Professional goals human life. These goals are related to to a greater extent with professionalism and education of the individual in one or another area of ​​life. And although a person can be a versatile professional, there must still be areas in which he is the most profound professional and in line with which he makes his contribution to the social unification of labor. As the saying goes, “you need to know a little about everything and everything about a little.” These areas of professionalism must be in accordance with human nature, with his innate predispositions to various types and forms of work activity.

Temporary goals V a person’s life is the goals that arise before the individual every second, every minute and hourly. For example, right now you need to eat, sleep, go for a walk, pay off debts, buy or sell something, etc. These goals allow you to exist and function in the environment at every moment in time. The satisfaction of these goals is always included in the satisfaction of goals of a higher order (i.e. goals of prestige, professional, etc.) and therefore the correspondence of the satisfaction of these goals with Providence is determined by the correspondence with Providence of the higher goals of the individual.

If we consider all five levels of goals from the point of view of the frequency of the processes that they affect, then we can see that the frequency of processes increases when moving through goals from the first to the fifth. This means that in the ideal mode of functioning of the supersystem of people, the goal setting of each person should be structured in such a way that the transcendental goals of a person’s life run like a red thread through his entire life, and his behavior in the long term is focused precisely on maintaining low-frequency processes that make it possible to achieve these goals. In this case, the carrier frequencies for these processes will be the frequencies of processes associated with the achievement of personal goals, which in turn rely on the processes of achieving professional goals, etc. Only with such a culture of long-term strategic goal-setting of the elements of the supersystem of people, when transcendental goals include personal goals, personal goals include professional ones, etc., will it be possible to build a society of justice on Earth.

Also, some conditional characteristics of the hierarchy of goals can be seen in Table 1.

Table 1 - Characteristics of the hierarchy of goals

Goal level	Type of mental structure (dominant)		Activity of energy centers (chakras)
Transcendental	Humane	Blessed
Personal	Human/Demonic	Blessed / Passionate
Professional	Human/Demonic/ Zombie	Blessed / Passionate / Ignorant
Secondary (at skills and knowledge)	Zombie/Animal	Passionate / Clueless
Momentary (skills and knowledge)	Animal	Ignorant

Relationship between competencies and hierarchy of goals

Now, based on the goals presented above, we can describe the hierarchy of competencies.

The competencies you need to have in order to achieve transcendental goals of life, let's call transcendental competencies. To date, seven have been identified transcendental competencies(TK) . In descending order of importance they are as follows:

1. Awareness and building a personal relationship with God (the basis of all other transcendental competencies);
2. Developing faith in God;
3. Development of Humanity (human type of mental structure);
4. Development of renunciation and an objectively leadership type of psyche (gaining leadership);
5. Finding Love;
6. Development of self-awareness (mastery of the universal laws of existence);
7. Development and awareness of Discrimination and conscious sensitivity.

Two of the seven TCs (4th and 7th) are paired. Discrimination And conscious sensitivity do not exist without each other separately, nor do they exist without each other separately renunciation And objectively leading type of psyche. Like light and shadow: one is a manifestation of the action of the other. Shadow is a manifestation of the action of light. And light is distinguishable due to the presence of shadow (the difference between shadow and non-shadow makes it possible to understand that there is light).

1. Development of administrative abilities

• Development of abilities to manage the processes of social association of labor and certain producers and/or other administrators to coordinate their activities and improve the quality of production management and/or administration of lower structures (shop manager, foreman, store director, sovereign, king, etc. ).

2. Development of productive abilities

• Development of abilities to manage certain direct production processes associated with obtaining the final product or service (turner, janitor, design engineer, etc.).

It should be clarified that since Every process in the Universe is a process of management, then every work is, first of all, a process of management. In the case of productive labor, management is carried out by the technical process of production (the turner controls the turning of a part on a machine), and in the case of administrative labor, management is carried out production process manager(the workshop manager manages the turner) and/or another administrator (the technical director manages the workshop manager).

The question may arise, what to do with those cases when a person contributing to the social association of labor cannot be unambiguously classified as an administrator or producer. For example, a teacher at school, who he is is an administrator or a producer. In order to get an answer to this question, it is necessary to understand that the division of professional competencies into two groups is actually not based on profession (teacher, engineer, policeman, janitor, etc.) but according to competencies (preparing a lecture, teaching students , drawing development, etc.), although for simplicity, when the connection between a profession and a group of PCs is most obvious, we often use the designation of professions. In the case of a teacher (as in the case of any other professions), his activities must be divided into a set of competencies (i.e., knowledge and skills used in practice) so that each of the competencies can be unambiguously attributed either to administrative activities or to productive activity. For example, a teacher developing a lesson plan is a productive activity. The teacher conveys information to students according to the lesson plan - this is an administrative activity. Etc. in all competencies, including in other professions. Strictly speaking, any profession can carry both those competencies that belong to the first group of PCs, and those competencies that belong to the second group of PCs.

Brief description of the levels of the competence hierarchy

Let’s look very briefly at some competencies.

Transcendental (extraordinary) competencies are essentially competencies belonging to two worlds - our world (our Universe) and the world outside our Universe (supramundane reality). Due to this property, transcendental competencies are completely unknowable for a person.

If by Life we ​​mean the so-called “material world” and supermundane reality, then according to some disseminators of Vedic knowledge, the so-called “material world” includes only 1/4 of all possibilities in Life in general. Those. Life in general possessing many properties, capabilities and qualities in the “material world” (i.e. in this case in our Universe) has only 1/4 of all possible properties, capabilities and qualities. In particular, our Universe has the property of the trinity of “matter-information-measure” (see Fig. 1).

Rice. 1 - The Triune Universe and God as a supermundane reality

These properties also exist in the supermundane reality; for example, information circulates outside our Universe. However, in the supermundane reality, in addition to “matter-information-measure”, there is something else that we cannot have. This means that outside our Universe there are properties, possibilities and qualities that are unknowable in principle from within our Universe. This is similar to how a children's cube, which is essentially three-dimensional, cannot fit on paper, which is essentially flat. This image is revealed in more detail in the animated film "Flatland". However, just as a three-dimensional object can be projected onto a plane and thus cognized, so something that goes beyond the boundaries of our Universe can be “projected” in some way into our Universe and thus cognized this something at least in some aspects.

Exactly the same difficulties exist with transcendental competencies. They, being transcendental in their essence, are completely unknowable within our triune Universe. But it is still possible to carry out a certain projection of these competencies and study them with a certain degree of detail, projecting the properties of the supermundane reality into the properties of the triune Universe, i.e. into the properties of matter-information-measure.

Having made this reservation, let us briefly examine the relationship of all seven transcendental competencies with each other.

• When we talk about God, we do not mean any of the currently created God dolls promoted by all religious denominations and other various sects. By God we mean an objectively existing supermundane reality that created this world, is a person and one way or another manifests itself in the created universe.
• God speaks to people in the language of life circumstances, which include:
• circumstances of the external world, cognizable through the external senses (vision, hearing, taste, touch, smell) and
• circumstances of a person’s inner world, cognizable through internal organs feelings, emotions, sensations in the body, etc.
• And man speaks to God in his own language
• thoughts,
• affairs and
• intentions.
• So it goes continuous dialogue , in most cases, today, is not realized by many people. God speaks through the circumstances of life, man responds with thoughts, deeds and intentions. And vice versa, a person speaks with thoughts, deeds and intentions, and God responds to him by changing the circumstances of the internal and external world of a person. Relationships with God become conscious when a person manages to bring this dialogue with God to the level of consciousness. Developing a relationship with God is, first of all, awareness of this relationship. The question of the existence of God for such a person is not in the category of questions of faith, but in the category of questions of knowledge based on practical experience of communication with Him.

As a result, having developed this TC, i.e. Having developed a relationship with God, a person naturally gradually develops in himself the second TC - the development of faith in God. Those. a person who has accumulated a certain practical experience, begins to believe not in God, but in God (i.e. him, not in him). The development of the TC of Faith in God lies in the fact that a person, in all life circumstances without exception, believes unquestioningly in God and acts more and more with all his might in the mainstream of His Providence and in the mainstream of His will. It is faith in God that helps us to realize the Providence of God with all our efforts. The lack of faith in Him leads to problems of uncertainty about the future of people:

"The way of His providence
unknown because
that there is faith in Him,
but there is no faith in Him!”

So, gradually in a relationship with God, mastering faith in Him, a person begins to understand that the only correct choice in any situation of choosing between good (what God wants) and evil (what God does not want) is the choice in favor of the objective and concrete good in the channel of Providence, to the extent that we confess providence for this person. The choice between good and evil - moral choice. It is the unconditional permission of moral choice in favor of good that makes a person human. Those. In an individual of the biological species “homo sapiens” (homo sapiens), a human type of mental structure is formed. And this is the third TC - Finding Humanity - the human type of mental structure. Being in humanity, the person begins to recognize more and more moral choices associated with long-term low-frequency processes. This state of affairs forces a person to orient his behavior towards long-term goals and plans, sometimes extending in duration beyond his own life, and even many generations ahead. At the same time, there is a need to break off attachments of various levels, for example, starting from small desires to sleep for five more minutes and ending with attachments to some people and things. This orientation of behavior forms the following TC in a person - the achievement of leadership - the development of renunciation and an objectively leading type of psyche. To achieve orientation of behavior toward long-term goals, you need to renounce the “petty” and at the same time, you can renounce the “petty” only if there is something worth renouncing for, i.e. goals of a higher long-term order. Thus the long-term goal gives renunciation, and renunciation orients towards the long-term goal. One of the images of setting long-term goals while renouncing short-term conveniences is given in the film "The Shawshank Redemption".

Because within the framework of our Universe, a person’s stay in love is connected with the goals that he carries within himself, then the achievement of an objectively leading type of psyche and the renunciation of “small” goals and attachments develops in a person the following TC - Finding Love (with a capital L). Love as a feeling in a person is connected with whether this person achieves the goals set in his unconscious area as a first priority or does not achieve. Achieving goals gives the individual satisfaction - happiness. Instead of achievement, dissatisfaction is suffering. Love as a feeling and happiness are one and the same. Accordingly, a stable stay in Love is impossible if a person deviates from the goals intended for him from Above, objectively written in his unconscious from birth. Accordingly, striving for Love and orienting his behavior towards long-term goals, a person begins to master the next TC - the development of self-awareness. After all, only in line with self-awareness and comprehension of one’s nature, a person is fully able to act within the framework of achieving long-term goals intended specifically for him and thereby achieving these goals to remain in a state of satisfaction, which is nothing more than a state of love. And besides, the orientation of one’s behavior towards long-term goals intended from Above for the benefit of society will be expressed as service to this society, and service is another aspect of Love. Those. Thus, the deeper a person wants to be in a state of Love, the deeper he develops self-awareness, and the deeper a person’s mastery of self-awareness, the better his manifestation of Love. Being in Love, a person studies himself, the world around him and his place and purpose in it, and this is the development and mastery of the universal laws of existence (one of the expressions of self-awareness). Through understanding the universal laws of existence, a person ultimately comes to understand and master the TC that closes the circle of transcendental competencies - the development and awareness of Discrimination and conscious sensitivity. This TC allows you to close feedback from the world, develop Intuition within yourself, distinguish Intuition from God from various egregorial suggestions, and in essence, without this TC it is impossible to develop previous TCs, because Without a culture of feelings and sensations of the Universe and its responses to our behavior, it is impossible to adequately build our activities.

So, to put it briefly, all TCs are interconnected.

LCs, in general, should be clear from their very structure, described above. A specific description of the LC requires a separate article. The same applies to general description PC.

Differences between competencies at different levels

Now let's briefly look at the relationships between all three levels competencies and their differences from each other.

• Personal competencies are completely brought into the realm of consciousness and formalized. Transcendent ones contain both a conscious part and a part that goes beyond human understanding.
• Professional competence is nothing more than a deeply developed transcendental or personal competence that an individual brings to the social association of labor as his contribution to its development and which allows the individual to be in the environment while satisfying his needs. By and large, there are two levels of competencies: transcendental and non-transcendental (i.e. personal), and some of these competencies subsequently become professional for the individual.
• All personal competencies are a special case of the development of transcendental competence. Development of self-awareness (mastery of the universal laws of existence).
• Competencies can be both objectively vicious and objectively righteous, as well as neutral, depending on the point of application. Therefore, they are only a dowry to the type of mental structure. For example, pride in others and pride in oneself (i.e. pride) - in general, the second is objectively vicious. Transcendental competencies in their strict understanding and in their comprehensive development can only be objectively righteous. Therefore, they are associated with the human type of mental structure, and cannot fully be the property of a self-interested type of mental structure.
• The number of transcendental competencies is limited (7 were identified, some of them are paired), personal and professional ones are not.
• Objectively, any personal or professional competence is impossible without the background presence of transcendental competencies. For example, Grooving a part on a machine is impossible without:
• perception of what is happening (i.e. without Discrimination and conscious sensitivity);
• satisfaction from the process being implemented (i.e. without Love);
• understanding that this must be done (i.e. without Faith in God);
• etc.
• The set of mastered competencies is always unique for each individual.

Additionally, it is worth saying that all competencies are in some way mutually invested. For example, the competency “driving a nail” is nested within the competency “making stools.” Therefore, all competencies are in some way hierarchically ordered and underlie each other. For example, “developing determination” is associated with the competencies “developing determination,” “developing energy,” “developing punctuality,” etc.

Definition of competencies

There are many differentdefinitionscompetencies. This should never be confusing. Various organizations and competency experts prefer their own definitions of this concept to “alien” ones that appeared earlier. But most definitions are just variations of two themes that differ in their origins.

Main topics

Two fundamental themes that give rise to controversy indefining competencies :

- Description of work tasks or expected work results. These descriptions have their origins in national training systems such as the National/Scottish Vocational Qualifications and the Management Charter Initiative (MCI).

In these systems, competence is defined as “a manager's ability to act in accordance with the standards accepted in the organization” (MCI, 1992).

- Description of behavior. This topic has arisen in the activities of researchers and consultants specializing in the field of effective management.

Various definitions of behavioral competence are different variations of essentially the same definition: “competence- this is the main characteristic of a person, the owner of which is able to achieve high results at work” (Klemp, 1980).

A specific variation is usually supplemented by an indication of what qualities the main characteristic includes. For example: to this often cited definition of competence are added - motives, character traits, abilities, self-esteem, social role, knowledge that a person uses in work (Boyatzis, 1982).

The variety of definition options indicates that although competence consists of many personal parameters (motives, character traits, abilities, etc.), all these parameters can be identified and assessed by how a person behaves. For example: Communication skills are fully reflected in how effectively a person negotiates, how he influences people and how he works in a team. Behavioral competence describes the behavior observed when effective performers exhibit personal motives, character traits, and abilities in the process of solving problems that lead to the achievement of desired work results.

Defining and Implementing Values

In addition to motives, character traits and abilities, individual behavior is influenced by the values ​​and principles adopted in the organization. Many companies have established what principles they are committed to and communicate these principles to their employees, particularly emphasizing the role these values ​​should play in daily operations. Some companies have included corporate principles and values ​​in the competency model and make sure that staff behavior corresponds to accepted guidelines.

"Decoration of the month"

The municipal service published a statement of the company's values. These values ​​were not reflected in the behavioral guidelines used in personnel selection and performance monitoring. For example, the stated operating principles stated: “customers and suppliers should be treated as partners.” And the behavior criteria included the following instructions: “in negotiations, insist on getting the best service for the lowest price” and “set and maintain prices that bring maximum benefit.” If the values ​​and principles of the municipal service determined the criteria for the behavior of employees, we would see the following instructions: “victory in negotiations is victory in the struggle for high quality service" and "provide customers with high-quality supplies at competitive prices." The separation between codes of conduct and company principles is clear: employees are not required to behave according to published principles at all times, despite the company's good intentions. This separation of values ​​and daily work created the impression that values ​​were just a “decoration of the month” and in a practical sense they were not that important.

What is the difference between “competence” and “competency”?

Many people want to know if there is a difference between competence andcompetence. A general belief has emerged that the concepts of “competence” and “competence” convey the following meanings:

The ability necessary to solve work problems and obtain the necessary work results is most often defined as competence.

An ability that reflects the required standards of behavior is defined as competence.

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

The subject of this book is competencies. And we define the concept of competence through standards of behavior.

Typical competency structure diagram

Different organizations understand differentlycompetencies. But in most cases, competencies are presented in the form of some kind of structure, like the diagram in Fig. 1.

In the structure shown in Fig. 1, behavioral indicators are the core elements of each competency. Related competencies are combined into clusters.

Figure 1 TYPICAL COMPETENCY STRUCTURE DIAGRAM

Each competency is described below, starting with the main blocks - behavioral indicators.

Behavior indicators

Behavioral indicators are standards of behavior that are observed in the actions of a person with a specific competency. The subject of observation is the manifestation of high competence. Manifestations of weak, ineffective “negative” competence can also be the subject of observation and study, but this approach is rarely used.

Example. Behavioral indicators “WORKING WITH INFORMATION” competencies, that is, actions in the process of collecting and analyzing information, include the following abilities of employees:

Finds and uses fruitful sources of information.

Accurately determines the type and form of information required.

Receives the necessary information and stores it in a format convenient for use.

Competencies

Each competenceis a set of related behavioral indicators. These indicators are combined into one or several blocks, depending on the semantic scope of the competence.

Competencies without levels

A simple model, that is, a model that covers types of work with simple standards of behavior, may have one list of indicators for all competencies. In this model, all behavioral indicators apply to all activities. For example: a model that describes the work of only senior managers of a company may include the following behavioral indicators in the “Planning and Organizing” section:

Creates plans that organize work according to deadlines and priorities (from several weeks to three years).

Creates plans that closely align with departmental performance goals.

Coordinates the activities of the department with the company's business plan.

A single list of behavioral indicators is what is required, because all behavioral indicators are necessary in the work of all senior managers.

Competencies by level

When a competency model covers a wide range of jobs with varying categorical requirements, behavioral indicators within each competency can be compiled into separate lists or divided into “levels”. This allows a number of elements of different competencies to be brought under one heading, which is convenient and necessary when the competency model must cover a wide range of activities, jobs and functional roles.

For example: the content of the planning and organizing competency may be suitable for both an administrative role and a managerial role. The criteria for the behavior of people involved in planning and organizing activities are different for different roles, but the distribution of criteria by level makes it possible to include homogeneous indicators of behavior necessary for organizing and planning in one competency model and not to develop separate models for each role. However, some competencies will have only one or two levels, while others will have several levels.

Another distribution methodcompetenciesby levels - division by professional qualities that are necessary for the employee. This method is used when the competency model relates to one level of work or one role. For example, the model may include a list of the following indicators:

Original competencies- usually this is the minimum set of requirements necessary for permission to perform work

Outstanding competencies- level of activity of an experienced employee

Negative competencies- usually these are standards of behavior that are counterproductive to effective work at any level

This method is used when it is necessary to assess the varying degrees of competence of a group of workers. Examples. When assessing job candidates, you can apply baseline (minimum) standards of conduct. When assessing the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can be used to identify disqualifying factors and develop a competency model. By introducing levels, you can accurately assess personal competencies without complicating the structure of the competency model.

Competency models built by level will have one set of behavioral standards for each level.

Names of competencies and their descriptions

To aid understanding, competencies are usually referred to by a specific name and given an appropriate description.

A title is usually a very short term that sets one competency apart from others while being both meaningful and easy to remember.

Typical namescompetencies:

relationship management

group work

influence

collection and analysis of information

decision making

personal development

generation and accumulation of ideas

planning and organization

managing task completion by deadline

goal setting

In addition to the name of the competency, many competency models also include a description of the competency. The first approach is to create a set of behavioral criteria that correspond to a specific competency. For example: a competency called “Planning and Organizing” can be deciphered as follows:

“Achieves results through detailed planning and organization of employees and resources in accordance with established goals and objectives within agreed time frames.”

Where the competency content covers a single list of behavioral criteria, this approach works very well.

The second approach is a reasonable explanation of what is briefly stated, that is, an argument for why this particular competency is important for the organization. This approach is best used when the competency model reflects multiple levels of behavior, because in such situations it is difficult to summarize everything that should cover all the personal roles that exist in the company and all the standards of behavior for different levels competencies.

For example. The competency model called “Influence” can have 5 levels. At one level, influence is achieved by presenting clear arguments and facts in support of a particular product. At another level, influence involves developing and presenting one's own vision for one's company and the company's influence on the market and various professional groups. Instead of trying to summarize such a wide range of standards of conduct, a company could present it as follows:

“To persuade other people to accept an idea or course of action through effective persuasion. This is very important for learning, acquiring new knowledge, for innovation, decision making and for creating an atmosphere of trust.”

In many cases, this formulation is much more useful than a brief listing of the standards of behavior included in the competency, since the detailed description reveals why the company chooses a particular competency model, and, in addition, this description explains the special nuances inherent in the chosen competency model.

Competency clusters

Competency cluster is a set of closely related competencies (usually from three to five in one bundle). Most competency models include clusters related to:

Intellectual activities, such as problem analysis and decision making

Actions, for example, to achieve specific results

Interaction, for example, working with people.

All phrases in the description of competency models must be presented in a language that is generally accepted and accessible to staff.

Competency clusters Titles similar to these are usually given so that the competency model is understood by all employees.

Some organizations present descriptions of entire “bundles” of competencies to reveal the nature of the competencies included in each set. For example,competence cluster “Working with information” can be represented by the following phrase:

“Working with information includes all kinds of forms of information, methods of collecting and analyzing information necessary for making effective solutions- current, operational and future.”

We present another article for owners and managers (not HR), revealing another aspect of personnel assessment. We will stop there:

• on what competencies are;
• types of competencies;
• on the application of the competency-based approach in;
• stages of implementation of competencies;
• the benefits that a company formulating competencies receives.

What is competence?

To implement a systemic personnel assessment, clear criteria are needed. Most methods come down to assessing the effectiveness (work results) of an employee and the set of his personal qualities. One of the leading ones is the competence approach.

Competence- an integral characteristic/criterion that describes the quality of human behavior in a certain activity. As a rule, this is some ideal model of behavioral manifestations that allows him to achieve results and be effective in this type of activity.

It is clear that human behavior in each situation is determined by many factors: internal attitudes and motivation, skills, understanding of technology, knowledge. And even genetic predisposition.

For example, a sales manager working in the marketB2B (large corporate sales), developed communication skills are important for communicating with various specialists and decision makers. And all this can be called “Negotiation”:

• flexibility of behavior, the ability to consciously adapt to the style of the interlocutor;
• variability in the offer of alternatives;
• developed argumentation skills, etc.

At the same time as these qualities, the “seller” must have persistence in achieving goals, the ability to plan and control his activities, and the ability to work under pressure. And this is another competency - “Result Orientation”.

And thus we can say that each activity can be described by a cloud of criteria - a competency model. Moreover, for each business the competencies will be unique, reflecting its specifics. This is why we recommend developing your own competencies.

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Behavioral indicators of competence

As was already revealed above in the example with “Negotiating”, competence consists of simple components - specific points containing a description of the action. And these components are called behavioral indicators. It is on the basis of behavioral indicators that personnel assessments are based using or structured interviews.

But that’s not all; levels of competency manifestation are required.

Competency development scale

In order to describe the quality of an employee’s actions, set reference values ​​and be able to compare demonstrated behavior with it, there is a competency development scale. These are levels that describe the quality of behavior. And the level scale may be different. For example, 4 levels (intermediate values ​​- “halves” are also possible):

• 0—competence not demonstrated/absent;
• 1 - level of basic development;
• 2 — level of confident competence in standard situations;
• 3 — level of skill (standard, broadcast capability).

Roughly speaking, the scale of competency development can be represented as a “good-bad” thermometer. In accordance with this “thermometer”, the employee is evaluated.

There are several options for describing competency levels. The examples below show the differences. It can be assumed that they were created for different assessment methods.

Example of a competency description: listing all behavioral indicators and levels with meanings for the employee’s performance.

Formulates a vision ultimate goal. Organizes others/forms a group of “followers”. Effectively motivates people in a team and individual work. Encourages colleagues and subordinates to take initiatives and become independent. Delegates authority and responsibility, taking into account the individual characteristics of subordinates and their career aspirations. Pays attention and time to the development of subordinates. Expresses and defends his own position on issues being resolved. Provides and solicits feedback.

A Exceptionally high level of competency development (2) The competence is clearly expressed, the employee is the standard for applying this competence. The level of development of competence allows an employee to achieve results in most situations of high complexity, resolve crises, and be a translator of his own experience. B High level of competency development (1.5) Strong level of competence development. The level of development of competence allows the employee to achieve results in complex, non-standard situations. C Standard level of competency development (1) Required level of competency development. The level of competency development allows the employee to achieve results in all basic work situations. D The level of competency development is below standard (0.5) Competence is partially demonstrated. The level of development of competence allows an employee to achieve results only in well-known work situations, to act according to existing algorithms and instructions. E Low level of competence development/no competence demonstrated (0) Competence is not demonstrated. The level of competency development does not allow the employee to achieve results even in well-known work situations.

An example of a competency with an expanded description of behavioral indicators at each level.

Point	Level	Description of behavioral indicators
4	Strategic	In addition to level 3: — Establishes rules for the group’s work that give everyone the opportunity to express themselves while remaining a leader — Ensures the adoption of a group decision that is focused not only on the “here and now”, but also on the future
3	Skill Level	In addition to level 2: — Motivates the group to achieve the goal, inspires, influences the mood of the group — Orients other group members to actively work in the group — Proposes a solution that the group accepts
2	Base	- Takes the initiative — Interacts with each team member based on individual personality traits — Aims the group to achieve a result, returns the group to the result — Organizes the work of the group, suggests techniques and procedures for the group’s work — Takes responsibility for the result — Contributes to conflict resolution
1	Limited	— Takes the initiative at the request of other group members, as directed by the most active member of the group — Shows initiative, but cannot gain the attention of participants — Organizes the work of individual group members — Finds it difficult to justify one’s opinion when trying to organize the work of a group
0	Level of incompetence	— Has an unconstructive influence on the team, interrupts, criticizes, devalues ​​the position of others — Shows indifference to the results of group work — Removes himself from organizing group work, acts only according to instructions — Does not interact with group members — Provokes conflicts in the group

It is also customary to use the term “target indicator”, which sets the value of the manifestation of competence for a given target audience. For example, for a top-level manager, the “Strategic Thinking” competency must be demonstrated at level “2”. Whereas the target value for the head of the department will be “1.5”.

Based on the assessment received, one can judge the employee’s potential, the need for development, suitability for this activity, etc.

Types of competencies

It must be said that this is a conditional classification. Rather, it is a division to indicate the “scope of application” of competencies. Indeed, in the process of his activity, a person uses many integrative qualities. For example, a manager conducting a meeting “uses” several of his competencies at the same time - of different types.

But sometimes you can find a division of competencies into clusters:

• managerial
• communicative
• corporate (value)
• professional (technical)

Management competencies

Managerial competencies describe the actions of managers in the decision-making process and communication with subordinates. These are also competencies that describe the quality of his behavior - often “Leadership”.

Examples of management competencies:

• Strategic (or systems) thinking
• Planning (and organizing or controlling)
• Development of subordinates
• Motivation
• Leadership

Communication competencies

This is a description of the quality of behavior in the process of communications within the company and with external partners.

Examples of names of communicative competencies:

• Negotiation
• Interpersonal understanding
• Influence

Depending on the emphasis, in the description of the competence one can see the specifics of the employees’ activities and the welcomed styles of behavior (aggressiveness, assertiveness or a partner’s position).

Corporate competencies

An important part of the competency model is value competencies. They reflect the corporate philosophy - the values ​​and standards of behavior that are welcomed in the company. This is why some companies formulate corporate competencies separately.

Examples of corporate (value) competencies:

• Result oriented
• Customer focus (often, even internal)
• Teamwork

Professional (technical) competencies

Describe the knowledge, skills and behavior of a person professional group positions. For example, for the direction of IT or accountants.

It is necessary to understand the feasibility of developing professional competencies - whether this group of people is sufficiently represented in the company, how often changes occur in their activities and the technologies they use.

Application of competencies - personnel assessment

The most commonly used methods where competencies are used:

• assessment center is the most effective way during a specially developed business game;
• “180/360° feedback” assessment, where an employee is assessed from all sides - subordinates, managers, colleagues, clients.

Development of competencies

Every company that regularly conducts personnel assessments using a competency-based approach faces the need to develop competencies.

Admittedly, creating a competency model is a time-consuming (and often budget-intensive) undertaking. As a rule, internal specialists, pardon the pun, do not have sufficient competence to qualitatively describe competencies. The main mistakes include unclear formulations and overlapping behavioral indicators (found in different competencies). And a lot of time is spent on this work.

Of course, you can use universal competencies. For example, many companies take the works of the Lominger company as a basis and slightly modify them for themselves. But, if the task is to convey the specifics of a business in a high-quality manner, you cannot do without formulating your own model. And in this case it is better to contact the providers.

Development of a competency model. Main stages

The main stages of the competency model development project can be called:

1. Determination of goals and objectives (why we are formulating them and how we will apply them), development methodologies.
2. Formation of project group(s) involving the maximum possible number of participants. This will further reduce employee resistance. Groups can be completely different in focus and time of existence.
3. Direct development of competencies.
4. Testing using focus groups and assessment procedures.

Formation of competencies. Methods

The most well-known methods for developing competencies are:

• Repertory grid method— the behavior of the most effective employees, a list of behavioral indicators is compiled. It is carried out more often in the form of interviews with managers, as a result of which a table (grid) is formed with the names of employees and their indicators.
• Critical Incident Method is based on interviews with employees (and managers), during which they talk about critical situations, actions that led to success or, conversely, did not allow the situation to be resolved.
• Direct Attribute Method— the fastest and easiest, when key managers are presented with cards describing ready-made competencies. Managers are asked to select from this set those that are most significant to the business.

Implementation of the competency model

The implementation of the competency model follows the classics of change management. If we simplify the model, the main areas of attention can be considered the following:

• It is necessary to create motivation to use competencies. Show employees that this will be a tool for their training and an opportunity to develop in the company. And it will allow managers to make more informed decisions. And this can happen during pilot assessment procedures using standard (not adapted to the company) competencies as an example.

By the way, this is exactly the option we offer clients when the company does not have its own model - to start somewhere. Start the process. Show at least at the level of one group or target audience that assessing personnel based on competencies is “not scary, but useful.”

In this case, we implement, for example, a Light Assessment, based on the results of which participants receive recommendations for development.

• Maximum information for employees and involvement in the process. And here, as mentioned just above, it is necessary to work both before developing and after formulating competencies.

This can happen in the form of mailings describing the tasks of implementing the model, describing all stages, asking for feedback, etc. Of course, the most effective form can be considered face-to-face working groups dedicated to development and broadcasting.

Already during this preparatory period (which can be implemented even after the development of the model), feedback will be received, the most resistant employees or those who can be relied on in introducing innovations will be identified.

• Once the competencies have been developed, it is necessary to conduct the first episode of assessment using them to demonstrate the effectiveness of implementation. This solves the problem of “propaganda” of innovations and removing resistance from some doubters (the sixth stage of Kotter’s model of change).
• Implementation of changes on a regular basis, consolidation of the competency model at the level of regular management.

For example, one of the parts of introducing competencies into the “life of the company” may be their use by managers during regular feedback to subordinates. Operating with the terminology of the competency-based approach and referring to the behavioral indicators of the corporate model forms the conceptual field in which employees live.

And this is not a complete list of areas of attention. They are different for each company. But all of them should be aimed at developing a positive attitude towards competency assessment. It is clear that the formation of an attitude is a long process. This is what we meant when we talked about the possible duration of the project. So, the main areas of attention are motivation, information, involvement, propaganda.

Competency model. Advantages

The main advantages of having a corporate competency model include:

• the criteria applied to employees reflect the specifics of the business, the activities of employees and corporate culture companies;
• competencies become unique beacons for employees that need to be guided by - they set standards of behavior that allow them to be successful in this activity;
• a development environment is being created in the company (of course, with regular assessment of personnel competencies);
• the decision-making process is simplified (in the field of career transfer of employees);
• the costs of searching, adaptation and development of personnel are significantly reduced;
• interaction with service providers in the field of personnel assessment and development is simplified.

“To have or not to have?”- that is the question. And every company decides. And we, "Laboratory Business Games“We just help you effectively implement your plans: develop and implement a corporate competency model, evaluate employees and propose a program for their development.

Competency structure

Competencies are the basic qualities of people and denote behavior or thinking options that apply to various situations and last a fairly significant period of time.

Five types of basic qualities

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

2. Psychophysiological characteristics (or properties). Physical characteristics and appropriate reactions to situations or information.

3. I am a concept. Attitudes, values ​​or image - I am a person.

4. Knowledge. Information that a person has in certain content areas.

5. Skill. The ability to perform a specific physical or mental task.

The type or level of competence makes practical sense for planning human resources. In Figure 1 it is shown that knowledge and skills tend to be visible and relatively superficial characteristics of people. Self - the concept, properties and motives inherent in competence are more hidden and hidden in the very core of personality.

Surface competencies (knowledge and skills) are relatively easy to develop. Training is the most cost-effective way to strengthen and maintain these abilities in employees.

Deep competencies (motives and properties) underlying the personality iceberg are more difficult to assess and develop; more cost effective take away people based on the presence of these characteristics.

Self-concept-based competencies lie somewhere in the middle. Attitudes and values ​​such as self-confidence (seeing oneself as a leader rather than a technician/professional) can be changed through training, psychotherapy and/or positive development exercises, although this will require more time and effort.

IN complex work,Competencies are relatively more important than task-related skills, ,intelligence, or credentials when predicting superior performance. It's all about time-limited consequences.

Criteria for the competency model:

In order for a competency model to function effectively and produce results, it is necessary to take into account a number of requirements when designing it, otherwise it will be difficult to work with it.

First of all, it must correspond to the goals and objectives set for it and be used for its intended purpose. The competency model must have the following qualities:

Clarity

It must be unambiguous, described in simple language, have a simple structure, and have a coherent structural logic.

Relevance

Should reflect the recognition of behavioral indicators by employees as requirements consistent with quality work performance. In addition, everyone who will apply the model, and everyone to whom this model will be applied, must be aware of its necessity and usefulness for business.

Must take into account possible changes and be prepared to make adjustments. The model must take into account: possible changes in external environment, innovation in technological processes, development strategy.

Independence

Competencies should not depend on each other, be included in several clusters, and indicators should not be repeated and relate to several competencies and levels.

Justice

Must take into account high standards quality.

Conclusion: there are 5 types of basic human qualities: motives, psychophysiological characteristics, I - concept, knowledge, skill. In order for a competency model to function effectively and produce results, a number of requirements must be taken into account: the competency model must have qualities such as clarity, relevance, independence, and fairness.