What competency development strategies exist, what are the advantages and limitations of each of them, how to improve staff skills in the most effective ways, the site told the portalYulia Sinitsyna, director of consulting Talent Q .
What are competencies?
In 1973, David C. McClelland published an article arguing that traditional aptitude and knowledge tests and educational credentials did not predict success in work and life. He urged to look for "competencies" in the properties, motivation and behavior of a person, which would determine the basic qualities of an individual, predetermining the effective behavior of a person at work. Everyone knows situations when a great professional and a recognized expert is put in charge of colleagues, but he does not cope with new tasks. This is exactly the case when, despite the presence of professional knowledge and skills, a person does not have managerial behaviors (competencies).
In his book The Competent Manager (1982), Richard Boyatzis defined competence as follows: basic characteristic a person who may have a motive,
personality trait, skill, aspect of self-image, social role or knowledge... In other words, competence is the result of the interaction of such qualities of an employee as:
Capabilities
Knowledge and skills
Motivation
We can offer a universal model that contains competencies related to three areas:
Relationship management - reflects how a person interacts with others.
Task management - reflects a person's approach to organizing activities, solving business problems.
Self-management - reflects the features of the emotional-volitional and motivational spheres.
Development of competencies and strategies for their development
Each person is individual. However, there is a certain similarity in that it is not easy for each of us to realize and agree with the need to change habitual behavior - our “image of ourselves” is supported and strengthened by habitual ideas.
The company can provide quite valuable methodological information on the development of competence. However, it is important to understand that it is the employee who is fully responsible for their development.
When you are going to develop any of the competencies (or some of its component parts), it is first of all important to assess how acutely the employee feels the lack of development of this competency for effective work or career development.
The fact is that motivation is a “competence motor”, without which it is impossible to “go” anywhere. Motivation is practically not developed. The easiest way to acquire and master new knowledge and skills. Personal characteristics and abilities are also developed, but to a lesser extent.
As a rule, the process of developing competence takes 2 years. active use in work, but individual components, in particular those related to knowledge and skills (for example, a goal setting algorithm), you can develop in a shorter period.
To develop competence from the minimum level to the required one, and even more so to bring it to automatism, is a very difficult task. There are several competency development strategies, each with its own advantages and limitations:
Competence Development Strategies
1. Development of weaknesses
Peculiarities:
Improving the least developed competencies, with the aim of "pulling" them up to the level necessary for effective implementation professional level tasks allows you to reduce the likelihood of critical errors in the work.
Restrictions:
It is not applicable for difficult-to-develop competencies, in which such a component as “Motivation” plays a predominant role.
2. Compensation for weaknesses through active use strong
Peculiarities:
Competences developed at a high level are applied in order to offset the lack of development of other competencies.
Restrictions:
The tendency to adhere to a habitual style of behavior limits the ability to adapt to changing conditions.
Predominance in behavior behavioral manifestations any one competence carries risks (described in detail in Appendix No. 1 "Typical risks of excessive concentration on the development of competence" and Appendix No. 2 "Career destructors").
3. An integrated approach to the development of competencies
Peculiarities:
The combination of actions to “pull up” weaknesses and compensate for them through the most developed competencies allows you to achieve the best results by balancing the improvement of all competencies.
Thus, the most efficient integrated strategy, since it allows not only relying on your own strengths but also to work on the least developed competencies, achieving balance and harmony in development, as well as efficiency in behavior.
FIRST Development Principles
In order for the competence development process to be effective, it is necessary to adhere to the FIRST principle of continuous development:
Focus on priorities(focus on priorities) - define development goals as precisely as possible, select a specific area for improvement;
implement something every day(practice regularly) - regularly perform developmental activities, putting new knowledge and skills into practice, solving more challenging tasks outside the "comfort zone";
Reflectonwhathappens(evaluate progress) - constantly monitor changes in your behavior, analyze your actions and results achieved, reasons for successes and failures;
Seek feedback and support(look for support and feedback) - use feedback and support in learning from experts, experienced colleagues, listen to their opinions and recommendations;
Transferlearningintonextsteps(set new goals for yourself) - continuously improve, constantly define new development goals for yourself, do not stop there.
Competence development methods
Competencies can be developed through several methods. In order to improve competencies most effectively, it is necessary to use development methods from three main categories, each of which involves its own way of mastering models successful behavior, is characterized by its advantages, as well as some limitations:
1. Tell (learning theory) - identifying models of successful behavior in the process self-study theoretical material(business literature, video courses, searching for materials on the Internet, etc.), as well as during participation in thematic educational programs(trainings, seminars, courses, getting a second higher education in another specialty, MBA degrees and other educational programs).
2. Show (learning from the experience of others) - identifying models of successful behavior through observation in work situations of people with high level development of these competencies, discussing with them the ways and techniques that allow them to achieve high results; as well as improving competencies with the involvement of a coach, mentor, obtaining feedback from experienced people.
3. Do (application in practice) - mastering models of successful behavior through the regular application of the theoretical knowledge gained in real activities, both when performing tasks that are part of the direct duties of the employee, and when performing special assignments and projects that are additional to the main responsibilities or are not related to professional activities.
Advantages and limitations of application various methods development
1. Tell (learning theory)
1.1. self-education
(business literature, video courses, Internet, etc.)
Advantages:
Provides the opportunity to obtain the necessary for development theoretical knowledge at a convenient time
Allows you to deeply understand and work out the theoretical material necessary for development.
The regularity of self-education activities is a test of personal motivation
Restrictions:
There is not always enough time for independent study theoretical material.
It is difficult to assess the haste of self-development due to the lack of feedback from other people.
It is not always clear how one or another technique or approach can be applied in real life.
1.2. Attending trainings, seminars and other educational programs
Advantages:
Lets get basic knowledge and skills on the topic of interest.
Provides an opportunity to consult with trainers who are experts in the field.
Helps to streamline the knowledge and skills that you already possess.
Restrictions:
During the training, tasks are used that simulate specific work situations, but do not reflect the full complexity of real problems.
During the training, new skills are not fully consolidated; they need to be worked out in real practical activities.
2.1. Observing the actions of others
Advantages:
Ability to obtain information about specific practices effective in real business situations (including your company).
The ability to learn models of successful behavior by observing the behavior of people with a high level of development of competencies, regardless of whether they are employees of the company.
Allows you to consult with experienced colleagues, ask for their opinion and specific recommendations about best ways work.
Restrictions:
It is not always possible to find people in your environment who are the benchmark in the area you are focused on developing.
More experienced colleagues or other carriers ideal model behaviors may succeed in ways that are not personally suitable for you, and you will not be able to apply them.
Not always experienced performers can tell in detail about the methods and techniques that they use to achieve success, explain the scheme of actions.
2. Show (learning from the experience of others)
2.2. Getting feedback, development with the involvement of a mentor, coaching development with the involvement of a mentor, coach
Advantages:
Allows you to get the opinion of the people with whom you most often interact in professional activity, about your behavior (colleagues, subordinates, manager).
The opportunity to discuss and, together with an experienced mentor, coach, develop action schemes that correspond to the characteristics of your activity.
Assumes individual approach, it gives you the opportunity to fine-tune your competencies.
Restrictions:
The feedback received from colleagues may not always be objective.
Your inner readiness to hear critical assessments is necessary.
It can be difficult to find employees within the company who, on a systematic and regular basis, will help develop,
carry out mentoring.
3. Do (practice)
3.1. Development in the workplace
Advantages:
It gives you the opportunity to consolidate the knowledge and skills you have gained in the course of self-study of literature, passing trainings and training programs, observing the behavior of other people, etc.
Allows you to regularly practice the necessary skills and abilities, styles of behavior in familiar work situations.
Provides high involvement in development, because you can notice an increase in work results when applying new knowledge and skills.
Restrictions:
It will not be effective enough without preliminary theoretical preparation.
Effective in case of complex application with other methods of individual development.
The use of insufficiently formed and practiced skills in real work situations can lead to errors and temporarily reduce efficiency.
Your current official duties and tasks may not always allow practicing new knowledge and skills in practice.
3.2 Special assignments/projects
Advantages:
It provides an opportunity to practice the necessary skills and behavior when there are no suitable conditions for this in your professional activity.
Allows you to work out the necessary skills and behavior in atypical situations.
Restrictions:
Such a project should be necessary and useful for the organization or for you personally.
Special tasks and projects do not allow you to regularly practice skills, because. appear from time to time.
Kolb and Fry's four-stage cyclical model with examples from personal experience, as useful tool understanding how adults learn
To better understand abstract concepts and apply this model in real life, I will talk about each stage on the example of a real case from my personal experience.
Any training is effective only if an adult, firstly,
independently strives to learn something, and for some reason he really needs it and, secondly, if new knowledge and reflections are integrated into real everyday experience to receive feedback.
Certainly, we are talking about the actual assimilation of new knowledge so that it is integrated with previous experience and eventually became an enduring habit.
There is also a linear increment of knowledge that does not become a useful experience, but remains on the shelves in the head at the level of concepts and mental structures. This is about when you seem to know, but you can’t put it into practice.
To describe how experiential learning occurs, in 1975, British scientists (they are, however, British)) Kolb and Fry proposed a four-stage cyclical model.
The model is universal and it is useful to understand it when planning any training.
Stage 1 - Concrete experience: the moment when you realize that there is something that you do not understand or should understand better.
I have been working as a chief HR for a long time and, at first, my methods were quite traditional. At some point, I began to realize that the approaches to the formation and involvement of people available to me no longer bring the same results, especially when it is difficult to express the final result in clear numbers or qualitative characteristics. In fact, they stop working altogether. I came across the fact that while doing internal learning our coaches, who were managers at the same time, led the classes without interest in end result. As for the students, everything was quite sad there. The material is complex great amount small parts, unique software. People studied formally, despite the fact that mistakes led to marriage and, of course, to lower salaries.
Cash bonuses to coaches, as the main means of motivation, did not bring results. I tried all sorts of non-monetary ways to encourage, but it was not possible to radically turn the tide.
I thought. I began to think that there must be some other, more effective ways influence people's behavior and I need to deal with it.
Stage 2 - Reflection: a series of activities that are associated with learning more - observation, data collection, reflection on experiences and existing problems.
I started spending significantly more time talking to people, trying to understand what motivates them in their lives, how the task should be formulated and what should happen in order for them to really get involved in something. I took a look at the organization as a whole, and began to reflect on the real values that underpin corporate culture and behavior that is always a reflection of those values.
I have observed behavior a lot and thought about how our managers provide feedback and how much real value each individual employee's work has and how we communicate that value to the employee.
And, of course, about how the employee feels after being informed about this value.
Stage 3 - Conceptualization: the stage in which you begin to form ideas that can explain what you are trying to understand.
I started thinking about all the concepts of motivation, from Herzberg to Desi and Ryan's self-determination. Yes, of course, I knew about the design of work, integrity and importance, but it could not be reduced to a coherent and understandable model for me that could be implemented in specific situation. At some point, I came across a video with, which impressed me greatly, since everything that the famous scientist said in his lecture was very similar to those reflections on the real concrete experience that I was busy with. Perhaps this performance was the one last straw, which, having fallen, helped me deeply understand what role success and recognition of their merits play in motivating people. It became clear that it was necessary to work with common culture. Since such work involves a whole range of complex and interrelated actions and takes years, and certain results were needed right now, I identified the hottest spots and outlined an action plan.
Stage 4 - Testing: the stage where you see if you have really reached an understanding and if your ideas work in practice.
I started testing new model on practice. It was a simultaneous work with managers to improve the quality of their feedback, with coaches I used a coaching approach and I spent a significant part of my time and effort on a set of events to change the general culture.
I started with not very large-scale, local actions in order to be able to adjust my plans or specific behavior at any moment. As for the concrete results in this situation, they were encouraging and the situation with the involvement of people in training was reversed. As for the topic of involvement and motivation, as a basis, some of the conclusions were confirmed by practice, something did not work the way I had planned in advance, and this again became the basis for new reflection and awareness.
We come to stage 1: Concrete experience: the moment when you realize that there is something that you do not understand or should understand better.
The whole cycle starts again.
This is how the Kolb and Fry model works. I hope this information was useful for you and will help in real work.
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Learning from the experience of others (working with a mentor) – getting necessary experience from a more experienced colleague or leader in joint work and etc.
3. Assigning to each reservist a mentor from among more experienced colleagues/supervisor.
The problem to be solved in this stage is to create effective system motivation of the mentors themselves to perform their functions
Options:
– regular mentoring bonus (monthly/quarterly);
– rewarding mentors whose reservists have demonstrated top scores training following completion of a development program (or mid-term evaluation).
If necessary, it is useful to conduct internal training of mentors in skills to transfer experience and help develop reservists.
4. Monitoring the effectiveness of training reservists.
Conducting regular interim meetings between reservists and their mentors with HR staff to assess development progress. Timely adjustment of the individual development plan of the reservist, if necessary.
Stage result: development of the required competencies of reservists.
Stage 8. Evaluation of the results of training reservists.
1. Carrying out a comprehensive assessment of the quality of training reservists.
Assessment directions:
Evaluation of production results - how did the productivity and performance of the reservist change based on the results of training (increased / decreased / remained unchanged);
Evaluation of the results of the passage general program training and individual plans development - how much the professional and managerial qualities of the reservist have improved in comparison with the indicators initial evaluation(at selection);
Evaluation of results design work- what results are obtained as a result of the implementation of development projects, determining the contribution of the reservist to achieving the result.
Assessment Methods:
Analysis of production results and achievements of the reservist;
Getting feedback from the mentor of the reservist;
Re-evaluation of the reservist (see stage 6, paragraph "Main selection");
Analysis of the results of project activities.
2. Summing up the results of the training program for reservists.
Based on the results of assessing the quality of training of reservists, making a decision on:
Encouragement of successful reservists who have demonstrated an increase in performance and an increase in the level of development of professional and managerial competencies.
Exclusion from the reserve of employees who have demonstrated a decrease in performance and / or lack of progress in the development of professional and managerial competencies.
Stage result: reservists with a high level of readiness were identified to fill vacant managerial positions.
Stage 9. Planning further work with personnel reserve.
1. If there are open targeted vacancies at the enterprise, consideration of candidates for replacement from among successful reservists.
2. Planning and organization of adaptation measures for the reservist when entering a new position.
Drawing up an adaptation plan for a new position;
Assignment to the reservist for the period of adaptation / probationary period of a mentor from among higher managers to provide the necessary support.
3. If there are no open targeted vacancies at the end of the training program for reservists, planning measures to retain promising employees at the enterprise.
Reservists who successfully completed the training program and improved their professional level, often "grow" out of their current position. This fact and the absence career advancement can seriously reduce employee motivation and, in extreme cases, cause them to leave the company in search of more promising work. To minimize this risk, it is useful to plan a program to retain reservists in the organization.
The program may include the following methods of retention (depending on the capabilities and personnel policy of the company):
Extension functional duties employee, expanding the area of his responsibility and the level of decision-making (if possible, adding some managerial functions, for example, managing a responsible project);
Salary supplement;
Providing additional social benefits;
Organization of temporary substitutions for the head (for vacations, business trips, illness, etc.);
Opportunity to become a mentor for less experienced employees;
In any case, when choosing retention methods, it is also necessary to take into account the individual needs of the employee (for example, for some employees, the material component is more important, and for someone, receiving more high status in a company, etc.)
The result of the stage: promotion of trained reservists to vacant target positions, preservation of the personnel potential of the enterprise by keeping promising employees in the personnel reserve.
2. Problems of formation of a personnel reserve
talent pool employee motivation
When forming a personnel reserve, there are often problem situations. Most often, these are conflicts in the team and dissatisfaction of employees. To avoid this, it is imperative to explain to subordinates the essence and goals of creating a personnel reserve, describe potential benefits, outline prospects (however, this must be done on the basis of real situation without inspiring false hopes).
Another difficulty that can be encountered in creating a talent pool is the reluctance of some managers to participate in this process. They can justify their decision by the fact that they have no time to train subordinates, and the subordinates themselves do not have time for this. However, in reality, the manager, most likely, simply does not want to lose experienced specialists. After all, when they get a promotion, he will have to look for a replacement for them. In order to convince such managers, the person responsible for the formation of the personnel reserve should explain to them that employees with high potential may simply leave the company if they are not promoted.
The following problem is also common: when a part of the employees enters the personnel reserve, those who are not included in it may not only develop envy towards the reservists, but also decrease motivation. Managers should definitely talk to dissatisfied subordinates, explain to them that they will get a chance to enter the personnel reserve if they work more efficiently. That it is not enough to be in the reserve - you need to be able to stay there, achieve positive results in professional development. Indeed, according to the results of a regular assessment (once or twice a year), an employee can be excluded from the personnel reserve, and another person can be appointed in his place.
When working with a personnel reserve, it is worth considering the following recommendations:
Build a database of potential candidates for the talent pool, noting all the competencies and skills that each of them has, so that you can always quickly find a person suitable for a vacancy. And always keep this database up to date.
LEARNING BY EXPERIENCE
LEARNING BY EXPERIENCE
(learning by doing) Increased productivity due to acquired process management experience. It does not matter whether this experience is the property of a particular manufacturer, national industry or the world as a whole. Except where the spill-overs of relevant experience are worldwide, learning by experience provides a competitive advantage to existing producers, who inevitably have great experience compared to newcomers to the market. Learning from experience is often characterized in terms of labor productivity as an increasing function of the cumulative total output of a given product. Perhaps this is not true: if the volume of production is calculated for a long period time, it is doubtful that its early stage was relevant to this problem. In particular, skills are likely to be lost if they are not used.
Economy. Dictionary. - M.: "INFRA-M", Publishing house "Ves Mir". J. Black. General edition: Doctor of Economics Osadchaya I.M.. 2000 .
Economic dictionary. 2000 .
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