Introduction
Relevance of the topic and formulation of the research problem.
The success of the progressive development of the management system in modern Russia largely depends on the quality of management of organizations.
The tasks facing organizations and enterprises today require the formation of new competencies in its leaders, readiness to solve non-standard situations, to implement innovation activities, active use information resources and technologies.
At the same time, the growing requirements for the competence of managers significantly exceed the corresponding competence of current administrators.
Most of the emerging problems and difficulties in management are associated precisely with the lack of formation of the professional competence of managers.
An obvious deficit of such managerial competence often hinders the implementation of specific projects, programs for the development of organizations, enterprises carried out as part of the modernization of the domestic economy, and is a serious obstacle to the real development of the management system in general and a specific organization in particular.
In this regard, the need to rethink the goals, content, organization and technologies for the formation of professional competence of managers is becoming a state problem.
The relevance of this topic is associated both with the shortcomings of the scientific substantiation of the very content of the concept of professional managerial competence, and with the undeveloped methods of its formation among managers and specialists of a modern organization.
The purpose of the work is to determine the organizational and managerial conditions for the effectiveness of the formation of professional competence of leaders of organizations.
The object of the research is the professional competence of managers and specialists of modern organizations.
The subject of the research is the process of forming the professional competence of managers and specialists in a modern organization, conditions and ways of development.
Tasks - to identify existing approaches to the interpretation of the concept of professional competence and its formation, including the definition of the structure and dynamics of development, to generalize the forms and methods of work on the formation of professional competence of management personnel, to develop and test a training program based on Internet technologies, which helps to increase the professional competence of heads of educational institutions in the field of management.
Experimentally check the effectiveness of the proposed measures for the formation of professional competence of managers.
The theoretical basis of this work is: fundamental research in the field of management and competencies (M. Albert, D. Boddy, Richard L. Daft, W. Jack Duncan, M. Mescon, R. Payton, J. Raven, F. Hedowry, etc. ); works of domestic researchers on management (S.G. Vershlovsky, V.N. Gurov, N.V. Kuzmina, V.S. Lazarev, O.E. Lebedev, N.D. Malakhov, A.M. Moiseev, M. M. Potashnik, V. A. Slastenin, P. I. Tretyakov, K. M. Ushakov, T. I. Shamova and others);
development of problems of formation of professional competence in management as a whole (Yu.V. Vardanyan, I.P. Gomzyakova, V.I. Gorovaya, I.N. Drozdov, I.E. Elina, I.A. Eliseeva, G.S. Nikiforov, L.P. Pogrebnyak, E.A. Utkin, V.I.Franchuk and others);
work on the problems of professionalism of professional skill (A.F. Anufriev, V.V. Butkevich, T.A. Venediktova, I.A. Volodarskaya, V.V. Gorbenko, A.A. Derkach, E.A. Klimov, M N. Karpetova, N. E. Kostyleva, I. F. Krivchansky, Yu. G. Kuznetsov, A. K. Markova, V. E. Morozova, V. P. Namchuk, I. I. Prodanov, A. V. Solozhin).
1. Theoretical foundations of professional competence
1.1 The concept of competence. System of professional competencies of the head
One of the priorities of the manager's policy at the present stage is to provide a management system with highly qualified personnel.
The concept of "competence" includes a complex, capacious content that integrates professional, socio-psychological, legal and other characteristics. In a generalized form, the competence of a specialist is a set of abilities, qualities and personality traits necessary for successful professional activity in a particular area.
In psychological research, the following types of competence are considered: communicative, professional and pedagogical. Professional competence is the result of professional education.
A high level of professional competence increases the competitiveness of a specialist.
Currently in the scientific literature there is no unambiguous approach to the definition of the concept of "professional competence." the amount of skills to complete the task; a combination of personality traits and properties; a set of knowledge and professionally significant personal qualities; vector of professionalization; the unity of theoretical and practical readiness for work; the ability to carry out complex culturally related types of actions, etc. The variety and diversity of interpretations of the concept of "professional competence" are due to the difference in scientific approaches: personality-activity, system-structural, informational, culturological and others to the scientific problems solved by researchers.
Petrovskaya L. A., Rastyannikov P. V. / 1 / give their own definition of competence: "competence is the level of a person's skill, reflecting the degree of compliance with a certain competence and allowing to act constructively in changing social conditions." The author singles out especially general cultural competence as the basis of professional competence, believing that the main directions of general cultural competence of a student with a personality-oriented approach are personal potentials.
Author Zimnyaya I.A. / 2 / believes that competence is "the unity of knowledge, skills and relationships in the process of professional activity, determined by the requirements of the position, a specific situation and the business goals of the organization."
The formation of professional competence is a process of influence, which presupposes a certain standard to which the subject of influence is guided; a process that implies a certain completeness, the achievement of a certain level of standard.
The formation of professional competence is a controlled process of the formation of professionalism, i.e. it is education and self-education of a specialist.
In the scientific literature, the criteria of professional competence determine the social significance of the results of a specialist's work, his authority, social and labor status in a particular branch of knowledge (activity).
According to E.H. Ogareva / 3 /, competence is an evaluative category, it characterizes a person as a subject of specialized activity in the system of social labor; and assumes:
) a deep understanding of the essence of the tasks and problems being performed;
) good knowledge of the experience available in this area, active mastering of its best achievements;
) the ability to choose the means and methods of action adequate to the specific circumstances of the place and time;
) a sense of responsibility for the results achieved;
) the ability to learn from mistakes and make adjustments to the process of achieving goals.
The formula of competence developed by M.A. Choshanov / 4 /. It looks like this: competence is the mobility of knowledge + flexibility of the method + critical thinking.
Competence in the general sense is understood as the personal capabilities of an official, his qualifications (knowledge, experience), allowing him to take part in the development of a certain range of decisions or to decide for himself due to the presence of certain knowledge and skills.
McClelland / 7 / can be considered the pioneer of the competency-based approach to personnel management. Psychologist McClelland has worked at Harvard University since the late 1960s. He laid the foundation for the definition of competencies as some of the factors affecting the effectiveness of professional activity. In 1973, he wrote an article published in the American Psychologist entitled "Testing Competence, Not Intelligence."
The essence of the methodology proposed by McClelland / 7 / was to compare the most successful employees with the less successful in order to determine the factors of performance. The task was to understand exactly what psychological and behavioral characteristics are the reasons for success in this professional activity. However, the competence-based approach became widely known after the publication of Boyatzis's book (Boyatzis, 2002) "Competent Manager: A Model for Effective Performance" / 5 /.
So, the classic definition is: competence - (from the Latin competo - strive for; match, fit). Has several meanings:
terms of reference given by law, charter or other act to a specific body or official;
knowledge, experience in a particular area.
For our understanding, the following definition is important: competence is the personal ability of a specialist to solve a certain class of professional problems. Also, by competence, we mean the formally described requirements for the personal, professional and other qualities of a leader.
System of professional competencies of the head
In the context of intense social changes, the need for highly qualified managers with professional skills that meet modern requirements will increase more and more. Today, the most important for managers are the "market" personality traits, such as flexible creative thinking, initiative, enterprise, focus on results, the ability to take responsibility and high stress resistance. At the same time, the importance of the skills of self-organization and organization of work of subordinates, skills interpersonal communication(the ability to establish contacts and resolve interpersonal conflicts, to establish interaction with higher authorities), the skills of planning one's own activities and the activities of others, the ability to motivate staff, form teams and manage them. Thus, it can be stated that social changes dictate requirements for the expansion of a certain type of professional leadership skills, which can be combined by the category of socio-psychological competence.
Let us dwell on the definition of the concept of "professional competence", and also highlight the criteria for the professional success and effectiveness of the leader.
The concept of "competence" (belonging by right) was previously defined as the possession of knowledge that allows you to judge something, to express a weighty authoritative opinion . Today "competence" is more often defined as
)the sum of abilities, skills and knowledge sufficient and adequate to what needs to be done (perform certain labor functions)
) a combination of mental qualities, as a mental state that allows you to act independently and responsibly (effective competence)
There is one more aspect of the interpretation of the concept competently - this is the legally accepted ability of an authoritative person to perform certain acts or actions in specific conditions, the terms of reference. In this sense, competence is close to the concept of competence, which is defined as a sphere, a range of issues that a person is authorized decide at his workplace (his strength, power, etc.).
Today, more and more often, such an understanding of competence in HR management is described through a system of competencies, understood as a set of qualities of an employee necessary for him to effectively perform work in a particular job position.
In social terms, competence can be seen as "competent behavior" or the ability to optimally use one's own individual characteristics for constructive interaction with the world. In this sense, the interpretation of competence proposed by J. Raven is interesting: competence is a specific ability necessary for the effective performance of a specific action in a specific subject area, including highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one's actions. Be a competent photographer, scientist, parent, leader, etc. - means to have specific competencies of different levels (to observe, to be deeply knowledgeable in the subject, to ask questions independently, to write business letters, to prove one’s own innocence, to cope with interpersonal conflicts, etc.).
In modern labor psychology, organizational and professional psychology, "competence" is most often used in the context of professional activity.
Professional competence is the main component of the subsystems of professionalism of a person and activity, the sphere of professional management, the range of issues to be solved, a constantly expanding system of knowledge that allows performing professional activities with high productivity.
F.S. Ismagilova / 8 / by professional competence means the employee's awareness of a certain professional activity, the professional field in which he acts, as well as the ability to effectively implement in practice his professional qualifications and experience. In the structure of professional competence, the author identifies such basic elements as knowledge, experience (skills, insights, professional intuition), professional culture and personal qualities of the employee.
Thus, the definition of professional competence includes a number of interrelated characteristics, such as: gnostic or cognitive, reflecting the presence of the necessary professional knowledge; regulatory, allowing the use of existing professional knowledge to solve professional problems; reflexive-status, which gives the right to act in a certain way due to the recognition of authority; normative characteristics reflecting the terms of reference, the scope of professional competence; communicative characteristics, because replenishment of knowledge or practical activity is always carried out in the process of communication or interactions.
It is possible to single out the system of basic competencies of the head (SBC). SBK is an analytical model of a professional, it presents generalized normative and morphological indicators of the structure of the profession and the psychological structure of professional activity. Such a model can be used to solve applied problems, in particular, to create the most efficient model. vocational training that meets the requirements put forward by the present for those types of professional competence that a manager should have. The main structural components of the SBK are; intellectual competence; instrumental competence; individual and personal competence; communicative competence.
Intellectual competence includes the components of the subject area and the area of personality manifestation in the structure of the profession; instrumental competence reflects in the structure of the profession its subject area, including knowledge about the subject of labor and aspects of labor, as well as basic activities, skills, technologies, etc., used to successfully achieve result; individual-personal competence reflects in the structure of the profession the area of personality manifestation, including the necessary set of qualities of a leader, the possession of which makes him not just professionally fit, but a successful professional; communicative competence includes the characteristics of a professional in communication, reflecting the most important components of the professional sphere of communication.
All basic competencies are described through a system of factors reflecting the specific qualities of a professional, his knowledge, skills and abilities. Let's consider each of the competencies in more detail.
Intellectual competence is the presence of analytical skills combined with the ability to think in terms of complex relationships. This requires abilities like Torational and abstract thinking combined with spontaneity. This is a prerequisite for the ability to see the situation as a whole, recognize its most important components and propose strategies leading to a solution to the problem. D.Hapt / 9 / defines such abilities as perceptual-analytical, those skills to see "forest for trees" or the ability to observe the earth from a height.
Intellectual competence can be represented by factors that reflect the intellect itself and perceptual-analytical abilities, which include: the general level of awareness and perceptual abilities, covering data collection, information processing, verbal and logical thinking, the ability to abstract and find patterns, visual and effective thinking , the ability to quickly solve practical problems and conceptual flexibility. These abilities are basic and ensure success in making informed and responsible decisions, allow you to act in an uncertain, problematic situation in cases of a lack of information on the basis of logical inferences.
In addition, this type of competence can include the so-called "social intelligence" - a repertoire of knowledge that an individual uses in interpreting events and making plans in situations of everyday life / 8 /. These are representations, personal memories and rules of interpretation that make up the cognitive structure of an individual; together they make up experience and a certain approach of the individual to the problems of social life.
The concept of instrumental competence includes the characteristics of the operational area of the head, which carries out the executive part of the activity.
These include, first of all, knowledge about the subject of labor and aspects of labor, as well as basic activities, actions, techniques, skills, methods of work, technologies, techniques used to successfully achieve a result. Today it is knowledge and mastery not only in the field of technology and production of the area where the manager directly operates, but also competence in such areas as marketing, finance, law, information technology, knowledge of foreign languages, office work, etc.
By analogy with the objects of labor traditionally distinguished in the basic subject systems of labor (biotic, technical, social, sign-symbolic, artistic), Durmanova I.V. proposes to conditionally divide the instrumental sphere of competence into two components / 6 /:
) the main sphere of competence in the human-human system, which determines the professional purpose, the main content of work and the leading activity of the manager;
) the sphere of additional instrumental competence, including a set of competences of knowledge, skills and abilities related to any of the basic subject systems, and "serving" the leading activity of the leader.
Individual-personal competence includes the characteristics of the mental organization of the subject of activity in the "man-society" system. Individual-personal competence contains factors that determine internal resources and outward manifestations personality and individuality of the leader. In line with today's leadership requirements, the most significant of these factors are; clear values, clear personal goals, self-management, self-control and organization, emotional stability, independence and self-sufficiency, independence and self-confidence, the ability to make decisions and skills in solving managerial problems, responsibility and conscientiousness, efficiency, sensitivity to innovation, entrepreneurial spirit, potential creative activity and active self-development / 6 /.
Communicative competence is understood as a set of skills and abilities necessary for effective communication, adequate to communicative tasks and sufficient to solve them. This kind competence, it would be logical to refer to the factors of the main sphere of instrumental competence, but since the work of a modern leader consists of 70-90% of communication, (according to the research of J. Cotter and E.V. Sidorenko) / 10,11 /, then the ability to communicate can be distinguished as a separate type of basic competence that requires special development. The communicative competence can include such factors as sociability, communicative sensitivity, social courage, diplomacy and insight in group relationships, the ability to withstand the stress associated with wide communication, the ability to influence others, situational adaptability / 6 /.
For modern leaders, the possession of skills and abilities within the framework of communicative competence is becoming more and more relevant and requires its development not only through life experience, as it was in its overwhelming majority before, but also through special training.
The system of basic competencies, built on the basis of already existing professional models of managers, including the factors of instrumental, intellectual, individual-personal and communicative competencies, describes the key characteristics of the profession. This list is necessary and sufficient in order to rely on it in the preparation of leaders. If we trace how the structural elements of the profession are represented in the process of vocational training, then we can see that traditionally the focus of attention is only the subject area, which is only one of the components of the profession. This tendency has persisted for a long time, despite the point of view, which has already become generally accepted, that learning is more effective if the learner's personality is included in the learning process. This is especially significant for the leadership profession, where the main "tool" of work is the professional's own personality. In this regard, leadership training should be carried out in relation to each from the listed areas of the profession, represented in the SBC, and so that the process is not "divorced" from reality, trends of the time and the situation, it should be built taking into account the modern requirements and needs of the subjects of training themselves.
1.2 A modern approach to understanding professional competence
The term "professional competence" is very often used in both Russian and foreign literature. It is generally accepted that the competence-based approach originated in the USA, and one of the first publications "opening" this issue was the article by D.McClelland "Testing for Competence Rather Than for" Intelligence "/ 7 /.
In the literature, there are different approaches to the interpretation of the concept of "competence". Thus, the Oxford Dictionary of the English Language (7th edition) describes this concept (competence) as the ability to do something successfully or effectively / 12 /.
Zimnyaya I.A. / 13 / defines competence as the ability to perform a specific activity according to a prescribed standard. Panfilova A.P. / 14 / with employees defines competence as the ability of a person to achieve certain achievements. VS Bezrukova / 15 / understands competence as "possession of knowledge and skills that allow expressing professionally competent judgments, assessments, opinions".
Scientists of the Russian State Pedagogical University named after A.I. Herzen consider competence as an integral characteristic of a personality that determines its ability to solve problems and typical tasks that arise in real life situations, using knowledge, educational and life experience, values and inclinations. At the same time, "ability" is understood not as "predisposition", but as "skill": "capable" means "can do".
The concept of competence can be operationalized (according to the Australian researcher T. Hoffmann) / 20 / in three ways:
as visible and recorded results of activities;
as some performance standards;
as personal properties that determine the effectiveness of a particular activity.
Professional competence is defined in the literature (A.D. Goneev., A.G. Pashkov and others) / 16 / as an integral characteristic of the business and personal qualities of a specialist, reflecting not only the level of knowledge, skills, experience sufficient to achieve the goals of professional activity, but also the social and moral position of the individual.
The concept of "professional competence" includes the following three aspects (Lebedeva N.M.) / 18 /:
problem-based practical - the adequacy of recognition and understanding of the situation, adequate formulation and effective implementation of goals, tasks, norms in a given situation;
semantic - an adequate understanding of the production situation in a more general socio-cultural context;
value - the ability to correctly assess the situation, its essence, goals, objectives and norms from the point of view of their own and generally valid values.
A number of foreign researchers (R. Hagerty, A. Mayhew, etc.) / 19 / consider any professional as a carrier of the following professional competencies, which together constitute the core (invariant) of professional qualifications:
technical;
communicative;
contextual (possession of the social context in which the profession exists);
adaptive (the ability to anticipate and process changes in the profession, adapt to changing professional contexts);
conceptual;
integrative (the ability to think in the logic of the profession, prioritize and solve problems in an appropriate professional style, etc.).
special - a high level of knowledge, techniques and technologies used in professional work and providing an opportunity for the professional growth of a specialist, a change in the profile of work, the effectiveness of creative activity;
social - the ability to take responsibility and make decisions, participate in joint decision-making, regulate conflicts in a non-violent way, productively interact with representatives of other cultures and religions;
psychological, due to the understanding that without a culture of emotional sensitivity, without the skills and abilities of reflection, without the experience of empathic interpersonal interaction and self-realization, professionalism remains partial, incomplete;
informational, including possession of new information technologies;
communicative, assuming knowledge of foreign languages, a high level of speech culture;
ecological competence based on knowledge of the general laws of the development of nature and society, on environmental responsibility for professional activities;
valeological competence, which means having knowledge and skills in the field of health preservation and in matters of a healthy lifestyle
In the kingdom of Bahrain it is customary to distinguish two components professional competence graduates - key and basic.
Key competence refers to the ability of an employee to solve problems that arise in front of him in the course of his professional career. Key competencies reflect the specifics of a specific subject or supra-subject area of professional activity. In vocational educational institutions, key competence is developed through such disciplines as "spiritual education", "contemporary problems", "information technology" and a number of others.
Basic competence is understood as the component of competence necessary for certain types of professional activity (engineering, pedagogical, medical, etc.), ensuring the professional development of a person in a rapidly changing world. Basic competence develops through such training courses, "as a solution to problems", "cooperation", "small projects".
In order for the courses "working with others", "solving problems", to contribute to the formation of basic competence among students, the educational process of institutions of secondary vocational education is built as a process of students' search for ways to solve problems. Students are given assignments in the course of which they consider the problems that society is facing at the present time, for example, an explosion in communications, or an energy crisis, or environmental pollution, etc. This type of assignment belongs to research.
A number of tasks require students to solve a particular problem: for example, if a person has found a job in another city and needs to find an apartment to live in.
Assignments may contain requirements for the development of a project to achieve a goal. Students are required to substantiate the causes of this problem, find out what solutions to this problem exist today, find and justify alternative solutions.
In the course of completing assignments, the student is forced to turn to catalogs, reference books, magazines, Internet resources, etc.
When performing such tasks, students also develop information competence (the ability to collect and process information from different sources, make contacts / communications with other people in different situations, using both oral and written, including electronic forms communication (e-mail - to communicate with the teacher and students, web quest - to complete the assignment, etc.).
Evaluation of students' work is carried out on the basis of observation of their activities. The product of students' activity can be a report, presentation, project.
Thus, the formation of professional competence occurs in the learning process, which ensures the transformation of one type of activity (cognitive) into another (professional). The implementation of such a process requires a new content of vocational education and a new organization of educational and professional space. This is possible by using e - learning a. The development of electronic multimedia means opens up fundamentally new didactic opportunities for the field of education. Informatization acts as the main mechanism for the implementation of the new educational paradigm, as a new quality of the education system, as a means of implementing the function of forecasting the educational system, as well as the system of communication between science and education.
1.3 Improving the professional competence of management personnel at the level of modern requirements
In a situation of changes taking place in management, it becomes more and more important for a manager to improve his qualifications and professional retraining. In the Modernization Concept Russian administration for the period up to 2010, it is emphasized that the main task of modern management is to achieve compliance with the current and future needs of the individual, society and the state. Reforming modern management brings new demands on managers. Freely and actively thinking, predicting the results of his activities and, accordingly, modeling the management process, the leader is the guarantor of the solution of the tasks. The priority task of the advanced training system at the present stage, according to the Concept of Modernization of Russian Management, is to raise the professional level of managers and form a team that meets the needs of modern life. Today, the demand for a highly qualified, creatively working, socially active and competitive leader has increased.
There are certain qualification characteristics of managers, general requirements for a specialist, job and functional responsibilities of the manager, etc. And what qualities of a manager can indicate that a manager is professionally competent and his level of competence meets the requirements of innovative management. What kind of work of a manager can be considered professionally competent? The work of a leader is professionally competent, in which management activities, management communication are carried out at a sufficiently high level, the personality of the leader is realized, and good results are achieved in management. The development of professional competence is the development of the creative individuality of the leader, the formation of readiness to accept new things, development and receptivity to managerial innovations. The psychological climate in the team, the results of the economic development of the organization directly depend on the level of professionalism of managers, their ability to continuously manage. In accordance with these requirements, it is possible to determine the main approaches to the development of a manager's professionalism:
an approach. Continuous scientific and methodological support for the development of professionalism by assisting managers in the organization. The main goal of the methodological work is continuous improvement of the manager's qualifications, continuous assistance to increase his erudition and competence in the field of management.
This option for the development of professionalism is implemented through the following forms of work:
Improving the professional and cultural level of the leader;
Stimulating his service and social activity;
Improving the methods and style of interaction with employees on the principles of humanization, democratization, transparency;
Formation of skills and abilities to analyze the management process in general and self-analysis of their management activities in particular;
Practical forms of scientific and methodological work:
Conferences, seminars, trainings, scientific - practical and problematic seminars, the work of creative laboratories and temporary creative groups of a formal and informal nature, discussions, round tables, organizational and active games, organization of advanced training courses, organization and holding of professional skills competitions, individual consultations.
an approach. Development of professionalism through on-the-job training courses with obtaining a document state sample. This form can be implemented in person and in absentia on the basis of contracts with institutions that have a license for advanced training. Such courses solve the problem of disruption to the production process. The opportunity to learn from top-notch professionals has proven to be in great demand among the country's leaders.
an approach. Implementation of a cumulative system of advanced training, taking into account the individual control system leader .
The criterion for assessing the effectiveness of the development of professionalism will be the positive dynamics in the level of professionalism of managers, as well as the level of satisfaction of managers and the demand for the services offered.
Today there are permanent courses for raising the qualifications of managers and specialists using the Internet. Of the most popular, the following institutions can be listed: Center for Scientific and Technical Information "Progress" - the largest center for training and advanced training in Russia, SRC Business School - www.src-master.ru<#"justify">2. Assessment and analysis of the professional competence of the heads of the educational institution FGSUVU No. 1
.1 Brief description of the educational institution FGSUVU No. 1
Federal state special educational institution for children and adolescents with deviant behavior "Special Professional institute No. 1 of a closed type "Ishimbay (hereinafter referred to as the School) is a state special educational institution for children and adolescents with deviant behavior of federal subordination.
The special vocational school No. 1 of the buried type of Ishimbay was created by order of the State Professional Observatory of the RSFSR dated 03.06.1969 No. 192 and by order of the department of vocational education of the Bashkir ASSR dated 15.08.1969 No. 165.
The full official name of the School: Federal state special educational institution for children and adolescents with deviant behavior "Special vocational school No. 1 of a closed type" Ishimbay, Republic of Bashkortostan.
The abbreviated official name of the School is FGSUVU "SPU No. 1".
Location of the School: 453210, Republic of Bashkortostan, Ishimbay, st. North, d. 29.
On the basis of the order of the Government of the Russian Federation dated 30.08.2004 No. 1139-r, the School is under the jurisdiction of the Federal Agency for Education (hereinafter - the Founder), which exercises the functions and powers of the founder.
The relationship between the Founder and the School not regulated by the Charter is determined by the legislation of the Russian Federation and the agreement concluded between the Founder and the School.
The school in its activities is guided by the Constitution of the Russian Federation, the Civil Code of the Russian Federation, the Law of the Russian Federation "On Education", the Federal Law "On the Basics of the System for the Prevention of Neglect and Juvenile Delinquency", the Budget Code of the Russian Federation, the Tax Code of the Russian Federation, and other legislative and regulatory legal acts, the Model Regulations on a Special Educational and Educational Institution for Children and Adolescents with Deviant Behavior, approved in the wording of the Government of the Russian Federation of 08.01.1997 No. 19, of 23.12.2002 No. 919, regulatory legal acts of the relevant federal executive authorities and local self-government , acts of the Founder, this Charter. The school, in accordance with state educational standards, implements the basic educational programs of primary general, basic general, secondary (complete) general and primary vocational education.
The school can implement educational programs of additional education. The school is a non-profit organization and does not have profit-making as its main purpose.
The school is a legal entity. The School acquires the rights of a legal entity from the date of its state registration. The school has separate property, which is in federal ownership and is assigned to it on the basis of the right of operational management, an independent balance sheet, personal accounts opened in accordance with the established procedure in the bodies of the Federal Treasury to account for federal budget funds and funds received from entrepreneurial and other income-generating activities, in the currency of the Russian Federation and accounts for accounting for funds in foreign currency, opened in accordance with the currency legislation of the Russian Federation, a round seal with its full name and the image of the State Emblem of the Russian Federation, stamps, forms and other necessary details, conducts office work, archives, presentation of financial and statistical reporting in the forms established by the relevant federal executive bodies, annually reports on its activities.
The main tasks of the School are:
creation of the necessary conditions to meet the needs of the individual in obtaining primary general, basic general, secondary (complete) general and primary vocational education, a specific profession of the appropriate level of qualifications, intellectual, cultural, physical and moral development;
creation of the necessary conditions for psychological, medical and social rehabilitation of pupils;
the formation of a civic position and industriousness among pupils, the development of responsibility, independence and creative activity;
preservation and enhancement of the moral and cultural values of society.
Licensing, certification and state accreditation of the School are carried out in the manner prescribed by the legislation of the Russian Federation. The school receives the right to conduct educational activities and benefits established by the legislation of the Russian Federation, from the date of issuance of a license. On the basis of a certificate of state accreditation, the School has the right to issue a document to its graduates state standard on the appropriate level of education and on the use of the seal with the image of the State Emblem of the Russian Federation. The school independently forms its structure, with the exception of the creation, reorganization, renaming and liquidation of branches. The school may have in its structure, departments, preparatory courses, classrooms and laboratories, educational and training workshops and farms, training grounds, hostels, structural units of additional education and other structural units.
The management of the School is carried out in accordance with the legislation of the Russian Federation and its Charter and is based on the principles of one-man management and self-government.
The competence of the Founder is determined by the legislation of the Russian Federation, the Charter and the agreement concluded between the Founder and the School.
The founder carries out in relation to the School, including:
bringing the limits of budgetary obligations;
registration of permission to open a personal account for accounting for funds received from entrepreneurial and other income-generating activities and approval of estimates of income and expenses of the federal budget;
other budgetary powers established by the legislation of the Russian Federation.
The Charter of the School, changes and additions to it are adopted by the general meeting of employees and representatives of pupils and approved by the Founder.
The direct management of the School is carried out by the director. The Director of the School is appointed in accordance with the established procedure by the Founder on the basis of the concluded labor contract.
The director, in accordance with the legislation of the Russian Federation, appoints and dismisses employees, determines job duties workers.
The Director of the School is responsible for:
failure to perform functions assigned to its competence;
incomplete implementation of educational programs;
the quality of education of graduates;
life, health of pupils and employees during the educational process;
inappropriate use of federal budget funds;
acceptance of obligations in excess of the brought limits of budgetary obligations;
obtaining credits (loans);
other violations of the budgetary legislation of the Russian Federation.
The director is obliged to provide advanced training of teaching staff in the prescribed manner.
The forms of self-government of the School are: the Board of Trustees, the Board of the School, the general meeting of employees and representatives of the pupils, the Pedagogical Council. The general meeting of employees and representatives of pupils (hereinafter referred to as the General Meeting) is held to adopt the Charter, amendments and (or) additions to it, elect the Council of the School, resolve other issues attributed to its competence by legislative and other regulatory legal acts, the Charter, and adopted to the General meeting by the Board of the School or by the director. The decision to convene the General Meeting and the date of its holding is made by the Board of the School or the director.
The main areas of activity of the School Council are:
development of a program for the development of the School and improvement of the educational process;
discussion of the Charter of the School, changes and additions to it, as well as other acts regulating the work of the School.
development and approval of the Regulation on the procedure for the formation and expenditure of extra-budgetary funds;
hearing the reports of the head of the School;
coordination of applications for rewarding employees of the School with state and industry awards, conferring honorary titles on them;
other issues attributed to his competence by legislation and other regulatory legal acts, the Charter of the School.
The employees of the School include management and teaching staff, educational support and other personnel.
Appointment, dismissal, regulation of labor relations of employees of the School are carried out in accordance with the Labor Code of the Russian Federation and the Law of the Russian Federation "On Education" and other regulatory legal acts.
2.2 Determination of the level of professional competence of the heads of an educational institution when assigning a qualification category
competence professionalism head qualification
There are different interpretations of the concept of "educational institution" and different approaches to determining its structure. Here are some of them (Table 1). To assess the competence of the head of an educational institution, it is important to highlight those approaches that will allow the phenomenon of competence to be considered in terms of criteria, indicators and tools for measuring the professional competence of the head of an educational institution. Determination of the level of professional competence of the heads of an educational institution when assigning a qualification category (in the certification process) are presented in (Table 2).
Table 1- Definition of the concept of "Professional competence"
AuthorDefinition of the conceptThe structure of professional competence I.V. Grishina Competence is an integral professional quality of a leader, a fusion of his experience, knowledge, abilities and skills, an indicator of both readiness for leadership work and the ability to make informed management decisions. The professional competence of a school director is a complex multidimensional personal education that includes functionally interconnected components: -motivational - a set of motives adequate to the goals and objectives of management; -cognitive - a body of knowledge required for management; -operative - a set of skills and abilities of practical problem solving; -personal - a set of personal qualities important for management; -reflexive - a set of abilities to anticipate, evaluate, "slow down" their own activities, choose a management strategy. Selitskaya's pedagogical competence of a manager is a basic professional characteristic of a manager's personality, one of the key system-forming components in the general structure of managers' competence. It identifies three leading paradigms that form the fundamental basis of the conceptual foundations of the formation of a manager's pedagogical competence: sociological, sociocultural and activity. Substantiates the choice of the activity approach as a fundamental basis for creating conditions for the formation of the manager's pedagogical competence The competence of a teacher-manager is represented as: - the degree of mastery of a set of knowledge, skills and abilities in the field of pedagogical management, economics, entrepreneurship; -the ability for marketing and research activities, analysis and selection of optimal solutions to problems in conditions of uncertainty; - readiness to develop, accept and implement effective management decisions in the direction of the set goal; - the formation of significant personal qualities, economic thinking and motivational - value orientations; - the unity of theoretical, normative - legal and practical readiness for pedagogical management, economic activity and entrepreneurship; readiness for information support of management activities, effective communications in business communication. Table 2 - Determination of the level of professional competence
ParametersCriteriaIndicatorsInstrumentsCompetence of the head of an educational institutionQualityKnowledge: - strategies for the development of education in Russia and the principles of educational policy; - goals, content, forms, methods of teaching and upbringing, modern concepts and technologies; - types of educational institutions, their place and role in the system of continuing education, requirements for the results of their activities; - the foundations of the economics of education; - regulatory and legal framework for the functioning and development of the education system; - theoretical foundations management, leading management schools and concepts, characteristics of management in education; - the principles of analysis and construction of educational systems and methods of planning their activities; - systems and methods of material and moral incentives for employees; - styles of effective team management; - modern methods of control of educational, financial and economic activities and office work in the institution; - requirements for the conduct of office work in an educational institution. Testing; Exam; InterviewProfessionalism Ability to: - analyze the activities of educational institutions, identify the most significant problems and find effective ways to solve them; - to develop regulatory and organizational documentation of the educational institution (contracts, statutes, rules, etc.); - to develop programs for the development of an educational institution; - to build the organizational structure of the OS management; - plan and organize control over the activities of the institution; - to motivate performers to achieve high results in labor activity and professional development; - to prevent and resolve conflicts in the team; - to organize the development of innovations; - conduct business meetings, conversations, organize group work. Practice-oriented project Discussion Business games Productivity of the educational institution: - preservation of the contingent of students; - mastering by students of educational standards; - the results of innovative educational activities. Head: - the state of the regulatory legal framework for the functioning and development of educational institutions; - development programs of the institution (unit); - the state of the educational and material (material and technical) base of the institution (availability, use, development); - quantitative and qualitative characteristics of movement staff; - social and psychological climate in the team under management; - quality and level of sanitary and hygienic conditions; - the state of the office work. Generalization of experience
Consider the approach of P.I. Tretyakov / 22 /.
Professional vitality and competence of teachers - leaders as indicators of the quality of education are presented in Table 3.
Table 3- Professional vitality and competence of teachers.
ParametersCriteriaIndicatorsInstrumentsGnostic (research) and self-educational competenciesApplication of methods and technologies for identifying the relationship between purpose, content, conditions, objects 1) find the necessary educational information; 2) set goals, plan, organize your individual educational process and the trajectory of personal development of other subjects of the educational process; 3) identify, solve, control and correct the problems of their self-education; 4) find and benefit from experience; 5) evaluate the effectiveness and efficiency of the education received; 6) explore the merits and demerits in activities, in the system of relationships; 7) research the factors of productive education, analyze the state of the problem field in theory and practice; 8) to study the factors influencing the self-organization of the participants in the educational process; 9) explore the merits and demerits of their own activities; 10) build on the strengths of their personality in problem solving. Testing; Exam; Self-diagnosis; Generalization of experience Organizational and communicative competences Building an optimal model of relationships and interaction between all subjects of the educational process and effective personal self-organization 1) organize their own activities related to solving educational problems; 2) organize interaction, mutual assistance and support between all participants in the educational process; 3) effectively allocate their time and the time of participants in the educational process for various types of activities; 4) use an indirect influence on the organization of the activities of all participants in the educational process; 5) teach the self-organization of the activities of the participants in the educational process; 6) build relationships based on the implementation of development programs (independence, self-confidence, etc.); 7) stimulate development; 8) teach communication (the ability to establish contacts, coordinate actions, listen and hear others, resolve conflicts, etc.); 9) make decisions, responsibility; 10) apply computer technologies. Business game Constructive and design competencies Mastering theoretical methods of action in the development of a holistic process and training sessions based on progressive pedagogical technologies 1) draw up a personal self-education program (plan); 2) draw up the educational program of the school; 3) draw up flow charts for the passage of educational material; 4) establish intra-, interdisciplinary and cyclical connections of the studied disciplines; 5) design a modular and multi-profile organization of the UVP; 6) determine the most rational forms, methods and technologies of the educational process; 7) choose the most rational structure of the integral process; 8) determine the most productive structure of a training session; 9) develop personal and collective reflection. Practice-oriented projectSocial and personal competencesDetermination of personal and social goals1) critically consider the phenomena and events in the world, Russia, a particular region; 2) determine the links between the past, present and future; 3) assess social and personality trends related to health, environment, consumption different types resources; 4) enter the discussion and develop their opinion; 5) overcome difficulties, conflicts; 6) express yourself and your best qualities. Interview; Discussion; Business gameAdaptive competenceAbility to cope with modern and predictable situations 1) use new information to update activities; 2) apply new technologies to improve labor efficiency; 3) show tolerance, flexibility, resilience in the face of rapid changes; 4) show a willingness to transform oneself and other people into activities; 5) to adequately respond in terms of personal growth to changes in society. Round table; Business games; Questionnaire
2.3 Analysis of the results of changes in the professional competence of teachers and heads of educational institutions
The analysis of the results of measuring changes in the professional competence of teachers was carried out in accordance with the criteria and indicators (according to T.G. Brazhe) / 34 /. The following parameters of professional competence were assessed: motivational-value, cognitive-activity and emotional-procedural.
Motivational value parameter
At KBPK, combined with attestation, the teacher's attitude to the assimilation of new knowledge, readiness for learning and professional and personal development (mobility) are not purposefully diagnosed.
Problem courses, as a rule, determine the teacher's attitude to the assimilation of new knowledge, readiness for learning and professional and personal development.
On the problem associated with the introduction of specialized training, within the framework of the subject-methodological module, a questionnaire survey of teachers was organized.
The main purpose of using the questionnaires was to identify the personal meaning of obtaining knowledge, the structure of professional motivation, the degree of readiness to implement the acquired knowledge and skills in the post-course teaching activities... The questionnaires included multiple choice and free-choice questions.
This diagnostic toolkit is not perfect enough, but it allows you to determine the main trends.
So, among the main motives prompting teachers to participate in the implementation of the ideas of specialized education, the following were named: the desire to more fully take into account the individual characteristics of students, the conviction that this will increase the efficiency of work.
Cognitive activity parameter
The results of the entrance diagnostics carried out with the use of KIMs of teachers indicate that the majority of teachers have mastered the subject at a basic level. At the same time, difficulties in mastering individual elements content that traditionally cause difficulties for students.
The results of the final diagnostics indicate the development of new elements of the content of the subject and the methods of teaching it by the majority of course students.
Significant difficulties for teachers are caused by the assessment of the results of their work: as a rule, the results are determined by the percentage of students' progress and the number of graduates who entered other educational institutions. As a result of training in the courses, teachers master the ability to determine the effectiveness of their work using various diagnostic techniques.
In general, teachers are guided by professional literature, although in most cases they turn to subject-specific - and less often - to general pedagogical journals or monographs. In the course of mastering the coursework program, teachers study the current methodological literature, get acquainted with modern research in the field of the basic subject and methods of teaching it.
In addition, the level of involvement of teachers in innovative solutions is increasing, as well as mastery of methods of pedagogical research. During the course, teachers develop the ability to analyze their own experience and that of colleagues.
It was revealed that in the course of completing the tasks of the entrance control of professional pedagogical workers, out of the maximum possible number of points, one or two listeners usually gain the full number of points. The average achieved indicators in groups are 70-60% of the total number of tasks.
At the same time, the lowest indicators in the group are given by listeners who do not have special, including pedagogical education and with little work experience. An unacceptably low number of points per year of coursework usually goes to one or two students.
The analysis of the results of the entrance diagnostics showed that the greatest difficulty is traditionally caused by questions related to the theory and methodology of teaching subjects (professions). It should be noted that the results of the analysis of the implementation of KIMs testifies to the "shaky" knowledge of the students of some documents of the state educational standard (up to 55% of incorrect answers).
At the same time, most of the trainees showed a fairly good knowledge of the content of their educational areas.
Nevertheless, in general, the level of professional competence of the majority of teachers - students of the courses can be considered sufficient (within the normal range).
When performing tasks for the current and final diagnostics, the following can be noted:
a) when creating a "business card" of their educational institution, performing practice-oriented projects and tasks of diagnostic and teaching methods in subjects, a significant number of teachers find it difficult to show the presence of stable positive results in teaching and upbringing;
b) tasks related to knowledge of new literature in the field of a subject and methods of teaching it, a self-critical and reflexive attitude towards oneself, with possession of the existing traditional solutions of professional problems, with a description (but not analysis!) of the experience of colleagues;
c) the traditional difficulty is the achievement of the depth and validity of the analysis of the effectiveness of one's activities, the consistency and validity of conclusions about the directions for improving professional activity, as well as the ability to show the presence of skills to analyze problematic information obtained from the literature, to understand (and sometimes even evaluate) a promising methodological idea, convincingly argue your conclusions.
d) it is difficult for teachers to solve problems associated with going beyond the "standard" situation. The level of mastery of a complex of research skills and their use in practice cannot be highly appreciated by the majority of students. However, it is in this indicator of professional competence that a noticeable dynamics is observed (even on the scale of short-term courses).
Using the appropriate diagnostic tools (written test), the following picture of the formation of psychological and pedagogical competence of listeners "at the entrance" is recorded: about 60% of listeners demonstrate the presence of ideas about the basic models of education, almost 15% are able to analyze both their activities and pedagogical phenomena in general (proficient in pedagogical diagnostics), 60% of students know the requirements for a modern lesson and 20% are guided in the structure of the teacher's professional competencies.
The results of the final diagnostics and practice show that microgroups cope with tasks at an acceptable level. They clearly formulate the actual problems of their pedagogical practice, reveal their pedagogical, educational, methodological, psychological and valeological aspects. The problems of the development of creative giftedness of students, deviating behavior of adolescents, stimulation of the cognitive activity of students in the classroom, etc.are relevant.
The groups provide the scientific basis for the proposed solutions. During the speeches, the listeners demonstrate a good knowledge of pedagogical theory and creativity to the development of the selected problem. The group leaders, completing their speeches, analyze the group work, summarize the proposed solutions to the problems. Listeners actively participate in discussions on the issues under consideration.
As you can see, the assessment of changes in the psychological and pedagogical competence of students as a result of training in the courses is overly general and undifferentiated.
Emotional-procedural parameter
The satisfaction of students with the organizational and pedagogical conditions of the learning process, the content of classes, the correspondence of the content and organization of courses in general to the professional needs and interests of the teacher can be assessed as satisfactory (according to the questionnaire survey of students immediately after the courses).
An analysis of the results of a sociological study on the delayed results of professional development reveals, on the whole, a high degree of satisfaction of both the teachers themselves and their leaders.
It would be advisable to analyze the results of measuring changes in the professional competence of leaders of the education system in accordance with the approach of I.V. Grishina / 25 /.
I will give several examples characterizing the results of measuring the professional competence of managers. To a certain extent, they can be used to judge the tendencies of changes in the professional competence of management personnel.
The results of the entrance diagnostics showed the following: 57% of the students do not know the main provisions of the regulatory documents on the activities of the educational institution; 35% students show an average or below average level of knowledge about their basic functional responsibilities; eight% students have theoretical knowledge of the provisions of the documents regulating the activities of an educational institution not only in the mode of functioning, but also in the mode of development, they apply knowledge in their practical activities.
The final diagnostics showed the following.
A high level of professional competence was shown by 38.4%. They:
Have a systematic understanding of the structure and development trends of the Russian and regional education system;
understand the diversity of economic processes in modern world, their connection with other processes taking place in society.
theoretical foundations and patterns of functioning and development of an educational institution, including transition processes;
principles of making and implementing economic and managerial decisions.
identify problems of an economic, social, political nature in the analysis of specific situations, suggest ways to solve them and evaluate the expected results;
systematize and summarize information, prepare certificates and reviews on professional activities;
use basic and special methods of system analysis and analysis of problems, manage information in the field of their professional activities;
develop and justify options for effective economic management decisions;
critically evaluate from different sides (production, motivational, institutional, etc.) changes in the field of education, trends in the development of objects in the field of professional activity;
use computer technology in user mode to solve management problems.
special management terminology and vocabulary of the specialty;
skills of independent mastering of new knowledge using modern educational technologies;
skills of professional argumentation in the analysis of standard situations in the field of upcoming innovative activities.
54% showed themselves at the average level of professional competence.
7.6% showed themselves at a low level.
The final diagnostics of the professional competence of the heads of educational institutions in the disciplines: "Economic theory" and "Fundamentals of the organization of economic activity of educational institutions" showed the following.
% (high level) easily defined the main economic categories (need, demand, supply, price, value, costs, costs, opportunity costs, budget, extra-budgetary funds, financing channels, regulatory budget financing, etc.) and concepts ( consumer behavior, financing, budgeting, production of services (goods), etc.); When solving logical problems, freely established existing dependencies, for example, the relationship between the reduction of customs duties on foreign cars and the car market, between the increase in oil production and the education budget, etc.
% (the level is low and below average) experienced difficulty in this, i.e. confused the content of the concepts or could not formulate them at all. In addition, they could not link (or had a poor idea) with their practical activities the main provisions of legislative acts, theoretical calculations, economic laws. For example, apply the law of escalating opportunity cost when scheduling a school; could not indicate the financing channels of the educational institution; were unable to compare the amount of budgetary funding and extrabudgetary funds. And they also could not solve logical problems, for example, to establish a connection between the market for the production of gas masks and the market for the production of baby diapers (the issue of micro- and macroeconomics and life experience).
% (average level) made mistakes in defining the main categories and economic laws in force in the economy and, in particular, in the economy of education. They could independently link their experience and the theory of economic issues (laws).
Competence Number of managers High level Average level Low level 38.4% 54% 7.6%
Thus, as a result of the analysis of professional competence:
no systematic work is carried out to analyze the results of measuring changes in professional competence.
there is no single criterion apparatus for assessing changes in the professional competence of students;
the study of professional competence is limited to a cognitive parameter; the goals of studying other parameters are not set: motivational-value, activity, etc.
3. Ways to improve and develop the professional competence of the leaders of an educational institution
3.1 Conditions, principles and forms of organization of the environment for professional development of education managers
In the third chapter, I examined the problems, causes, consequences, solutions to professional competence modern specialist... Ways to solve the problem of the formation of professional competence of a modern specialist Table 4
Singling out the educational environment as a fundamental condition for the leader's individual choice of the values of professional activity, I believe that the active role of the educational environment is to promote self-disclosure of a person, to "pull" his potential to the level of actualized abilities, which are the basis of active professional and personal self-development. The main principles of organizing the educational environment are:
collective design and implementation of the concept of educational interaction;
multivariate content of education, methods and forms of entering it, up to individual advanced training programs;
integrity and continuity in the content and logic of various organizational forms of professional development;
stimulation and support of any educational activity;
priority of personal rather than functional-role interaction between organizers and listeners;
an emotional climate favorable for learning.
Problem Causes Consequences Ways of solution 1. There is no systematic work to analyze the results of measuring changes in professional competence. Insufficiently complete, operationalized and reliable monitoring system for the effects of coursework Ineffective management of the quality of the organization and the effectiveness of learning in the course of coursework 1.Analysis of the content of curricula and teaching technology in terms of compliance with the criteria of professional competence of teaching and management personnel of the education system. 2. Correction of the content of curricula and teaching technology 3. Expertise of the Ministry of Education of the developed programs. 2. There is no single criterion apparatus for assessing changes in the professional competence of students; Insufficient readiness of the Institute staff to use the concept of "Professional competence as a key indicator" to assess the success of work with students. on professional competence as a key indicator is not becoming a priority. 3. Adjustment of the content of curricula and teaching technology. 3. The study of professional competence is limited to the cognitive parameter; the goals of studying other parameters are not set: motivational-value, activity, etc. The increase in the number of control and measuring procedures and the lack of a single scientific methodological base, assessment of methods Weak ties. Lack of sharing positive experiences 1. Correction of such control and measuring procedures as the implementation of diagnostic and training methods, practice-oriented projects, exam, interview, test, essay, dictation. 2. The technique of competent organization of such control and measuring procedures as testing, questioning, business (role) play, debates, self-diagnostics, presentation of the listener's "portfolio" has been studied. 3. Development and approved procedure for the examination of diagnostic tools. 4. Development of formalized indicators; methodology for collecting, processing, storing, distributing and using information on the results of measuring professional competence; 5. In accordance with the criteria of professional competence - to develop forms of expert sheets for assessing the professional competence of pedagogical and managerial personnel and the structure of the submission (expert opinion), filled out by the head of the educational institution for the certified educational worker, including: the director of the educational institution, the deputy director of the educational institution for SD, the deputy director of the educational institution for BP.
Figure 4 - Problems of the formation of professional competence of a modern specialist
"Maintaining" these principles in the organization and implementation of professional development programs is also a relatively new and rather difficult task in the context of the growing diversity of ethical, psychological, pedagogical, anthropological views and the increased complexity of the value self-determination of teachers.
Municipal methodological service, in addition to coursework, may have such forms of organization of professional development as:
pedagogical workshops as forms of entry into research activities;
organization of seminars (based on innovative schools): immersion seminars, problematization seminars, reflection seminar, project seminar, methodological seminar, expert seminar, consultation seminar, etc .;
conference of leaders to discuss educational problems in the municipality;
management internships for young leaders as part of a management event;
"consultation point" in MMS (RMK);
the "marketing room" in the municipal "building" of the education;
open professional club, etc.
The proposed forms of organizing methodological work with education managers expand and supplement those traditionally used. Note here, however, that methodical work, as before, remains one of the central forms that perform two mutually intersecting functions - the development of teaching methods and the professional development of the teacher. Since management and teaching are not identical phenomena, it is unlikely that we can talk, for example, about the methodological association of school principals or head teachers.
Thus, professional development of education managers on the basis of the municipal methodological service is carried out not only through various forms, but also in a specific professional community. These are managerial professional associations, on the basis of which the processes of professional development of education managers and the search for new mechanisms for changing managerial activities can be developed. For example: assembly of school principals, management studio, corporation of education managers, etc. Unlike teachers who delegate representatives of their professional communities to the municipal level of education, managers are immediately professionally united at this level.
Therefore, within the framework of the municipal professional association, small (or temporary) professional groups may arise according to areas of professional interest. It is the professional community that is the subject of changes, it creates (or comprehends) an innovative management practice, and it also contains the modus of individual changes.
The main problem in the search for ways and forms of interaction between teachers, methodologists and education managers (in realizing the goals of the educational program) is the problem of the reasons for their choice. When solving it, it is necessary to rely on philosophical, psychological and pedagogical theoretical positions, consisting in the discovery and awareness of personal meanings, orientation to the infinity of knowledge, creation of oneself in the world and the world in oneself, the value of understanding, mutual recognition, co-creation, freedom of choice. These grounds lead to the need to create new forms and rethink traditional ones.
In the practical implementation of the program, lectures, workshops, discussions, "round tables", debates, mini-trainings, workshops, role-playing games, mini-conferences, positional discussions, etc. can be used. In addition, the same grounds dictate the variety of principles for organizing study groups when carrying out group work.
One of the ways of self-realization of a manager as a participant in coursework is interactive teaching methods based on personal interaction-communication of each of the participants in the educational process. Traditionally, such technologies belong to the so-called forms of collective thought activity in the educational and research process. In addition, in our opinion, interactive techniques can act as stimulating the creative and educational initiative of listeners, providing an undirected and resonant effect on the inner spheres of the personality.
3.2 Development of competencies as the main goal of education
V modern system education, there is a gigantic bias towards learning, with theoretical knowledge dominating practical skills.
And although TSB defines education as "training and upbringing," but in practice, education is usually successfully forgotten by everyone. (The expression "vocational training" is widely known, but hardly anyone has heard the expression "vocational education.) What does this lead to? All knowledge and skills, and even those few skills that young specialists have received, they cannot successfully apply. Why?
§ They lack the appropriate qualities.
§ They lack experience.
§ They don't want to be professionals!
§ They are "not in the subject", since the environment in which they "cooked" in the learning process is students and teachers, not professionals.
These four components are precisely what is lacking in modern vocational education:
§ Professional education.
§ Professional practice.
§ Updating the professional choice.
§ Immersion in a professional environment.
In addition, for a more accurate analysis and planning of vocational training, it is worth separating: a) teaching knowledge (conditionally, this section of vocational education can be designated as "training") and teaching skills (conditionally, this section can be called "training", since training is the main method of forming skills). Training differs from professional practice in that it is carried out not in real, but in educational - facilitated conditions, and the object of training is not all activity as a whole, but individual professional skills and abilities.
In modern vocational education, both at the level of the professional community and at the level of state structures, there has been a tendency to describe vocational education as a process of developing the necessary competence of a specialist. And although so far this has happened only in words and on paper, let's hope that "the process has begun." But the question naturally arises, what is to be understood by competence?
As a rule, competence is understood as a specialist's possession of a set of competencies necessary for his work, or the compliance of a given specialist with the requirements of his position, or the specialist's ability to effectively carry out his professional activities. And since the key word in the definition of competence is the word "competence", then it is precisely this that should be precisely defined.
Definitions of "competence" vary. Moreover, some skills (conflict management), personality traits (sociability, responsibility, analytical mindset) and psychological attitudes (achievement orientation) are sometimes cited as examples of competencies. But in itself, none of these components (knowledge, skills, attitudes, etc.) is not competence in relation to the activity of a specialist, but is only one of its elements.
But, nevertheless, if you highlight the essence, then all these examples and definitions speak about the same thing - about some individual characteristics that allow a specialist to be effective in his field of activity. True, sometimes competence is understood as the requirement of a position for a specialist, but, in my opinion, this is about the same thing, but in a different context.
So, I propose the following definition of competence: "Competence is a complex of individual characteristics of a specialist, necessary and sufficient for the effective and guaranteed implementation of his professional activity in given conditions and at a given level of quality."
A similar definition is given by the Dictionary of Economics and Finance: "Competence is the unity of knowledge, professional experience, ability to act and the skills of an individual's behavior, determined by the goal, assignment of the situation and position."
True, an attempt has been made here to reveal the composition of the competence, however, in my opinion, it is more convenient to do this by creating a model of the competence structure.
Having examined competence from the standpoint of common sense, as well as through the prism of a number of vivid examples of effective professional training, I identified a number of key elements, both coinciding with those already known (knowledge, skills, attitudes), and not.
The most significant (backbone!) Element in this model is the variable individualized algorithm of the specialist's activity - his technology, his “know-how”.
Indeed, in the activities that a successful specialist carries out, you can always see a certain structure. And a professional specialist can always describe this structure ("first I do this, then this, if so - I do so, if so, then so", etc.). It is this algorithm that leads to the planned result, and all other components of competence (knowledge, skills, attitudes) in relation to it are auxiliary. And the higher the qualification of a specialist, the more complex his activity, the more uncertain the conditions of this activity, the more complex, more variable and more individualized algorithm is required.
However, considering professional activity in a more or less long time period, one can see that when the conditions of the activity change or as the requirements for its results increase, the specialist has a need to improve the activity itself. As a rule, this is realized through two main directions: a) independent training and b) the introduction of new forms into practice.
The need for this directly follows from the model of effective professional activity (Figure 1):
Figure 1- A closed cycle of effective professional activity.
Hence, it becomes necessary to include two additional elements in the structure of competence: methods of self-training and methods of innovation.
START - Complete Universal Competence Framework
Figure 2 - Complete Universal Competence Framework
Business training is a lifesaver
Since modern vocational education is tilted towards learning (and mainly theoretical), compensatory mechanisms are needed for the effective training of almost all specialists.
V last years business training has become the main of these forms.
If we consider business training as a special form of short-term vocational education, then it would be fair to say that the purpose of business training is to develop the competencies of the training participants to the level they need.
This approach makes it possible to facilitate the work of both a business trainer (giving a guideline when setting training tasks), and a customer (helping to identify training needs), and a client - a training participant (motivating him to fully participate in the training).
However, a number of thorny questions arise here:
How to define the profile of the required competence?
How to measure the level of "fine" components of competence?
What is the most effective way to develop different aspects of the competence?
Based on my personal and professional experience, and also based on common sense, I see the following answers to these questions:
In order to define a competency profile, one should:
Clearly define the goal.
Define possible ways its achievement and, based on the results of the analysis of external and internal resources, choose the optimal one.
Simulate activities to achieve this goal in this way - i.e. create an algorithm for this activity.
Determine what attitudes, knowledge, skills, qualities, experience a specialist needs to implement this algorithm - i.e. create a profile of the required competence. To do this, you can test several specialists who carry out similar activities; in some cases, a thought experiment is sufficient.
In order to measure the "thin" components of competence, it is necessary to find relatively simple types of activity, the results of which are measurable and correlate with the tested parameter of competence (ie, select or create a system of tests).
With some persistence and a creative approach, even such "subtle" qualities as empathy (the method of semantic differential is suitable), energy and stress resistance (the method of holding the breath is suitable), etc. can be measured. In addition, you can always use the method of expert assessment - the main thing is to accurately formulate the task for the expert and develop an adequate and convenient measuring scale.
Even in the absence of a job competency profile, one can be drawn up with the help of the training participants themselves. Taking for 10 points the level of development of each of the parameters ideal for the current or planned activity, the participant will receive an ideal profile their competence.
Having assessed the current level of each parameter, he will be able to create a current profile of his competence.
Figure 3 - Three profiles of competence
At the end of the training, the participant, together with the trainer, can analyze their results and outline their next steps, creating and selecting methods for further independent work upon reaching it. By the way, these results, together with the self-training program and the program for introducing the material studied at the training, can be very useful for the HR specialist in charge of this employee.
From the point of view of Moscow State University professor V. I. Maslov - the author of the first textbook for universities in Russia on strategic personnel management, "the management of the competence of employees is the main direction activities of specialists in human resource management "/ 25 /.
In addition, competency analysis is necessary for the strategic management of all activities of the organization, as well as for effective management corporate culture.
Without setting the goal of a thorough analysis of this issue, we will consider only some of the possibilities that the competence approach gives for organizing effective personnel management.
Remembering the goal-activity-competence chain and applying this model to strategic human resource management, one can come to at least two very interesting conclusions.
First conclusion:
Larger goals tend to require more complex activities to achieve. A more complex activity requires a higher competence of a specialist. And the acquisition of higher competence takes time, often considerable. After all, even a simple skill is formed on average in 21 days, and there may be several necessary skills.
In addition, personal development takes much longer - sometimes it takes years!
What could be the ways to solve this problem, apart from, of course, the constant change of personnel (which is not always possible and always costly)?
Introduce a strategic management system and a strategic personnel management system in the organization.
And then, knowing what goals the employee will face in a few years, and how he will achieve them, you can plan a long-term program for his training and development.
Consider the current activities of the employee not only as practical, but also as educational.
Applying this concept to business, you can say this: let my employee make mistakes, if they are educational errors, and not due to negligence. The damage from these mistakes will be covered many times in the future. After all, when an employee raises his competence, he will begin to make a profit that is immeasurably greater than he is bringing now (even if now he does not make any mistakes).
The second conclusion that follows from the competence approach is related to the so-called "talent management". This conclusion can be formulated as follows:
If the competence of a talented employee exceeds the competence of his position in at least one of the parameters, then the employee feels dissatisfied, and his competence begins to decline.
Moreover, in order for such an employee to feel happy, it is necessary that the requirements of his position exceed his current competence in at least one of the parameters.
Naturally, there are a number of conditions: the excess must be adequate to the position, the current tasks of the organization and the psychotype of the employee; the employee should be aware of this discrepancy and work with it, etc.
But despite all the difficulties, this conclusion opens up a whole range of opportunities for motivating and retaining staff. The most striking (even paradoxical) example: instead of increasing the size of payments, you can complicate the employee's professional activities. Of course, the question arises: how to complicate it and how much?
And this is where the analysis of the competence profile of a given employee can help.
This conclusion echoes the ideas of realizing human potential. The idea is that strategic directions and the goals are determined not only based on the decisions of the top officials of the organization, but also on the basis of the existing unrealized competencies of the personnel (which, again, can be helped by the analysis of the competencies of employees). If people feel that the organization not only ensures their standard of living, but also allows them to more fully realize themselves, then a phenomenon that has recently been called "personnel involvement" will arise. But the involvement of personnel gives not only a psychological, but also an economic effect!
It has already been irrefutably proven that, due to low employee engagement, organizations lose huge amounts of money, not comparable in size to the cost of high-quality personnel management.
According to Gallup research, even in a disciplined country like Germany, only 15% of enterprise employees are interested in and satisfied with their work, which causes huge losses due to low productivity, frequent job changes and, surprisingly, absenteeism. Thus, by introducing a competence-based approach in the field of personnel management, one can not only improve the psychological climate and retain talented employees, but also reduce the financial costs of the organization, increasing profits several times!
3.3 The proposed model for assessing the professional competence of the head of an educational institution
Based on the use of these criteria, indicators and tools, the following levels of professional competence of the head of an educational institution can be distinguished:
) Need-motivational;
) Operational and technical;
) Reflex-evaluative.
The approach of T.G. Brazhe / 34 /. I consider it expedient to use the approach proposed by T.G. Brazhe / 34 /. The developed criteria for assessing the professional competence of a leader are similar to the criteria for the professional competence of a teacher. This approach is the basis for the diagnosis of the professional activity of the head of an educational institution during certification for the highest category.
Based on the analysis of the content and structure of the concept of "professional competence of the head of an educational institution", various approaches to assessing the professional competence of the head, I propose a model for assessing the professional competence of the head of an educational institution, which is most acceptable in the system of advanced training. This model is based on the synthesis of the approach proposed by I.V. Grishina / 24 /, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.
Professional competence of the leader
Criteria - qualifications, resource efficiency, socio-psychological efficiency, technological efficiency.
Let's consider these criteria in more detail:
) Qualification.
Key indicators - knowledge:
types of educational institutions, their place and role in the system of continuing education, requirements for the results of their activities;
foundations of the economics of education;
regulatory and legal framework for the functioning and development of the education system;
theoretical foundations of management, leading management schools and concepts, features of management in the field of education;
principles of analysis and construction of educational systems and methods of planning their activities;
systems and methods of material and moral incentives for employees;
styles of effective team leadership.
modern methods of control of educational, financial and economic activities and office work in the institution;
requirements for the conduct of office work in an educational institution.
Tools:
Testing
Questionnaire
Interview
Discussion
Business (role-playing) game
Self-esteem (self-diagnosis, introspection)
Practice-oriented project
Diagnostics of professional activity
Portfolio
Generalization of experience
Expertise (expert opinion)
) Resource efficiency - the degree of expediency of the use and development of all resources of the school: personnel, material, financial
Basic indicators:
A) Realization by teachers of their professional interests and capabilities:
assessment of the development of teachers' creative activity
evaluation of innovations and innovations
assessment of teachers' implementation of developmental and self-expression needs
B) Rational organization of work at school:
assessment of the rationality of the school schedule (according to the survey)
C) Rational use of school equipment, funds, personnel:
Assessment of the use of educators in accordance with their professional education profile;
The state of the educational and material (material and technical) base of the institution (availability, use, development)
) Socio-psychological effectiveness - the degree of influence of management activities on the school team
Basic indicators:
A) Satisfaction of teachers and students of the school:
assessment of the degree of satisfaction of teachers and students of the school (with their work and study)
B) Socio-psychological climate:
assessment of the level of socio-psychological climate at school
C) Motivation of members of the school team for quality work:
assessment of the motives of labor behavior of members of the school team
) Technological efficiency - the level of implementation of the main management functions: information and analytical, motivational and target, planning and prognostic, organizational and executive, control and diagnostic, regulatory
Basic indicators:
A) Compliance of the management structure with the goals of the school:
assessing the compliance of the management structure with the goals of the school;
B) Rational distribution of time by the head of the school:
assessment of the rationality of time allocation by the head of the school
C) Rationality of management technology:
assessment of a manager's readiness to perform management functions and the degree of their implementation (based on qualification characteristics)
D) The ability of the leader to manage and develop the school:
Assessment of the leader's ability to manage the development of the school;
the ability to analyze the activities of an educational institution, identify the most significant problems and find effective ways to solve them;
develop regulatory and organizational documentation of an educational institution (agreements, statutes, rules);
the ability to plan and organize control over the activities of the institution.
3.4 Analysis and assessment of the quality of the diagnostic tools used
The quality assessment of the diagnostic tools used was carried out according to the following types of control procedures:
) input diagnostics;
) current diagnostics;
) final diagnostics, including: diagnostic and teaching methods; practice-oriented projects.
Control and measuring procedures (KIP) pursue the following tasks:
A) entrance diagnostics - obtaining information that makes it possible to differentiate managers and teachers of possessing professionally significant qualities (in order to determine the validity of claims to the declared category); obtaining information that allows you to adjust the methodology of conducting classes, taking into account the interests and needs of students; obtaining information that allows students to conduct self-diagnostics of the level of professional competence; approbation of control and measuring procedures.
B) current diagnostics - tracking intermediate results and the effectiveness of the course preparation process, identifying problems, difficulties of students, on this basis - adjusting the content and forms of training.
C) final control - an assessment of the success of the students in passing the course training programs and determining the degree of their professional competence compliance with the declared category (for those who are being certified for the category).
Entrance diagnostics are carried out at basic advanced training courses (KBPK), at courses on problems and at retraining courses for heads of educational institutions.
Entrance diagnostics at the KBPK are effective, which is carried out in the form of an entrance control and a subsequent interview.
The content of KIMs (control and measuring materials) includes the main issues of the Minimum content of general education in certain subjects. During the organization of testing, as a rule, the time for completing assignments is reduced compared to the established standards for students. This toolkit fairly objectively makes it possible to assess the teacher's mastery of the subject content at a basic level.
CMMs consist of three blocks (parts). In the first block (part A), each question is accompanied by answers, one of which is correct. In the second block (part B), each question is given six answers, several of them may be correct. In the third block (part C), each question must be answered in writing.
In the first block, for each correct answer, the listener receives 1 point, in the second block, each correct answer is evaluated with two points, in the third block - 7 points.
When developing KIMs (control and measuring materials) for KBPK (basic advanced training courses) for executives of NGOs (Primary vocational education) institutions, materials developed by employees of the IRPO MO RF (Institute for the Development of Vocational Education of the Ministry of Education of the Russian Federation), departments of O&ME, (Economics and Organization Management), pedagogy and psychology, theory and methods of vocational education and teaching materials (educational and methodological complexes) of vocational education.
In accordance with the specification of CMMs for managers, the entrance diagnostics also consists of three blocks (parts), the first of which (part A) is a test with a choice of answers, the second (part B) is tasks with a short free answer (entering words missing in sentences), the third (part C) - tasks in the form of answers to questions, performed in the style of free reasoning on a given topic (free detailed answer).
To the positive aspects of the entrance diagnostics, I consider the fact that the entrance control is accompanied by an interview (individually with each listener). In the course of the interview, the reasons for possible difficulties discovered during the implementation of CMMs are clarified.
Differentiation is carried out on the basis of summarizing the results of the incoming control and the subsequent interview. Usually there are three conditional groups of listeners:
) have serious knowledge gaps;
) having sufficient knowledge and skills;
) who have shown a high level of professional competence (including separately determined the number of those who apply for the highest category).
Differentiation of learning is achieved due to the "exit" to individual educational routes for students, taking into account the results of entrance diagnostics.
A feature of the entrance diagnostics at the KBPK by heads of educational institutions is its integrated nature. Input diagnostics includes 40 questions on the following blocks of disciplines: management, economics, law, pedagogy, psychology. The questions of entrance diagnostics are aimed at determining the level of preparedness of the student for management activities and the validity of their claims to the first or the highest qualification categories. Each correct answer corresponds to 1 point. Diagnostics allows you to determine 3 levels of preparedness of a leader for management activities: high - more than 80% of correct answers (32 points or more); average - from 60 to 80% of correct answers (from 24 to 32 points); short - less than 60% of correct answers (up to 24 points). The specified diagnostics is supplemented by input subject diagnostics for individual disciplines. The question of the advisability of using a combination of integrated and subject diagnostics remains open and requires discussion and an appropriate decision. The need to improve the used diagnostic tools is indisputable.
Current control is used in the course of coursework and includes an assessment of the students' performance of tasks for independent work, their performances in practical classes, etc.
In the framework of the KBPK, the final control, understood in this way, includes control and measuring procedures that are mandatory for all students (regardless of certification for any category):
a) presentation of the "business card" of your educational institution;
b) development of CMMs by profession, subject;
c) conceptual and terminological dictation;
d) exam in the form of a seminar - a regulated discussion.
There is a positive experience of using innovative forms of current diagnostics at the Department of O&ME (for the economic block). Particularly noteworthy is the methodological support of the control and measurement procedures. So, for example, the following forms of current diagnostics are used:
essay writing .
Implementation of a practice-oriented assignment (mini-project).
The goals that are set when performing this practice-oriented lesson:
identification, analysis, generalization and dissemination of the positive experience of the economic activity of the institution;
development of high-quality materials on organizational, economic and management issues of the work of an educational institution;
identification and support of progressive economic mechanisms of the life of educational institutions.
Objectives of the practice-oriented lesson:
develop (describe) an effective way (technology) of the institution's activities to attract extrabudgetary funds;
to conduct an examination together with the teacher of the methods (technologies) for attracting extra-budgetary funds presented for consideration, to assess their legal justification, economic efficiency and socio-pedagogical feasibility;
have an in-depth group discussion;
make, after discussion, if necessary, adjustments and recommendations to the proposed technologies.
Materials are evaluated based on the results of an examination of legal, economic and other characteristics of methods (technologies) for attracting extra-budgetary funds. The best works are determined on the basis of a qualification selection depending on the quality, volume and depth of elaboration of the submitted materials. Advantages in the assessment are given to materials containing a description of specific practices that have confirmed their sustainability and effectiveness in the real activities of educational institutions.
Conclusion
The data available in the first chapter indicate that at present a unified approach to the definition of the concept of "professional competence" has not been formed.
It is difficult to solve the problem of diagnosing an increase in the level of professional competence in the process of improving the qualifications of a teacher in the system of additional professional education. Almost all researchers note that measurement difficulties are associated with the fact that it remains unclear how to determine the necessary changes, to what extent they will be directly related to a specific impact during the course preparation.
Researchers believe that the assessment of professional competence is carried out by comparing the results obtained with any norms, average values, as well as by comparing them with the results of previous diagnostics in order to identify the nature of advancement in the development and professional growth of a teacher and a leader. The educational process of the implementation of short and medium-term (from 72 to 144 hours) educational programs for advanced training is unique, as it is usually aimed at solving emerging teaching practice urgent tasks. Therefore, in order to carry out diagnostics, it is necessary to have indicators characterizing the level of professional competence of students before and after mastering the corresponding educational program.
The quality of learning outcomes in the process of professional retraining of more than 500 classroom hours is assessed by the degree of compliance with state educational standards.
Since there is no unambiguous definition of the concept of "professional competence" and there is no generally accepted model for assessing the quality of educational results in the system of additional professional education, it became necessary to determine their positions. It seems to us that the most reasonable definition of the concept of "professional competence" proposed by T.G. Brazhe / 34 /.
Based on this definition, the main parameters of professional competence that are subject to assessment can be distinguished:
- motivational value;
- cognitive activity;
- emotional and procedural.
Based on the analysis carried out in the second chapter, the content and structure of the concept of "professional competence of the head of an educational institution", various approaches to assessing the professional competence of a leader, I propose a model for assessing the professional competence of the head of an educational institution, which is most acceptable in the advanced training system. This model is based on the synthesis of the approach proposed by I.V. Grishina / 24 /, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.
Professional competence of the leader
The criterion is qualification; indicators:
) Knowledge:
Strategies for the development of education in Russia and the principles of educational policy;
2) Resource efficiency - the degree of expediency of the use and development of all resources of the school: personnel, material, financial.
) Socio-psychological efficiency - the degree of influence of management activities on the school team.
) Technological efficiency - the level of implementation of the main management functions: information-analytical, motivational-target, planning and prognostic, organizational and executive, control and diagnostic, regulatory.
As a result of the study of the quality of diagnostic tools and the results of measuring changes in the professional competence of teachers and heads of educational institutions, carried out in the third chapter, the following contradictions were revealed:
between the need to manage the quality of the organization and the learning outcomes of coursework , and an insufficiently complete, operationalized and reliable system for monitoring the effects of coursework.
between the attitude to professional competence and the lack of readiness of employees to use this concept to assess the success of work with trainees.
between the increase in the introduced and newly created control and measurement materials and control and measurement procedures and the insufficient methodological, educational, scientific and methodological elaboration of these issues, which hinders the systematic use and dissemination of this positive experience.
To overcome the noted contradictions, I believe it is necessary:
1) Determine as a priority direction the work to ensure the quality of additional pedagogical education by improving all types of activities aimed at maintaining the professional competence of workers in the regional education system, creating, testing and implementing a quality monitoring system for continuing education.
For this, it is necessary to carry out work on:
Improvement of the software, methodological and technological support for the advanced training of educational workers, taking into account the criteria and indicators of their professional competence. For this:
to analyze the content of the curriculum and teaching technologies from the point of view of compliance with the criteria of professional competence of pedagogical and leading personnel of the education system.
adjust accordingly the content of curricula and teaching technologies.
to conduct an examination of the developed programs.
development and improvement of diagnostic tools for obtaining information on the direct results of changes in the professional competence of teaching and management personnel. For this:
adjust such control and measuring procedures as the implementation of diagnostic and training methods, practice-oriented projects, exam, interview, test, essay, dictation.
development and approval of the procedure for the examination of diagnostic tools;
clarification of the criteria and indicators of a sociological study of the quality of continuing education in order to obtain information about the indirect results of changes in the professional competence of pedagogical and managerial personnel;
development of formalized indicators; methods of collecting, processing, storing, distributing and using information on the results of measuring professional competence; creation of an information system for monitoring the quality of continuing education;
) Plan events to discuss the results of the implementation of the decisions of this Academic Council, apparatus meetings; meetings with vice-rectors; meetings of departments; industrial training.
List of sources used
1. Petrovskaya L.A., Rastyannikov P.V. Diagnostics and development of competence in communication, - M .: Publishing house of Moscow University, 2000
2.Zimnyaya I.A.Key competences - a new paradigm of the result of education, Higher education today, 2009 - No. 5
Ogarev E.I. Competence of education: social aspect. - SPb .: Publishing house. RAO IOV, 2005 .-- 170 p.
Choshanov, M. Flexible technology problem-modular training [Text] / M. Choshanova. - M.: Nar. education, 2004 .-- 157 p.
5.Richard E. Boyatzis the competent manager<#"justify">APPENDIX A
Misconceptions and metaphors-counterpoints to them
Pedagogical mythologeme Metaphor-counter-resistance The teacher can re-educate the student The teacher can create conditions for him. A. Bikeeva There are two opinions - the teacher's opinion and the wrong one I do not agree with any of the words that you say, but I am ready to give my life for your right to speak them. Voltaire The task of the teacher is to teach, demand, insist Young men, pondering how to live, asked the old man: "Is it possible to immediately distinguish a clever from a fool?" The old man said, looking up: "I can easily distinguish between them: Clever learns all his life, the Fool teaches all his life." P. Zheleznov Children Should Not Be Noisy You will never be able to create wise men if you kill rascals in children. J.J. Russo Pupils should not argue with the teacher The student will never surpass the teacher if he sees in him a model, and not a rival. V.G. Belinsky The function of a teacher is the transfer of knowledge A bad teacher teaches the truth, a good teacher teaches how to find it. A. Diesterweg It is not a shame and it is not harmful not to know Everything no one can know, but it is shameful and harmful to pretend that you know what you do not know. L. Tolstoy Small things in the behavior of students can be neglected Do not know how to distinguish between big and small. A sign of good teacher's work is the absolute absence of conflicts. Conflict-free is the opposite. At present, it is impossible to become a good teacher. It is better to light one small candle than to curse the darkness. APPENDIX B
Characteristics of the professional competence of a college graduate
The professional competence of a teacher is a complex individual psychological education based on the integration of experience, theoretical knowledge, practical skills and significant personal qualities. At the same time, pedagogical professionalism is associated with a high level of self-realization of individual characteristics, with an individual handwriting, an individual style of activity.
Components Indicators of graduate qualification level Professionalism Analyzing ability; actively use the acquired knowledge in professional activities; draw conclusions based on the analysis of their own successes and failures; willingness to use a variety of techniques, methods and means of organizing professional activities; Initiative; Self-selection of a training profile, including professional practice; focus on mastering the values of education; , focus on transformative activity and reflection, on self-control. Adaptation Readiness to promptly change the focus and motivation of professional activity depending on changes in the social situation. Dynamism Knowledge about the evolution of theories and concepts, understanding the need and specific content of changes depending on the changing situation. Research competence Mastery of scientific methods. -research activity. Positional certainty. Manifestation of personal functions in the educational and real professional figure. mobility, communication skills at the value-semantic, empathic level, adequate self-esteem Mobility The breadth of cognitive interests, the ability to abandon the erroneous decision, the ability of alternatives to solve a problem and make optimal choices. APPENDIX B
Diagnostics from the study of the communication skills of college students (30 people)
Level 2 course 4 course 1. High level 2. Intermediate level 3. Low level 26% 40% 34% 46% 34% 20%
The level of communication skills increases from course to course, due to educational and practical activities.
APPENDIX D
Organizational structure of management.
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From the point of view of business practitioners, professional competence is the ability of a subject of professional activity to perform work in accordance with job requirements. The latter represent the objectives and standards for their implementation, accepted in the organization or industry. This point of view is very consonant with the position of representatives of the British school of labor psychology, mainly adhering to the functional approach, according to which professional competencies are understood as the ability to act in accordance with the standards of work performance. This approach is focused not on personal characteristics, but on performance standards and is based on the description of tasks and expected results. In turn, representatives of the American school of labor psychology, as a rule, are supporters of a personal approach - they put at the forefront the characteristics of a person that allow her to achieve results in work. From their point of view, key competencies can be described by KSAO standards, which include:
- knowledge (knowledge);
- skills;
- abilities (abilities);
- other characteristics (other).
Experts note that the use of such a simple formula to describe key competencies is fraught with difficulties in defining and diagnosing two of its elements: knowledge and skills (KS) are much easier to determine than abilities and other characteristics (AO) (in particular, due to the abstraction of the latter ). In addition, at different times and for different authors, the letter "A" meant different concepts (for example, attitude), and the letter "O" was absent in the abbreviation at all (used to denote physical condition, behavior, etc.).
However, we intend to focus specifically on skills and abilities, since:
- they play a huge role in ensuring the competitiveness of the company headed by this leader;
- either universities do not teach this at all (in contrast to knowledge), or it is introduced in individual universities - in the so-called entrepreneurial universities. As a result, the educational market is flooded with educational and training structures that compensate for the gaps in higher education. By the way, corporate universities, in addition to conducting special training programs tied to professional specifics, also train so-called soft skills (literally translated as "soft skills", or, in other words, life skills - "life skills"). Examples are communications skills, negotiation skills, etc.
Key competencies of a modern top manager
Effective goal setting
So the first core competency is goal setting. Every management course - be it general management, project management, or brand management - teaches goal setting. However, nowhere do they teach personal and corporate self-identification, the identification of the meaning of life and the meaning of the existence of the company, the formation of the value basis of both personal life and the activities of the company. Hence the crises and disappointments of the middle age in his personal life, when a person thinks: he seems to have achieved everything, but why he lived and what I will leave behind is incomprehensible. With regard to the activities of the company, in the Western approach the raison d'être of the company is reflected in its mission. However, in Russian practice, the company's mission is often perceived as a formal invention of the involved image makers, posted on the website. No one is able to remember it, much less reproduce it. Such a mission does not cement anything and does not motivate anyone. On its basis, it is impossible to set bright strategic goals that can ignite and unite the team. Meanwhile, according to the assessments of practitioners, one of the most difficult tasks for the top management of companies is organizing the implementation of the tactical goals of the divisions in such a way that, as a result, the strategic goals of the organization are fulfilled. But how can they be fulfilled when strategic goals are often not known not only to the personnel, but also to the management itself. It happens that each top manager has his own vision of the strategic goals of the company and the general directions of its development. Not “put together”, such goals can create a classic situation in the company: “swan, cancer and pike”.
Without creating a value basis for the company's activities, it is impossible to form its corporate culture. This is obvious, since corporate culture is a system of values and manifestations inherent in the company's community, which reflects its individuality and perceptions of oneself and others in the market and social environment and manifests itself in behavior and interaction with market stakeholders. The meaning of corporate culture is that the values of the company and its employees coincide. This is not an end in itself, and there is nothing sublime about it. But this is the highest aerobatics of management, because if goals and values coincide, an employee will "drag" the whole company forward to achieve his goals and in the name of his values. In turn, the company, in order to achieve its market goals, will create all conditions for the professional development and personal growth of the employee.
The purpose of the corporate culture is to ensure the company's competitiveness in the market, high profitability of its activities through the formation of an image and a good reputation, on the one hand, and improving human resource management to ensure employee loyalty to management and its decisions, fostering employees' attitude to the company as their own. home - on the other. What does corporate culture depend on? Obviously, first of all - from the leadership. It is not for nothing that a well-known Russian proverb says: "As is the priest, so is the parish."
Thus, the first key competence of a top manager is the ability to work with the goals and values of the company.
Communication competence and work with key employees
The second key competence is communication competence. An analysis of the daily activities of top managers of large corporations revealed an interesting fact: from 70 to 90% of their working time they spend interacting with other people both inside and outside the organization. A special term has even appeared: "strolling management". Thus, the professional activity of a top manager is carried out through communications. In this regard, two key problems arise in increasing the effectiveness of the manager's communicative activity. The first is related to ensuring the completeness of communications, their consistency and controllability. The second depends directly on the communication skills of the top manager, his ability to communicate in business as such, on the knowledge of communication technologies and the ability to apply them in the right context.
Thus, the communicative competence of a top manager is formed in two ways: on the one hand, it is an increase in the efficiency of communication management as a business process of the company's interaction with market stakeholders; on the other hand, it is the development of personal communication skills, the ability to listen, convince and influence the interlocutor. The leader must have a clear understanding of the structure of his own business communications: with whom he needs to communicate, why and how. Strange as it may seem, it is these seemingly simple questions that make the students-leaders at business trainings think, help to form a personal system for managing external and internal communications. Communicative competence presupposes that the manager has psychological knowledge in the amount necessary and sufficient to correctly understand the interlocutor, to ensure his influence on him and, which is important, to resist the influence of others.
In practice, the manager's attitude to the performance of communicative, including representative, functions is very ambiguous - from closing business contacts to oneself to delegating these functions to deputies. This is not surprising, since managers, like other employees, belong to different psychological types, and what is fun for some, causes severe discomfort for others. In the latter case, a person, wishing to minimize (if not avoid altogether) negative feelings, tends to underestimate the role of communications as such (in any case, the role of personal communications). Due to the fact that in a market environment, both cooperation and rivalry processes are implemented through communications, a top manager who tries to minimize business communications in his activities jeopardizes the competitiveness of his company. In this regard, an approach deserves attention, in which the strategy and tactics of all communications of the company are scrupulously worked out, objects of communication influence are identified, and responsible executors are appointed. A pool of contacts is formed, for which the top manager is directly responsible, the rest are delegated, but are under control. A list of communication activities with the participation of a top manager is also determined.
As you know, communications are conditionally divided into external and internal. External communications include communications between a top manager and market stakeholders - partners, competitors, customers, government and government authorities. These communications, first of all, should be the objects of strategic goal setting. Internal (intrafirm) communications reflect the vertical and horizontal processes of interaction between a top manager and colleagues and subordinates. In order for them to be as effective as possible and at the same time take away the minimum time from the manager, it is desirable to regulate the communication processes. To do this, the company must first reach agreements in terms of communications, and then, on their basis, corporate regulations (standards) of communications have already been developed. Forms and methods of assigning orders to subordinates, formulating tasks, setting deadlines for the execution of orders and dates of intermediate control may be subject to standardization. For example, at trainings, we often hear “a voice crying in the wilderness” that an urgent task is regularly “descended” by the leader just before the end of the working day.
A huge amount of time for both the manager and his subordinates is wasted due to ineffective preparation and conduct of meetings. A clear typology of meetings, the development and subsequent observance of appropriate standards for preparation and conduct, including the use of new information and communication technologies, for example, the Skype software product, can significantly increase the efficiency of intra-company communications of a top manager.
The third, purely managerial, competence is closely related to communicative competence - the ability to accurately select key employees of the company and use their greatest strengths in business. This competence acquires particular relevance in the adhocratic corporate culture, which presupposes the formation of mobile teams and active project activities. At the same time, the question arises again: to what extent should this competence be characteristic of a top manager, if there is a personnel management service? However, successful top managers, in our opinion, should be like a theater or film director: the more carefully the search for performers for the main roles is carried out, the more accurate the game will be and the greater the box office. Therefore, it is advisable for the manager to pay great attention to the process of recruiting personnel for key positions, which does not at all exclude serious preparatory work HR specialists.
Personal and corporate time management
The fourth key competence of a manager is the effective organization of the time and time of the company's employees, i.e. personal and corporate time management. The ability to plan your time in such a way as to manage to solve the most important, priority tasks for the company, the ability to systematize and structure work, to motivate oneself to perform complex, voluminous, sometimes very unpleasant tasks - this is not a complete list of the results of mastering personal time management technologies. It is an excellent tool for improving personal performance, but it is not enough to keep the company competitive. The point is that top managers can try to optimize their time for as long as they like. But the efficiency of using our time, unfortunately, depends not only on ourselves. If we work with people who are unable or unwilling to treat their own and other people's time as the most important irreplaceable resource, all our efforts will be in vain. Therefore, not only personal, but also corporate time management is necessary. And this is a very difficult task, because back in 1920 the director of the Central Institute of Labor A.K. Gastev has convincingly proved that it is almost impossible to get people to increase their personal effectiveness. But ... they can be inspired, "infected" with this idea, and then people themselves, without any coercion, will begin to optimize the costs of their time. A.K. Gastev even introduced the term "organizational and labor bacillus", which 80 years later was adopted by the founders of the Russian time-managerial community and transformed into a "time-managerial bacillus".
The ability to competently and “bloodlessly” implement in the company the “rules of the game” that optimize the time spent by all employees of the company is another important competence of a top manager. However, time management is not a panacea. In our training practice, there are often cases when managers are convinced that employees are organizing their working hours incorrectly, and during the training it turns out that the problem is not in time management, but in ineffective organization of business processes or chaotic communications. Note, however, that such a problem is at least easily identified using time management techniques.
As you know, in day-to-day activities, the head has, in addition to solving a large number of tasks, to remember key agreements, meetings and assignments, to quickly find the necessary information. In order to concentrate on the most important tasks that work for the strategic goals of the company, a top manager must properly organize the execution of routine tasks so that a minimum of time is spent on them. This is done by delegating tasks and streamlining the work of the secretariat. In the presence of the information technology competence of the manager (this is the fifth competence), this task is greatly simplified by the introduction of time management tools on common office programs (such as Outlook / Lotus Notes).
Rice. 1. Interaction of the top manager with the secretariat
The scheme of interaction between the top manager and the secretariat, which minimizes the time spent by the head on routine operations, is shown in Fig. one.
The entire flow of incoming information received by the secretariat employee is recorded by him on the basis of the “Regulations of the secretariat work” in the unified Outlook / Lotus Notes system. The manager, at a convenient time for him, turns to the unified system, reviews information on calls, meetings, assignments and gives feedback to the secretariat, making the appropriate changes. The staff of the secretariat immediately see all the changes made in a single system, which makes it possible for them to respectively confirm the meeting or not, remind them of the fulfillment of the assignment, organize a meeting, etc.
As you know, contacts are the currency of business. V Microsoft programs Outlook / Lotus Notes has a special section for storing contact information. Secretaries, receiving new business cards from the head, immediately drive their data into the "Contacts" section. In this case, the rules for recording information should be determined by the "Regulations for the processing and storage of contact information". The result of this activity is the formation of a base of contacts of the manager and minimization of the time to find the necessary contact. In addition, in such a database, as a rule, there is the entire background by contact: under what circumstances did they meet, what they discussed and outlined, what documents were sent, etc.
If the company has adopted a standard for scheduling time in the Microsoft Outlook / Lotus Notes calendar, then the manager, when scheduling a meeting with key employees whose time is very expensive for the company, can, by opening their calendars, schedule the optimal meeting time, taking into account the busyness of all participants. It turns out to be very useful to develop the "Regulations for planning a manager's working day", with the help of which secretaries, without taking away the manager once again, optimize his working time, organize the necessary meetings, and provide the necessary rest.
The ability to rest and the ability to create
Yes, it’s rest. And related to this is the sixth key competence - the ability to manage orthobiosis. Orthobiosis (gr. Orthos - direct, correct + bios - life) is a healthy, reasonable way of life. It is no secret that due to the growth of professional loads, an increase in the number of tasks to be solved, constant overwork and overwork, stress and lack of sleep, the profession of a manager has become one of the most risky and dangerous for health. At the end of the XX century. in the Japanese language a new term has even appeared "Karoshi syndrome" meaning death from overwork in the workplace. And a couple of years ago, another term appeared - "downshifting" - a transition from high-paying job, but associated with constant stress and burnout, in a low-paying job, but calm, not requiring colossal effort. In essence, it is a choice between, on the one hand, income and stress, and on the other, mental comfort for less reward. A downshifter is a person who has come "to the point" (nervous breakdowns, depression, exacerbation of chronic diseases, when medications do not help and life itself is not a joy). Note that downshifting does not appear in the company overnight, but, in fact, is provoked by the attitudes of the top management. As an example, we will give a training on the topic of processing. We have expressed a fairly firm position about the inefficiency for the company of constant overtime of employees, since they do not have time to recover, gradually come out of their resource state, and their work efficiency is steadily declining. We suggested organizing working hours in such a way as to leave work on time and have a good rest. During a coffee break, a top manager who was present at the training approached us and asked us to change the focus: “Instead of looking at optimization of work in terms of its completion in a shorter time frame, let's focus on a multiple increase in income with the same multiple increase in time. costs ". That's the whole managerial orthobiosis!
However, it must be said that currently there are very serious positive shifts in business. Thus, a number of companies have adopted corporate standards governing the delay time at work: for managers - no more than one hour, for ordinary employees - no more than half an hour. Even (however, this is still, rather, an exception to the rule), physical training pauses are introduced, like industrial gymnastics, which was in Soviet times and, alas, which was largely ignored by workers.
As noted earlier, everything in the company depends on the top manager, so we focus on developing his ability not only to have a proper and effective rest on his own, but also to integrate competent rest into the system of corporate culture. Otherwise, "they shoot the driven horses, don't they?"
Finally, the seventh, most important competence is the ability of a top manager to search for non-standard, non-trivial solutions. Today, this trait does not have to be innate. There are technologies for finding new, unusual solutions. For example, these are technologies widely known in the circle of technical specialists, but little known in management circles, the TRIZ technologies (the theory of solving inventive problems), as well as TRTL (the theory of development creative personality). In fact, the ability to find new solutions is inextricably linked to the ability to learn and retrain in general. And the latter, back in the early 90s of the last century, was recognized by American specialists as the most important competence of any modern person.
On the participation of universities in the formation of key competencies
To what extent do top managers realize the need for the formation of these professional competencies? Judging by the availability of a large number of offers for the provision of educational services posted on the Internet, the demand for soft skills (life skills) programs is very high. In large companies, this demand is met by the corporate university, either internally or externally. V small companies there are simply no such internal resources. Therefore, the company takes the following actions:
- a request is formed for certain training programs;
- there are providers (not universities!) providing the required educational or consulting services;
- familiarization with the package of proposals of providers is carried out and, if necessary, a tender is held;
- organizing training and receiving feedback.
Most of the training is carried out for top managers, middle managers and specialists of interested departments.
Let's pay attention to the age structure of the participants in the training seminars: most of them are young managers who have recently graduated from the university. However, if these competencies are objectively necessary and in demand, the university can ensure their formation directly during the course of the educational program of higher or postgraduate professional education or create an educational product intended for corporate universities and organize the promotion of this product in this market segment. In the latter case, it is necessary to create educational alliances between the university and corporate universities of various companies. It should be noted that the subject of interaction is not only short-term programs, but also programs of second higher education, including MBA, as well as training of company leaders in the postgraduate study of the university. Practice shows that these educational needs are quite widespread, but they cannot be satisfied either by corporate universities, much less by educational structures operating in the market.
Conclusion
Thus, we include among the key competencies of a top manager:
- the ability to work with the goals and values of the company;
- the ability to effectively communicate internally and externally;
- the ability to accurately select the key employees of the company and use their greatest strengths in business.
The most important competencies of the manager, which are directly related to the issues of ensuring the company's competitiveness, today are the ability to effectively organize their own time and the time of the company's employees, i.e. personal and corporate time management. It is obvious that long-term fruitful and effective work is impossible without the ability to rest, and innovation is extremely problematic without the ability of a top manager to find non-trivial solutions.
Concluding the consideration of the key competencies of a top manager, contributing to the increase of the company's competitiveness, we note that a long time ago in the Soviet film "Magicians" the main one was formulated - the ability to walk through a wall. And even recommendations were given - accurate, effective and dashing: "In order to get through the wall, you need to see the goal, believe in yourself and not notice obstacles!" Quite relevant, isn't it?
Bibliography
1. Altshuller G. Find an idea: an introduction to TRIZ - the theory of inventive problem solving. M .: Alpina Business Books, 2007.
2. Arkhangelsky G.A. Corporate time management: Encyclopedia of solutions. M .: Alpina Business Books, 2008.
3. Sidorenko E.V. Training of communicative competence in business interaction. SPb .: Rech, 2007.
4. Managerial efficiency of the head / Churkina M., Zhadko N.M .: Alpina Business Books, 2009.
5. Professional competence. Materials of the portal Smart education 01/23/09. Access mode: http://www.smart-edu.com
These and subsequent regulations are corporate standards that are specially developed in the company itself, taking into account the specifics of its activities. The rules of work described in the regulations, as a result of their rooting in the company, become elements of its corporate culture.
Karoshi is the name of the Japanese city in which the first death of an employee from overwork was recorded. A 29-year-old employee of a large publishing house was found dead at his workplace. The case was not the only one, moreover, over time, the number of deaths from overwork only increased, therefore, since 1987, the Japanese Ministry of Labor has been keeping statistics on the manifestations of this syndrome. They happen from 20 to 60 per year.
See, for example: G. Altshuller. Find an idea: an introduction to TRIZ - the theory of inventive problem solving. M .: Alpina Business Books, 2007; Altshuller G., Vertkin I.M. How to Become a Genius: The Life Strategy of a Creative Person. Belarus, 1994.
For a manager to be able to effectively manage personnel, he needs a certain set of professional competencies. Read about what competencies are necessary for a successful leader, how they should be assessed and what measures can be taken to develop the professional competencies of a leader, read our article.
In this article, you will learn:
- what professional competencies are needed for a manager;
- how to assess the professional competence of a manager;
- how to help HR in developing the professional competencies of a manager.
For the effective performance of work duties, a manager needs to have a number of skills and abilities that can be characterized as the professional competence of a manager. Today, it is customary to distinguish 2 main groups of competencies necessary for a manager at any level:
- basic (personal). This group of competencies is based on the intellectual, emotional and volitional qualities of a manager;
- special (professional). This group includes specialized knowledge, abilities and skills, as well as work experience in similar positions.
Both of these groups are equally important for effective HR management and each of them can be developed if necessary.
What professional competencies are needed for a manager
Professional competencies of a manager are knowledge, technical skills, abilities, as well as motives that allow the manager to effectively do his job. These include:
- Leadership skills. The ability to manage people, maintain their own authority, the ability to unite and lead other people;
- Persuasiveness... Ability to convey to subordinates their instructions and ideas, to defend their point of view;
- Communication skills... Ability to find a common language with subordinates, partners and clients, regardless of their beliefs and point of view;
- Strategic thinking ... Strategic thinking should be understood as the ability of a leader to long-term planning of the company's activities;
- Business acumen... Ability to use available resources to achieve high results;
- Organization... Ability to properly prioritize, plan workloads, etc .;
- Initiative... The constant search for new ideas for expanding the business or improving working conditions, the use of innovative working methods, etc.;
- The ability to self-esteem and self-criticism... The leader must know his strengths and weaknesses, be aware of the consequences of his managerial decisions, the ability to admit that he is wrong, etc .;
- Adaptability... Ability to effectively manage personnel in a changing business environment;
- Openness... The leader must be open to each of his subordinates, their ideas and initiatives;
- Focus on results... Ability to set and achieve specific goals and objectives, manage the process of achieving results;
- Ability to delegate authority... The leader must be able to correctly distribute powers and responsibilities to improve the efficiency of company management;
- Energy... Energy should be understood as the possession of mental and physical powers that are necessary for effective personnel management;
- Emotional intelligence ... This concept includes the ability to control one's own feelings and emotions, as well as the ability to recognize and use the feelings and emotions of others;
- Conflict Management... The leader must be able to prevent the emergence of conflict situations and be capable of resolving conflicts that have already arisen;
- Stress resistance... Ability to keep a cool head in the event of unforeseen, stressful situations;
- Striving for self-development... An effective leader must engage in self-education and personal development all the time;
- Ability to mobilize... Ability to involve subordinates in work, ability to work in an emergency mode.
For more information on managerial competence, see
How to assess the professional competence of a manager
It is rather difficult to assess the professional competence of a leader, however, with a scientific approach to the organization of assessment activities, this process is quite feasible. It is customary to evaluate managers according to the following criteria:
- Work planning, business qualities;
- Management style;
- The complexity and responsibility of the management tasks performed;
- Level of qualifications and professional training;
- Results of work;
- Personal qualities.
It is best to make a comprehensive assessment of the leaders. For these purposes, the following are involved:
- a group of experts “from above” is formed from the top managers of the company;
- a group of experts "from the side" is formed from managers of the same level (line managers, heads of departments);
- a group of experts “from below” is formed from the subordinates of the assessed leader.
Experts assess each type of professional competence of a particular manager on a five-point scale. In some cases, the assessed person is also involved in filling out the assessment sheet.
How HR can help in the development of professional competencies of the head
The development of the human potential of employees is one of the priority areas of the HR department. HR managers should pay special attention to the management staff of the company - middle and even senior managers. To develop the professional competencies of a manager, a set of training activities can be used - trainings, modeling of working situations and even mentoring. Business trips to divisions or branches of the company, as well as sending managers for training in other companies, can be of great benefit.
An experienced and competent leader can improve the efficiency of the department entrusted to him and maintain high labor productivity for a long time. Having created the conditions for the continuous development of the manager's professional competencies, the company's management will provide itself with reliable support and will be able to confidently move forward.
"Competencies are the characteristics necessary for successful management activities."
McCleland.
When considering the qualities of a person that contribute to the formation of certain work skills and the performance of certain official duties, professional and individual (personal) competencies are usually distinguished. As a rule, professional ones include those that relate to the performance of his work, his official activities, are strengthened with the professional specialization of a person, and also reflect predominantly rational in human behavior. In contrast to this, it is believed that individual (personal) competencies are those that manifest themselves outside the service relationship, in everyday life, in the family, in everyday communication with friends, family members, relatives and others. The most important personal qualities of a leader are considered: benevolence, fairness, collectivism, ability to keep the word, responsiveness, poise, modesty, external attractiveness, cheerfulness, breadth of outlook. The business qualities of a manager include diligence, initiative, accuracy, professionalism, organization, diligence, energy, responsibility, ability to work, discipline.
At the same time, practice shows that this division is not only conditional, but often does not fully reflect reality. The fact is that the effectiveness of management and the success of the organization are directly related not only to purely professional, but also to all other qualities of a leader. In particular, there are managerial situations, the successful resolution of which depends, in a decisive way, on the moral qualities of the leader.
It is no coincidence that a number of sources among the qualities of a leader that are important for the effectiveness of managing an organization do not distinguish between professional and individual (personal). So, among the most important qualities of decision-makers in business, special attention is paid to the following (Fig. 1):
Qualities of decision makers in business:
self-esteem motivation
and the level of claims
In the course of his activity, the leader inevitably projects his inner world, his qualities, all his advantages and disadvantages on the emerging management situations, on the activities of the team and the development of the organization. Depending on these qualities, situations are harmonized and resolved positively, contribute to the development and strengthening of the team headed by him and the organization as a whole, or vice versa, they are aggravated, contribute to the emergence of new problems and lead to the decomposition of the team, degradation, destruction and, ultimately, to the liquidation of the organization. ...
Thus, the general attitude towards life and work and his moral qualities, including respect for people, a sense of duty, loyalty to word and deed, honesty in front of oneself and others, enthusiasm for work, optimism, are no less important for the success of a manager's work. , openness, curiosity, creativity, independence of judgment, flexibility of behavior, impartiality, ability to criticize and self-criticism, benevolence, sensitivity, responsiveness, exactingness, generosity, modesty, a sense of the new.
It is difficult to overestimate the importance for leadership and management of the communicative qualities of a manager, and, above all, sociability, tact, the ability to listen and understand the interlocutor, the ability to get along with people, politeness, the ability to psychologically correctly influence people, the ability to maintain distance.
Very necessary for a manager his volitional qualities - perseverance, patience, self-control, the ability to long-term concentration of attention.
Of great importance for the effectiveness of a manager's work are also his emotional manifestations: natural behavior, ease, sincerity in communication, resistance to stress, emotional stability, the ability to empathize.
Other qualities that are often forgotten should be noted, such as alertness (relaxed composure, instant readiness for adequate action without fuss and overexertion) and sobriety (an approach to life and situations in it, in which an objective, true assessment of the events and actions of all those involved) takes place. in them persons, including himself).
On the other hand, for various areas of a manager's activity - scientific, practical, consulting - some qualities can be identified that are of particular importance for these areas (Fig. 2).
Manager qualities
Communicative qualities are extremely important for the activities of a practical leader and consultant in the field of management, they are less important for a scientist specializing in the problems of management science.
It should be borne in mind that in professional activity, especially in its early stages, it is difficult to be successful in everything. Not all types of activities inherent in a manager, a novice leader shows the same inclinations and abilities. Not all forms and methods characteristic of the field of management are mastered equally successfully. In this regard, it is important for a novice manager to purposefully form his own individual leadership style, which would take into account, on the one hand, his inclinations and abilities, various kinds of individual characteristics, and on the other, the need to develop professional qualities and self-improvement. In this regard, it is important for a novice manager to have adequate self-esteem, to be aware of their individual characteristics, abilities and inclinations, strengths and weaknesses of character, as well as ways and methods of compensating for their own shortcomings. Negative qualities of a manager are absolutely unacceptable as excluding effective social management: perfidy, conceit, inertia (slavish adherence to obsolete habits and traditions, inability to perceive and support new things dictated by the needs of life), dogmatism, formalism, authoritarianism.
This kind of knowledge of their qualities helps the manager to form an individual management style, contributes to an increase in the efficiency of his activities, and therefore the success of the actions of the team headed by him, the stable development of the organization.
For self-assessment of their qualities, in particular thinking, managerial abilities, volitional factor, moral qualities of a manager, one should take into account the opinion of others, use self-observation, as well as psychological tests.
At the same time, it should be borne in mind that the desire to engage in organizational activities and communicate with people largely depends on the content of the corresponding forms of activity and on the characteristics of the person himself. To a large extent, this desire is determined by the subjective value and significance for a particular person of the future results of his activity and the attitude towards the persons with whom he interacts. Often, inclinations appear in the course of such activities and communication, which at first are indifferent to a person, but as he is included in them, they become significant. It is very important here that a person sets goals for his own development, as well as the efforts made by a person to achieve this goal.
For effective leadership at any level of management, two groups of individual qualities of a manager are important:
1. qualities, knowledge, skills and abilities determined by the field of activity of the organization (economics, science, culture, military affairs, etc.). Here great importance have an education in the field of activity, experience in this field, as well as the presence of personal connections in the field of activity of the organization;
2. qualities and skills related to the field of people management and, in their essence, do not depend on the field of activity of the organization (leadership qualities and skills, the degree of development of volitional, intellectual and emotional spheres, moral qualities of a person). In this regard, it is important that knowledge is acquired as a result of possibly very intensive training sessions, full immersion in work situations, is acquired and consolidated relatively quickly in the presence of the Teacher and sources of information (books, documentation, etc.), as well as practice. work in specific life situations.
At the same time, the will, the emotional and intellectual spheres, the moral qualities of the leader (like any person) are formed throughout his life. The development of these qualities requires hard work on oneself, awareness and moral assessment of life situations, specific events, their role and place in them. This is a long-term process, abrupt leaps in it are extremely rare and unlikely.
The essence of most problems in the activities of any organization, complex management situations are various kinds of ethical conflicts. Conflicts of this kind arise due to differences in the interests of various divisions of the organization, different employees, the interests of an individual employee and the work collective or the entire organization, the interests of the organization and the consumer or society as a whole, etc. For an adequate response to unique management situations and a successful, harmonious resolution of emerging problems in the activities of an organization, first of all, the moral qualities of a leader, as well as developed emotional, volitional and intellectual spheres, are required.
Thus, the structure of the manager's personality is projected onto the activities of the organization he controls; therefore, all the qualities of a manager are important for the success of management. They cannot be divided into professional and individual qualities that are important for the effectiveness of management. This is one of the features of the manager's profession.
Some human qualities are of particular importance for different spheres activities of the manager ( practical guide, management consulting, scientific activities in the field social management), including: leadership, organizational skills, communicative qualities.
The profession of a manager not only requires certain qualities in a person for effective management, but also forms these qualities over time.
In the conditions of modern organization management, a manager must have a number of necessary qualities, both personal and professional.
The professional include those that characterize any competent specialist. Possession of them is only a prerequisite for the successful performance of official duties.
These qualities are:
1.high level of education, production experience, competence in the relevant profession;
2. breadth of views, erudition, deep knowledge not only of their own, but also of related fields of activity;
3. striving for constant self-improvement, critical perception and rethinking of the surrounding reality;
4. search for new forms and methods of work, help others in mastering them, their training;
5. Ability to use time efficiently, plan your work.
The personal qualities of a manager should also not differ much from the qualities of other employees who want to be respected and reckoned with. Mention may be made here:
1. high moral standards;
2. physical and psychological health;
3. internal and external culture, justice, honesty;
4. responsiveness, solicitude, benevolence towards people;
5. optimism, self-confidence.
But the possession of them is also just a prerequisite for successful leadership, because a person is made a manager not by professional or personal, but by business qualities, which must be attributed to:
1. the ability to organize the activities of subordinates, provide it with everything necessary, set and distribute tasks, coordinate and monitor their implementation;
2. dominance, ambition, high level of aspirations, striving for independence, power, leadership in any circumstances, and sometimes at any cost, courage, determination, assertiveness, will, uncompromisingness;
3. contact, sociability, the ability to win over people, to convince them of the correctness of their point of view (experts believe that 80 percent of a manager's knowledge should be knowledge about a person);
4. initiative, efficiency in solving problems, the ability to concentrate on the main thing;
5. the ability to manage yourself, your behavior, relationships with others;
6. desire for change, innovation, willingness to take risks and entice subordinates.
Requirements for managers in relation to these qualities at different levels of management are not the same.
At low levels, decisiveness, sociability, some aggressiveness are valued; in the middle - mostly the ability to communicate, partly conceptual skills; at the highest levels, the first place is given to the ability to think strategically, assess the situation, set new goals, carry out transformations, and organize the creative process of subordinates.
Since a manager of any level not only organizes and directs the work of employees, but also, if necessary, influences their behavior, including off-duty, he must be sufficiently well prepared pedagogically.
director, consultant-trainer
LLP "BKT" (Business Consulting Training),
Almaty city
A correct forecast of market trends allows you to develop strategies, anticipate possible barriers to success and quickly find ways to overcome them. It is very important to be able to mobilize all resources in cases of difficulties and failures, clearly prioritize, analyze various alternatives and find the best solutions. Business efficiency is primarily determined by the managerial competence of managers.
Managerial (job) competence is a set of knowledge, practical experience, skills and personal qualities of a leader, which allows him to qualitatively solve certain problems in order to achieve certain results.
Qualified management is carried out on the basis of knowledge gained from training and practical experience.The basis of management is knowledge, useful experience other companies, the manager's own experience, proven tools and skills to use them. Practical knowledge in management is of greater value than theoretical knowledge; useful experience is scrupulously studied and passed on, and a well-designed tool for solving problems is much more useful than scientific theories.
Based on an understanding of the essence of management, we can say that the most demanded managerial competencies of a top manager are:
1. Strategic thinking (consistency, planning, the ability to foresee the "picture" - the result).
2. Knowledge of the basic fundamentals of marketing to manage the company's position in the market.
3. Ability to manage financial flows, incl. use mechanisms for investing in new projects.
4. Knowledge of production and operating activities (procurement, logistics, warehousing).
5. Understanding of the laws of the market, the ability to organize marketing and sales processes.
6. Ability to develop new products or services.
7. Understanding of information technology and approaches to process automation.
8. Implementation of business administration.
9. Knowledge of the relevant legislation governing business.
10. Personnel management skills
11. Ensuring security - commercial, informational, economic, personnel.
12. Maintaining public relations (formation of the company's reputation and image in society, in the business community or in the market - at your choice).
At the same time, any manager performs a certain number of administrative functions, such as:
collection and analysis of information;
- making decisions;
- planning;
- organization;
- coordination;
- control;
- motivation;
- communications.
A good manager should be an organizer, a friend, a mentor, an expert in setting goals, a leader, and a person who knows how to listen to others. He must have a good understanding of the capabilities of his direct subordinates, their abilities to perform the specific work assigned to them.The manager must know the principles of interaction between heads of departments and employees within the company, develop teamwork in order to maintain the unity and correct functioning of the company. It is impossible to combine in one person the above-mentioned variety of skills and qualities of a top manager, but it is possible to clearly define the list of requirements for a specific manager's position, taking into account the specifics of the industry, the features of the management system and corporate culture specific company and the goals of its development.
The competency method is becoming more and more popular in dynamically developing companies, as it involves the use of a single language in business processes. This is an effective way of describing a job, as most of the positions can be described using 10-12 individual competencies. For example, the international construction corporation Tarmak uses 10 competencies, and the management model of Xerox includes 32 competencies.
In a sense, the number of competencies used in a particular model does not matter, it depends on the specifics of the industry, the specifics of the company, the management system, corporate culture, etc.The number of competencies should be convenient for conducting managerial work and for assessing the performance of a manager.
In domestic practice, two main groups of competencies are used that are necessary for a manager:
1. WITHspecial competences- those skills and abilities that are associated with the field of professional activity. For example, the CFO needs to be able to analyze the balance sheet, and the team leader needs to be proficient in critical programming languages.
2. Bbasic competencies- a group of competencies, which is based on the intellectual, communicative, emotional and volitional qualities of a person.
When defining basic competencies, it is necessary to take into account the general specifics of managerial work, which consists in the fact that:
- the work of the leader does not have a clear end in time. He is always busy, as the organization operates on a daily basis in the market and is constantly influenced by changes. external environment where there are risks and opportunities that need to be foreseen in order to make correct and timely management decisions;
- the work of a manager forms the basis of the management process in any organization and is based on his knowledge, experience and perception of the new (the use of advanced experience, new techniques and methods in work);
- the manager's management style forms the corporate culture of the organization, radically affects its image and business reputation;
- an important part of managerial work is the ratio of the time spent by managers in accordance with the levels and functions of management. The higher the level, the more time is allocated in favor of representative communications: business meetings, negotiations and meetings. The lower the level of management, the more time the manager spends among his subordinates in the context of making operational decisions in a specific department on a specific issue.
The competency model describes the position of a leader in three dimensions:
- vision (vision) - the ability to think at the strategic and tactical levels, the ability to predict the future and foresee the emergence of problems;
- action (action) - the ability to dynamically and progressively move towards achieving the desired result (for example, clear planning of actions, persistence in striving for a goal);
- interaction (interaction) - the ability to build such relationships with others that help to achieve the best results in work (for example, the ability to motivate subordinates, the ability to work in a team).
In 2007, Anthropos-Consulting published the Leader Competence Dictionary (author V.E.Subbotin), which presents the most complete list of competencies for different job groups. According to experts in the development of competencies, the activities of a manager can be conditionally divided into several areas of competence:
- Special professional competencies - the competencies necessary for a manager to resolve issues that make up the content of the processes and functions for which he is responsible. Specific competencies reflect the level of proficiency in issues related to the operation of equipment, procedures and technologies of the production process. In fact, these are knowledge and skills related to a specific subject area: for example, finance and accounting, information technology, engineering, chemistry, construction, etc.
- Business competencies - these are general competences, they are necessary for managers in any field of activity. These competencies form the core content of MBA programs and include system analysis situations, making strategic decisions, attracting external and internal resources of the company to solve business problems, budgeting, forecasting income and expenses, reducing enterprise costs, keeping records, etc.
- Knowledge Management Competencies reflect the ability of a manager to work with information, manage information flows, learning and development processes in the organization. Knowledge management competencies include skills such as information retrieval, conceptual thinking, analytical thinking, problem solving, understanding the essence of organizational development processes, ensuring the process of acquiring new knowledge and skills by employees.
- Leadership competencies relate to the field of leadership and management of people. They reflect the ability of a manager to dispose of his own power, direct the activities of subordinates in a certain direction, provide support to subordinates, show participation in them and empower them. In addition, leadership competencies imply the ability of a leader to create a state of focus on a common task in subordinates, the ability to work with a heterogeneous team, maintain the creative activity of subordinates and form a sense of community in the organization.
- Social or interpersonal competencies refer to the manager's ability to build and maintain optimal relationships with people (the public, shareholders and other interested parties). The presence of this ability requires the development of certain social skills, such as understanding other people and their behavior, communication skills and interaction with others, creating proper motivation in people, as well as the ability to prevent and resolve conflicts. Ideally, a socially competent manager is able to put himself in the shoes of the other person, correctly assess their expectations, and build their behavior around those expectations. It is the ability to behave socially appropriately.
- Intrapersonal competences ... They are based on self-confidence, a tendency to influence their living environment, the desire to improve and radically change the existing situation, focus on results and self-development, the ability to act in conditions of uncertainty, developed self-awareness and self-control skills.
Obviously, for different leadership positions, each of the listed areas of competence has a relatively different meaning... For example, a commercial director requires interpersonal competencies; for the production director, the area of technical competence may come to the fore; for the CEO - leadership competencies. The relative importance of individual competencies and their groups, of course, is not automatically set by the title of the position. It all depends on the characteristics of the company and the content of the job description.
There are also different approaches to describing competencies. Let's show by an example the use of different approaches to compiling the “Planning” competency. The Leader Competence dictionary states thatplanning -it is the ability to develop effective program own activitiestakeaway .
The following types of assessment of this quality by a manager are offered:
1. Ability to organize and plan your own work in such a way as to efficiently use working time, avoid unnecessary effort and meet deadlines.
2. An accurate estimate of the time it will take to completethis or that task.
3. Periodic tracking of the pace of work, whenthe need to adjust it to meet the deadline.
4. Ability to devote time to the analysis of a particular issue, but always remember that the work must be completed on time.
5. Preparation for business meetings, preliminary acquaintance with the necessary information.
6. Effective use of time control tools (timers, calendars, weeklies).
7. Alignment of the sequence of performance of individual tasks, depending on their urgency and importance.
8. Planning work taking into account the plans of their partners, if the work requires interaction.
Business trainer Z. Dmitrieva in her book "Employee and Company Management" emphasizes that the competence of a modern leader can consist of five components:
1. Formal requirements (education, health status, legal grounds, etc.).
2. Knowledge (possession of general and specific knowledge in a special area, business and economics, management, knowledge of a specific market, company regulations, etc.).
3. Skills and abilities (the ability to perform actions, make decisions necessary for the effective performance of duties).
4. Installations (worldview, attitudes and attitudes that contribute to the correct performance of duties, for example, the attitude "the client is always right").
5. Business and personal qualities (psychological characteristics personality and character, contributing to the performance of the functions of a leader).
In this case, the competency model might look like this.
Competency "Planning"
1. Formal requirements: education, mental health, work experience in an efficiently working business structure, formal requirements for suitability for the position, and more.
2. Knowledge: knowledge of methods of strategic, tactical and investment planning, knowledge of the course "Project Management", cost analysis, risk assessment, scenario planning, etc., basic time management techniques. Knowledge about the scarcity and scarcity of resources, including at the headed enterprise. Knowledge of business processes, similar to an MBA program.
3. Skills and abilities: skills in drawing up strategic, tactical, investment plans, risk management, self-organization, time management. Good ability to use planning tools in practice (methods of operational and resource analysis, SWOT analysis, scenario planning, etc.). Skills for solving strategic and tactical problems. Information skills. Ability to identify and formulate business goals, prioritize. Skills of using applied computer programs.
4. Attitudes: understanding the need for strategic planning in business, willingness to follow previously set plans and goals, desire to develop the company.
5. Qualities: consistency of thinking, analytical skills, creativity, attentiveness, objectivity of thinking, consistency.
Despite the difference in approaches and a different number of constituent sections of competence, there are uniform requirements for competencies, which should be:
- Exhaustive. The list of competencies should completely cover all important work activities.
- Discrete. A separate competence should relate to a specific activity, which can be clearly distinguished from other activities. If competencies overlap, it will be difficult to accurately measure performance.
- Focused. Each competency must be clearly defined and there is no need to try to cover too much. For example, “technical competence” should be very specific.
- Affordable. Each competency must be formulated in an accessible way, interpreted in the same way by all managers, so that it can be used universally.
- Congruent. Competencies must strengthen organizational culture and reinforce long-term goals. If competencies seem too abstract, they will not be useful and will not be accepted by managers.
- Modern. The competency framework should be updated to reflect the present and future (foreseeable) needs of the organization.
Successful management consists of the following types of training:hard skills and soft skills.
Formation of a top manager as a management specialist begins with the acquisition of skills, which are divided into two groups: hard skills and soft skills. (similar to hardware and software in computers).Hard skills - this is "hardware", those skills that are necessary to do your job at a high professional level... This is fundamental knowledge about the mechanisms of business functioning, understanding the organization as holistic system, economics, marketing, finance, as well as production (professional) skills used in direct work. For a long time, it was believed that work efficiency depends on the level of development of these particular skills. An important role in this is played by a diploma of academic education, the level of intelligence, the number of certificates of completion of specialized courses.
Many managers focus on the development of hard skills: technical knowledge and skills. This is due to the fact that domestic managers really do not have enough high-quality knowledge of management and marketing, which has become possible in our country recently.Hard skills can be developed by receiving additional academic education, in MBA programs and attending various seminars. Hard skills trainingallows in a fairly short time to get the knowledge necessary for the head of business development management, strategic planning, operational activities, transformation modeling and organizational structure. Many discussions and interactive seminars are built into such programs, allowing you to learn how to apply the theoretical knowledge gained through the analysis of specific situations and in role-playing games. Within the framework of hard skills training programs, you can exchange management experience in the environment of “your own kind”, find out how one or another problem or task is being solved in other companies. Academic study programs are known to take more time and effort; for example, attending a two-day seminar is not enough to gain quality marketing knowledge; you need to get a university degree or additional education lasting several months.
However, only professional knowledge of hard skills for successful work not enough. The transition to the status of a senior executive is not limited to mastering only technical skills.In practice, managers often fail to cope with their responsibilities. because oflack of experience, and due toundevelopedsoft skills
A higher level of management requires possession of more complex qualities, skills of interacting with people: the ability to communicate, speak publicly, convince oneself in the rightness, manage one's emotions and the emotions of others, and motivate. All this together makes up soft skills, which, in turn, require a deep personal restructuring from the leader.
The expected job of a manager at the top management level requires, first of all, diverse and multi-level communications, leadership qualities, the ability to form and develop a management team, and make decisions in conditions of uncertainty. The importance of these skills is due to the fact that successful managers communicate with other people up to 80% of their time. The higher a person climbs the career ladder, the less important technical skills are, and the more important are interpersonal skills.
Feature of the acquisitionsoft skills iswhatRThe development of personal skills often requires significant efforts in working on oneself, since it is necessary to change the existing "picture of the world", long-term habits and behavior patterns. Many practitioner leaders take longer to develop new skills and abilities. The existing experience and the large amount of accumulated technologies make it difficult to analyze behavior and find those "growth zones" that can be improved. The birth of a new personality (or new soft skills) is always associated with overcoming oneself and educating oneself. In addition, the fear of change sometimes gets in the way: if the previous behavior worked and worked quite successfully for many years, how will others perceive these changes? Sotop managers need to be prepared for the fact that mastering real soft skills can take place after 3-5 months of training. Long-term training can be in demand when it is necessary not only to develop a specific skill, but to move to a new level of management (for example, the company has seriously expanded, competition has sharply increased, business reorganization is needed). In this case, attending one-off trainings may be an ineffective waste of time. Such programs are also useful for managers who are on the verge of burnout, when business and work cease to interest and delight. Then the receipt of new findings and personal growth will allow us to overcome this "management crisis".