Most of researchers studying the concept of competencies and their types note their multilateral, systemic and diverse nature. At the same time, the problem of choosing the most universal of them is considered one of the central ones. Let us further consider what types and levels of development of competencies exist.

General information

Currently, there is a huge variety of approaches to their classification. At the same time, the main types of competencies are determined using both European and domestic systems. The GEF glossary provides definitions of the basic categories. In particular, the differences between competence and competence are indicated. The first is a complex of certain knowledge, skills and abilities in which a person is aware and has practical experience. Competence refers to the ability to actively use the acquired professional and personal knowledge in the course of their activities.

Relevance of the issue

It should be said that at present there is no single semantic space for the definition of "key competencies". Moreover, in various sources they are called differently. Highlighting the types of key competencies in education, researchers find the blurriness and laxity of the division of these categories themselves. An example is the classification of G. K. Selevko. According to the researcher, there are such types of competencies as:

1. Communicative.
2. Mathematical.
3. Informational.
4. Productive.
5. Autonomization.
6. Moral.
7. Social.

Class overlap (nonstrictness) is expressed in this classification in that, for example, productivity can be considered as common property any activity: communication or decision math assignments. The information category intersects with others, and so on. Thus, these types of competencies cannot be singled out as isolated ones. Intersecting values ​​are also found in the classification of A. V. Khutorsky. It defines the following types of competencies:

1. Educational and cognitive.
2. Value-semantic.
3. Social and labor.
4. Communicative.
5. General cultural.
6. Personal.
7. Information.

Domestic classification

The most comprehensive, according to experts, types professional competencies identified by I. A. Zimnyaya. Its classification is based on the category of activity. Winter distinguishes the following types of professional competencies:

1. Relating to a person as a person, as a subject of communication, activity.
2. Concerning social interaction people and the environment.
3. related directly to human activity.

Each group has its own types of key competencies. So, the following categories are included in the first:

1. Health saving.
2. Value-semantic orientation in the world.
3. Citizenship.
4. Integration.
5. Subject and personal reflection.
6. Self-development.
7. Self-regulation.
8. Professional Development.
9. Speech and language development.
10. Meaning of life.
11. Knowledge of the culture of the native language.

Within the second group, the main types of competencies include skills:

1. Communication.
2. social interaction.

Competences included in the last block:

1. Activities.
2. Information technologies.
3. Cognitive.

Structural elements

If we analyze the types of competencies in education identified by the authors, then it is quite difficult to find the fundamental differences between them. In this regard, it is advisable to consider categories as mutually subordinate components of the subject's activity. Within any area of ​​activity, competence includes the following components:

Important point

Types of teacher competencies, according to a number of researchers, should include two basic elements. The first is the socio-psychological aspect. It implies the desire and readiness to coexist in harmony with others and with oneself. The second element is professional. It provides for the willingness and desire to work in a particular field of activity. Each of these components, in turn, can be divided into certain types competencies. In the pedagogical process there are basic and special elements. The former refers to graduates of all universities. The latter are important for a particular specialty.

Competencies (types in pedagogy)

A system consisting of 4 blocks has been developed for future specialists. Each of them defines the types of teacher:

1. General socio-psychological.
2. Special professional.
3. Special socio-psychological.
4. General professional.

The latter is defined as basic skills, knowledge, abilities, skills and readiness for their actualization within a group of specialties. This block may include such types of student competencies as:

1. Administrative and managerial.
2. Research.
3. Production.
4. Design and constructive.
5. Pedagogical.

The special category assumes the level and type of training of the graduate, the presence of the desire and readiness necessary for the implementation specific activity. Their content is determined in accordance with state qualification indicators. General socio-psychological competencies represent the desire and willingness to effective interaction with others, the ability to understand others and oneself against the background of constantly changing mental states, environmental conditions, interpersonal relationships. In accordance with this, the basic categories that make up this block are distinguished. It includes competencies such as:

Special socio-psychological competencies presuppose the ability to mobilize important, from a professional point of view, qualities that ensure the productivity of direct work.

Basic Skills

The types of students' competencies act as the main criteria for the quality of their training, the degree of formation of basic skills. The latter include the following skills:

• self-government;
• communications;
• social and civil;
• entrepreneurial;
• managerial;
• analyzer.

AT base unit also included:

• psychomotor skills;
• cognitive abilities;
• general labor qualities;
• social abilities;
• individually oriented skills.

Here are also present:

• personal and sensorimotor qualifications;
• socio-professional skills;
• polyvalent competence;
• special, etc.

Characteristics

Analyzing the skills mentioned above, it can be noted that the basic types of competencies in education are consistent with them. Thus, the social block consists of the ability to take responsibility, jointly work out decisions and participate in their implementation. Tolerance to various religions and ethnic cultures, the manifestation of conjugation of individual interests with the needs of society and enterprise are also referred to. The cognitive block includes readiness to increase the level of knowledge, the need for implementation and updating personal experience, the need to learn new information and acquire new skills, the ability to self-improve.

Competency development levels

Characterization of behavioral indicators is undoubtedly of great importance in assessing the skills of the subject. However, it is also important to highlight the levels of development of existing competencies. The most universal is the description system used in some Western companies. Within this classification, important qualities can be identified by placing them in the appropriate steps. AT classic version Each competency has 5 levels:

1. Leader - A.
2. Strong - W.
3. Basic - S.
4. Insufficient - D.
5. Unsatisfactory - E.

The last degree indicates that the subject does not have the necessary skills. Moreover, he does not even try to develop them. This level is considered unsatisfactory, since the person not only does not use any skills, but also does not understand their importance. Insufficient degree reflects the partial manifestation of skills. The subject seeks, tries to use the necessary skills included in the competence, understands their importance, but the effect of this does not occur in all cases. A basic degree is considered sufficient and necessary for a person. This level shows what specific abilities and behavioral acts are characteristic of this competence. The basic degree is considered optimal for the implementation of effective activities. A strong level of competency development is essential for middle management. It assumes a very good formation of skills. A subject possessing complex skills can actively influence what is happening, solve operational issues in critical situations. This level also implies the ability to anticipate and prevent negative phenomena. The highest degree of skill development is required for top managers. The leadership level is required for managers who take strategic important decisions. This stage assumes that the subject is not only able to independently apply the available necessary skills, but can also form appropriate opportunities for other people. A person with a leadership level of competence development organizes events, formulates rules, norms, procedures that contribute to the manifestation of skills and abilities.

Implementation conditions

For the effective application of competencies, they must have a number of mandatory features. In particular, they must be:

1. exhaustive. The list of competencies should cover all elements of the activity.
2. Discrete. Specific competencies should be certain activities clearly separated from others. When skills overlap, it becomes difficult to evaluate work or subjects.
3. Focused. Competencies should be clearly defined. There is no need to strive to cover the maximum number of areas of activity in one skill.
4. accessible. The wording of each competency should be such that it can be universally used.
5. specific. Competencies are designed to strengthen the organizational system and strengthen goals in the long term. If they are abstract, then they will not have the desired effect.
6. Modern. The set of competencies should be constantly reviewed and adjusted, in accordance with reality. They should take into account both the current and future needs of the subject, society, enterprise, state.

Formation features

As part of the competency-based approach, as a direct result pedagogical activity is the formation of basic skills. These include abilities:

1. Explain current phenomena, their essence, causes, relationships between them, using relevant knowledge.
2. Learn - solve problems in the field of educational activities.
3. Focus on current issues of the day. These include, in particular, political, environmental, intercultural issues.
4. Solve problems that are common to various kinds professional and other activities.
5. Focus on the spiritual realm.
6. Solve problems related to the implementation of specific social roles.

Tasks of teachers

The formation of competencies is conditioned by the implementation of not only the new content of education, but also technologies and teaching methods that are adequate to modern conditions. Their list is quite wide, and the possibilities are very diverse. In this regard, key strategic directions should be identified. For example, the potential of productive technologies and methods is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. To the list basic tasks teachers, therefore, include:

To implement the above tasks, you should be guided by some rules:

1. First of all, the teacher must understand that the main thing in his activity is not the subject, but the personality, which is formed with his participation.
2. You should not spare time and effort for the education of activity. It is necessary to help children in mastering the most productive methods educational and cognitive activity.
3. To develop the thought process, the question "Why?" should be used more often. Understanding the cause-and-effect relationship is an essential condition for effective work.
4. The development of creativity is carried out through a comprehensive analysis of problems.
5. When solving cognitive problems, several methods should be used.
6. Students need to understand the perspectives of their learning. In this regard, they often need to explain the consequences of certain actions, the results that they will bring.
7. For better assimilation of the knowledge system, it is advisable to use plans and schemes.
8. In the course of the educational process, it is imperative to take into account the individual characteristics of children. To facilitate the decision educational tasks should be conditionally combined into differentiated groups. It is advisable to include children with approximately the same knowledge in them. For a better understanding of individual characteristics, it is advisable to talk with parents and other teachers.
9. Should be considered life experience each child, his interests, the specifics of development. The school should work closely with the family.
10. Children's research work should be encouraged. It is necessary to find an opportunity to introduce students to technology experimental activities, algorithms that are used in solving problems or processing information from various sources.
11. It should be explained to children that for each person there is a place in life if he masters everything that in the future will contribute to the realization of his plans.
12. It is necessary to teach in such a way that every child understands that knowledge for him is a vital need.

All these rules and recommendations are only a small part of the teaching wisdom and skill, the experience of previous generations. Their use, however, greatly facilitates the process of implementing tasks and contributes to a faster achievement of the goals of education, which consist in the formation and development of the individual. Undoubtedly, all these rules must be adapted to modern conditions. The rapidly changing life makes new demands on the quality of education, qualifications, professionalism, and personal qualities of all participants in the process. When planning his activities, the teacher must, if this condition is met, his activity will bring the expected result.

You can hear words like "competence" and "competency". The differences between their meanings are incomprehensible to most ordinary citizens. Within the framework of this article, these concepts will be analyzed so that they do not raise questions in the future. For example, the field of education will also be considered.

general information

The problem of definitions lies in their multitude and generally accepted interpretation of terms. Therefore, within the framework of the article, various formulations that have been expressed by numerous scientific personnel will be considered. Moreover, two main approaches can be distinguished: identification and differentiation. All this has its own characteristics, which we will consider in the future.

About terms

So what is competency and competence? It will help to understand the differences between them by giving a few definitions. So, :

1. The quality of a person who has comprehensive knowledge in a particular area. Thanks to this, his opinion is weighty and authoritative.
2. The ability to carry out vital, real action. At the same time, the qualification characteristic of a person at the moment of accomplishment allows turning a resource into a product.
3. Potential readiness to take on tasks, approaching them with skill. At the same time, a person must have all the necessary knowledge and skills. In addition, it is necessary to understand the essence of the problem under consideration. To maintain the qualification level, it is necessary to constantly update knowledge and possess new information in order to apply them in all possible conditions.
4. Possession of certain experience and knowledge that will allow you to make the right decisions.

And what is competence? Under it is understood:

1. Knowledge, experience, skills and readiness to use them.
2. The range of issues in which a particular individual can boast of good knowledge.
3. A set of problems about which a person has extensive knowledge and experience in solving.

That's what competency and competence are. The differences between them are not overly significant, however, they exist.

Use of terms

They can be found, as a rule, when performing psychological and pedagogical activities, or in the literature that describes this activity. Speaking about what competence and competence are, looking for differences in the formation of these concepts, it is impossible not to mention the fact that even among scientists there is no unity on this issue. And the analysis of these concepts and situations of use is supported by a very significant amount of research that has been conducted by different people. So, to resolve the contradictions that have arisen, it was proposed to introduce the only correct term in order to avoid negative effects, but so far no consensus has been reached.

About competence and competence in general terms

If there are few concepts given earlier, then competence and competence can be considered in more detail. The differences in pedagogy are as follows:

1. Competence includes self-organization, self-control, independence, reflection, self-regulation and self-determination. Particular emphasis is placed on the fact that the basis is knowledge, as well as the ability to use it. Completes the overall picture psychological readiness cooperate and interact to solve a different range of problems. At the same time, actions are carried out with an eye to certain moral and ethical attitudes and personality traits. What, then, in practice is the difference between competence and competence? Let's take a look at this as well.
2. Competence is understood as an actual personal quality, which is formed on the basis of existing knowledge. At the same time, this is based on the intellectual and professional characteristics of a person. Competence is based on an integrated model that includes four levels of development: knowledge (and its organization); skills (and their use); intellectual and creative potential of a person; emotional and moral relations with the world. The latter is often controversial, so the information needs to be supplemented. So, this also means emotional intelligence- that is, the ability to self-discipline and self-motivate. In addition, this concept includes resilience to disappointment. An integral part here is the control over emotional outbursts and the ability to refuse pleasure. Mood regulation skills are also helpful.

About competence

This term is understood as the readiness of a person for a certain activity. And it is based on existing knowledge and experience. They are acquired through training. It should be borne in mind that these personality traits are interrelated. This allows us to say that competence is the readiness of a person to mobilize his knowledge, skills and abilities. external resources to operate effectively in certain life situations. That is, it's all there in ready-made”and you just need to collect a fancy mechanism of knowledge and skills at the time of the implementation of something.

About competence

This is understood as an ability that gradually arises when a person masters social experience. Moreover, competence includes not only knowledge and operational and technological components, but also social, motivational, aesthetic and behavioral ones.

Noticed that the article is being written similar words? Don't worry, reader! As previously mentioned, such a feature of this article, which deals with competence and competence. Differences between different authors, although there are, but they are insignificant. Each individual judgment provides its own interest. And so that it is not lost, you have to provide information in full.

So, back to the topic of the article. Competence is the result of education. It also provides for a certain set of competencies. This concept also includes the personal attitude of a person to the subject of his activity. It should be recalled that many scientists were engaged in the study of these terms. It is not possible to give all their developments within the framework of this article. But a few of the most interesting points, interpretations should still be highlighted.

Interpretation by A.V. Khutorsky

So, we continue to get acquainted with the meanings of such terms as competence and competence. Differences, according to A.V. Khutorsky, here are:

1. Competence is understood as a certain range of issues in which the individual has good knowledge, knowledge and experience. This is a set of interrelated qualities that a person has in relation to certain objects and processes. They can be knowledge, abilities, skills, methods of activity. If all conditions are met, quality work is possible.
2. Competence is when a person has the necessary competence, which also includes his personal attitude to the subject of activity.

Interpretation by V.D. Shadrikova

A slightly different vision is offered by this scholar:

1. So, V.D. Shadrikov argues that competence should be understood as a range of issues where a person is well-informed. A feature of this concept is that it does not refer to a specific subject of activity, but to the issues that accompany it. In other words, competence should be understood as functional tasks that can be successfully solved. If we talk about the educational process, then we can observe that a certain dialectic is being formed.
2. Competence is a feature of the subject of activity. Thanks to it, a person can solve a certain range of tasks.

Let's say a word about the educational sphere

So we have considered from a general theoretical point of view how competence differs from competence. Now let's focus on education. Before us there is a "spherical" teacher who deals with what jurisprudence expounds. So, if he has knowledge about the subject, the skills to apply legislation in law enforcement agencies, the ability to protect one's rights (to search for the information necessary for this) and fortitude, which will help to survive difficult moments - it means that a person has competence.

We can say that if a person is also interested in what he does, improves his communication and presentation skills, then he is also competent. Of course, this is all a bit exaggerated, but, nevertheless, this small example will allow us to understand what the subject of the article is in reality.

We have considered the difference between competence and competence, there should be no more questions on this aspect. But in order to finally consolidate the material, let's also consider the situation with other areas of human activity.

Other areas

So let's say we have an engineer. His task is to create new machines that will have all the necessary functional spectrum. Is there a difference between competence and competence? There are differences between them, but in general the scheme looks like the one presented earlier. That is, if he has the knowledge, skills and abilities necessary for work, then the person has competence. And if there is also a desire to go beyond what has been achieved, to work out of interest and for the good, when there is an interest in the result and a person wants to work himself, then this means that he has competence.

Conclusion

It is impossible not to note the fact that both the society itself and each specific individual are interested in the fact that each person has the maximum possible competence in solving certain issues. In this case, one could say that society works as efficiently and expediently as possible.

Is it possible? Yes. But before talking about all, it is necessary to start with individual person. To change the world for the better - it is enough to start with yourself. Moreover, you can work not only on the quality of skills, but also on culture and relationships. As starting point you can take your look. Then you should start looking after your home so that it is clean and comfortable. When a person appreciates himself, he is more attentive to the environment, to people, and to what he does.

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

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

What is a competency?

Clear criteria are necessary for the introduction of a systemic assessment of personnel. Most of the methods come down to evaluating the effectiveness (results of labor) of an employee and a 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 particular activity. Typically, this one ideal model behavioral manifestations allowing him to achieve results, to be effective in this type of activity.

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

For example, a sales manager working in the marketB2B (large corporate sales), strong communication skills are important to communicate with various professionals and decision makers. And all this can be called "Negotiating":

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

Along with these qualities, the "seller" must have perseverance in achieving the goal, the ability to plan and control their activities, the ability to work under pressure. And this is another competence - "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, competencies will be unique, reflecting its specifics. That is why we recommend developing your own competencies.

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Behavioral indicators of competence

As discussed above in the Negotiating example, competencies are made up of simple components—specific items that describe the action. And these components are called behavioral indicators. It is on the basis of behavioral indicators that an assessment of personnel is built using or a structured interview.

But that's not all, levels of manifestation of competencies are necessary.

Competence development scale

In order to describe the quality of an employee's actions, set reference values ​​and be able to compare the behavior shown with him, there is a scale for the development of competencies. These are levels that describe the quality of behavior. And the levels can be different. For example, 4 levels (intermediate values ​​\u200b\u200bare also possible - "halves"):

• 0 - competence is not shown/absent;
• 1 - the level of basic development;
• 2 - the level of confident possession of competence in standard situations;
• 3 — skill level (standard, ability to broadcast).

Roughly speaking, the competence development scale can be represented as a “bad-good” 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 methods estimates.

An example of a competency description: listing all behavioral indicators and levels with values ​​for an employee's performance.

Formulates a vision ultimate goal. Organizes others / forms a group of "followers". Effectively motivates people in team and individual work. Encourages colleagues and subordinates to put forward initiatives and independence. 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 the issues being resolved. Provides and requests feedback.

BUT Exceptionally high level of competence development (2) The competence is clearly expressed, the employee is the standard for the application of this competence. The level of competence development 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 competence development (1.5) Strong level of competence development. The level of competence development allows an employee to achieve results in difficult, non-standard situations. C Standard Competency Development Level (1) Required level of competence development. The level of competence development allows an employee to achieve results in all basic work situations. D The level of competence development is below standard (0.5) Competence is shown partially. The level of competence development allows an employee to achieve results only in well-known work situations, to act according to existing algorithms and instructions. E Low level of development of competence / competence is not shown (0) Competence is not shown. The level of development of competence does not allow an employee to achieve results even in well-known work situations.

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

score	Level	Description of behavioral indicators
4	Strategic	In addition to level 3: - Establishes such rules for the work of the group, under which it gives everyone the opportunity to express themselves, while remaining a leader - Provides acceptance group decision 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 active work in a group - Proposes a decision that the group makes
2	Base	- Takes the initiative - Interacts with each team member based on individual features personalities - Aims the group to achieve the result, returns the group to the result - Organizes the work of the group, suggests methods and procedures for the work of the group - Takes responsibility for results - Facilitates conflict resolution
1	Limited	- Takes the initiative at the request of other members of the group, at the direction of the most active member of the group Shows initiative but fails to get the attention of participants - Organizes the work of individual team members - Finds it difficult to justify his opinion when trying to organize the work of the group
0	Level of incompetence	- Has a non-constructive influence on the team, interrupts, criticizes, devalues ​​the position of others - Shows indifference to the results of group work – Withdraws from the organization of group work, acts only on instructions - Doesn't 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 should be shown at level “2”. While the value for the head of the unit, the target indicator will be "1.5".

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

Types of competencies

I must say that this is a conditional classification. Rather, it is a division to designate the "scope" of competencies. Indeed, in the course of his activity, a person uses many integrative qualities. For example, a manager holding a meeting "uses" several of his competencies at the same time - different types.

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

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

Managerial competencies

Managerial competencies describe the actions of managers in the process of making decisions and communicating with subordinates. Also, these are competencies that describe the quality of his behavior - often "Leadership".

Examples of managerial 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 communication within the company and with external partners.

Examples of names of communicative competencies:

• Negotiation
• Interpersonal Understanding
• Influence

Depending on the accents, in the description of the competence, you can see the specifics of the employees' activities and the welcome styles of behavior (aggressiveness, assertiveness or partner position).

Corporate competencies

Value competencies are an important part of the competency model. They reflect the corporate philosophy - Values ​​and standards of behavior that are welcome in the company. That is why some companies separately formulate corporate competencies.

Examples of corporate (value) competencies:

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

Professional (technical) competencies

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

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

Applying competencies - staff assessment

The most commonly used methods where competencies are used:

• assessment center is the most effective way in the course of a specially developed business game;
• assessment "180/360 ° feedback", where the assessment of the employee is given from all sides - subordinates, managers, colleagues, clients.

Development of competencies

The need to develop competencies is encountered by every company that regularly assesses personnel using a competency-based approach.

Admittedly, creating a competency model is a time-consuming (and often budget-intensive) undertaking. Usually, internal specialists, sorry for the pun, do not have sufficient competence for a qualitative description of competencies. The main mistakes can be called vagueness of wording, intersecting behavioral indicators (occurring in different competencies). And it takes a lot of time to do this.

Of course you can use universal competencies. For example, many companies take the work of the Lominger company as a basis and slightly modify them for themselves. But, if the task is to qualitatively transfer the specifics of the business, one cannot do without formulating one's 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 project for developing a competency model can be called:

1. Definition of goals and objectives (for what we formulate and how we will apply), development methodology.
2. Formation of the project group(s) with the involvement of the maximum possible number of participants. This will further reduce the resistance of employees. Groups can be completely different in direction and time of existence.
3. Direct development of competencies.
4. Focus group testing and evaluation procedures.

Formation of competencies. Methods

The most well-known methods for developing competencies are:

• Repertory grid method- the behavior of the most effective employees is analyzed, 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 to resolve the situation.
• Direct attribute method- the fastest and easiest when key managers are presented with cards describing ready-made competencies. Managers are invited to choose from this set those that are most significant for the business.

Implementation of the competency model

The implementation of the competency model takes place according to the classics of change management. If we simplify the model, then the main areas of attention can be considered the following:

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

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

In this case, we implement, for example, Light-assessment, as a result of which participants receive recommendations for development.

• Maximum informing of employees and involvement in the process. And here, as mentioned above, it is necessary to work both before the development and after the formulation of competencies.

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

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 on whom innovations can be relied upon will be identified.

• Once the competencies have been developed, it is necessary to conduct a first evaluation episode using them and show the effectiveness of the implementation. This solves the problem of "propaganda" of innovations and the removal of resistance from some of the doubters (the sixth stage of the change model according to Kotter).
• 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 the introduction of competencies in 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, referring to the behavioral indicators of the corporate model forms the conceptual field in which employees live.

And it's not full list zones of attention. For each company they are different. But all of them should be aimed at the formation of a positive attitude to the assessment of competencies. It is clear that the formation of an attitude is a long process. That's what we meant when talking 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 are:

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

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

The problem of forming the competence of a university teacher has acquired special significance along with the spread of the concept of competence-oriented education. To date, in the works of domestic scientists V.I. Baidenko, E.F. Zeera, I.A. Zimney, V.A. Kalneya, S.B. Seryakova, Yu.G. Tatura, A.V. Khutorsky, S.E. Shishova and others are clearly marked conceptual provisions competence-based approach and defined its main goal - to strengthen the practical orientation of education, going beyond the limited "knowledge" paradigm.

In the market of educational services, one of the main conditions for ensuring the competitiveness of a higher educational institution is the level of professional competence of a university teacher, which determines the quality of training of future specialists.

For example, it is known that all learning processes implemented in educational standards within the same discipline, for some reason, differ in sets methodological technologies and modifications inherent in specific educational institutions that have their own history and scientific school teaching . This leads to the fact that graduates of the same specialty obtained in different universities have different levels of training in terms of the content of education, methods of teaching and educating students. The main factors that determine this specificity are technical equipment educational process, availability of industrial and other facilities for internship, geographical position educational institution, but the main factor is the level of competence of teaching staff.

In the conditions of fierce competition, in higher education there is an introduction of innovative educational technologies designed for competent teachers, the formation of which is hampered by the presence of certain problems. These include the rigidity of the teacher’s thinking (addiction to the “old”, traditional methods and forms of professional and pedagogical activity), the lack of pedagogical education among a certain part of university teachers, the uncertainty of the categories "competence", "competence", "professional competence", as well as fatigue from the need to be in the process of constantly reworking something that, in aggregate, are factors of latent resistance to innovative changes.

The concept of "professional competence of a teacher", its content, essence and structure, has not yet been unequivocally defined, and a system of criteria for determining the formation of a teacher's professional competence has not yet been developed.

Despite the complexity of the problem, its study is carried out actively in different directions, namely, E.F. Zeer, E.P. Belozertsev, F.N. Gonobolin, V.A. Krutetsky consider professionally significant qualities of a teacher's personality; Lukyanova, O.M. Shiyan - conditions and means of developing pedagogical competence; N.V. Kuzmina, A.K. Markova, V.A. Slastenin - ways to improve professional competence.

Mitina L.M. the concept of "pedagogical competence" includes "knowledge, skills, as well as methods and techniques for their implementation in the activity (self-development) of the individual." The author distinguishes two substructures: activity and communicative.

In the works of Sharipov V.F. a list of competencies that make up the professional competencies of a teacher, such as psychological and pedagogical, communicative, organizational, creative competencies is given.

The levels of this or that competence described in the works are not entirely suitable for assessing all the components of the competence of a university teacher who, in addition to teaching, is engaged in scientific work, and this aspect of the teacher's activity is practically not considered by the authors.

The trend of movement from the concept of "knowledge" to the concept of "competence" is global and lies in the fact that the strengthening of cognitive principles in modern production is not provided by the traditional concepts of "knowledge", "skills" and "skills". For a modern specialist, it is not so much scientific knowledge that is important, but the ability to effectively use the methods of scientific thinking and the specifics of various sciences to solve life and professional problems. Thus, "scientific" becomes a key characteristic higher education.

Considering that the activity of a higher education teacher is multifunctional and includes not only pedagogical, but also research, methodological, technical-didactic and other activities, it is advisable to separate professional and pedagogical competence. At the same time, pedagogical competence is an integral part of the teacher's professional competence. And since training and education involve direct communication with students, application of methods psychological influence on them, methods of self-regulation of mental states, etc., it is advisable to use a broader concept - "psychological and pedagogical competence" of a higher school teacher.

Like J. Raven, domestic scientists V.P. Bezdukhov, S.E. Mishina, O.V. Pravdin in the structure of the teacher's competence single out and substantiate the value-semantic component, explaining this by the all-penetrating nature of morality, which permeates all aspects of pedagogical activity.

The most active in the field of studying the professional competence of teaching staff are currently working: TPU, Tomsk (A.A. Dulzon) . In many universities, work is underway to create a multi-level model of teacher competence. MGIMO has created an integrated competence management environment aimed at students, teachers and university staff . Conceptual ways of updating the human development system of the university and the model of such updating are characterized by L.S. Greencircle.

Carrying out a terminological analysis of such related concepts of "competence" and "skill", it is advisable to turn to another pedagogical category, to the teacher's professional and pedagogical culture.

Professional and pedagogical culture is often considered as a concept close, although not identical, to professional competence. Considering that the main goal of pedagogical activity is training, education, development of the student's personality, and this is impossible without communication, without the personal influence of the subjects of the pedagogical process on each other, it is obvious that pedagogical culture is included in the professional competence of the teacher at the level of learned ethical norms, rules of conduct and values. However, being essential part the general culture of the teacher's personality, pedagogical culture is in a slightly different, axiological plane, and has its own essential features.

Under pedagogical culture, scientists understand the measure and method of creative self-realization of a teacher in various types of pedagogical activities aimed at mastering, transferring and creating pedagogical values ​​and technologies. The degree of appropriation and implementation of values ​​and technologies determines the level pedagogical culture teacher, that is, it is that spiritual and moral core, without which thorough knowledge in the field of pedagogy can be fruitless or even harmful if used, for example, to manipulate students, to solve utilitarian and pedagogical problems, to maintain one's own professional status.

Considering the foregoing, professional pedagogical culture can be considered as a kind of generalized criterion for the development of professional competence and the goal of professional self-improvement of a teacher.

When characterizing the competence of a teacher, it is important to take into account that this is a multidimensional phenomenon, which is determined by a number of factors: social ( social order for training specialists, socio-economic situation in the country, international experience vocational training etc.); normative and activity (qualification requirements for a teacher, reflecting the functions of his activity); personal (labor motives, natural abilities, teacher's value orientations, etc.).

The social order for the training of specialists who should be in demand on the labor market, changes in economic and socio-cultural living conditions, scientific and technological achievements - all this determines new requirements for the professional activity of a teacher. For example, the internationalization of education or the introduction of information technologies in education radically changes the pedagogical process in a university and at the same time contributes to the acquisition of new knowledge by the teacher, the formation of new ways of working for him.

The expansion of the teacher's functions over time is fixed in the qualification characteristic, reflecting the scientifically based composition of professional ZUN. A qualification characteristic is nothing more than a normative model of professional competence. Thus, it is the content, structure, functions of the teacher's activity that determine the content and structure of his competence. At the same time, the dynamics and degree of development of competence depend on personal factors: on the initial inclinations, natural abilities, the nature of the basic vocational training, labor motivation, the desire of a university teacher for self-actualization, for the achievement of professional and personal maturity. In addition, one cannot ignore the accompanying conditions that may promote or hinder the formation of competence: the nature of the professional environment, the achievements of colleagues, the attitude of the university management to the issues of professional development of teaching staff, the presence or absence of incentives for innovative implementations in activities, etc.

Borodulina E.M. and co-authors developed a hierarchical structural model acmeological competence of the teacher. The main components of which are considered: motivational, instrumental-operational, perceptual-regulatory, reflective-evaluative. Motivational involves readiness for learning and professional and personal development (mobility), reflexive-evaluative - the level of self-awareness, self-realization and self-improvement, or in other words the possibility of introspection and self-assessment, assessment of the volume of skills and their integrativity, the dynamics of the development of competencies; updating knowledge in solving cognitive and practical problems; applying knowledge to new situations.

In her doctoral dissertation, L. Anishcheva substantiates the acmeological concept of the development of innovative vocational education systems. As acmeological determinants, it is proposed to take into account: the influence of the international, regional social and educational environment; the mechanism of continuous improvement of development, optimization as an attribute of self-developing systems; self-activity of individuals (transformative leader); the quality of external and internal activities, as well as the needs of society, the team, the individual (employees and students); opportunities (material-technical, socio-economic) of society.

Dulzon A. A., Vasilyeva O. M., having analyzed the existing experience in creating a multi-level model of the competences of a university teacher, proposed a model of the competences of the teaching staff of the university and conducted its expert evaluation.

Based on the need for development pedagogical excellence It was proposed to describe and analyze the quality of a teacher's work as a teacher of a higher education institution, and to assess this quality in the information and educational environment within the framework of the following four-level classification.

• 1. Reproductive level, characterized by the fact that the teacher can only communicate knowledge, i.e. tell what he knows. This level is characteristic of people who deeply know their discipline, in particular, those masters, candidates and doctors of sciences who are competent "narrow" specialists, but do not have the necessary pedagogical qualification(competencies).
• 2. The conceptual level, characterized by the fact that the teacher, in addition to his subject, has a broad conceptual background in the form of knowledge of at least the concepts of related socio-ecological and economic blocks, which allow professionally designing an interdisciplinary knowledge system that students must master and “appropriate”.
• 3. Productive level, characterized by the fact that the teacher has an invariant over-subject training, provided by a system of psychological and pedagogical knowledge and the ability to apply them in activities. This provides effective motivation students, allowing them to be subjects of the formation necessary system knowledge.
• 4. The integrative level is characterized by the fact that the teacher, who has the highest degree of productive level, has the technique pedagogical communication and related personality traits. Being professionally competent, he is able to fully participate in the collective process of becoming a conceptual and social intelligence(integrative style of thinking and moral beliefs) of students and graduate students.

Thus, in order for a teacher to reach a productive and further to an integrative level, it is necessary to form psychological and pedagogical competence, which includes psychological and pedagogical, creative, communicative competence, without which the level of development of teaching staff will remain reproductive or conceptual, i.e. the teacher, having deep knowledge of his discipline and interdisciplinary knowledge, will not be able to technically transfer full knowledge to the student.

Consequently, the competence of a teacher of higher education is understood as a set of professional knowledge, skills, values, as well as the willingness to use them for the effective implementation of activities.

Taking into account that competence, on the one hand, is a characteristic of the teacher's personality, on the other hand, is formed and manifested in professional activities, it is logical to consider the structural components of competence in a personal-activity context: the presence of a teacher's motive, knowledge and choice of ways to carry out activities, performance activities with a full understanding of the meaning. Therefore, in the structure of teacher competence, the following components can be distinguished:

• 1) positive motivation to demonstrate competence (motivational component);
• 2) knowledge underlying the understanding of the content of the activity and the choice of methods for its implementation (cognitive component);
• 3) skills, abilities, experience of successful implementation of the necessary actions (operational-technological component);
• 4) value-semantic representations and attitude to the content and result of activity (value-semantic component).

The criteria for assessing the formation of the competence of a university teacher are, therefore, the totality of his professional knowledge, skills, values ​​that guide him in his activities, and the motivational readiness to perform professional functions in a qualified manner, with a high level of quality.

So, a competent teacher must certainly know scientific knowledge in the field of the taught discipline, which, however, is not enough, contrary to the ideas of teachers who do not have a pedagogical education. A competent teacher is a good methodologist who is professionally proficient in methods and techniques ( educational technologies), allowing him to present the educational material in the form of a system of cognitive tasks, the solution of which is aimed at mastering the content of the studied discipline by the student.

The teacher, in addition to knowledge in the field of the subject being taught and the methodology of its teaching, regardless of what discipline he teaches, must necessarily be competent in personality psychology, the educational process, and pedagogy.

Based on the foregoing, as well as the specifics of the teacher's pedagogical activity (a combination of pedagogical activity with research work), the following should be distinguished as structural components of the professional competence of a university teacher:

• - knowledge and skills in the field of the taught discipline (science);
• - psychological and pedagogical competence;
• - communicative competence;
• - managerial (organizational) competence;
• - creative competence.

Despite the fact that at present there is no generally accepted classification of the key competencies of a university teacher, which are the basic criteria for the competence of teaching staff, however, there are those without which the work of any teacher is unthinkable. The most important competencies, from our point of view, are:

• - scientific and subject;
• - psychological and pedagogical;
• - communicative;
• - socio-organizational (management);
• - creative;
• - information.

Scientific and subject competence. It is quite obvious that scientific and subject knowledge and skills in the field of taught disciplines, which characterize the scientific qualifications of a teacher, must be at a high level. To maintain this level of their competence, teachers must constantly update and improve their knowledge, take care of professional growth, develop individual style pedagogical activity.

Each teacher should have a clear idea of ​​how his discipline forms the competence of the graduate. In connection with the transition to level system higher education, a competent teacher must design and rework his discipline in such a way that it not only forms the competence of the graduate, but is also taught without reducing the level of knowledge of bachelor graduates compared to specialists. Moreover, the teacher must be able to analyze the curricula according to which training is conducted in order to logically link his discipline with all components of the curriculum.

It is necessary to reconsider the assessment of the teacher's activities and consider the most valuable one who, in addition to having degrees and titles, systematically publishes the results of his research, participates in discussions at conferences and seminars, and also conducts lectures, practical and other classes at a high scientific and methodological level, awakens creativity in students and involves them in scientific work. It is these teachers who make up the intellectual elite of any university, and it is they who ensure the continuous production of new knowledge, without which no modernization is possible.

Psychological and pedagogical competence. In the current system for evaluating the activities of teaching staff, the priority position is occupied by the research direction and pedagogical work is somewhat underestimated. In this regard, many teachers try to concentrate on the research direction of activity, since this turns out to be more beneficial in terms of their career growth. For example, if in Soviet times, to obtain the title of associate professor, it was necessary to work at a university for 12-15 years, then modern teachers receive a scientific title after 5-8 years of work. However, in the conditions of existing competition between educational institutions, poor pedagogical training of teachers has a negative impact on attracting students. As a result, the winner is the university whose teachers are well acquainted with the psychological characteristics of students, are able to use this knowledge in the educational process, and are professionally oriented in modern achievements pedagogical science and own a variety of teaching technologies, contributing to the creation of conditions for the creative development of students.

It should be noted that until recently pedagogical aspects teacher training were considered as secondary, since there was an opinion that competence in the scientific and subject area is sufficient to organize the educational process and effective teaching in high school. At present, the trend of compulsory special education a teacher, since from the point of view of achieving the goals of the educational process, he is the source of the most significant impact on students. This is due to the fact that the pedagogical activity of the teacher has a pronounced focus on the formation of goals, methods and technologies of teaching, as well as ways to control the achievement of goals.

The specificity of the pedagogical creativity of a university teacher lies in the fact that the object and at the same time the subject of his professional activity is the personality of the student, the future professional. At its core this creativity is the most complex and responsible, since in the process of pedagogical activity there is "creativity" and "creation" of the personality of a specialist.

Modern higher education has accumulated rich pedagogical experience, which should be implemented in specific teaching and research activities, but often remains unclaimed. This is due to the fact that some teachers do not have a need to study this experience and its application in their activities, and also lack the appropriate skills and abilities. Moreover, they do not think about the need and expediency of analyzing their own pedagogical experience and experience of their colleagues. Therefore, the administration is obliged to create conditions for teachers to realize the need for constant professional growth for the components of their activities.

Psychological and pedagogical skills are a set of the most various activities teacher, the main of which are the following:

• - to see the problem in the pedagogical situation and formulate it in the form of pedagogical tasks;
• - answer questions about what to teach, whom to teach and how to teach;
• - improve your work;
• - use strategies to help you achieve high levels communication;
• - actualize and realize your creative potential;
• - to determine the characteristics of the ZUN students at the beginning and at the end of the study academic discipline, as well as stimulate their readiness for self-learning and continuous education;
• - Conduct educational work among students.

A competent teacher is certainly a good methodologist. He owns not only scientific knowledge and methods in the field of the taught discipline, but also the technology of teaching this discipline. This allows the teacher to present the studied material in the form of a system of cognitive tasks, consistent solution which should lead the student to mastering the content of the discipline.

In addition to the system of knowledge and skills, it is advisable to single out the following pedagogical abilities as part of the psychological and pedagogical competence of a teacher:

• - independently select educational material, determine the best means and effective teaching methods;
• - to present the same educational material in an accessible and varied way to ensure its understanding and assimilation by all students;
• - to achieve the assimilation by students of a significant amount of information for a relatively short term learning;
• - correctly plan and organize various types of classes, improving their pedagogical skills;
• - share your experience with others and learn from their examples;
• - effectively self-educate, including through creative processing necessary information and its direct use in pedagogical activity;
• - to form in students the necessary motivation for active educational and cognitive activity.

For effective implementation the educational process, the teacher must have the above knowledge, skills and abilities, since they are basic in the formation of their competence.

When selecting the staff of the department, the head must remember the significant and direct influence the personality of the teacher on the emerging youth and therefore one should be interested in the way of life of the teacher, the breadth of his horizons, creative activity, the level of professional and general culture, as well as the system of values ​​and worldview adopted by him in general. As practice shows, it is personal qualities teachers often have more significant influence than a system of purposeful influences in the form of special educational activities.

Communicative competence. In the activities of a teacher, communication is not only a means of scientific and pedagogical communication, but also a condition for improving professionalism and a source of personal development. It is believed that the teacher must possess a number of special communication skills and skills, which include a person's knowledge of other people, correct perception and assessment of the situation of communication, as well as the ability to behave in relation to other people.

In addition, the teacher must be able to speak in a student or other audience using verbal and non-verbal means of communication, conduct a conversation or discussion with students, comprehensively and objectively perceive a person - a communication partner and at the same time inspire confidence in him, desire for joint activities. He must have the ability to anticipate, eliminate or mitigate conflicts, constructively and tactfully criticize a student or colleague in joint activities, and also perceive and take into account criticism addressed to him, restructuring his own behavior and activities.

In the structure of the communicative competence of a teacher, in addition to the qualities noted above, it is advisable to single out the following professionally important personal properties: a genuine interest in people and working with them; the need and ability to communicate; the ability to show sympathy for people; the ability to feel and maintain feedback in communication; ability to manage oneself mental state, voice, facial expressions, mood and feelings; ability to predict possible pedagogical situations and the consequences of their influences; the presence of good verbal abilities, namely culture, development of speech, richness of vocabulary and used language tools; ability for pedagogical improvisation; the ability to apply the whole variety of means of influence (persuasion, suggestion, mental infection, etc.).

Socio-organizational (managerial competence). As you know, teaching activity is a management activity, and for its successful implementation, the teacher must have organizational competence, including knowledge in the field of education management: the concept of management, its goals, meaning, functions and features of education management; structure of organizational activity of the teacher . The teacher must be able to perform actions to: determine the purpose of the educational and cognitive activity of students; plan the content, methods, teaching aids for the discipline being taught; prepare and conduct various types of classes, organize joint activities students, control over the performance of work and evaluate the results, if necessary, correct the educational and cognitive activity of students, ensure the development of the academic discipline in a creative environment.

The teacher quite often has to act as a leader or organizer not only in conducting various classes, but also in conducting research work of students, leadership field trip, course and diploma design, in curatorial work, public and other activities. For successful implementation these functions, the teacher must have managerial competence, which includes a system of interrelated knowledge, skills, abilities and personal characteristics. The knowledge of the teacher in the field of organization of the educational process includes: the concept of the organization of the educational process, its goals, meaning and functions; functions and features of the organization of the educational process; the structure of the organizational activity of the teacher; planning and organizing various types of classes, including independent work of students; methods and style of pedagogical leadership; motivation of educational and cognitive activity of students; preparation and adoption of managerial decisions in relation to the student group; control and evaluation of student learning.

It should be noted that the organizational competence of a teacher of a higher educational institution is aimed not only at organizing educational, research activities with students, but also for self-organization of their own activities.

Creative Competence. To ensure effective scientific and pedagogical activity, the teacher must have creative competence. The concept of creativity means the level of creative talent of the individual, the ability to be creative. To separate this concept from the term "creativity", it should be clarified that creativity refers to the quality of a person, and creativity - to a process in which a person's creativity is manifested.

The creative competence of a teacher includes a system of knowledge, skills, abilities, abilities and, most importantly, personal qualities necessary for the creativity of a teacher as a teacher, supervisor, organizer, leader. The creative component can be present in any kind of teacher's activity, including pedagogical, communicative, organizational.

In the structure of the teacher's creative competence, there are the following qualities. This is the ability for creativity and co-creation, co-activity, agreement, advice, i.e. to what is at the heart of the dialogue. This also includes the ability to solve problematic problems: ingenuity, flexibility, criticality, intuition, the ability to find and solve non-standard problems, the ability to analyze, synthesize, and anticipate various situations.

Undoubtedly, important role emotional-figurative qualities play: enthusiasm, spirituality, emotional upsurge in solving certain problems, the ability to think associatively, imagination, insight, lack of stereotypes, tolerance, intuition, etc. A person with a creative mindset must have a wealth of imagination, i.e. the ability to go beyond traditional, stereotypical ideas, change the angle of view and, most importantly, resolve mental deadlocks in a non-standard way.

When investigating a problem creativity teachers in connection with the tasks of higher education, the following properties are distinguished that are inherent in a creative personality: interest in the complex and obscure; tendency to ask questions a sense of responsibility for the development of science; spontaneous curiosity; the ability to deal with the same problem for a long time; a high degree of scientific endowment.

Thus, the creative competence of the teacher ensures effective research work, systematic improvement of the content and methods of teaching, accumulation of fruitful scientific and educational information, systematic study, analysis and evaluation of educational and cognitive activity and behavior of students. Value of results creative activity lies in the ability of a person to discover new ways, as well as to supplement with new knowledge and skills.

All of the above components of the teacher's creativity are revealed in the development, implementation and analysis of the results. training sessions in interactive forms.

The most revealing component of creativity is invention. It is known that for simple tasks, the solution of which is within the same profession or industry, professional knowledge plays a priority role. When solving complex, interdisciplinary problems, this knowledge slows down the process, as the researcher tries to solve the problem within the studied area. In practice, quite often these problems are solved by inventors, so inventions are called “contradiction resolution”.

At present, invention is one of the basic indicators innovative development of any university, and the creative competence of a teacher makes the professional activity of a particular teacher unique, productive and ensures effective research work.

Information competence. The rapid growth of new knowledge and information flows, comparable to the effect of the "information explosion", highlights information literacy, or information and computer culture, as one of the key competencies of the individual.

Using the latest technological means in the educational process, such telecommunication and computer technologies have radically changed information environment almost all educational institutions. It became obvious that when teaching, especially distance learning, other requirements are imposed on the teacher and for effective learning students he must pass special training on use computer technology in the educational process.

Moreover, the requirements of the Federal State Educational Standard of HE cannot be met without the use of ICT and multimedia technology. That is why information and communication competence should be one of the key components of the professional competence of a university teacher who has not only the skills to use ICT in the educational process, but also the ability to design and create electronic educational resources(EOR).

Thus, the implementation of new educational standards requires the formation of the pedagogical elite of the university - professionals prepared to work in new conditions, able to use modern technologies and take responsibility for educational outcomes.

However, most universities still have an education system built on the “knowledge-skills-skills” model, which has exhausted its reserves for improving both the content and teaching methods. Its alternative is the competency-based approach, however, the variants of this approach that have been developed in many universities for several years have not yet led to a fundamental improvement in the educational process. First of all, this is due to the fact that in order to implement a competency-based approach in training, it is necessary not only to focus on the practical activities of the future graduate, but also specific competency-based models for describing professional activities. Moreover, only these competency models are not enough, it is necessary to have an appropriate methodology for their formation. Attempts to introduce a competency-based approach with a slight correction of the existing package of forms and methods of university education, formed on the basis of the “knowledge - skills - skills” model, do not lead to a qualitative change in the educational process and therefore do not actually increase the level of training of specialists.

Consequently, the current situation is characterized by the presence of a scientific and methodological basis for the development of competency-based models of professional activity, however, in this case, there are actually no conceptual and methodological developments related to the description and explanation of the processes of formation of professional competencies. Therefore, the competence-based approach is now mainly developing at the level of declarations, which determines the “effectiveness” of its application in the practice of higher education.

Such a state not only does not respond modern stage modernization of higher education, but even raises doubts about achieving the goals. To break the vicious circle that has formed, it is necessary to further improve the content and methods of vocational education, to move to active learning, which gives the graduate the opportunity to obtain a qualification that is in demand on the labor market not only at the present time, but also in the near future. However, the effective implementation of modern educational standards is possible only if the teaching staff gets the opportunity to master new competencies.

Very often in ordinary life there are many words, the meanings of which, it would seem, are clear to everyone. However, this is not always the case. Sometimes a person cannot define even the most common concept. Competence is a pretty simple word, but how many people can give it correct definition? What does it include and what does the presence or absence of competence indicate in general? This article will answer these questions.

The concept of competence

In fact, the answers to these questions are very simple. They do not contain any specific explanations. Competence is the knowledge, skills, abilities that a person possesses in any particular area. All this knowledge is necessary for a person to achieve successful results in his work. It should be understood that the very presence of competence is only one of the components on the way to a successful job. All this knowledge and skills must not only be possessed, but also maintained at the proper level or updated and improved.

Of course, if a person is incompetent in his activities, then it is impossible to achieve high goals. The lack of knowledge will affect the entire process of work and, as a result, the final result. Professional Competence is achieved through personal study, knowledge and development of a person. And without own desire a person will never become a professional in his field.

Transfer of experience

How can one judge the competence of a person? How to understand that he is generally competent in a certain field of activity? It's pretty simple. Competence is a definition that is proved by the results achieved by a person. His opinion is taken into account when making decisions. important issues, consult with him, learn from him. But these results were not achieved quickly, a lot of time is spent on this process. And, as a rule, any person at first is not strong in the knowledge of a particular activity, but he made a lot of effort, time and effort to achieve his goals.

Do not neglect the recommendations of such a person, often similar way helps to learn and understand a lot of work. This is a kind of process of transferring experience from one person to another. Again, it is necessary not only to perceive other people's knowledge, but also to independently study specific features activities in which you want to achieve professionalism.

Competition in the labor market

Professional competence is expressed in the amount of all those theoretical and practical knowledge, skills and experience that are necessary for the successful implementation of professional activities. Any firm, company or employer has a number of requirements for a potential employee, and the presence basic level competence plays a huge role.

It is one thing when a specialist who has received a special education but has no experience is hired, and it is quite another when a person has vast experience in this field. Yes, the presence of education plays an important role in employment, and somewhere it is completely impossible to find employment without it, but the mass of employers are ready to meet the needs of an employee who has real experience. And, of course, the employee who has both a special education and practical experience in the required industry will compete.

Concept differences

Professionalism and competence often replace each other, are used as synonyms. But is such a substitution really true? It should be understood that these are slightly different concepts in their meaning. Professionalism is understood not only as the presence of certain knowledge, but also the very attitude to the activity, the specifics of the work.

A professional develops his skills in every possible way, contributes to the achievement of certain results and goals, values ​​his work and his place in it. These people usually give long years his life to one thing. Competence is the possession of certain knowledge and the ability to apply it in such a way as to achieve the desired solution to the tasks. AT real life a professional can be seen immediately, but competence will still need to be confirmed. Although it seems that these concepts are interchangeable, this is not at all the case.

Competence level support

How to develop competence? How to apply your knowledge in the light of constant changes in labor activity? The level of competence is maintained not only on the basis of the personal qualities and aspirations of the employee, but also with the help of the personnel service. At the present time, more and more firms and companies are creating additional services to solve many important problems.

The personnel service, in turn, not only reveals a wide range of motivations, but also conducts various business trainings, informs about innovations or changes in a particular field of activity. Naturally, for each employee of a particular position, individual approaches are needed. Information is provided and discussed in separate blocks for a specific group of employees. A simple example: an accountant will not be told how to properly clean the office area, and a cleaner will not be told how to use the 1C program.

Leading post

It must be understood that the criteria for competence differ for workers. various areas, but not so much in definitions as in the individual specifics of the profession. The employee must have knowledge of techniques and principles, specific standards, goals and objectives, as well as knowledge of the use of specific methods of influencing the labor process. If a person occupies a leadership position, then his set of knowledge and skills should be much more extensive than that of his subordinates.

If a simple employee must understand his duties and find ways to fulfill them, then the leader must perform an extensive list of tasks. His competence includes the selection of personnel, the ability to maintain discipline in the team, and the coordination of the work process, to defend the interests of the company and business. In leadership positions, the level of responsibility is much higher, so the personal qualities of a person, his level of stress resistance and interaction with other people play a huge role.

Benefits of Competence

The competence of the employee plays a huge role in many ways. Of course, a competent employee is always valued above those who do not have such skills. However, it is possible to receive not only recognition and respect for one's personality, but also financial reward, which sometimes becomes a great way to motivate. AT modern society it is difficult to live with a small income, it is difficult to afford some expensive things or services. And for sure, no one wants to give up a good life, so people consciously and voluntarily try to improve their knowledge and skills.

The assessment of an employee's competence is determined using a variety of methods and is carried out either by an HR specialist or by the head of a particular department. The competence of an employee is often noticeable even without special testing or monitoring. An experienced representative of the recruitment service is able to quite easily determine the necessary inclinations of a person for another primary stages employee device.

business knowledge

There are many activities in which an incompetent employee can avoid liability or cause little harm to the company. But some areas of activity require absolute knowledge of the case and its specifics. The competence of specialists in such institutions, firms, enterprises plays a huge role both for the enterprise itself and for the people using its services.

It is noteworthy that a specialist should not rely only on the availability of professional knowledge, skills and experience, he should also be able to independently analyze his activities and see its results. Personal and professional qualities should be combined into a common structure that will lead to positive results, and not harm. The ability to correctly predict the results, develop a specific plan to achieve them - main task in any activity.

Lack of Competence

Competence is the most important requirement for the activities of teachers. This profession does not allow the absence of this component, it is impossible. Specific and important requirements are put forward for educators, due to the fact that they not only control the process of obtaining new knowledge by students, but also are an example of behavior and interaction.

An incompetent teacher can provide a student with very serious problems: destroy the craving for knowledge and education, harm the quality of obtaining this knowledge, upset mental health student. Actually negative consequences, which can be formed due to the lack of competence of the teacher, is much larger. For the education system, such outcomes are absolutely unacceptable. Therefore, the competence of the teacher in this activity plays a huge role.

Competence in education

Like any other field of activity, education is undergoing constant changes. This is due to the fact that every year society requires new specialists, expands opportunities. The state controls the learning process and also influences its structure. In this regard, teachers must adapt to innovations or corrections in education.

The competence of the teacher in such a situation will bring success. Ability to adapt to change, develop a learning plan and achieve with it desired results- an indisputable sign of competence. Of course, there are a number of activities aimed at improving the competence of teachers: advanced training courses, certification, teachers' councils, seminars, conferences, as well as personal self-development. Thanks to all these components, students can count on receiving a quality education and successful personal development.

Professional in his field

Any student can name a teacher who he remembers. He will describe someone as a professional in his field, he will be dissatisfied with someone. What might it depend on? The students consider the competence of the teacher from their own point of view and each will give his own explanation. this term. However, the end result is precisely the knowledge gained during the training, and educational process, his results.

Very often there are children who initially did not understand or did not accept any academic subject, but over time they learned it and began to understand it well. In this case, it is worth mentioning individual approach teachers. It means that he was able to create that atmosphere and that training plan that gave such a result. This is a huge work that requires both professional skills and time, and the personal perseverance of the teacher. Undoubtedly, such a teacher can be called a professional in his field.

For the benefit of society

Based on all these situations, we can conclude that competence is the most important factor affecting the quality of work and its results. In all areas of activity, employees with this quality will always be valuable. They will be set as an example, learn from them, listen to their advice and recommendations. Many professionals in their field have worked for this for years, spent great amount time and own resources.

Such people quickly make decisions, find a way out of any situation, solve the most difficult tasks that are set before them. Achieving such a high bar will also require a lot of patience and endurance. Society will always need such workers and that is why it will create new institutions to receive them. The most important thing - let it be for the good of society, for the good of the country.