Competencies are fundamentally different from traditional qualification requirements. The Russian higher school adopted the following definition.
With this approach, not only the knowledge acquired by students is subject to assessment, but also the ability to find application for them in various professional situations. Unlike the traditional terms "knowledge", "skill", "skill", the concept of "competence" has an integral character is:
Knowledge and understanding (theoretical knowledge of the academic field, the ability to know and understand);
Knowing how to act (practical and operational application of knowledge to specific situations);
Knowing how to be (values as an integral part of the way of perceiving and living with others in a social context).
The first lists of competencies were published by J. Raven in the book Competence in Modern Society (1984). In addition to the lists, it also provides a detailed interpretation of competence. As J. Raven writes, this phenomenon “consists of a large number of components, many of which are relatively independent of each other ... some components are more related to the cognitive sphere, while others to the emotional one ... these components can replace each other as components of effective behavior. All types of competencies are the essence of “motivated abilities”.
The list of J. Raven consists of 37 competencies, which can be divided into five groups.
First: describes competencies as tendencies towards a clearer understanding of values and attitudes in relation to a specific goal; to control their own activities;
Second: describes competencies as an indicator of readiness for certain types activities, such as solving complex issues; work on something controversial and worrisome; engage in organizational and social planning; study independently; use new ideas and innovations to achieve the goal; as well as willingness to interact, for example, allowing other people to make independent decisions; rely on subjective assessments; take moderate risk;
Third: describes abilities interpersonal interaction: resolve conflicts and mitigate disagreements to work together to achieve the goal; encourage other people to work together to achieve the goal; listen to others and take into account what they say; work effectively as a subordinate; to make decisions;
Fourth: includes a description of various psychological traits: self-confidence, lack of fatalism, self-control, perseverance, trust, personal responsibility, adaptability (lack of feelings of helplessness);
Fifth: describes competencies as inclinations, attitudes and other aspects of psychological characteristics (attention, thinking, ways of behaving, etc.). These are propensities to think about the future, setting for mutual gain and breadth of prospects; seeking and using feedback; striving for a subjective assessment of the personal potential of employees; knowing how to use innovations; involvement of emotions in the process of activity, the habit of abstraction; attention to the problems associated with the achievement of goals; independence of thought, originality; critical thinking; study of the environment to identify its capabilities and resources (both material and human); attitude to the rules as pointers of desirable ways of behavior; resource usage.
J. Raven focused exclusively on the socio-psychological sphere, and the competencies he identified were related to personal or interpersonal characteristics. If we take into account that each competence requires the creation of a formation methodology (it is assumed that it is non-innate) and, accordingly, a methodology for assessing the level of its formation, then it becomes obvious that the approach to compiling competencies through such parameters as tendency, inclination, readiness, etc., unlikely to be implemented in practice.
In subsequent years, studies were conducted that showed that the competencies listed above are not satisfactory for another reason. For rapidly changing conditions, especially in the field of management, other competencies turned out to be adequate to the situation. Based psychological research G. Schroder (1989) identified eleven components of the competence of highly effective managers working in conditions of instability and uncertainty, which he combined into three groups.
First group: requirements for competence in the field of thinking:
1. Collection of information : ability to collect various information from numerous sources.
2. Concept formation based on the information collected: the ability to create models, link disparate information, determine the big picture, reveal causal relationships.
3. Conceptual flexibility : the ability to identify and evaluate possible options in planning and decision making, to keep several options in mind, to compare advantages and disadvantages.
Second group: requirements for interpersonal interaction:
4. Interpersonal communication: the ability to ask questions, summarize and retell in your own words what was heard in order to understand the ideas, concepts and feelings of the interlocutor, the ability to see events and problems through the interlocutor's eyes.
5. Managing interaction: the ability to engage others, create teams whose members realize the value of goals, feel appreciated and empowered.
6. Influencing others: the ability to use argumentation, model the future, appeal to the interests of others to provide support for their ideas, strategies.
7. Communication of ideas: the ability to express thoughts clearly and engagingly so that the interlocutor understands the essence of the message, to effectively use persuasive technologies.
8. Proactive position: the ability to distribute tasks in a team, implement plans and ideas, take full responsibility for emerging situations.
9. Development orientation: the ability to educate people, help them understand their strengths and weaknesses, find resources for learning.
Third group: personality traits:
10. Self-confidence: has his own views on problems when necessary; makes decisions without hesitation; mobilizes himself and those around him to implement decisions; infects others with confidence in success.
11. Striving for excellence: has high internal work quality standards; sets ambitious but achievable goals; increases its efficiency; compares what has been achieved with the goals set.
The European Commission proposes a typology of competencies: universal (general) and professional (formed within special disciplines).
According to the working classification, universal competencies were divided into three categories: instrumental, interpersonal and systemic.
Instrumental competencies include cognitive abilities, the ability to understand and use ideas and considerations; methodological ability, ability to understand and manage environment, organize time, build strategies for learning, decision-making and problem solution; technological skills; skills related to the use of technology, computer skills and information management abilities; linguistic skills, communicative competences.
A specific set of instrumental competencies includes:
Ability to analyze and synthesize;
ability to organize and plan;
basic general knowledge;
basic knowledge of the profession;
communication skills in mother tongue;
basic computer skills;
information management skills (the ability to extract and analyze information from various sources);
the ability to solve problems;
The ability to make decisions.
Interpersonal competencies include individual abilities associated with the ability to express feelings and attitudes, critical reflection and the ability to self-criticism, as well as social skills associated with the processes of social interaction and cooperation, the ability to work in groups, make social and ethical obligations.
Interpersonal competencies include the ability to:
to criticism and self-criticism;
· work in a team;
interact with experts in other subject areas;
perceive diversity and intercultural differences;
work in an international context;
commitment to ethical values.
interpersonal skills.
System competencies is a combination of understanding, attitude and knowledge that allows you to perceive how the parts of the whole relate to each other, and evaluate the place of each of the components in the system, the ability to plan changes in order to improve the system and design new systems. Systemic competencies require the development of instrumental and basic ones as a basis. They include abilities:
apply knowledge in practice;
research;
to learning;
To adapt to new situations;
to the generation of new ideas (creativity);
to leadership;
Understanding the cultures and customs of other countries;
work autonomously;
to the development of projects and their management;
to initiative and entrepreneurship;
Responsibility for quality
the will to succeed.
Competencies are multifunctional and interdisciplinary, necessary to achieve goals and solve problems in various situations, not only at school, but also in any sphere of human life: social, political, legal, etc. Mastering the first three competencies will require significant intellectual development, reflection, self-assessment, critical thinking, and the ability to determine one's own position. All of the above is nothing more than competence in terms of personality, the basis of which is the ability to learn throughout life, continuous training in professional terms, in personal and social life.
Instrumental competencies
1. Ability to analyze and synthesize.
2. Ability to organize and plan.
3. Basic general knowledge.
4. Basic knowledge of the profession.
5. Communication skills in the native language.
6. Basic computer skills.
7. Information management skills (ability to extract and analyze information from various sources).
8. Ability to solve problems.
9. Ability to make decisions
interpersonal competencies
1. The ability to criticize and self-criticism.
2. Ability to work in a team.
3. Interpersonal skills.
4. Ability to work in an interdisciplinary team.
5. Ability to interact with experts in other subject areas.
6. Ability to perceive diversity and intercultural differences.
7. Ability to work in an international context.
8. Commitment to ethical values.
Systemic competencies
1. Ability to apply knowledge in practice.
2. Research abilities.
3. Ability to learn.
4. Ability to adapt to new situations.
5. Ability to generate new ideas (creativity).
6. Ability to lead.
7. Understanding the cultures and customs of other countries.
8. Ability to work autonomously.
9. Ability to develop projects and manage them.
10. Ability for initiative and entrepreneurship.
11. Responsibility for quality.
12. The will to succeed.
Special competencies
For first level the following common competencies for various subject areas were identified:
the ability to demonstrate knowledge of the foundations and history of the discipline;
the ability to logically and consistently present acquired knowledge;
competence is the ability to contextualize new information and interpret it;
the ability to demonstrate an understanding of the general structure of the discipline and the relationship between sub-disciplines;
the ability to understand and use the methods of critical analysis and development of theories;
the ability to correctly use the methods and techniques of the discipline;
the ability to assess the quality of research in a given subject area;
the ability to understand the results of experimental and observational ways of testing scientific theories.
Graduates second level must:
own the subject area at an advanced level, i.e. own the latest methods and techniques (research), know the latest theories and their interpretations;
critically monitor and reflect on the development of theory and practice;
own the methods of independent research and be able to explain its results at an advanced level;
be able to make an original contribution to the discipline in accordance with the canons of this subject area, for example, as part of a qualifying work;
demonstrate originality and creativity;
acquire competencies at a professional level.
It must be emphasized that the same results can be obtained through different types of training, methods, techniques, formats.
Qualification levels
8 levels were determined after consultation with all EU countries. These levels take into account the 3 cycles of higher education defined during the Bologna Process.
Each level has its own description based on 3 concepts: knowledge, skills and broad competencies.
Levels 5-8 refer to higher education(tertiary non-university, bachelor's degree, master's degree, doctoral degree).
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8 levels of the European Qualifications Framework based on learning outcomes |
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Level |
Knowledge |
Skills |
Personal and professional competencies |
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Autonomy and responsibility |
Ability to learn |
Communicative and social competence |
Professional competence |
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To reproduce knowledge of a general educational nature from memory |
Use basic skills to complete simple tasks |
Carry out tasks under direct supervision/supervision and demonstrate effectiveness in simple and stable contexts |
Accept leadership when teaching (accept being taught) |
Respond to simple written and oral communications |
Demonstrate an understanding of problem-solving procedures |
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Reproduce and understand basic knowledge in some area, the range of knowledge is limited to facts and basic ideas |
Use skills and core competencies to perform tasks when actions are governed by clear rules that describe procedures and strategies |
Take limited responsibility for performance improvement (work or study) in simple and stable contexts and within habitual and homogeneous groups |
Seek guidance when learning |
Respond to simple but detailed written and oral communications |
Solve problems using the information provided |
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Select and use basic methods, tools and materials |
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Apply knowledge in some area, which includes processes, techniques, materials, tools, equipment, technologies and some theoretical concepts |
Use a range of skills in a particular field to complete tasks and demonstrate personal interpretation through the selection and adaptation of methods, tools and materials |
Take responsibility for tasks and demonstrate some autonomy in work and learning within contexts that are generally stable but include changing factors |
Take responsibility for your own learning |
Create (or respond to) detailed written and oral communications |
Solve problems using well-known sources of information, taking into account social aspects |
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Use wide range practical and theoretical knowledge in a certain area |
Develop strategic approaches to the challenges that arise in the course of work or study activities, through the application of special knowledge and the use of expert information resources |
To manage one's own role (under supervision) in the performance of work or study activities, the contexts of which are usually predictable, and there are many factors leading to change, and there are also interrelated factors Make assumptions about improving results Supervise the standard work activities of others and take responsibility for educating others |
Demonstrate self-guided learning |
Create (and respond to) detailed written and oral communications Take responsibility for your own understanding and behavior |
Solve problems by integrating information from expert sources, taking into account significant social and ethical aspects |
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Evaluate results in terms of the strategic approach used |
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Use a wide range of theoretical and practical knowledge, which is typically a specialized area within a larger area, and demonstrate an understanding of the limitations of the knowledge base |
Develop both strategic and creative approaches when exploring solutions to well-defined concrete and abstract problems Demonstrate the transfer of theoretical and practical knowledge in developing solutions to problems |
Independently manage projects that require solving problems, where there are many factors, some of which are interconnected and lead to unpredictable changes Demonstrate creativity when developing projects Manage people and evaluate their own performance and the performance of others Train others and develop team performance |
Assess own learning and identify learning needs necessary to continue learning |
Communicate ideas to peers, managers and clients in a well-structured, logical manner using quantitative and qualitative information |
Formulate answers to abstract and concrete problems Demonstrate experience of operational interaction within the given area Make judgments based on social and ethical factors |
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Use deep theoretical and practical knowledge in a particular area. Some of this knowledge is at the forefront of the field and requires critical reflection on theories and principles. |
Demonstrate mastery of methods and tools in a complex and specialized field and demonstrate innovation in the use of methods Develop and justify arguments for problem solving |
Demonstrate ability to manage (manage) developments, resources and teams in work and learning contexts that are unpredictable and require solving complex problems, with multiple interrelated factors. Demonstrate creativity in project development and initiative in management processes that include training others to improve teamwork |
Consistently evaluate your own learning and identify learning needs |
Communicate ideas, problems and solutions to both specialists and non-specialists using a range of qualitative and quantitative information Express a complex internal personal understanding of the world, demonstrating solidarity with others |
Collect and interpret meaningful data in a specific area to solve problems Demonstrate operational experience in complex environments Make judgments that take into account social and ethical aspects |
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Use special theoretical and practical knowledge, some of which is at the forefront of this field Demonstrate an understanding of the presence of issues related to knowledge in a given area and at the junction of different areas |
Form research-based diagnostic solutions to problems by integrating knowledge from new or interdisciplinary fields and make judgments based on incomplete or limited information |
Demonstrate leadership and innovation in work and learning activities that are unfamiliar, complex and unpredictable and require solving problems associated with multiple interrelated factors Evaluate the strategic performance of teams |
Demonstrate autonomy in learning management and a high degree of understanding of learning processes |
Communicate results, project methods and rationale to professionals and non-specialists using appropriate techniques Study and reflect on social norms and act to change them |
Resolve problems by using complex sources of knowledge, which may be incomplete, in new and unfamiliar contexts Demonstrate operational experience in managing change in a complex environment. Respond to social, scientific and ethical issues that are encountered in work and study activities |
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Use specialized knowledge to critically analyze, evaluate and synthesize new complex ideas that are at the cutting edge of the field Expand or rethink existing knowledge and/or professional practice within a particular area or across areas |
Research, develop, implement and adapt projects that lead to new knowledge and new solutions |
Demonstrate significant leadership qualities, innovativeness and independence in work and study activities in new contexts that require solving problems connected by many interrelated factors |
Demonstrate the ability to have a sustained interest in developing new ideas or processes and a high level of understanding of learning processes |
Study and reflect on social norms and relationships and be a leader in changing them |
Critically analyze, evaluate and synthesize new and complex ideas and make strategic decisions based on these processes Demonstrate operational experience with the ability to make strategic decisions in complex environments |
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A typical learning situation at this level requires problem solving within the established course of study. There are many factors at work, some of which are interrelated, sometimes leading to unpredictable changes in context. Level 5 qualifications is generally awarded upon completion of a post-secondary program such as an "apprenticeship" and subsequent work experience in a relevant field. These qualifications are held by highly trained technicians. This level of qualifications links secondary and tertiary education. Higher education qualifications at this level are associated with the “short cycle” (under the first cycle) of qualifications developed during the Bologna process and usually require advanced textbooks. Training at this level requires the independence of the student and is usually carried out in the form of mentoring and involves the development of standard procedures and knowledge. Quality assurance carried out through peer review + approved procedural requirements of the educational institution. Achievement of level 5 qualifications gives access to level 6 tertiary education (often with credit credits), high-skill employment, or career advancement through recognition of ability in a given activity. These qualifications may also open direct access to managerial positions. |
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The context of learning at this level, as a rule, unstable and requires the resolution of complex problems in the learning process. There are many interacting factors leading to changes in a context that becomes unstable. Training is usually highly specialized. Level 6 Qualification Training, as a rule, is realized in educational institutions of higher education. However, the work environment also creates a rather demanding context, and industry and professional organizations recognize the learning realized within such a trajectory. The basis of education at level 6 is general secondary education. It requires advanced textbooks, and also usually includes some aspects that are at the forefront of the relevant field of study. These qualifications are obtained by people working as knowledge professionals or as professional managers. Level 6 qualifications are associated with the first cycle of higher education qualifications developed during the Bologna process. Education usually led by experts either as part of classroom training or hands-on mentoring. Learners have limited control over content and methods, but must exercise autonomy in research and problem solving. Quality assurance largely determined by peer review + procedural requirements of the institution, requiring confirmation of the assessment by a third party. Level 6 qualifications open access to opportunities to perform professional functions and are generally qualifications that open access to positions in management and professional careers. This level opens access to continuing education at other levels of higher education. |
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Typical learning situations: unfamiliar and require problem solving that involves multiple interacting factors, not all of which may be obvious to the learner. Training is often highly specialized. Formal learning at level 7 is usually carried out in specialized institutions of higher education on the basis and development of education received at level 6. Industry and professional organizations provide recognition of training at this level received in the working environment. These qualifications can be achieved by professionals and managers high level. Level 7 qualifications are associated with the second cycle of higher education qualifications (in the terminology of the Bologna process). Level 7 qualifications are usually associated with independent work shared with other people of that skill level or higher. There is an opportunity to work or study on an individual plan. There is usually some guidance for the trainee from others working at a high level in the field. Quality assurance at this level is largely determined by peer review conducted by peers + procedural requirements of the institution. Level 7 qualifications give access to employment and career advancement in the field of specialization or in a related field. Gives access to the next level of higher education (gives the opportunity to study further in the field of specialization). |
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Learning situations at level 8 involve novelty and require solving problems with multiple interacting factors, some of which change and are not obvious to learners and therefore cannot be predicted, making the context complex and unpredictable. Education is in a highly specialized field. Education to obtain this qualification is usually implemented in specialized educational institutions higher education. Students who have reached this level of qualification must demonstrate a systematic understanding of the field of study and mastery in terms of the skills and methods of research in a particular area. Level 8 qualifications belong to the third cycle of higher education qualifications developed during the Bologna process. Training at this level mostly independent and carried out under the guidance of highly qualified experts. People who study at this level are usually themselves mentors of other students striving to achieve a high professional level. Quality assurance largely determined by peer review + procedural requirements of the institution. Level 8 qualifications give access to employment in specialized fields and career advancement in positions related to research, scientific work and leadership. |
MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN KAZAKH STATE WOMEN'S PEDAGOGICAL UNIVERSITY
Faculty of Pedagogy and Psychology
Department of General Pedagogy
Agreed "APPROVE"
at a meeting of the academic council of the faculty
Dean of the faculty ___________ Zhienbayeva S.N. protocol No. _____ dated "__" _________ 2013
"___" _________ 2013 Vice-Rector for Academic Affairs
Toybaev A.Zh
"___" _________2013
EDUCATIONAL AND METHODOLOGICAL COMPLEX OF THE DISCIPLINE
History of Pedagogy
Almaty, 2013
The teaching materials of the discipline were compiled by Yusupova I.B., Ph.D., Art. teacher of the department of general
Based on a model curriculum developed in accordance with the state general educational standard of education in the specialties of group 050100 education (bachelor's degree).
Chairman of the faculty _____________________
MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN KAZAKH STATE WOMEN'S PEDAGOGICAL UNIVERSITY
Faculty of PEDAGOGY AND PSYCHOLOGY
Department of General Pedagogy
"APPROVE"
at the meeting of the Faculty Protocol No.
S.N. Zhienbayeva
Working Curriculum
History of Pedagogy
1st year, Russian department, spring semester, 3 credits F.I. lecturer: I.B. Yusupova Phone: 8705-228-90-77 E-mail: [email protected]
F.I. teacher (practical): Zhankebaeva M.A. Phone 87785681686 E-mail: [email protected]
Course prerequisites: "Ethnopedagogy", "Pedagogy of the peoples of the world" Course postrequisites: special pedagogical disciplines
Almaty 2013
The educational and methodological program of the discipline for students is compiled on the basis of the standard curriculum of the discipline and the working curriculum of the specialty
The compilers of the educational and methodological program of the discipline for students (Syllabus) Yusupova I.B. PhD, Senior Lecturer ___________________________________
Approved at a meeting of the Department of General Pedagogy Minutes No. ___ dated "___" ___________ 2013 Head department G.A. Muratbayeva Doctor of Pediatrics, Professor __________________________________
Reviewed and approved by the Educational and Methodological Council of the Faculty of Pedagogy and Psychology
Protocol No. ____ dated "____" _________ 2013
Chairman of the faculty Saidakhmetova L.T., Ph.D. docent _____________________
| weeks | Topics | Watch | Practice Topics | Competencies |
| 1 | L1. Subject and objectives of the course (History of Pedagogy " | 2 | ||
| P1. Methodological foundations of IP | 1 | Abstracts "methods of historical and pedagogical research" | ||
| 2 | L2. The emergence of education. | 2 | ||
| P2. Occurrence in a primitive society | 1 | Education in a primitive society | ||
| 3 | L3. School and education in the ancient world | 2 | ||
| P3. Pedagogical ideas of Socrates, Plato, Aristotle | 1 | Make a table "Differences in the systems of education and training in Sparta and Athens" | ||
| 4 | L4. Education in the Middle Ages | 2 | ||
| P4. Religious (Catholic) schools | 1 | Abstract "The development of higher education in the 15-17th centuries" | ||
| 5 | L5. Pedagogy in countries Western Europe(XVII-XVIII centuries) | 2 | ||
| P5. Education about primary education in Western Europe | 1 | Conversation about the pedagogical system of F.A. Diesterwega | ||
| 6 | L6. Pedagogy in Western Europe (19th-20th centuries) | 2 | ||
| P6. Peculiarities religious schools in Ancient Russia | 1 | Round table on the topic: "The influence of historical legends in education" | ||
| 7 | L7. Upbringing and education in Russia (10-17 centuries) | 2 | ||
| P7. Introduction of universal primary education | 1 | Write the concepts of "educational qualification", "educational model". | ||
| 8 | L8. School and pedagogy in the history of Russia (18th century) | 2 | ||
| P8. Emergence of private schools | 1 | Abstract "School reforms of the first half of the 18th century" | ||
| 9 | L9. Upbringing and education in Russia (19-20 centuries) | 2 | ||
| P9. The first decrees of the Soviet government on public education | 1 | Make a table | ||
| 10 | L10. School and pedagogy in the Soviet period | 2 | ||
| P10. Implementation of universal compulsory education | 1 | Describe the content of the teaching profession in different historical periods | ||
| 11 | L11. Modern school and pedagogy in Russia | 2 | ||
| P11. Oral and poetic traditions of the ancient Turks | 1 | Ancient Turkic written monuments | ||
| 12 | L12. Pedagogical thought from ancient times to the formation of the Kazakh Khanate | 2 | ||
| P12. First national schools | 1 | The emergence of Kazakh schools | ||
| 13 | L13. Pedagogical thought in Kazakhstan (15-19 centuries) | 2 | ||
| P13. The system of public education in Kazakhstan | 1 | Describe the content of the modernization of Kazakhstani pedagogical education | ||
| 14 | L14. School and Pedagogy of Kazakhstan | 2 | ||
| P14. Content of education in the Republic of Kazakhstan | 1 | Pedagogical thought of Seifulin, Auezov, Dzhansugurov | ||
| 15 | L15. The main problems of the development of pedagogical theory in Kazakhstan (20th century) | 2 | ||
| P15. Educational strategy in the republic | 1 | Make a table " historical dates development of pedagogy" | ||
| 45 |
Main goal of the course
Arming future teachers with deep comprehensive knowledge and skills in the specialty and the formation of the scientific foundations of professional pedagogical knowledge, pedagogical thinking, and the outlook of the future teacher.
Tasks:
· Formation of a system of historical and pedagogical knowledge among students;
· Acquaintance with outstanding thinkers and teachers of historical eras and peoples;
· Arouse interest in the historical and pedagogical heritage;
· Consider a number of leading pedagogical problems in a historical and comparative aspect;
· Choose the initial ability to work with historical and pedagogical literature;
· To promote the formation of a holistic pedagogical awareness and a holistic self-assessment of historical and pedagogical ideas.
Course content requirements
As a result of studying the content of the discipline, the student must:
ü Have an idea of the nature and content of the course;
ü Know the history of the development of pedagogy;
ü To know about the methodological basis of the history of pedagogy;
ü To know the great philosophers and pedagogical thinkers of the history of pedagogy;
ü Be able to apply the acquired knowledge in practice.
General competencies
B-interpersonal competence
IN 1- the ability to express one's own feelings, to critically evaluate oneself, others and the surrounding reality. Choose positive communication skills based on the principles of patriotism, citizenship and tolerance, necessary in the multi-ethnic and poly-confessional space of the Republic of Kazakhstan.
C-system competencies
C1- Ability to comprehend the system of scientific knowledge in the specialty; be aware of their role in the context of vocational education; highlight the central component of knowledge and the principles of its further development: master the general scientific and philosophical methods of studying objects, phenomena and processes of social reality.
Returning to the main theme of the community, it is necessary to dwell separately on several fundamental, fundamental competencies on which business efficiency directly depends.
These are the competencies:
1. The ability to find sources of information.
2. Ability to analyze information.
3. The ability to make a decision based on the analysis of information.
The possession of these skills, multiplied by the systematic thinking of the manager (and the systematic thinking is, in fact, a quality of a higher level than the 3 key skills listed above), to a high extent determines the long-term effectiveness of the business.
It is no secret that most of managers have certain difficulties with the implementation of a systematic approach to management, which is why the efficiency of the enterprise significantly suffers. The lack of consistency manifests itself ultimately in the form of lost profits.
But let's return to the description of the key skills of a systems leader, and go in reverse order.
Making decisions is the main function of a leader. For the qualitative implementation of management functions, a competent leader must be aware of the organization as a system, a set of working mechanisms (processes). To do this, it is necessary to use as much as possible a rational approach in decision-making. In reality, decision-making, due to non-ideal conditions (eg, limited time for decision-making, lack of information), is a combination of processes of rational and irrational choice of alternatives.
According to decision theory, the choice of alternatives consists of the following steps:
1. Situational analysis;
2. Problem identification and goal setting;
3. Search for the necessary information;
4. Formation of alternatives;
5. Formation of criteria for evaluating alternatives;
6. Conducting an assessment;
7. Choosing the best alternative;
8. Implementation (execution);
9. Development of criteria (indicators) for monitoring;
10. Performance monitoring;
11. Evaluation of the result.
As can be seen, all these stages can be attributed to one of two groups: the search (selection, formation) of information sources and the analysis of information obtained from these sources.
Information analysis is a necessary step before making a decision. Responsible approach and deep comprehensive analysis of information are the basis for acceptance right decisions, i.e. decisions leading to the implementation of the company's strategy. The decision to be made must be realized by the leader, which means that the irrational component should be minimized (the irrational component means the loss of a causal relationship between the decision-making stages).
Well, in order to conduct an analysis, it is necessary to identify sources of information and collect it. Search, selection and formation of information sources is also the most important task in the implementation of the management function. For high-quality diagnostics of the enterprise, various data sources are required, related to both external and internal environment companies. In the process of selecting sources of information, it is necessary to determine the amount of data that will need to be analyzed later, in particular, the frequency of data receipt, to select the most reliable sources. In the process of forming a pool of data sources, one should not forget about the assessment of the resources that will be required to obtain and process this data. Will the capabilities of the leader be enough, or will it be necessary to allocate additional forces in the form of an individual employee, or the organization of a special service? How much additional investment will be required?
In conclusion, I note that, of course, managers do not always have enough time and other resources to implement a rational approach to decision-making. However, the fundamental point must always be an overall systems approach to management.
Perhaps I will finish my brief note on this, in which I only in general terms described the fundamental components of the already mentioned systems approach to management.
In subsequent publications, I will analyze examples of information sources, as well as describe systems for automated data collection and analysis.
The emergence of competency-based personnel management systems has caused not only a wave of enthusiasm in the last couple of years, but also many problems due to the novelty of the subject and misunderstanding of the essence of this model. Most of the problems with the implementation of competencies stem from the lack of a common vision of what competencies are in the overall structure of personnel management. The purpose of this article is to consider what competencies are in terms of personnel management systems and a systems approach in general, in order to simplify the understanding of the process of their development.
Competencies as an element of the business management system
Business as a system
Any business is a system of resources, the management of which is aimed at achieving goals. this business. The four main resources of any company are customers, personnel, finance and business processes. In a sense, these resources are opposites, which, as you know, are the driving force of any development. Including business development. For example, finance is internal resource, and customers are external, just like personnel are emotional relationships, while business processes are rational technologies. However, it is the balance of these opposites that makes management effective and business successful.
Personnel management as a system
The personnel management model, built in accordance with the strategy and goals of the business, also includes four elements, two of which answer the question "What to do?", and the other two - to the question "How to do it?" and correspond to the same opposites. The first two elements are a properly structured functional ( organizational structure, job descriptions and so on) and, in fact, personnel management systems (selection, development, motivation and career growth), and the second two are competencies and corporate culture.
"What?" elements determine what needs to be done to implement the strategy, what are the goals of activities and roles, and also regulate the procedures for personnel management. Elements "How?" determine what competencies are needed to carry out activities and what is important and valuable for business in this activity, that is, what are its basic principles.
In this case, the content of the concept of "Competence" as an element of the management system becomes clear. Competencies are the ability of a company and its staff to perform the required functionality in accordance with a specific vision, mission and values. Thus, competencies are built into common system personnel management are aimed at achieving strategic goals and are common - both for the company as a whole and for each of its employees.
Competencies as a system
Expanding the "Competence" element itself in a similar way, we come to the same four blocks that form a common system that corresponds to the systemic principles of efficiency. You can, for example, call these blocks "Clients", "Training and Development", "Finance" and "Business Processes". The essence of these blocks or, as they are also called, clusters of competencies is the same as in the management structure of the entire business and is fully consistent with modern approach to business management using the Balanced Score Card. All these blocks reflect the systemic oppositions of internal and external, on the one hand, and relations and procedures, on the other. For example, the "Clients" block is associated with external relations, and the "Training and Development" block is associated with internal relations. Block "Finance" - these are internal procedures, and "Business processes" - these are procedures that determine the interaction of the company with the external environment.
If we talk, for example, about managers, then for them the four main blocks of competencies can be called "Communication", "Self-management", "Analytical abilities" and "Performance skills". An example of a "Communication" competency would be "Negotiating Effectively" or "Developing new services and ways to stimulate demand".
If we consider the most famous general competencies for management proposed by the Spencers (Spencer and Spencer, 1993), it is easy to see that the first two clusters - "Help ..." and "Influence ..." belong to the "Communication" block, and the last two - to the block "Performance". The cluster "Personal effectiveness" is the block "Self-management", and "Cognitive competencies" - "Analytic". We have a complete analogy and a complete system model.
Any of these blocks - clusters of competencies can be considered as a management process that includes an object, a subject and the relationship between them. Then it looks quite natural to further refine these blocks of competencies according to the three listed components. Each of the four main blocks in this case will include three elements: (a) technological knowledge and professional skills - the "object", (b) the ability to manage, working in a team - the "subject", (c) motives and compliance with values - "relations".
An example of decomposition according to this principle is the competency model of the network retail, which will be given below. In this model, the "Self-management" cluster corresponds to the "People" block. For this block, the "object" is "Best specialists", and the corresponding competence is called "Attraction and motivation the best specialists". The second competence - "attitude" reflects such a value as professional development and sounds like this: "Creating an enabling environment for rapid professional development." And so on.
It makes no sense to talk about competencies without taking into account the business strategy, since competencies are genetically related to the strategy and, in fact, are intended for its implementation.
Let's look at a couple of different strategies and try to see how the same competency can differ for each of them. For example, if a company is a "star" (in BCG notation) and is actively developing in a growing market, then the wording of one of the competencies from the "Communication" cluster may sound like "The ability to develop new products or services that are of value to target audience". If the company is a "cow", and takes the position of a defender in a market with high penetration of services or goods, then the same competence may sound like "The ability to develop new products or services that provide high customer loyalty."
Similarly, the wording and content of competencies depend on the values of the company, that is, on the key principles of its activities.
Thus, the formulation of competence is carried out taking into account the strategy and values of the business, but in the structure of four system management clusters.
Four clusters of three competencies are twelve competencies that are universal for the entire business. It is clear that in order to facilitate their own understanding, management can come up with more competencies, but the essence of the management system does not change from this. In the same way, it does not change depending on how the names of competencies differ from company to company. Their internal content remains the same and must comply with a balanced management system. Insofar as competencies are an element of the personnel management system, which, in turn, is an element of the business management system as a whole. And the essence and behavior of complex systems is unchanged at any level of management.
The current system model of competencies of a dynamically developing company
We can see the implementation of a systematic approach in the system of competencies that actually and effectively functions in one of the world's largest retail chains Carrefour. According to the director of the Russian retail chain, which uses a localized version of this model, its application allows not only to make personnel management procedures transparent and obvious, but also to flexibly adjust personnel policy depending on changes in the company's strategy. 
This system of competencies consists of four groups, called "Politicians" in the company. These groups are applicable to all levels of management. Their names are "Clients", "People", "Finance", "Assets". Each policy, in accordance with the systems approach discussed above, includes three competencies. Thus, the entire set consists of 12 competencies. These competencies are common to all employees of the management level - from the director of the hypermarket to the manager of the department. It is clear that the assessment of competencies takes into account the level of knowledge, skills and abilities that are manifested in behavior specific to specific functional duties - for example, for a marketing department manager or a non-food department manager. However, in essence and in name, competencies are the same for everyone, and it is precisely due to this that their focus on the implementation of the strategic goals of this business is achieved.
As expected, 3 components are used to define competencies: definition, assessment levels (there are 5 in total) and examples to illustrate work processes, functions, responsibilities. For example, the competency "The ability to develop products or services that provide value to customers and business partners company" has 5 levels - from the lowest "Identification and implementation of readily available solutions to meet basic needs" to the highest "Inventing new products, services or solutions that are completely new to the industry". As an illustrative example for assessing this competency, for example, the Director of Sales Development, provides such functions as "Creating and testing new services and products on store visitors" and "Market analysis for assortment recommendations". That is, the assessment of the level of competence of a particular specialist is carried out on the basis of examples specific to the functionality the position in which he is or is applying for.
Each position in this model has its own profile, reflecting the required level of development of each of the competencies for this position. It is this profile that is used to check the compliance of the competencies of an employee or applicant with the competencies of the position in order to make individual personnel decisions - on hiring, motivation, career growth, training and development.
For example, the need and content of an employee's training depends on what levels are missing in his profile compared to the profile of his position. Based on this disagreement, the appropriate training program is determined.
Thus, through competencies aimed at implementing the company's strategy, all personnel management procedures aimed at developing these competencies serve the main thing - achieving business goals.
According to the definition of Western developers of this model, "key competencies are competencies that provide excellent quality of work in synergy with key values and business technologies." It is easy to see that this definition fully corresponds to the system approach and the definition given above.
Total
A productive system of competencies should include four main blocks that are common both for the company as a whole and for each of its employees. This requirement stems from the properties of complex systems that develop on the basis of the effective management of the opposites contained in them. The presence of "opposites" enables management to provide necessary balance between internal and external factors, between procedures and relationships, and hence business management through the effective use of its key resources, including competencies.
For managerial competencies, these opposites are the ability to "Manage yourself", "Manage others", "Manage finances" and "Manage processes". These capabilities provide the implementation of the functionality required to achieve the goals of the business in accordance with its values.
Competencies are only a part, one of the four elements of the personnel management system, which cannot replace the other three: corporate culture, organizational order and business procedures for personnel management. However, only in combination these four elements provide the personnel management system maximum effect and performance in implementing strategy and achieving business objectives.
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