Introduction
The relevance of the topic and the formulation of the problem of research.
The success of the progressive development of the management system in modern Russia largely depends on the quality of management of organizations.
The tasks of today in front of organizations, enterprises require the formation of new competencies, readiness to solve non-standard situations, the implementation of innovation activities, the active use of information resources and technologies.
At the same time, the growing requirements for the competence of managers significantly exceed the relevant competence of existing administrators.
Most of the emerging problems and difficulties in management are related to the non-formation of the professional competence of the leaders.
An explicit deficiency of such management competence is often inhibits the implementation of specific projects, programs for the development of organizations, enterprises held as part of the modernization of the domestic economy, is a serious obstacle to the real development of the management system as a whole and a particular organization in particular.
In this regard, the need to rethink the goals, contents, organizations and technologies for the formation of professional competence of managers becomes a state problem.
The relevance of this topic is associated with both the lack of scientific substantiation of the very content of the concept of professional management competence, and with the invertation of the methods of its formation from managers and specialists of the 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 organizations of organizations.
The object of the study is the professional competence of managers and specialists of modern organizations.
The subject of the study is the process of forming professional competence of managers and specialists in a modern organization, conditions and development paths.
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, summarize the forms and methods of working on the formation of professional competence of management personnel, to develop and test the training program based on Internet technologies, which contributes to improving the professional competence of general education managers Institutions in the field of management.
Check experienced experimental effects of the proposed activities to form professional competence of managers.
The theoretical base of this work is: Fundamental research in the field of management and competencies (M. Albert, D. Boddy, Richard L.Dustom, U.Jack Duncan, M. Meson, R. Payton, J. Eragen, F. Shedury, etc. ); Projects of domestic researchers in management (S.G.Vershlovsky, V.N. Gurov, N.V. Kuzmin, V.S. Lazarev, O.E.E. Lebedev, N.D. Malakhov, A.M.M. M. M.Potashnik, V.Slaslatin, P.I.Tretyakov, K.M. Shushakov, T.I.Shamova, etc.);
development of problems of formation of professional competence in the management of the general (Yu.V.Vardanyan, I.P.Gomizakov, V.I.Gorovaya, I.N.Drozdov, I.E. Lina, I.A. Lesseeva, G.S. Nikiforov, L.P.Pogrebnyak, E.A. Nakin, V.I. Franchuk, etc.);
work on the problems of professionalism of professional skills (A.F.Aunufriev, V.V. Butkevich, T.A. Vennediktova, I.A.Volodar, V.V.Gubenko, A.A. Derkach, E.A. Klimim, M . N. Karpetova, N.E. Kostyleva, I.F. Krivchansky, Yu.G. Kuznetsov, A.K.Markova, V.E. Morozova, V.P.Namchuk, I.I. Zodanov, A.V. . Holds).
1. Theoretical foundations of professional competence
1.1 Concept of competence. System of professional competencies of the head
One of the priorities of the head policy at the present stage is to ensure the management system of highly qualified personnel.
The concept of "competence" includes a complex, capacious content, integrating professional, socio-psychological, legal and other characteristics. In general, the competence of a specialist is a combination of abilities, qualities and properties of the person necessary for successful professional activities in one area or another.
Psychological studies discusses the following types of competence: communicative, professional-pedagogical. Professional competence is the result of vocational education.
A high level of professional competence increases the competitiveness of a specialist.
Currently, there is no unambiguous approach to the definition of the concept of "professional competence". The "Professional Competence" concept is considered as: a set of knowledge and skills that determine the effectiveness of labor; The volume of task execution skills; Combination of personal qualities and properties; a complex of knowledge and professionally significant personal qualities; Professionalization vector; the unity of theoretical and practical readiness for work; The ability to carry out complex cultural types of actions and other diversity and diverseness of interpretations of the concept of "professional competence" are due to the difference in scientific approaches: personal-activity, systematic structural, information, cultural and others to solved researchers scientific tasks.
Petrovskaya L. A., Crowners P.V. / 1 \u200b\u200b/ give their definition of competence: "Competence is a level of personality skill, reflecting the degree of compliance of certain competence and allowing to act constructively in changing social conditions." The author allocates particularly generalistic competence as the basis of professional competence, believing that the main directions of the general cultural competence of the student with a personal-oriented approach are personal potentials.
Author Winter I.A. / 2 / believes that competence is "the unity of knowledge, skills and relations in the process of professional activity defined by the requirements of the position, the specific situation and the business goals of the organization."
The formation of professional competence is the process of exposure, which implies a certain standard to which the subject of impact is focused; The process implies some completeness, achieving a certain level of standard.
The formation of professional competence is a managed process of formation of professionalism, i.e. This education and self-education of a specialist.
In the scientific literature, the criteria of professional competence defines the public significance of the work of the specialist, his authority, social and labor status in a specific industry of knowledge (activity).
According to E.h. Ogarev / 3 /, competence is the category estimated, it characterizes a person as a subject of specialized activities in the system of social labor; And assumes:
) a deep understanding of the creatures of the tasks and problems;
) good knowledge of the experience available in this area, active mastering its best achievements;
) The ability to choose funds and ways of action, adequate to specific circumstances of the place and time;
) sense of responsibility for the results achieved;
) The ability to learn errors and make adjustments to the process of achieving goals.
Quite interesting is the formula for competence developed by MA Chicohanov / 4 /. It looks like this: Competence is the mobility of knowledge + method flexibility + criticality of thinking.
Under the competence in the general sense, the personal opportunities of an official, his qualifications (knowledge, experience), allowing to participate in the development of a certain circle of solutions or solve due to the presence of certain knowledge, skills.
The attachment of the approach to the management of personnel based on competencies can be considered McClelland / 7 /. The McClelland psychologist since the late 60s worked at Harvard University. He laid the foundation for determining competencies as some factors affecting the effectiveness of professional activities. In 1973, he wrote an article published in the magazine "American Psychologist", called: "Testing competence, not intelligence."
The essence of the methodology proposed by McClelland / 7 /, consisted of the most successful employees with less successful in order to determine the effectiveness factors. The task was to understand which psychological characteristics and behavioral features are the causes of success in this professional activity. However, a wide fame of competencies based on the competencies after the publication of the Boyatzis book (Boyatzis, 2002) "Competent Manager: Model of Effective Activities" / 5 /.
So, the classical definition: competence - (from Latin Competo - I am achieving; appropriate, come out). It has several values:
circle of office provided by law, charter or other act a specific organ or official;
knowledge, experience in one area or another.
For our understanding, the following definition is important: Competence is a personal ability to solve a certain class of professional tasks. Also, under the competence, we will understand formally described requirements for personal, professional and other qualities of the head.
System of professional competencies of the head
In conditions of intensive social change, the need for highly qualified leaders who have the relevant modern requirements of professional skills will increasingly increase. Today, the most important for managers are "market" personality qualities, such as flexible creative thinking, initiative, enterprise, focus on the result, the ability to take responsibility and high stress resistance. At the same time, the significance of the skills of self-organization and the organization of work of subordinates, interpersonal skills (ability to establish contacts and resolve interpersonal conflicts, to establish interaction with the superior authorities), the skills of planning their activities and the activities of others, the ability to motivate personnel, form teams and manage them. Thus, it can be stated that social changes dictate the requirements for expanding a certain type of professional skills of the head, which can be combined with the category of social and psychological competence.
Let us dwell on the definition of the concept of "professional competence", as well as lay out the criteria for the professional success and effectiveness of the head.
The concept of "competence" (Competenia - affiliation by law) was previously defined as the possession of knowledge, allowing to judge and something, express a test authoritative opinion . Today "competence" is more often determined as
)the amount of abilities, skills and knowledge sufficient and adequate to what you need to do (perform certain labor functions)
) The combination of mental qualities as a mental state, allowing to act independently and responsibly (effective competence)
There is another aspect of the interpretation of Competently concept - it is legally the ability of a reputable person to make certain acts or actions in specific conditions, a circle of office. 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 solve at its workplace (its strength, power, etc.).
Today, such an understanding of competence in HR - management is described through the competency system, understandable as a set of qualities of an employee necessary for him to effectively carry out work on a certain job position.
In social terms, competence can be considered as "competent behavior" or the ability to optimally use their own individual characteristics for constructive interaction with the world. In this sense, the interpretation of competence proposed by J. Equal: Competence is a specific ability necessary to effectively perform a particular action in a specific subject area including highly specialized knowledge, special kind of subject skills, ways of thinking, as well as an understanding of responsibility for their actions. Be a competent photographer, scientist, parent, manager, etc. - It means that there are specific competence of a different level (observe, to be deeply informed in the subject, independently put questions, write business letters, to prove your own right, to cope with interpersonal conflicts, etc.).
In modern labor psychology, organizational and professional psychology "competence" is most often used in the context of professional activities.
Professional competence is the main component of the subsystems of the professionalism of the individual and activity, the sphere of professional conduct, the circle of solved issues, a constantly expanding knowledge system that allows professional activities with high productivity.
F.S. Ismagilova / 8 / under professional competence understands the awareness of the employee with respect to certain professional activities, the professional field in which it operates, as well as the ability to effectively implement in the practical activity of its professional qualifications and experience. In the structure of professional competence, the author allocates such basic elements as knowledge, experience (skills, hopping, 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 tasks; The reflective-status, giving the right due to the recognition of the authority to act in a certain way; regulatory characteristics reflecting the terms of reference, the scope of professional conduct; Communicative characteristic, because Replenishment of knowledge or practical activity is always carried out in the process of communication or interactions.
You can select the system of basic competences of the manager (SBC). SBC is an analytical model of a professional, in it are represented generalized regulatory and morphological indicators of the structure of the profession and the psychological structure of professional activities. Such a model can be used to solve applied tasks, in particular to create the most efficient model of vocational training that meets the requirements put forward by modernity to the types of professional competence that the leader should have. The main structural components of the RAC are; intellectual competence; instrumental competence; individually personal competence; Communicative competence.
Intellectual competence includes components of the subject area and the field of personality manifestation in the structure of the profession; Instrumental competence it reflects in the structure of the profession its subject area, including knowledge of labor and labor parties, as well as basic activities, skills, technologies, etc., used for successful achievement result; Individually personal competence reflects in the structure of the profession the field of personality manifestation, including the necessary set of qualities of the head, the possession of which makes it not just a professionally suitable, but a successful professional; Communicative competence includes professionally characteristics in communication, reflecting the most important components of the professional community.
All basic competences are described through the system of factors reflecting the specific qualities of the professional, his knowledge, skills and skills. Consider each of the competencies in more detail.
Intellectual competence is the presence of analytical skills in combination with the ability to think in categories of comprehensive relationships. Here you need abilities like torational and abstract thinking in combination with spontaneity. This is a prerequisite for the ability to see the situation as a whole, recognize the most important components of it and offer strategies leading to solving the problem. D. Haapt / 9 / Determines such abilities as perceptual analytical, those skills see "forest behind trees" or the ability to overlook the land from height.
Intellectual competence can be represented by factors reflecting the actual intelligence and perceptual-analytical abilities to which include: a general level of awareness and ability of perception, covering data collection, information processing, verbally logical thinking, ability to abstraction and finding patterns, obviously effective thinking The ability to quickly solve practical tasks and conceptual flexibility. These abilities are basic and ensure the success in adopting substantive and responsible decisions, allow us to act in an indefinite, problem situation in cases of information deficit based on logical conclusions.
In addition, this type of competence can include the so-called "social intelligence" - the recorder of knowledge, which the individual applies in the interpretation of events and drawing up plans in situations of everyday life / 8 /. These are ideas, personal memories and the rules of interpretation, which constitute the cognitive structure of the individual; together they make up experience and a certain approach of the individual to society problems.
The concept of instrumental competence includes the characteristics of the operating sphere of the head, which implements the executive part of the activity.
These, first of all, include knowledge of labor and labor parties, as well as basic activities, actions, techniques, skills, ways to work, technology, technicians used to successfully achieve results. Today it is knowledge and skill not only in the field of technology and production of the sphere where the head of the head, but also competences in such areas as marketing, finance, law, information technologies, knowledge of foreign languages, office work, etc.
By analogy with traditionally allocated in basic labor systems, labor object (biotic, technical, social, sign-symbolic, artistic), Durmanova I.V. It suggests conditionally divide the instrumental scope of competence into two components / 6 /:
) The main scope of competence in the system of a person, which determines the professional purpose, the main content of the labor and leading activities of the head;
) The sphere of additional instrumental competence, which includes a set of competencies of knowledge, skills and skills related to any of the basic subject systems, and "serving" leading activities of the head.
Individually personal competence includes the characteristics of the mental organization of a subject of activity in the Socium Man System. Individually personal competence contains factors defining internal resources and external manifestations of the personality and individuality of the head. In accordance with modern requirements for managers, the most significant of these factors are; Clear values, clear personal goals, ability to control themselves, self-control and organization, emotional stability, independence and self-sufficiency, independence and self-confidence, the ability to make decisions and skills to solve management problems, responsibility and conscientiousness, performance, susceptibility to innovations, enterprise, potential creative activity and active self-development / 6 /.
Communicative competence is understood as a totality of skills and skills necessary for effective communication, adequate communicative tasks and sufficient to solve them. This type of competence was logically attributed to the factors of the main sphere of instrumental competence, but because The work of the modern leader consists of 70-90% of communication, (according to J. Coter, and E.V. Sidido) / 10.11 /, then you can allocate the ability to communicate in a separate type of basic competence requiring special development. Communicative competence can include such factors as sociability, communicative sensitivity, social courage, diplomaticity and insight in group relations, the ability to withstand loads associated with wide communication, the ability to influence others, situational adaptability / 6 /.
For modern leaders, ownership of skills and skills in communicative competence is becoming increasingly relevant and requires its development not only through life experience, as it was in its overwhelming majority before, but through special training.
The basic competency system, built on the basis of 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 to rely on it in the preparation of managers. If you trace how the structural elements of the profession are presented in the process of vocational training, it can be noted that traditionally in focus of attention is, only the subject area, which is only one of components of the profession. This trend remains for a long time, despite the point of view that has already become generally recognized that training is more efficient, subject to inclusion in the learning process of the student's personality. It is especially significant for the profession of the head, where the main "instrument" is the personal personality of a professional. In this regard, the training of managers should be carried out regarding each of the listed areas of the profession presented in the SBC, and that the process is not "cut off" from reality, trends of time and situation, it should be based on the modern requirements and needs of the subjects of the learning.
1.2 Modern approach to understanding professional competence
The term "professional competence" is very often used both in the Russian and foreign literature. It is believed that the competence approach was born in the United States, and one of the first publications "opening" this problem was the D.McClelland article to test competence, rather than intelligence "(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 English (7th Edition) reveals this concept (Competence) (English) as the ability to do something successfully or efficiently / 12 /.
Winter I.A. / 13 / Defines competence as the ability to perform specific activities on the prescribed standard. Panfilova A.P. / 14 / with employees determines the competence as a person's ability to achieve certain achievements. V.S. Bozrukova / 15 / Under competence, understands "possession of knowledge and skills, allowing to express professionally competent judgments, evaluation, opinions."
Scientists of the RGPU them. A.I. Herzen consider competence as an integral characteristics of the person, determining its ability to solve problems and typical tasks arising in real life situations, using knowledge, educational and life experience, values \u200b\u200band inclinations. At the same time, the "ability" is understood not as a "predisposition", but as a "skill": "Able" means "knows how to do."
It is possible to survocate the concept of competence (as the Australian researcher T.HOFFMANN) / 20 / three ways:
as visible and registered performance results;
as some standards for performing activities;
as personal properties that determine the effectiveness of a particular activity.
Professional competence is determined in the literature (A.D. Gonev., A.G. Pashkov et al,) / 16 / as an integral characteristics of business and personal qualities of a specialist, reflecting not only the level of knowledge, skills, experience sufficient to achieve the goals of professional activities, But also the socio-moral position of the person.
The concept of "professional competence" includes the following three aspects (Lebedeva N.M.) / 18 /:
problem-practical - adequacy of recognition and understanding of the situation, adequate formulation and effective implementation of goals, objectives, norms in this situation;
semantic - adequate understanding of the production situation in a more general sociocultural context;
the value is the ability to properly assess the situation, its essence, goals, objectives and norms from the point of view of own and non-profitable values.
A number of foreign researchers (R. Gaherti, A. Mehue, etc.) / 19 / consider any professional as a carrier of the following professional competencies, in the aggregate of the components of the core (invariant) of professional qualifications:
technical;
communicative;
contextual (possession of the social context in which there is a profession);
adaptive (the ability to foresee and recycle changes in the profession, adapt to changing professional contexts);
conceptual;
integrative (ability to think in the logic of the profession, expand priorities and solve problems in the appropriate professional style, etc.).
special - a high level of knowledge, technology and technologies used in professional work and providing the possibility of professional growth of a specialist, a change of work profile, the effectiveness of creative activities;
social - the ability to take responsibility and make decisions, to participate in joint decision-making, regulate conflicts for non-violent means, to productively interact with representatives of other cultures and religions;
psychological, due to the understanding that without the culture of emotional susceptibility, without the skills and skills of reflection, without the experience of empathic interpersonal interaction and self-realization, professionalism remains partial, incomplete;
information that includes the ownership of new information technologies;
communicative, involving knowledge of foreign languages, a high level of culture of speech;
environmental competence based on the knowledge of the general laws of nature development and society, on environmental responsibility for professional activities;
valeological competence, meaning the availability of knowledge and abilities in the field of maintaining health and in matters of a healthy lifestyle
In the kingdom of Bahrain it is customary to allocate two components. professional competence graduates - key and basic.
Under key competence refers to the ability of the employee to solve the tasks that arise in front of him in the process of professional career. Key competence reflects the specifics of a particular subject or senior area of \u200b\u200bprofessional activity. In vocational educational institutions, key competence is developing through such disciplines as "spiritual education", "modern problems", "information technology" and a number of others.
Under basic competence, the component of the competence required for certain types of professional activities (engineering, pedagogical, medical, etc.), which ensures the professional development of the 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 "work with others", "solving problems", contributed to the formation of basic competence students, the learning process of medium-sized vocational education institutions is built as the process of finding students to solve problems. Students are given tasks, during which the problems faced by the Company currently facing, for example, an explosion of communications, or an energy crisis, or environmental pollution, etc. This type of tasks refers to research.
A number of tasks require students to solve any particular problem: for example, if a person has found work in another city and he needs to find an apartment for living.
Tasks may contain project development requirements to achieve any goal. Students need to justify the causes of this problem, find out what solutions to this problem today exist, find and substantiate alternative solutions.
During the fulfillment of tasks, the student turns out to be forced to contact the catalogs, reference books, journals, Internet resources, etc.
When performing such tasks, students are developing and information competence (the ability to collect and process information from different sources, carry out contacts / communications with other people in different situations, using both oral and written, including electronic forms of communication (E-Mail - To communicate with the teacher and students, Web Quest-to perform the task, etc.).
Assessment of students' work is carried out on the basis of monitoring their activities. The product of students 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) in 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 due to the use of E - learning a. Multimedia electronic media development opens fundamentally new didactic capabilities for the scope of training. Informatization acts as the main mechanism for implementing a new educational paradigm, as a new quality of the education system, as a means of implementing the function of predicting the educational system, as well as a communication system of science and education.
1.3 Improving the professional competence of management personnel at the level of modern requirements
In the situation of changes occurring in management, an increase in qualification and professional retraining is becoming increasingly significant for the head. The concept of the modernization of Russian government for the period up to 2010 emphasizes that the main task of modern management is to achieve compliance with the relevant and promising needs of the individual, society and the state. Reforming of modern management places new requirements for managers. Free and actively thinking, predicting the results of its activities and, accordingly, modeling the management process, the head is the guarantor of solving the tasks. The priority task of the advanced training system at the present stage, according to the concept of modernization of Russian government, is becoming increased by the professional level of managers and the formation of a team corresponding to the demands of modern life. Today, the demand for a highly qualified, creatively operating, socially active and competitive personality of the leader has increased.
There are certain qualifying characteristics of managers, general requirements for a specialist, jobboards and functional duties of the head, etc. And what qualities of the manager may indicate that the managerial is a professionally competent and its level of competence complies with the requirements of innovative management. What work of the managerial can be considered professionally competent? Professionally competent is such a leader's work, in which management activities, managerial communication is carried out at a fairly high level, the personality of the manager is being implemented, good results are achieved in management. The development of professional competence is the development of the creative individuality of the head, the formation of readiness for the adoption of a new, development and susceptibility to managerial innovation. 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 control directly. In accordance with these requirements, it is possible to determine the main approaches to the development of professionalism of the head:
an approach. Continuous scientific and methodological support for the development of professionalism through assistance to managers in the organization. The main goal of methodical work is to continuous improvement of the qualifications of the head, continuous assistance in improving its 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 head;
Stimulating his service and public activity;
Improving methods and style of interaction with employees on the principles of humanization, democratization, publicity;
The formation of skills and skills of analyzing the management process as a whole and the intrinsication of its management activities in particular;
Practical forms of scientific and methodical work:
Conferences, seminars, trainings, scientific and practical and problem seminars, work of creative laboratories and temporary creative groups of formal and informal nature, discussions, round tables, organizational and active games, organization of training courses, organization and conduct of professional skills, individual advice.
an approach. Development of professionalism through advanced training courses without separation from production with obtaining a document state sample. This form can be implemented in part and in absentia on the basis of contracts with institutions that have a license for advanced training. Such courses solve the problem of breaking the production process. The opportunity to learn from first-class specialists was extremely demanded by the leaders of the country.
an approach. Implementation of the accumulative training system, considering an individual management system leader .
The criterion for assessing the effectiveness of the development of professionalism will be a positive dynamics in the level of professionalism of managers, as well as the level of managers' satisfaction and the demand of the services offered.
Today there are constantly existing courses for improving the qualifications of managers, specialists using the Internet. From the most popular, the following facilities can be transferred: the center of scientific and technical information "Progress" - the largest training center in Russia, the SRC business school - www.src-master.ru<#"justify">2. Evaluation and analysis of professional competence of heads of educational institution FSSU No. 1
.1 Brief description of the Educational Institution FSSUV № \u200b\u200b1
Federal State Special Educational Institution for Children and Teenagers with the Deviant Behavior "Special Vocational School No. 1 of Closed Type" G. Ishimbay (hereinafter - the School) is a government special educational institution for children and adolescents with the deviant behavior of federal subordination.
Special Vocational School No. 1 of the buried type of Ishimbay was created by order of the State Formula of the RSFSR from 03.06.1969 No. 192 and the order of the Vocational Education Management of the Bashkir ASSR of August 15, 1969 No. 165.
Full official name of the School: Federal State Special Educational Institution for Children and Adolescents with the Deviant Behavior "Special Vocational School No. 1 of the Closed Type" of Ishimbay Republic of Bashkortostan.
Abbreviated official name of the School - FSSUV "SPU No. 1".
Location of the School: 453210, Republic of Bashkortostan, Ishimbay, ul. North, d. 29.
Based on the order of the Government of the Russian Federation of 30.08.2004 No. 1139-r School is under the jurisdiction of the Federal Agency for Education (hereinafter referred to as the founder), which performs the functions and powers of the founder.
The relationship between the founder and the school is not regulated by the Charter, are 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 Fundamentals of the Next System of Prevention and Offenses of Minors", the Budget Code of the Russian Federation, the Tax Code of the Russian Federation, other legislative and regulatory legal legal Acts, a Model Regulations on a special educational institution for children and adolescents with deviant behavior, approved as amended by the Decisions of the Government of the Russian Federation No. 919 No. 19, of December 23, 2002, regulatory legal acts of relevant federal executive bodies and local self-government , acts of the founder, this charter. The school in accordance with state educational standards implements the main educational programs of the initial general, the main general, secondary (full) 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 an earnings profit as its main goal.
The school is a legal entity. Legal entities The school acquires from the date of its state registration. The school has a separate property located in the federal property and enshrined at it on the right of operational management, independent balance, personal accounts opened in the prescribed manner in the federal treasury bodies to take into account the funds of the federal budget and funds received from the entrepreneurial and other income income, In the currency of the Russian Federation and accounts for accounting for funds in foreign currency, open in accordance with the currency legislation of the Russian Federation, round printing with its full name and image of the state coat of arms of the Russian Federation, stamps, forms and other necessary details, leads office work, archive, representation of financial and statistical reporting for the forms established by the relevant federal executive bodies, reports annually on its activities.
The main tasks of the school are:
creating the necessary conditions for meeting the needs of the personality in obtaining the initial general, basic general, secondary (full) general and primary vocational education, a specific profession of the corresponding level of qualifications, intellectual, cultural, physical and moral development;
creating the necessary conditions for psychological, medical and social rehabilitation of pupils;
formation of civil position and hard work in pupils, the development of liability, independence and creative activity;
preservation and increase in the moral and cultural values \u200b\u200bof society.
Licensing, certification and state accreditation of schools 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 issuing a license. Based on the certificate of state accreditation, the School has the right to issue a state-owned state-owned document on the relevant level of education and to use the seal depicting the state coat of arms of the Russian Federation. The school will independently forms its structure except for the creation, reorganization, rename and liquidation of branches. The school may have in its structure, branches, preparatory courses, training rooms and laboratories, training and training workshops and households, training grounds, hostels Structural units of additional education and other structural units.
The school management is carried out in accordance with the legislation of the Russian Federation and its charter and is built on the principles of unity and self-government.
The competence of the founder is determined by the legislation of the Russian Federation, the charter and the contract concluded between the founder and the school.
The founder carries out in relation to the school, including:
bringing 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 the 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 taken by the general meeting of employees and representatives of pupils and are approved by the founder.
Direct management of school activities is carried out by the Director. The director of the School is appointed in the prescribed manner founder on the basis of a concluded employment contract.
The director in accordance with the legislation of the Russian Federation appoints and exempts from the post of workers, determines the official duties of employees.
The director of the school is responsible for:
non-fulfillment of functions assigned to its competence;
implementation is not fully educational programs;
the quality of education of graduates;
life, health of pupils and workers during the educational process;
misuse of federal budget funds;
committing obligations over brought limits of budgetary obligations;
obtaining loans (loans);
other violations of the budget legislation of the Russian Federation.
The Director is obliged to ensure the advanced training of pedagogical workers in the prescribed manner.
Forms of self-government School are: Board of Trustees, Council of School, General Meeting of Workers and Representatives of Pupils, Pedagogical Council. The general meeting of employees and representatives of pupils (hereinafter - the General Meeting) is held for the adoption of statutes, changes and (or) additions to it, the election of the Council of School, the decisions of other issues related to its competence by legislative and other regulatory acts, the charter, and submitted For the General Meeting of the Council of School or Director. The decision to convene a general meeting and the date of his holding the Council of School or Director.
The main activities of the Council of the School are:
development of the School Development Program and the Improvement of the Educational Process;
discussion of the Charter of 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 extrabudgetary funds;
hear reports of the head of the school;
coordination of petitions on awarding employees of the school by state and industry awards, assigning honorary titles to them;
other issues related to its competence by legislation and other regulatory acts, the Charter of the School.
School employees include guideling and pedagogical workers, educational and auxiliary and other personnel.
Appointment, dismissal, regulation of labor relations of employees of schools is carried out according to 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 the 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 the definition of its structure. We give some of them (Table 1). To assess the competence of the head of the educational institution, it is important to distinguish those approaches that the phenomenon of competence will be given from the point of view of criteria, indicators and tools for measuring the professional competence of the head of the educational institution. Determining the level of professional competence of the heads of the educational institution when assigning a qualification category (in the process of certification) presented in (Table 2).
Table 1- Definition of the concept of "Professional Competence"
Autoprusion concept Design of professional competence. Grishindic acidity is an integral professional quality of the head, the alloy of its experience, knowledge, skills and skills, the indicator as readiness for steering work and the ability to make informed management decisions. The professional competence of the School Director is a complex multidimensional personal education, which includes functionally related components: -Motative - a collection of motives, adequate to goals and management tasks; -ognetic - a set of knowledge necessary for management; -poral - a set of skills and skills of practical solving problems; -comb - the set of important personal qualities for managing personal qualities; -reflexive - a set of abilities to anticipate, evaluate, "to slow down" own activities, choose the management strategy. S.S. SelicayaPedagogical competence of the manager is the basic professional characteristic of the personality of the head, one of the key system-forming components in the overall structure of the competence of managers. The three leading paradigms that constitute the fundamental basis for the conceptual basis for the formation of the pedagogical competence of the manager: sociological, sociocultural and activity. Justifies the choice of an activity approach as a fundamental basis for creating conditions for the formation of pedagogical competence manager. PedigaloComacient teacher - Manager is as: -Checking a set of knowledge, skills and skills in the field of pedagogical management, economics, entrepreneurship; -the possibility of marketing and research activities, analysis and choice of optimal ways to solve problems in conditions of uncertainty; prepare to develop, accept and implement effective management decisions towards the goal; - formation of significant personal qualities, economic thinking and motivational value orientations; - union theoretical, regulatory and practical readiness for pedagogical management, economic activity and entrepreneurship; Readiness for information support management activities, effective communications in business communication. Table 2 - Definition of Professional Competence
ParameteriesCeriReaProductoryChangesCompetion of the head of the educational institutionCqualification: - Strategies for the development of education in Russia and the principles of educational policy; - goals, contents, forms, learning and education methods, modern concepts and technologies; - types of educational institutions, their place and roles in the system of continuous education, requirements for the results of their activities; - the foundations of the economy of education; - the regulatory and legal basis for the functioning and development of the education system; - theoretical fundamentals of management, leading management schools and concepts, features of management in the field of education; - principles for analyzing and building educational systems and methods planning their activities; - systems and methods of material and moral incentives for workers; - Styles of effective leadership team; - modern methods of control of educational, financial and economic activities and office work in the institution; - requirements for conducting office work in an educational institution. An accounting; Testing; Exam; InterviewProfessionalism Skill: - Analyze the activities of the OU, identify the most significant problems and find effective ways to solve them; - Develop the regulatory and organizational documentation of OU (contracts, charters, rules, etc.); - develop programs for the development of an educational institution; - to build an organizational structure of the management of OU; - plan and organize the control of the activities of the institution; - Motivate performers to achieve high results in labor activity and advanced training; - warn and resolve conflicts in the team; - organize mastering innovations; - hold business meetings, conversations, organize group work. Printo - oriented draft Discussion Business GirlsProductivity Educational Institution: - Conservation of the contingent of students; - mastering educational educational standards; - The results of innovative educational activities. Leader: - state of the regulatory framework for the functioning and development of OU; - Programs of development of the institution (divisions); - the state of the educational - material (material - technical) base of the institution (the presence, use, development); - quantitative and qualitative characteristics of the movement of personnel composition; - socially - psychological climate in the led team; - quality and level of sanitary and hygienic conditions; - The state of office work. Summary of experience
Consider the approach of P.I.Trevyakov / 22 /.
Professional viability and competence of teachers - managers as indicators of the quality of education are presented in Table 3.
Table 3- Professional viability and competence of teachers.
ParameteriesCeriReaProductressfactoryContactivity (Research) and self-educational competences. Application of methods and technologies for identifying the dependence between the purpose, content, conditions, objects 1) to find the necessary educational information; 2) set goals, plan, organize your individual education process and the trajectory of personal development of other subjects of the educational process; 3) to identify, decide, monitor and adjust the problems of their self-education; 4) find and benefit from experience; 5) assess the effectiveness and effectiveness of the education obtained; 6) to explore the advantages and disadvantages in the activity in the system of relations; 7) investigate factors of productive education, analyze the state of the problem field in theory and practice; 8) investigate the factors affecting the self-organization of participants in the educational process; 9) to explore the advantages and disadvantages of their own activities; 10) Repeat on the strengths of their personality in solving problems. An accounting; Testing; Exam; Self-diagnosis; Generalization of the expocorganization-communicative competences of the optimal model of relationships and interaction between all the subjects of the educational process and effective personal self-organization1) to organize its own activities related to the solution of educational tasks; 2) organize interaction, mutual assistance and support between all participants in the educational process; 3) effectively distribute its time and the time of the participants in the educational process to various activities; 4) use an indirect effect on the organization of all participants in the educational process; 5) teach the self-organization of the activities of the participants of the educational process; 6) to build relationships based on the implementation of development programs (independence, confidence in their forces, etc.); 7) stimulate to development; 8) Training to communicate (the ability to establish contacts, coordinate actions, listen and hear others, resolve conflicts, etc.); 9) make decisions, responsibility; 10) apply computer technologies. Defining theoretical methods of action in the development of a holistic process and training activities based on progressive pedagogical technologies1) to draw up a personal self-education program (plan); 2) draw up an educational program of the school; 3) draw up technological maps of the passage of educational material; 4) establish intra-, interdisciplinary and cyclic bonds of the disciplines under study; 5) design modular and multiprophophilic organization OHP; 6) determine the most rational forms, methods and technologies of the educational process; 7) choose the most rational structure of the holistic process; 8) to determine the most productive structure of the training session; 9) Develop personal and collective reflection. Practical - oriented projectsocial and personal competences of identifying personal and social goals1) Critical to consider phenomena and events in the world, Russia, one or another region; 2) to determine the connections of the past, present and future; 3) evaluate social and personal tendencies related to health, the environment, consumption of various types of resources; 4) enter into a discussion and produce their opinion; 5) overcome difficulties, conflicts; 6) self-expecting yourself and their best quality. An accounting; Interview; Discussion; Business gameAdaptive competences to cope with the situations of modern and predictable1) use new information to update activities; 2) apply new technologies to improve labor efficiency; 3) exercise tolerance, flexibility, resistance to fast changes; 4) to show readiness for transforming themselves and other people activities; 5) adequately react in terms of personal growth on changes in society. Round table; Business games; Questioning
2.3 Analysis of the results of changes in the professional competence of teachers and leaders of the educational institution
Analysis of the results of measuring changes in professional competence of teachers was carried out in accordance with the criteria and indicators (according to T.G.Bruzh) / 34 /. The following parameters of professional competence were estimated: the motivational value, cognitive and efficiency and emotional-procedural.
Motivational value parameter
At CBPK, combined with certification, the attitude of the teacher to the assimilation of new knowledge, readiness for training and professional-personal development (mobility) are not purposefully diagnosed.
At problem courses, as a rule, the attitude of the teacher is determined to assimilate new knowledge, readiness for learning and vocational training.
On the problem related to the introduction of specialized learning, as part of the subject-methodical module, the survey of teachers was organized.
The main purpose of using the questionnaire was to identify the personal meaning of obtaining knowledge, the structure of professional motivation, the degree of readiness to implement the knowledge and skills in post-case pedagogical activities. The questionnaires included questions with the choice of response and with a freely designed response.
This diagnostic toolkit is not perfect enough, but it allows you to determine the main trends.
Thus, among the main motives that encourage teachers to participate in the implementation of the ideas of profile learning, the following were named: the desire to more fully take into account the individual characteristics of students, the conviction that it will increase the efficiency of work.
Cognitive-active parameter
The results of input diagnostics conducted using teachers of teachers show the ownership of the subject at the base level by most teachers. At the same time, it was revealed to the development of individual elements of the content, traditionally causing difficulties and students.
The results of the final diagnosis indicate the development of new elements of the content of the subject and the methodology of its teaching by most of the courses listeners.
Significant difficulties in teachers raise the results of their labor: as a rule, the results are determined by the percentage of student performance and the number of graduates who entered other educational institutions. As a result of training in courses, teachers master the skills to determine the effectiveness of their labor using various diagnostic techniques.
In general, teachers are focused on professional literature, although in most cases they turn to the subject - and less often to common-goal journals or monographs. During the development of the course training program, teachers are studying current methodological literature, get acquainted with modern studies in the field of the basic subject and methods of its teaching.
In addition, the level of incorporation of teachers in innovative solutions, as well as possession of pedagogical research methods. During the courses, teachers formed the ability to analyze their experience and experience of colleagues.
It was revealed that in the course of performing the tasks of input control of professional-pedagogical workers from the maximum possible number of points, the total number of points is usually gaining one or two listeners. The average indicators achieved in groups are 70-60% of the total number of tasks.
At the same time, the lowest indicators in the group give listeners who do not have special, including pedagogical education and with small work experience. An unacceptably small number of points for the year of course preparation is usually provided with one or two listeners.
Analysis of the results of input diagnostics has shown that the greatest difficulty traditionally cause issues related to theory and methods of learning subjects (professions). It should be noted that the results of the analysis of the implementation of kimov testifies to the "non-solid" knowledge of some documents of the State Educational Standard (up to 55% of incorrect answers).
At the same time, most of the listeners showed enough good knowledge of the content of their educational regions.
Nevertheless, in general, the level of professional competence of most teachers - listeners of courses can be recognized as sufficient (within the normal range).
When performing the tasks of the current and final diagnostics, the following can be noted:
a) when creating a "business card" of its educational institution, the implementation of practical-oriented projects and tasks of diagnostic and training techniques on subjects a significant number of teachers is hampered with the display of sustainable positive results in training and education;
b) Quite successfully, the tasks associated with the knowledge of the new literature in the field of subject and the methodology of its teaching, a self-critical reflexive attitude towards themselves, with the possession of the existing traditional solutions of professional tasks, with a description (but not analysis!) Of colleagues experience;
c) the traditional difficulty represents the achievement of depth and reasonable analysis of the effectiveness of its activities, the logicality and validity of the conclusions on the directions of improvement of professional activities, as well as the ability to show the existence of the ability to analyze the problematic information from the literature, to understand (and sometimes even evaluate) a promising methodical idea, convincing argue your conclusions.
d) It is difficult to solve the teachers of the task associated with the exit beyond the "standard" situation. It cannot be highly appreciated by the majority of listeners the level of ownership of the complex research skills and the use of them in practice. However, it is in this indicator of professional competence that there is a noticeable dynamics (even on the scale of short-term courses).
Using the appropriate diagnostic toolkit (written test work), the following picture of the formation of the psychological and pedagogical competence of listeners "At the entrance" is recorded: Approximately 60% of students demonstrate the presence of ideas about the basic models of education, almost 15% are able to analyze as their activities, as well as the pedagogical phenomena as a whole (Own pedagogical diagnosis), 60% of students know the requirements for the modern lesson and 20% - oriented in the structure of professional competencies of the teacher.
The results of final diagnosis, practitioners show that the microbroups cope with the tasks at the permissible level. They clearly formulate actual problems of their pedagogical practice, reveal their pedagogical, educational, methodological, psychological and valeological aspects. The problems of the development of the creative gifting of students, deviating the behavior of adolescents, stimulating the cognitive activity of students in the lessons, etc.
Groups give a scientific justification to the proposed solutions. During the speeches, the listeners demonstrate a good knowledge of the pedagogical theory and a creative approach to the development of the chosen problem. Group leaders, completing speeches, conduct a group work analysis, summarize the proposed problems of problems. Listeners are actively involved in the discussions on the problems under consideration.
As can be seen, the assessment of changes in the psychological and pedagogical competence of listeners as a result of training on courses is overly common and undifferentiated.
Emotional-proceeding parameter
Satisfaction with the organizational and pedagogical conditions of the learning process, the content of classes, the compliance of the content and organization of courses in general, the professional needs and interests of the teacher can be estimated as satisfactory (according to reports of listeners immediately after courses).
Analysis of the results of a sociological study on deferred advanced training results reveals the general degree of satisfaction as the teachers themselves and their leaders.
Analysis of the results of measurement of changes in the professional competence of the education system managers should be carried out in accordance with the approach I.V. Grishina / 25 /.
I will give a few examples that characterize the results of measuring the professional competence of managers. To a certain extent, it can be judged on the trends of changes in the professional competence of management personnel.
The results of the input diagnosis showed the following: 57% of students do not know the basic provisions of regulatory and legal instruments on the activities of the educational institution; 35% listeners show the average or below average knowledge levels of their main functional duties; eight% listeners have theoretical knowledge of the provisions of documents governing the activities of the educational institution not only in the functioning mode, but also in development mode, knowledge is used in their practical activities.
The final diagnosis showed the following.
High levels of professional competence showed 38.4%. They are:
Have a systematic idea of \u200b\u200bthe structure and trends in the development of the Russian and regional education system;
understand the diversity of economic processes in the modern world, their relationship with other processes occurring in society.
theoretical foundations and patterns of functioning and development of an educational institution, including transient processes;
principles for the adoption and implementation of economic and managerial decisions.
identify problems of an economic, social, political nature when analyzing specific situations, propose 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 substantiate options for effective economic management solutions;
critically evaluated from different sides (manufacturing, motivational, institutional, etc.) changes in the field of education, the development trends in the field of professional activities;
use computer technique in user mode to solve management tasks.
special management terminology and specialty vocabulary;
signs of independent mastering new knowledge using modern educational technologies;
professional argument skills when analyzing standard situations in the field of upcoming innovation activities.
At the average level of professional competence, 54% were shown.
At a low level, 7.6% showed themselves.
The final diagnosis of professional competence of OU's heads on disciplines: "Economic theory" and "Basics of the Organization of Economics AU" showed the following.
% (high) without difficulty were determined by the main economic categories (the need, demand, supply, price, value, costs, costs, alternative costs, budget, extrabudgetary funds, financing channels, regulatory budget financing, etc.) and concepts ( consumer behavior, financing, budgeting, production of services (goods), etc.); Fluently established in solving logical problems of existing dependencies, for example, the dependence between the decline in customs duty on foreign cars and the automotive market, between the increase in the production of oil and education budget, etc.
% (level low and below average) have been difficult in this difficult, i.e. The content of concepts was confused or could not formulate them at all. In addition, they could not link (or had a weak presentation) with their practical activities the main provisions of legislative acts, theoretical calculations, economic laws. For example, to apply the law of towering alternative expenses in the preparation of a schedule at school; Could not specify channels of financing an educational institution; Unable to compare the volume of budget financing and extrabudgetary funds. And also could not solve logical tasks, for example, to establish a link between the gas mask production market and the market for the production of children's diapers (the question of micro and macroeconomics and life experience).
% (average level) allowed errors in determining the main categories and economic laws operating in the economy and, in particular, in the economy of education. Could independently associate their experience and theory of issues of the economy (laws).
Competence of the head of the leadership of the emergency level is the level of low-level level 38.4% 54% 7.6%
Thus, as a result of analyzing professional competence:
systematic work is not carried out to analyze the results of measuring changes in professional competence.
there is no single criterion apparatus for assessing changes in professional competence of listeners;
the study of professional competence is limited to the cognitive parameter; The objectives of the study of other parameters are not put: the motivational value, activity, etc.
3. Ways to improve and develop professional competence of educational institutions
3.1 Conditions, Principles and Forms of the Organization of the Professional Development Environment of Education Managers
In the third chapter, I reviewed the problems, reasons, consequences, ways to solve the professional competence of a modern specialist. Ways to solve the problem of forming professional competence of a modern specialist Table 4
Highlighting the educational environment as a fundamental condition for individual selection by the head of the values \u200b\u200bof professional activities, I believe that the active role of the educational environment is to promote human self-promotion, "pull" its potential opportunities to the level of actualized abilities that are the basis of active professional and personal self-development. The basic principles of the organization of the educational environment are:
collective design and implementation of the design of educational interaction;
the multivarity of the content of education, methods and forms of entry into it, up to individual qualifications improvements;
integrity and continuity in the content and logic of various organizational forms of advanced training;
stimulation and support of any educational activity;
priority of personal, rather than functional role interaction of organizers and listeners;
favorable education emotional climate.
ProblemPrichiniyPutimiMu Solutions1. System work on analyzing the results of measurement of changes in professional competence. There is not enough full, surgicalized and reliable monitoring system for the effects of coursework. It is for effective management of the quality of the organization and the effectiveness of training in the framework of the course preparation. 2. Correction of the content of curriculum and training technologies 3. Examination Ministry of Education developed by programs. Professional competence as a key indicator is not a priority becomes1.expertition of developed programs. 2.Analyz the content of training programs and training technologies from the point of view of compliance with the criteria for the professional competence of pedagogical and leadership education system of education. 3. Adjustment of the content of training programs and training technologies.3. Effectiveness of professional competence is limited to the cognitive parameter; The objectives of the study of other parameters are not set: a motivational value, activity, etc. Efficiency of the number of control and measurement procedures and the absence of a single scientific methodical base, the assessment of methods of weak bonds. Lack of exchanging positive experience1. Adjusting such instrumentation such as performing diagnostic and training techniques, practical-oriented projects, exam, interview, credit, abstract, dictation. 2. The method of competent organization of such control and measuring procedures, as testing, survey, business (role-playing) game, debate, self-diagnostics, representation of the "portfolio" of the listener is studied. 3. Development and approved procedure for examination of diagnostic tools. 4. Development of formalized indicators; methodology for collecting, processing, storing, distributing and using information on the results of measurement of professional competence; 5. In accordance with the criteria of professional competence - to develop the forms of expert sheets for assessing the professional competence of pedagogical and leaders and the structure of submission (expert opinion) fill by the OU's head at the official employee of the Education, including: Directors of OU, Deputy Director OU according to UR, Deputy OU's director for BP.
Figure 4 - Problems of formation of professional competence of a modern specialist
"Holding" of these principles in the organization and implementation of the advanced training program is a relatively new and quite difficult task in the context of the growing manifold of ethical, psychological, pedagogical, anthropological views and the increased complexity of the value self-determination of teachers.
Municipal Methodological Service, in addition to the course training, can have such forms of professional development, as:
pedagogical workshops, as forms of entry into research activities;
organization of seminars (based on innovative schools): seminars immersion, seminars-problematization, seminar reflection, design seminar, methodological seminar, expert seminar, consulting seminar, etc.;
conference of managers to discuss education problems in the municipality;
management internships of young managers within the framework of the management event;
"Consultation Point" in MMS (RMC);
"Marketing Hall" in the municipal "building" of education;
open professional club and others.
The proposed forms of the organization of methodological work with education managers expand and complement the used traditionally. We note here, however, that methodological work remains one of the central forms that perform two mutually intersecting functions - the development of teaching techniques and the professional development of the teacher. Since management and teaching - phenomena are not identical, it is hardly possible to go, for example, about the methodological association of schools or teachers.
Thus, improving the qualifications of education managers on the basis of the municipal methodological service is carried out not only through various forms, but also in a particular 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 management activities may unfold. For example: School Director Assembly, Management Studio, Education Manuals Corporation, etc. Unlike teachers who delegate representatives of their professional communities at the municipal level of education, managers are immediately combined at this level.
Therefore, in the framework of the municipal professional association, small (or temporary) professional groups on the areas of professional interests may occur. It is a professional community that is a subject of change, it is created in it (or comprehended) Innovative management practices, there is a modus of individual changes in it.
The main in the search for methods and forms of interaction between teachers, methodologists and education managers (in the implementation of the objectives of the educational program) becomes the problem of their choice. In its solution, it is necessary for a support for philosophical, psychological and pedagogical theoretical positions, consisting in the opening and awareness of personal meanings, orientation to the infinity of the knowledge, creation of themselves in peace and world in themselves, the values \u200b\u200bof compimination, singers, co-creation, freedom of choice. These bases lead to the need to create new forms and rethinking traditional.
In the practical implementation of the program, lectures, workshops, discussions, round tables, debates, mini-trainings, workshops, role-playing, mini-conferences, positional discussions, etc. can be used. In addition, the varieties of the principles of the organization of training groups during group work are dictated by the same grounds.
One of the ways of self-realization of the manager, as a course preparation participant, are interactive learning methods based on personal interaction-communication of each of the participants in the educational process. Traditionally, such technologies relate to the so-called formas of collective mention 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 unired and resonant effect on the internal sphere of personality.
3.2 Development of competencies as the main goal of education
In the modern education system there is a giant breakdown in the direction of learning, and theoretical knowledge dominated over practical skills.
And although BSE defines education as "training and education", but in practice about education, everything is usually forgotten. (Well-known expression "Vocational training", and the expression "Professional Education" is unlikely anyone heard.) What does this lead to? All knowledge and skills, and even those few skills that have received young professionals, they cannot successfully apply. Why?
§ They lack appropriate qualities.
§ They lack experience.
§ They do not want to be professionals!
§ They are "not in the subject", since the environment in which they "cooked" in the learning process are students and teachers, not professionals.
Just these four components lack in modern professional education:
§ Professional education.
§ Professional practice.
§ Actualization of professional choice.
§ Immersion in a professional environment.
In addition, for more accurate analysis and planning of vocational training, it is worth dividing: a) learning knowledge (conditionally this section of vocational education can be designated as "training") and learning skills and skills (conditionally this section can be called "training", because Training is the main method of forming skills and skills). From professional practice, training is characterized by the fact that it is not carried out in real, but in educational - lightweight conditions, and the object of training is not all activities in general, but separate professional skills and skills.
In modern vocational education, both at the level of the professional community and at the level of state structures there was a tendency to describe vocational education as the process of development of the necessary competence of a specialist. And although so far this happened only in words and on paper, but let's hope that the "process went." But in a natural way the question arises, what to understand under competence?
As a rule, under the competence, the knowledge of the competencies necessary for its work by a specialist, or the compliance of this specialist with the requirements of his position, or the ability of a specialist to effectively carry out their professional activities. And since the key word in determining competence is the word "competence", then it is necessary to accurately determine.
Definitions The concept of "competence" will differ. Moreover, separate skills (conflict management), and personality properties (sociability, responsibility, analytical warehouse of the mind), and psychological plants (orientation to achievement) are also possible as an example of competencies. But after all, in itself, none of these components (knowledge, skills, installations, etc.) is not competence in relation to the activities of a specialist, but is only one of its elements.
But, nevertheless, if you allocate the essence, all these examples and definitions indicate the same thing - about some individual characteristics that allow the specialist to be effective in their field of activity. True, sometimes under the competence understand the demand for a specialist, but, in my opinion, this is about the same, but in another context.
So, I offer the following definition of competence: "Competence is a complex of individual characteristics of a specialist necessary and sufficient for effective and guaranteed implementation of its professional activities in the specified conditions and at a given level of quality."
A close definition gives a dictionary of economics and finance: "Competence is the unity of knowledge, professional experience, the ability to act and the skills of the behavior of the individual, determined by the goal of the situation, the situation and the post."
True, an attempt was made to reveal the composition of competence, however, in my opinion, it is more convenient to do, creating a model of the competence structure.
Having considered competence from the position of common sense, as well as through the prism of a number of bright examples of effective training, I allocated a number of key elements as coinciding with already known (knowledge, skills, installations), and not.
The most significant (system-forming!) An element in this model has become a variable individualized specialist algorithm - its technology, its "know-how".
Indeed, in the activity that a successful specialist carries out, you can always see a certain structure. And the professional specialist always can describe this structure ("First I do this, then this, if so - I do so, if so," so ", etc.). It is this algorithm that leads to a planned result, and all other components of the competence (knowledge, skills, installation) in relation to it are auxiliary. And the higher the qualifications of a specialist, the more complicated its activity, the more uncertain the conditions of this activity, the more difficult, more variable and more individualized algorithm is required.
However, considering professional activities in a more or less long time interval, it can be seen that when we change the conditions of activity or as the requirements for its results increase, a specialist has the need to improve the activity itself. As a rule, it is implemented through two main directions: a) independent training and b) introduction into the practice of new forms.
The need for this directly follows from the model of effective professional activities (Figure 1):
Figure 1- Closed cycle of effective professional activity.
From here there is a need to include in the structure of the competence of two additional elements: methods of independent training and innovation techniques.
Start - Full Universal Competence Structure
Figure 2 - Full Universal Competence Structure
Business Training - Policy Wand
Since, modern vocational education has a roll towards learning (and mainly theoretical), then compensating mechanisms are needed to efficiently prepare almost all experts.
In recent years, the main of these forms has become a business training.
If you consider a special form of a special form of short-term vocational education, then the approval will be fair that the purpose of the business training is to develop the competence of the training participants to the level they need.
This approach allows to facilitate the work and business coach (giving a reference point in the formulation of training tasks), and the customer (helping to identify learning needs), and the client is a participant in the training (motivating it to full participation in the training).
However, there are a number of acute questions here:
How to determine the profile required competence?
How to measure the level of "subtle" components of competence?
How to most effectively develop different aspects of competence?
Based on his personal and professional experience, as well as on the basis of again, from common sense, I see such options for answers to these questions:
In order to determine the competence profile, follows:
Clearly define the goal.
Determine the possible ways to achieve it and, based on the results of the analysis of external and internal resources, choose the optimal one.
Simulate activities to achieve this purpose by this method - i.e. Create an algorithm for this activity.
Determine what installations, knowledge, skills, quality, experience is needed by a specialist for the implementation of this algorithm - i.e. Make a profile required competence. To do this, you can test several specialists who carry out similar activities; In some cases, it is enough to conduct a mental experiment.
In order to measure the "thin" components of competencies, it is necessary to find relatively simple activities, the results of which are measurable and correlate with the test competence (i.e., to choose or create a test system).
With some perseverance and creative approach, it is possible to measure even such "subtle" qualities as empathicity (the method of semantic differential), energy and stress resistance (suits the method of breathing delay), etc. In addition, you can always use the method of expert assessment - the main thing is to accurately formulate an expert task and develop an adequate and convenient measuring scale.
Even in the absence of a profile of official competence, it can be drawn up using the participants of the training. Taking 10 points perfect for the current or planned activity level of development of each of the parameters, the participant will receive the perfect profile his competence.
Evaluating the current level of each parameter, it will be able to create the current profile of its competence.
Figure 3 - Three Competence Profile
At the end of the training, the participant in conjunction with the coach can analyze its results and outline its next steps by creating and picking up the methods for further independent work on its achievement. By the way, these results are associated with the program of an independent training and the program for the implementation of the material studied at the training can become very useful for a personnel management specialist, this employee is under the jurisdiction.
From the point of view of Professor MSU V.I. Masslova - the author of the first textbook in Russia for universities on strategic personnel management, "Managing the competence of employees is the main direction activities of human resources management specialists "/ 25 /.
In addition, the analysis of competencies is necessary for the strategic management of the organization's entire activities of the organization, as well as to effectively manage the corporate culture.
With the goal of a thorough analysis of this issue, consider only some possibilities that the competent approach gives to organize effective personnel management.
Remembering the chain of "purpose-activities-competence" and applying this model to the strategic management of human resources, one can come at least two very interesting conclusions.
First conclusion:
More large-scale goals, as a rule, require more complex activities for their achievement. And more complex activity requires a higher competence of a specialist. And the acquisition of higher competence takes time, often significant. After all, even a simple skill is formed on average for 21 days, and the necessary skills can be somewhat.
In addition, the development of personal qualities requires much more time - sometimes years leaves!
What could there be ways to solve this problem, not counting, of course, a permanent shift of personnel (which is not always possible and always highly cost)?
Implement the strategic management system and personnel strategic management system in the organization.
And then, knowing what goals will be in front of an employee in a few years, and how it will achieve them, you can plan a long-term program of his learning and development.
Consider the current activities of the employee not only as practical, but also as a training.
By applying this concept to business, you can say this: let my employee makes mistakes if these are training errors, and not by negligence. Damage from these errors will multiply in the future. After all, when the employee raises his competence, he will start making a profit, immeasurably large than he brings now (even if he does not make any mistakes).
The second output that follows from the commercial approach is associated with the so-called "talent management. This conclusion can be formulated like this:
If the competence of a talented employee exceeds the competence of his position at least one of the parameters, the employee feels not satisfied, and its competence begins to decline.
Moreover, in order for such an employee to feel happy, it is necessary that his requirements exceed its current competence at least one of the parameters.
Naturally, there are a number of conditions: excess should be an adequate position, the current tasks of the organization and the psychoticipa of this employee; An employee must know about this discrepancy and work with him, etc.
But, despite all the difficulties, this conclusion opens a whole range of opportunities for motivation and holding personnel. The most bright (even paradoxical) example: instead of increasing the size of payments, it is possible to complicate the professional activities of the employee. Of course, the question arises: how to complicate and how much?
And here it is just possible to help the analysis of the competence profile of this employee.
This conclusion is echoing with the ideas of the implementation of human potential. The idea is that strategic directions and goals are determined not only on the basis of decisions of the organization's first persons, but also on the basis of the existing unrealized competencies of personnel (which the analysis of employees competencies can again be helped. If people feel that the organization does not only provide their standard of living, but also allows them to be more fully implemented, then the phenomenon will arise, which has recently been called "personnel involvement". But the involvement of personnel gives not only a psychological, but also an economic effect!
It has already been irrefutably proven that due to the low involvement of employees of the organization lose tremendous funds that are not comparable in size with costs for high-quality personnel management.
According to the research of the Gallpa Institute, even in such a disciplined country as Germany, only 15% of enterprises' employees are interested in their work and are satisfied with it, which brings tremendous damage due to low labor productivity, frequent change of the place of work of employees and, if not surprisingly, skills. Thus, introducing a competence approach in personnel management, you can not only improve the psychological climate and keep talented employees, but also reduce the financial costs of the organization, raising profits several times!
3.3 The proposed model for assessing the professional competence of the head of the educational institution
Based on the use of these criteria, indicators and tools, the following levels of professional competence of the head of the educational institution can be distinguished:
) Must-motivational;
) Operational technical;
) Reflexis-valued.
Approach T.G.Bruzh / 34 /. I consider it appropriate to estimate the competence of the head of the Educational Institution of FSSUs to use the approach proposed by T.G. Brazh / 34 /. The developed criteria for assessing the professional competence of the head are similar to the criteria for the professional competence of the teacher. This approach is based on the diagnosis of professional activities of the head of the 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 the educational institution", various approaches to the assessment of the professional competence of the head, I propose a model for assessing the professional competence of the head of the educational institution that is most appropriate in the advanced training system. The basis of this model is the synthesis of the approach proposed by I.V. Grishina / 24 /, and professional competence indicators used to assess the level of professional competence of the head of the educational institution in certification.
Professional competence of the head
Criteria - qualifications, resource efficiency, socio-psychological efficiency, technological efficiency.
Consider these criteria in more detail:
) Qualification.
Main indicators - Knowledge:
types of educational institutions, their place and roles in the system of continuous education, requirements for the results of their activities;
the foundations of the economy of education;
the regulatory and legal basis for the functioning and development of the education system;
theoretical fundamentals of management, leading management schools and concepts, specialty of management in the field of education;
principles for analyzing and building educational systems and methods for planning their activities;
systems and methods of material and moral incentives for workers;
styles of effective management team.
modern methods of monitoring educational, financial and business and office work in the institution;
requirements for conducting office work in an educational institution.
Tools:
Testing
Questioning
Interview
Discussion
Business (role-playing) game
Self-esteem (self-diagnosis, self-analysis)
Practical oriented project
Diagnosis of professional activity
Portfolio
Summary of experience
Examination (Expert Conclusion)
) Resource efficiency - the degree of feasibility of the use and development of all resources of the school: personnel, material, financial
Main factors:
A) the implementation of teachers of their professional interests and opportunities:
evaluation of the development of creative teachers' activity
assessment of innovation and innovations
evaluation of the implementation of educators in development needs and self-expression
B) rational organization of labor at school:
evaluation of the rationality of the school work schedule (by survey)
C) rational use of school equipment, funds, personnel:
Evaluation of the use of teachers in accordance with their professional education profile;
The state of the educational (material - technical) base of the institution (availability, use, development)
) Socio-psychological efficiency - the degree of impact of management activities for the school team
Main factors:
A) Satisfaction of teachers and school students:
evaluation of the degree of satisfaction of teachers and school students (their work and study)
B) Socio-psychological climate:
evaluation of the level of socio-psychological climate in school
C) the motivation of members of the school team for high-quality work:
evaluation of the motives of labor behavior of school team members
) Technological efficiency - the level of implementation of the main management functions: information and analytical, motivational target, planned prognostic, organizational, and control-diagnostic, regulatory
Main factors:
A) Compliance of the management structure of school purposes:
an assessment of the compliance of the school management structure;
B) time distribution rationality by school leader:
estimation of the rationality of the distribution of time by the school leader
C) Rationality management technology:
evaluation of the preparedness of the head to perform management functions and the degree of their implementation (based on qualifying characteristics)
D) the ability of the head to the management and development of the school:
Assessment of the ability of the head to managing the development of the school;
the ability to analyze the activities of the educational institution, identify the most significant problems and find effective ways to solve them;
develop regulatory and organizational documentation of the educational institution (contracts, charters, rules);
the ability to plan and organize the control of the activities of the institution.
3.4 Analysis I. quality assessment of the diagnostic tools used
The quality assessment of the diagnostic tools used was carried out in the following types of control procedures:
) input diagnostics;
) current diagnostics;
) Final diagnosis, including: diagnostic and training techniques; Practical oriented projects.
Measuring procedures (instrumentation) pursue the following tasks:
A) input diagnostics - receiving information that allows differentiation of managers and teachers of possession of professionally significant qualities (in order to determine the validity of claims to the stated category); obtaining information that allows you to adjust the methodology for conducting classes, taking into account the interests and needs of listeners; obtaining information that allows listeners to conduct self-diagnosis of the level of professional competence; Approbation of control and measuring procedures.
B) Current diagnostics - tracking of intermediate results and efficiency of the course training process, identifying problems, difficulties of listeners, on this basis - adjustment of the content and forms of learning.
C) Outcome control - assessment of the success of the climers of coursework programs and determining the degree of compliance of their professional competence of the stated category (for certifying in category).
Input diagnostics is carried out at the basic advanced training courses (CBPC), on courses on issues and on courses of retraining of educational institutions.
Perfect input diagnostics on CBPC, which is carried out in the form of input control and subsequent interview.
The content of kimov (test measurement materials) includes the main issues of a minimum of the content of general education in individual subjects. During the organization of testing, it is usually reduced by the time to perform tasks compared to the established standing standards. This toolkit is sufficiently objectively allows you to estimate the owner of the subject in the base level at the basic level.
Kima 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 c), each question is given by six replies, several of them may be several. In the third block (part C) for each question you need to give a written answer.
In the first block for each correct answer, the listener receives 1 score, in the second block each correct answer is estimated by two points, in the third block - 7 points.
When developing kimov (test measurement materials) for KBPK (curses of basic advanced training) of managerial workers of NGO institutions (primary vocational education), materials developed by the IPRO ECPO RF employees (Institute of Professional Education Institute of Professional Education of the Ministry of Education of the Russian Federation), Department Eiuo, Economics and the management of the organization), pedagogy and psychology, theory and methods of vocational education and UMC (educational and methodological complexes) of vocational education.
In accordance with the specification of kimov for managers, the input diagnosis also consists of three blocks (parts), the first of which (Part A) is a test with a choice of response options, the second (part B) - tasks with a brief free answer (fitting words, missed In suggestions), the third (part C) is tasks in the form of answers to questions performed in the style of free reasoning on a given topic (free detailed answer).
I represent that input control is accompanied by an interview (individually with each listener). In the process of interviewing, the causes of possible difficulties discovered during the implementation of kima are found.
Differentiation is carried out according to the results of generalizing the results of input control and subsequent interview. Typically, three conventional groups of students are distinguished:
) having serious gaps in knowledge;
) having sufficient knowledge and skills;
) Showing a high level of professional competence (including separately the number of those that claim the highest category).
Differentiation of training is achieved thanks to the "output" on individual educational routes for listeners, taking into account the results of input diagnostics.
A feature of the input diagnosis on KBPK managers of educational institutions is its integrated nature. Input diagnostics includes 40 questions in the following disciplines: management, economy, right, pedagogy, psychology. The issues of input diagnostics are aimed at determining the level of training of the listener to managerial activities and the validity of their claims for the first or higher qualification categories. Each correct answer corresponds to 1 point. Diagnostics allows you to determine the 3 level of preparedness of the head for management activities: high - more than 80% of the right answers (32 points or more); Middle - from 60 to 80% of the right answers (from 24 to 32 points); low - less than 60% of the right answers (up to 24 points). This diagnosis is complemented by the input subject diagnosis on individual disciplines. The question of the feasibility of using the combination of integrated and subject diagnostics remains open and requires discussion and adopting a relevant decision. Corresponding is the need to improve the diagnostic tools used.
Current control is used in the course training and includes an assessment of the performance of tasks for independent work, their performances in practical classes, etc.
Within the framework of the CBPC, thus understood the final control includes mandatory for all listeners (regardless of the certification on any category) of testing procedures:
a) the presentation of the "business cards" of its educational institution;
b) the development of kima by profession, subject;
c) conceptual terminological dictation;
d) the exam in the form of a seminar - the regulated discussion.
The positive experience of using innovative forms of current diagnostics is available at the EIUU Department (for the Economic Block). It should be noted that the methodological security of control and measuring procedures. For example, the following forms of current diagnostics are used:
writing an essay .
Performing a practical oriented task (mini-project).
Objectives that are set when performing this practical oriented classes:
identification, analysis, generalization and distribution of positive experience of economic activities;
development of high-quality materials on the organizational and economic and managerial issues of the educational institution;
detection and support of progressive economic mechanisms of vital activity of educational institutions.
Tasks of practical oriented classes:
develop (describe) an effective method (technology) of the activities of the institution to attract extrabudgetary funds;
to conduct an examination together with the teacher presented to the consideration of methods (technologies) to attract extrabudgetary funds, to evaluate their legal substantiation, economic efficiency and socio-pedagogical feasibility;
hold a comprehensive discussion in the group;
make after discussion on the need for adjustment and recommendations for the proposed technologies.
Materials are assessed by the results of the examination of the legal, economic and other characteristics of methods (technologies) of attracting extrabudgetary funds. The best works are determined on the basis of qualifying selection, depending on the quality, volume and depth of the extensive materials. Advantages in assessing are given to materials containing a description of specific practices confirmed their sustainability and effectiveness in real activities of general education institutions.
Conclusion
The data available in the first chapter indicate that there is currently not a single approach to the definition of the concept of "professional competence".
It is difficult to solve the question of the diagnosis of increased professional competence in the process of improving the training of the teacher in the system of additional vocational education. Almost all researchers note that the difficulties of measurement are related to what remains unclear how the necessary changes should be determined how directly they will be directly related to the 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 promotion and in the professional growth of the teacher and leader. The educational process of implementing a short and medium-term (from 72 to 144 hours) educational training programs is distinguished by uniqueness, as it is directed, as a rule, to solve the actual tasks arising in the pedagogical practice. Therefore, for diagnostics, it is necessary to have indicators characterizing the level of professional competence of listeners before and after the development of the relevant educational program.
The quality of the results of training in the process of professional retraining of more than 500 audited hours is estimated according to the degree of compliance with state educational standards.
Since there is no definitive 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, there was a need to determine its position. It seems to us the most reasonable definition of the concept of "professional competence", proposed by T.G.Bruzh / 34 /.
Based on this definition, the main parameters of professional competence subject to evaluation can be identified:
- motivational value;
- cognitive activity;
- emotional-procedural.
On the basis of the analysis carried out in the second chapter, the content and structure of the concept of "professional competence of the head of the educational institution", various approaches to the assessment of the professional competence of the head, I propose a model for assessing the professional competence of the head of the educational institution, which is most appropriate in the advanced training system. The basis of this model is the synthesis of the approach proposed by I.V. Grishina / 24 /, and professional competence indicators used to assess the level of professional competence of the head of the educational institution in certification.
Professional competence of the head
Criterion-Classification; indicators:
) Knowledge:
Strategies for the development of education in Russia and the principles of educational policy;
2) Resource efficiency is the degree of feasibility of using and developing all school resources: personnel, material, financial.
) Socio-psychological efficiency is the degree of impact of management activities for the school team.
) Technological efficiency - the level of implementation of the main management functions: information and analytical, motivational target, planning and prognostic, organizational, control and diagnostic, regulatory.
As a result of studying the quality of diagnostic tools and the results of measuring changes in the professional competence of teachers and managers of the OU, conducted in the third chapter, the following contradictions were revealed:
between the need to manage the quality of the organization and performance of training in the framework of coursework , and not enough fully, survey and reliable monitoring system for the effects of coursework.
between installation for professional competence and insufficient readiness of employees use this concept to assess the success of working with listeners.
between the increase in the introduced and created newly control and measurement materials and test procedures and insufficient methodological, educational and scientific and methodological developments of these issues that brands the systemic use and the dissemination of this positive experience.
To overcome the marked contradictions, I suppose it is necessary:
1) Determine the work as a priority to ensure the quality of additional pedagogical education by improving all types of activities aimed at maintaining the professional competence of employees of the regional education system, creating, testing and implementing the quality monitoring system of the DPO.
To do this, you need to work on:
Improving the program and methodological and technological support of the advanced training of education workers, taking into account the criteria and indicators of their professional competence. For this:
analyze the content of curriculum and teaching technologies from the point of view of compliance with the criteria for the professional competence of pedagogical and leadership of the education system.
advanced the content of curricula and learning technologies appropriately.
conduct examination of developed programs.
development and improvement of diagnostic tools for information on the direct results of changes in the professional competence of pedagogical and leadership personnel. For this:
adjust such instrumentation such as performing diagnostic and training techniques, practical-oriented projects, exam, interview, testing, abstract, dictation.
development and approval of the procedure for conducting examination of diagnostic tools;
clarifying criteria and indicators of a sociological research of the Quality of DPO to obtain information on mediated results of changes in the professional competence of pedagogical and leaders;
developing formalized indicators; methods of collecting, processing, storing, distributing and using information on the results of measurement of professional competence; creating an information system for monitoring the quality of DPO;
) Plan activities to discuss the results of the implementation of the decisions of this scientific council, hardware meetings; Meetings for visuals; meetings of the Department; Production studies.
List of sources used
1. Petrovskaya L. A., Razans P.V. Diagnostics and development of competence in communication, - M.: Publisher of Moscow University, 2000
2.Zimnaya I. A. Key competences - a new paradigm of the result of education, higher education today, 2009 - № 5
Ogarev E.I. Competence of education: social aspect. - SPb.: Ed. RAO IOV, 2005. - 170 p.
Choshoanov, M. Flexible technology of problem-modular learning [Text] / M. Choshanov. - M.: Nar. Education, 2004. - 157 p.
5.Richard E. Boyatzis The Competed Manager<#"justify">Appendix A.
Erroneous representations and metaphors counters
Pedagogical mythichemamethafora-counterproofer may pupils a re-educator can create it for this. A. Bicykeevsess two opinions - the opinion of the teacher and incorrectly disagree with any of those words you say, but ready to give life for your right to speak. Voltarzadach the teacher - to teach, demand, Nastaeutnoshi, thinking about how to live, asked the old man: "Is it possible to immediately distinguish smart from the fool?" The old man said, glancing up: "I am easy to distinguish them: smart learns all my life, the fool has a whole life." P. Zhlezovndti should not behave Summinamov never be able to create wise men if you kill Shaluns in children. J.Zh.RUsstroyki should not argue with the teacher will never exceed the teacher if it sees a sample in it, not an opponent. V.G. Teacher's BELINIC FUNCTION The transmission of a knowledge free teacher teaches the truth, good teaches to find it. A.Distegne is ashamed and not harmful not to be known to know no one can, but ashamed and harmful to pretend that you know what you do not know. L. Tombmelomes in the behavior of students can be neglected to distinguish large from the little things. The teacher's good job is a good job - the absolute lack of conflict breeding conflict - conflict on the contrary. In the present, a good teacher becomes impossible to light one small candle than the darkness. Appendix B.
Characteristics of the professional competence of a graduate of the School
Professional competence of the 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 features, with an individual handwriting, an individual activity style.
Components of the level of qualification level graduateProfessionalism analyze; actively use the knowledge gained in professional activities; draw conclusions based on analyzing their own success and failures; Readiness to use a variety of techniques, methods and means of organizing professional activity. initiative to the method of training profile, including professional practice, the focus on making the values \u200b\u200bof education. The consideration of professional creativity, self-dedication, the ability to adequately choose and use methods, forms and means for the implementation of the objectives and objectives of education , conversion oriennation and reflexion, on self-control. Adaptability Ready to the operational change of the orientation and motivation of professional activities, depending on changes in the social situation. Dynamism about the evolution of theories and concepts, understanding the need and specific content of changes, depending on the change of the situation. Research competence methods scientific - Inheritance activities. Feature definition of personal functions in the educational and real professional leader Acquisition skills on the value-semantic, empathy level, adequate self-esteem. Mobility of cognitive interests, the ability to abandon the mistaken decision, the ability to alternative to solving the problem and the implementation of the optimal choice. Appendix B.
Diagnosis from the study of the communicative abilities of students of schools (30 people)
Level2 Course 4 Course 1. High level 2. Energy level 3. Low level26% 40% 34% 46% 34% 20%
The level of communicative abilities from the course to the course rises, due to educational and practical activities.
Appendix G.
Organizational management structure.
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Business nuances
Competence of managers
Experience is the basis of management competencies. The experience implies not only the presence of theoretical knowledge, but also the ability to apply them in the professional sphere.
Navigation by article
- Types of professional competencies
- Management competences of managers
- Basic and special management competences
- Methods of improving competencies
- Professional competencies in different fields
- Professional competences of a lawyer
- Professional engineer competences
- Professional chef competences
- Output
Management competencies are a combination of knowledge, skills and personal characteristics that allow the manager to effectively cope with the responsibilities of the head. From how much the high level of job competence demonstrates a specific manager, it depends on how well they will solve operational and strategic tasks to achieve intended goals.
Experience is the basis of management competencies. The experience implies not only the presence of theoretical knowledge, but also the ability to apply them in the professional sphere. This is primarily skills received by a specialist in different positions in different companies and tested in practice. In other words, managerial competencies are a key indicator of the professionalism of the head, from the point of view of effective management.
Types of professional competencies
Regardless of whether a leadership or executive position occupies two key groups of competencies:
- Basic competences - A combination of personal qualities that determine the effectiveness of a particular specialist in general. This group includes volitional, intellectual, emotional and communicative characteristics of a person.
- Special competencies - This is a spectrum of knowledge, skills and skills that are directly related to the professional activities of a particular specialist. For different positions, these competences differ. For example, a special competence of an expert translator is a synchronous translation skill, and the secretary's special competencies include competent preparation and management of the working schedule of the head.
All competencies of the employee who reflect the possibilities of his personal growth are conventionally divided into two groups:
- technical competencies of a specialist - professional knowledge, skills and skills that are needed by an employee who occupies a specific position;
- behavioral competences are universal employee competences, including personal features that characterize the effectiveness of a person as a whole.
Differently, this classification can be represented as personal and functional characteristics of the managerial. Personal competencies of the leader are in many ways the initial deposits of a specialist. The task of the managerial, who wants to raise its professional bar, is to develop its strengths and tighten the weak. While easily mastered functional competencies come during training and in the process of work, personal leadership competences require an application of volitional effort in order to develop their natural deposits and fix the shortcomings.
Management competences of managers
Professional manager is a specialist who should own and apply basic management competencies in his work. While, for example, the professional competences of the electronics seller do not require serious organizational skills, for the manager, the ability to manage business processes and subordinates - the basis of the foundation. The guideline has its own specifics, which is reflected in competencies. This specificity is presented in the form of theses:
- The work of the managerial, in contrast to other types of intellectual work, does not have a specific time frame. Therefore, the level and indicators of achieving intermediate results are the main reference points in the evaluation of the head.
- Strategies and operational actions of the head are continuously corrected under the influence of external market conditions. The ability to act in non-standard situations is in the list of competencies of the head far from last place.
- The managerial is responsible for the actions of its subordinates, takes into account the risks and uses the possibilities. Professional competences of the head suggest the ability to assemble a strong team and organize an effective workflow.
- Corporate management culture and the management style practiced by them forms a business reputation. Manager of any link is a carrier of corporate values \u200b\u200bthat directly affect special competencies.
All these factors determine the range of competencies that the leader should have. The control of how much the specialist owns those or other professional skills, performs the immediate supervisor and specialists of the HR-department, which in special tables make the parameters of the employee and track progress. Such a format allows you to quickly identify the weaknesses of the manager and develop a program to eliminate them.
Basic and special management competences
To the basic competencies of the managerial refers:
- System strategic thinking. The leader who does not think in advance and does not track global trends, are not able to be effective in the long run.
- Possession of marketing basics. Understanding the company's market and place in the market, the ability to analyze information and synthesize effective marketing solutions with a limited budget - a brief description of marketing competencies.
- Financial management skills. The head must be able to competently distribute limited company resources and use effective investment mechanisms to increase income.
- Knowledge of production, commercial and logistics processes.
- Skills for the development of new products and services.
- Knowledge of office work and administration.
- Understanding and applying a profile legislative framework governing a specific business industry.
- Developed communications and personnel management skills.
- Understanding and applying the basics of information, commercial and economic security.
As for special management competencies, they depend on the specific industry and the specifics of the position. For example, the competence of the chief accountant, which actually occupies a leading position, differs significantly from competencies of the commercial director or PR manager.
Management competencies can be considered not only in the context of basic and special skills. An alternative classification is the distribution of management competencies on the nature of the actions of the head. This refers here:
- Vision is the ability to predict and think in tactical and strategic levels, calculating risks and using emerging opportunities.
- Action - the ability to purposefully and effectively organize your actions and actions of your team to achieve a specific result.
- Interaction - the ability to form effective and comfortable relationships with partners, top management, subordinate and other people.
Methods of improving competencies
A successful managers systemically improve basic and special competencies. Improving the professional level is carried out by several paths that are conventionally divided into:
- Traditional learning methods;
- Active learning methods;
- Learning in the workplace.
Traditional teaching methods are used in the case when a specialist needs to convey the volume of knowledge and help assimilate them in a short time. Traditional learning methods include:
- lectures - one-sided flow of educational material mainly in the form of a theory with minimal feedback;
- seminars - training format, in which the active communication of the teacher with the audience is actively communicating;
- educational films are a convenient format that assumes the possibility of remotelying new competencies.
Active learning methods, compared with traditional methods, are characterized by greater efficiency and an individual approach to increase the level of competences in a short time. This category includes:
- trainings - compressed theoretical preparation with maximum practical development of skills;
- computer training is a software method for feeding and working out the knowledge gained and skills;
- group discussions - oral exchange of experience in the context of solving a specific task;
- business games - modeling and working out situations arising in professional practice;
- role-playing games - training interpersonal communications by simulating training situations.
Methods of training in the workplace are a full practice with obtaining real skills and the exchange of experience. These methods include:
- temporary internship in other departments of the company to strengthen horizontal corporate ties;
- drawing up an individual training program based on the results of third-party monitoring of the workflow of the test specialist;
- equal coaching with elements of informal mentoring to share experiences between specialists from different directions;
- vertical direct mentoring under the control of the higher guidance;
- coaching with independent search for solutions with a coach;
- acquaintance with corporate culture and valuable competences of the head.
There are many methods for improving competencies. For effective learning, it is important that the development of new knowledge and skills occurred with a slight advance of current trends, focused on the comprehensive development of the company and effective interpersonal communications.
Professional competencies in different fields
The necessary personal and intellectual competencies of the professional in each sphere are different. For clarity, let's compare the knowledge, skills and skills necessary for the work of a qualified lawyer, an engineer and chef.
Professional competences of a lawyer
The main indicators of a qualified lawyer are such professional competencies as:
- knowledge of basic laws, their competent interpretation and application in practice;
- the ability to qualify events and facts from the point of view of law;
- skills to draw up legal documents, providing advice and issuing legal conclusions;
- the ability to make legal decisions and act within the law;
- the skills to establish the facts of offenses and take measures to restore violated rights;
- systematic improvement of professional qualifications;
- deep study of legislation and practice of its application.
Professional engineer competences
The engineer must have a wide range of technical knowledge and a number of personal qualities. His professional competencies include:
- understanding the technology and principles of the organization of production;
- possession of analytical skills, the use of mathematical and economic calculations;
- maintaining business and engineering documentation;
- selection of qualified contractors and effective interaction with them;
- knowledge of regulatory documentation and GOST;
- advanced computer skills and special software;
- responsibility and ability to quickly make decisions in difficult situations;
- high communicative skills with subordinates and bosses.
Professional chef competences
The chef as a person who is responsible for the work of the institution must own a big list of professional competencies that are compressed below:
- understanding the foundations of goods and techniques of cooking dishes of national kitchens;
- the ability to competently zonate the restaurant in accordance with the sanitary standards and the principles of ergonomics;
- finance, development of budgets and evaluation of the efficiency of the kitchen and the institution as a whole;
- possession of personnel selection methods, the formation of an effective state and the establishment of communications with subordinates;
- knowledge of the legal side of the restaurant business, understanding the norms and rules for the conduct of internal documentation.
A feature of corporate competencies is that they are universal for all employees of the company - from an ordinary specialist to the top manager. Corporate competencies are determined by the values \u200b\u200bof the company and its internal corporate culture. Therefore, this category includes skills and personal qualities that each company employee must have.
The development of corporate models and competencies lies in the manual. Each company in its own way calls special competencies used to evaluate employees. Examples of corporate competencies look like this:
- leadership;
- teamwork skills;
- loyalty to the company;
- customer orientation;
- orientation for the result.
Corporate competencies are chosen by the company's management in accordance with the specifics of the activity and are reduced, as a rule, to certain models of thinking, behavior and ethics of employees. If the company emphasizes at a high level of service - value competencies will be formed around a client-oriented approach. If the Corporation appreciates the collective cohesion and the disclosure of individual creative potential - communication and organizational skills will dominate in corporate competences.
Compotecta (from lat. competere. - Consistencies, approach) - the ability to apply knowledge, skills, successfully operate on the basis of practical experience in solving the tasks of the general kind, also in a certain wide area.
Computerity - availability of knowledge and experience necessary for effective activities in a given subject area. Competence (lat. Competens is a suitable, appropriate, proper, who knows) - the quality of a person who has comprehensive knowledge in any area and the opinion of which is therefore a weighty, authoritative; Competence - the ability to implement the real, vital action and qualification characteristics of the individual, taken at the time of its inclusion in operation; Since any action exists two aspects - the resource and productive, it is the development of competencies determines the transformation of the resource into the product; Competence - potential willingness to solve problems with knowledge; includes meaningful (knowledge) and procedural (skill) components and involves knowledge of the creatures of the problem and the ability to solve it; Continuous update of knowledge, possession of new information for the successful application of these knowledge in specific conditions, i.e. possession of operational and mobile knowledge;
Competence is the possession of a certain competence, i.e. knowledge and experience of their own activity, allowing to make judgments and make decisions.
The general conviction was formed, according to which the concepts of "competence" and "competence" transmit the following meanings:
- - The ability necessary to solve work tasks and to obtain the necessary results of work, is most often defined as competence.
- - The ability reflecting the necessary standards of behavior is defined as competence.
In practice, many organizational tasks, the results of work and behavior are included in the description and competence and competence and unite these two concepts. But a more typical description of competencies to associate with the abilities reflecting standards of behavior than with solving problems or with the results of work.
Basic competences - A group of competencies, which is based on intellectual, communicative, emotional and volitional qualities of a person.
Basic competences possess two features. First, they are the foundation on which the managerial activity of the head is being built. Secondly, compared to special competencies, they are much more difficult to corrected: change the style of thinking or communication is incomparably more difficult than learning the methodology or technology in the professional field.
The basic competences of the head can be represented as seven groups, in accordance with the main qualities of a person. In traditional and modern scientific descriptions, seven groups of personal qualities are made. You can talk about them as seven dimensions of the person's personal power.
- 1) Perception is attentiveness, the feeling of subtleties and the ability to study.
- · The ability to grab the essence of the case intuitively and quickly, highlighting the essential sides of the situation.
- · To be able to see deep, understand the essence and howl.
- · Leaning to learning and openness in a new one.
- 2) interrelations - intelligence, speech and communication.
- · The ability to allocate the whole and see the subtle links between its parts.
- · The ability to formulate ideas and adequately transmit them to other people.
- · The ability to perceive and effectively evaluate information.
- · The ability to establish relationships with colleagues and subordinates.
- · The ability to speak with people in their language, clarify, teach, taking into account their development.
- 3) the choice is the sensitivity to the "correct", adequate path.
- · The ability to rise above mental dogmas and make accurate solutions based on real circumstances.
- · The ability to make strategic decisions based on your values.
- · The ability to intuitively take an adequate solution in the conditions of the deficit of information and time.
- · The ability to follow the event flow in the interests of the case, sacrificing the ritualism, regulation and personal ambitions.
- · The ability to be independent of social standards and fear of evaluation.
- 4) Activity - transforming actions and tactical activity.
- · The ability to live real and move forward.
- · The ability to act in the selected direction contrary to the opinion of people.
- · The ability to keep a high level of effort and energetic.
- · The ability to go on justified risk and act in critical situations.
- 5) Will - Will, awareness and ability to concentrate.
- · The ability to make decisions yourself.
- · The ability to keep your attention to prioritize.
- · The ability to meet your fears, keeping the awareness and freedom of choice.
- · The ability to maintain its intention in any external conditions, with any behavior of partners, including under stress and conflict.
- · The ability to have inspiration to new things.
- 6) Vera is faith in yourself, in people, to the world.
- · Vera in their own strength.
- · The ability to take responsibility, while maintaining the presence of will and spirit.
- · Ability to rely on other people and delegate authority.
- · Ability to support other people without fear, and be compassionate without pity.
- · The ability to give support to colleagues and subordinate to their inner rest.
- · The ability to accept assistance there, where in something non-compressed or inept.
- · The ability to be free from a sense of own importance.
- 7) Wisdom is a feeling of restrictions, a sense of time, discipline and durability, excerpt and patience.
- · The ability to be impeccable (to make the best that can be done in this situation - however, without affection for the external won).
- · Tolerance to human constraints.
- · The ability to take the natural speed of projects, changes in your team and in itself.
- · Restantly refer to victories and lose without a sense of defeat.
Based on the listed basic competencies, such integral skills are folded as systemic thinking, the ability to work in a team, the ability to promote the case, being the leader, etc.
Each of the listed groups of human qualities is a certain attitude of the psyche or human energy, which is appropriate at a certain stage of living in the life story or project execution.
So, at the beginning of any project, you need to collect information and delve into the creatures of cases, i.e. Quality is needed perception. Then it is necessary to think about it, talk about it, make a business plan, etc., i.e. Need the quality of the group reconciliation. Next, the tactical ways of implementing a business plan are selected, i.e. The quality of the group is necessary choice.
During the entire project implementation process, the quality of the group is required. will. They give the project fullness and strength, and are especially important in cases where obstacles and difficulties occur.
At the stage of practical implementation of the project, the quality of the group becomes very important activity. A quality faith They give the uniqueness of the project, fill it with a special meaning, give rise to inspiration, allow you to give birth and continue to struggle in a critical situation.
Last group of qualities - wisdom- It has a dedicated position. It corresponds to the deep awareness of the integrity and interconnectedness of the phenomena surrounding the person. These qualities allow, for example, to act environmentally, not always to persist in achieving the objectives of the project, while maintaining faith in the final win, and having achieved victories and recognition, do not fall into the trap of success and vanity.
We give the first three principles.
1) in companies that have achieved great success, managers have a combination of outstanding personal qualities and solid professional will.
In the book of Jim Collizz for such managers, a special term was introduced - "leaders of the 5th level".
Quote from the book: "We were surprised, and even shocked when they realized what type of guidance is necessary for the implementation of transformations. Unlike the well-known corporate leaders, which are usually a strong character and not converging from pages of magazines and newspapers, managers who managed to carry out transformations in their enterprises and move from good to the Great, seem to come from Mars. Calm, invisible, discreet and even shy, these managers represent an unusual combination of modesty and professional will. "
2) The company must have the right people, and there should not be unnecessary people. The principle "First who, then that"
Quote from the book: "The leaders of the Great Companies know three simple truths.
First If you start with the question "Who", and not "what", it will be easier for you to adapt to the world around you. If people sat down on your ship only to get somewhere, what will happen if, sailing ten miles, you will understand that you need to change the course? You have problems. But if people are on your ship because they want to be with others, then change the direction is much easier.
Second If you have the right people on board, the problem of motivation and management, in principle, disappears by itself. The necessary people do not need direct guidance or incentives; They have enough sootivation due to the inner desire to achieve exceptional results in creating something great.
Third If you don't have those people on board, it is no longer important if you can choose the right direction, you still will not be able to create a great company. Great strategy without great people is useless. "
Studies also showed that "the necessary people" differ from "unnecessary" not special skills, but by qualities that are not in professional registers.
Quote from the book: "... They will do everything that in their power so that the company will achieve excellent results, and do it not for the reason that they will receive for it, but simply because they cannot otherwise. Their nature and morality requires them to achieve the highest quality in everything they do ... "
3) "The unshakable faith in the face of harsh facts" - the company's team should have a belief that they make something worthwhile and achieved in this success.
Quote from the book: "The ability to watch the truth in the face makes companies that are capable of outstanding results, stronger and more confident in their forces. They do not leave and do not complain. It excites - to look in the face of danger and say: "We will never give up. Do not capitulate. We can leave a lot of time, but we will find a way to defeat "
The level of basic competencies is growing when a person passes through life tests. In great spiritual traditions it is believed that this method of training is available only to those people who are able to maintain impeccability in the tests, i.e. Do not get a result. This means the ability to act with the maximum self-dedication, not expecting for this awards in the form of success.
Another way of learning is to be close to a strong person with a high level of development of personal qualities. In such a situation, some people are voluntarily or unwittingly adopt the skills and skills of the teacher. The last mechanism is the most effective in the modern world. Competence Basic Head Quality
And what to be the leader in modern business? After all, not everyone falls out to work near a person with a high level of personal maturity and strength, or, in a different way, with a high level of ownership of basic competencies.
Currently, based on the research of spiritual practices, developed a holistic system of technology for the development of basic competencies.
In accordance with this system, the process of development of basic competencies should be embedded in current production activities. The head, using the technologies for the development of basic competencies in relation to (which happens or the upcoming) production events in which it is a participant, can constantly improve the process of its management activities and at the same time develop its maturity as a leader and personality as a whole.
director, Consultant Coach
BKT LLP (Business Consulting Training),
almaty city
The correct forecast of the market trends allows you to develop strategies, anticipate possible barriers to success and promptly find ways to overcome them. It is very important to be able to mobilize all the resources in cases of difficulties and failures, clearly express priorities to analyze various alternatives and find optimal solutions. The effectiveness of the business is primarily determined by the managerial competence of managers.
Management (official) competence is a set of knowledge, practical experience, skills and personal qualities of the head, allowing him to qualitatively solve certain tasks to achieve certain results.
Qualified management is carried out on the basis of knowledge gained in training and practical experience.The basis of the management is knowledge, useful experience of other companies, their own experience of the head, tested tools and the skills of using them. Practical knowledge in management is greater value than theoretical; Useful experience is scrupulously studied and transmitted further, and a well-designed tool for solving problems brings much more benefit than scientific theories.
Based on understanding the essence of management, we can say that the most popular management competencies of the top manager are:
1. Strategic thinking (systematic, systematicness, the ability to anticipate the "picture" is the result).
2. Knowledge of the basic marketing basics to manage the company's position in the market.
3. The ability to manage financial streams incl. Use investment mechanisms to new projects.
4. Knowledge of production and operating activities (procurement, logistics, warehousing).
5. Understanding the laws of the market, the ability to organize marketing and sales processes.
6. Ability to develop new products or services.
7. Understanding information technologies and approaches to the automation of processes.
8. Implementation of business administration.
9. Knowledge of profile legislation regulating business.
10. Personnel Management Skills
11. Ensuring security - commercial, information, economic, personnel.
12. Maintaining public relations (the formation of reputation and image of the company in society, in the business community or in the market - to choose from).
At the same time, any leader 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 the organizer, and a comrade, and a mentor, and an expert in setting tasks, and a leader, and a person who can listen to others. He must understand the possibilities of his direct subordinates, their ability to fulfill the specific work entrusted to them.The manager should know the principles of interaction of managers of units and workers within the company, to develop command work in order to hold the unity and correctness of the functioning of the firm. It is impossible to combine in one person above the diversity of the skills and qualities of the top manager, but one can clearly define the list of requirements for a particular position of the head, taking into account the specifics of the industry, the characteristics of the management system and corporate culture of a particular company and its development goals.
The competency method is becoming increasingly popular in dynamically developing companies, since it involves the use of a single language in business processes. This is an effective way to describe work, since most of the posts can be described using 10-12 individual competencies. For example, the International Construction Corporation "Tarmak" uses 10 competencies, and the KSEROKS managerial model includes 32 competences.
In a sense, the number of competencies used in a particular model does not matter, it depends on the peculiarities of the industry, the specifics of the company, the management system, corporate culture, etc.The number of competencies should be convenient for management work and to assess the results of the work of the head.
In domestic practice, two main groups of competencies required by the head are used:
1. FROMpecial competences - The skills and skills that are associated with the area of \u200b\u200bprofessional activity. For example, the financial director should be able to analyze the balance sheet, and the head of the programmers team should own the most important programming languages.
2. B.azov competencies - A group of competencies, which is based on intellectual, communicative, emotional and volitional qualities of a person.
When determining basic competencies, it is necessary to take into account the overall specifics of managerial labor, which is that:
- the work of the head does not have a clear completion in time. It is always busy because the organization operates daily on the market and is constantly under the influence of changes in the external environment, where there are risks and opportunities that must be foreseen to take the right and timely management decisions;
- the work of the head is the basis of the management process in any organization and is based on his knowledge, experience and perception of the new (the use of best practices, new techniques and methods in operation);
- the management style of the head forms the corporate culture of the organization, radically affects its image and business reputation;
- an important part of managerial labor is the ratio of the costs of managers in accordance with the levels and functions of management. The higher the level, the longer the time is distributed in favor of executive communications: business meetings, negotiations and meetings. The lower the level of management, the more time the head holds among subordinates in the situation of the adoption of operational solutions in a specific division on a specific issue.
The competency model describes the position of the head in three planes:
- vision (Vision) - the ability to think in the strategic and tactical levels, the ability to predict the future and foresee the emergence of problems;
- act (Action) - the ability to dynamically and progressively move towards achieving the desired result (for example, a clear planning of actions, perseverance in the desire for the goal);
- interaction (Interaction) - the ability to build such relationships with others, which help to achieve the best result in work (for example, the ability to motivate subordinates, the ability to work in a team).
In 2007, Anthropos Consulting issued a dictionary-directory of the "Competence of the head" (author of V.E. Subbotin), which presents the most complete list of competencies for different official groups. According to experts on the development of competencies, the work of the head can be consecrated to several areas of competencies:
- Special professional competencies - Competences necessary to the head for addressing issues that make up the content of the processes and functions for which it is responsible. Special competencies reflect the level of possession of issues related to the operation of equipment, with the procedures and technologies of the production process. In essence, these are knowledge and skills related to a certain subject area: for example, finance and accounting, information technology, engineering, chemistry, construction, etc.
- Business competence - These are competencies of a general nature, they are necessary for managers in any field of activity. These competencies make up the main content of MBA programs and include a systemic analysis of the situation, making strategic decisions, attracting foreign and domestic resources of the company to solve business tasks, budgeting, forecast of income and expenses, reducing enterprise costs, reporting, etc.
- Competence of knowledge management Reflect the ability of the manager to work with information, manage information flows, learning and development processes in the organization. The competence of knowledge management includes such skills as searching for information, conceptual, analytical thinking, solving problems, understanding the essence of the processes of organizational development, ensuring the process of acquiring new knowledge and skills.
- Leadership competences refer to the field of manual and human management. They reflect the manager's ability to dispose of their own power, to direct the activities of subordinates to a certain direction, to provide subordinate support, to take part and empower them. In addition, leadership competencies suggest the head of the ability to create a sentence of a target for a common task, the ability to work with a heterogeneous team, to maintain the creative activity of subordinates and form a sense of community in organizing.
- Social, or interpersonal competences Refer to the ability of the manager to build and maintain optimal relations with people (public, shareholders and other stakeholders). The presence of this ability requires the development of certain social skills, such as an understanding of other people and their behaviors, communication skills and interaction with the surrounding, creating proper motivation, as well as the ability to prevent and resolve conflicts. Ideally, a socially competent manager is able to put himself in place of another person, correctly appreciate his expectations and build their behavior with regard to these expectations. This ability to behave socially adequately.
- Intrainarity competencies . They are based on self-confidence, the tendency to influence the environment of their habitat, the desire to improve and the fundamental change in the existing situation, the focus on the result and self-development, the ability to act in conditions of uncertainty, developed self-consciousness and self-control skills.
Obviously, for different guidelines, each of the listed areas of competencies has a relatively different meaning. For example, interpersonal competencies are needed for commercial director; The scope of technical competencies may be the director for the production on the forefront; For general director - leader's competences. The relative importance of individual competencies and their groups, of course, is not asked automatically by the title of position. It all depends on the characteristics of the company and the content of official duties.
There are different approaches to the description of competencies. We will show the example the use of different approaches to the compilation of the "Planning" competence. In the "Competence of the Head" dictionary, it is indicated thatplanning -this is the ability to develop an efficient program of own activities.removal .
The following types of assessments of this quality from the manager are offered:
1. The ability to organize and plan your own work in such a way as to effectively use working hours, avoid unnecessary effort and to meet on time.
2. Accurate estimate of time that will be required to performof one or another task.
3. Periodic tracking of the pace of work, withthe need for its adjustment to meet on time.
4. The ability to give time analysis of a particular question, but always remember that the work should be completed on time.
5. Preparation for business meetings, preliminary familiarization with the necessary information.
6. Efficient use of time control tools (timers, calendars, weekly).
7. Lining the sequence of individual tasks depending on their urgency and importance.
8. Work planning, taking into account plans for its partners, if the work requires interaction.
Business coach Z. Dmitrieva in his book "Guide to employees and the company" emphasizes that The competences of the modern leader may consist of five components:
1. Formal requirements (education, health, legal foundations, etc.).
2. Knowledge (possession of common and specific knowledge in the special area, business and economics, management, knowledge of the specific market, company regulations, etc.).
3. Skills (Ability to perform actions, make decisions necessary for effective duties).
4. Installations (worldview, views and relationships, contributing to the correct execution of responsibilities, for example, the installation "Customer is always right").
5. Business and Personal Qualities (Psychological characteristics of personality and character contributing to the fulfillment of the functions of the head).
In this case, the competency model may look as follows.
Competence "Planning"
1. Formal requirements: Education, mental health, experience in an effectively working business structure, formal requirements for the position and other.
2. Knowledge: possession of strategic, tactical and investment planning methods, knowledge of project management, cost analysis, risk assessment, scenario planning, etc., main time management techniques. Knowledge of the limited and rarity resources, including those headed by the enterprise. Knowledge of business processes similar to the MBA program.
3. Skills and skills: the skills of the preparation of strategic, tactical, investment plans, risk management, self-organization, time management. Good skill use in the practice of planning tools (methods of operational and resource analysis, SWOT analysis, scenario planning, etc.). Skills solving strategic and tactical tasks. Skills work with information. The ability to allocate and formulate business goals, arrange priorities. Applied computer skills.
4. Installations: Understanding the need for strategic planning in business, willingness to follow previously supplied plans and goals, the desire to develop a company.
5. Quality: System of thinking, analytical abilities, creativity, attentiveness, objectivity of thinking, sequence.
Despite the difference in approaches and a different number of components of competence partitions, there are uniform requirements for the competencies that should be:
- Exhaustive. The list of competencies must completely overlap all the important working activities.
- Discrete. Separate competence should relate to certain activities that can be clearly separated from other activities. If competencies overlap, it will be difficult to accurately assess work.
- Focused. Each competence should be clearly defined, and you do not need to try to cover too much. For example, "technical competence" should be completely concrete.
- Affordable. Each competence must be affordable formulated, interpreted equally by all managers so that it can be used universally.
- Congruent. Competences should strengthen the organizational culture and strengthen long-term goals. If competencies seem too abstract, they will not benefit and will not be accepted by managers.
- Modern. The competency system should be updated and must reflect these and future (predictable) needs of the organization.
Successful management consists of the following types of learning:h.ard Skills and Soft Skills.
The formation of the top manager as a management specialist begins with the acquisition of skills that are divided into two groups: Hard Skills and Soft Skills (by analogy with Hardware and Software in computers).Hard Skills. - This is "iron", the skills that are needed to perform their work at a high professional level. These are fundamental knowledge about the mechanisms of business functioning, an understanding of the organization as a holistic system, economy, marketing, finance, as well as production (professional) skills used in direct work. For a long time it was believed that the work efficiency depends on the level of development of these skills. At the same time playing a diploma of academic education, the level of intelligence, the number of certificates about the passage of specialized courses.
Many managers focus on the development of the Hard Skills: technical knowledge and skills. This is due to the fact that the domestic manager really lacks high-quality knowledge of management and marketing, which in our country has become possible recently.Hard Skills can be developed by receiving additional academic education, in MBA programs and visiting various seminars. Hard Skills training Allows you to get the necessary knowledge to manage the development of business, strategic planning, operating activities, modeling transformations and organizational structure. Many discussions and interactive seminars are built into such programs that allow for the analysis of specific situations and in role-playing games to learn how to apply theoretical knowledge. As part of Hard Skills training programs, you can exchange managerial experience in the "yourself similar" environment, find out how one or another problem or task is solved in other companies. Academic training programs, as you know, require more time and effort; For example, to get quality marketing knowledge, it is not enough to visit a two-day seminar, you need to get a higher or additional education for a duration of several months.
However, only the professional knowledge of Hard Skills for successful work is not enough. The transition to the status of the head of the highest level is not limited to mastering only technical skills.In practice, managers often do not cope with their duties not because of lack of experience, and due to Undustfulsoft Skills.
A higher level of management requires possession of more complex qualities, the skills of interaction with people: the ability to communicate, to speak publicly, to convince in its rightness, to manage their emotions and emotions of others, motivate. All this in the aggregate is Soft Skills, which, in turn, require from the head of the deep personality restructuring.
The alleged work of the manager at the level of the highest management level requires, above all, diverse and multi-level communications, leadership qualities, the ability to form and develop a management team, to make decisions under uncertainty. The importance of these skills is related to the fact that successful managers up to 80% of their time communicate with other people. The higher the person rises through a career staircase, the less important technical skills have, and the more interpersonal skills are acquired.
A feature of the acquisitionsoft Skills iswhatrazvitia Personal Skills often requires considerable efforts to work on themselves, since it is necessary to change the existing "picture of the world", many years of habits and schemes of behavior. Many practitioners need more time to form new skills and skills. An existing experience and a large number of workfilled technologies make it difficult to analyze the behavior and search for those "growth zones" that can be improved. The birth of a new personality (or new Soft Skills) is always connected with overcoming itself and raising themselves. In addition, sometimes the fear of changes is prevented: if the previous behavior worked, and it worked quite successfully for many years, how the surrounding will perceive these changes? thereforetop managers should be ready for the fact that mastering the real Soft Skills skills can take place after 3-5 months of study. Long training can be in demand when it is necessary to not just develop a particular skill, but to switch to a new level of management (for example, the company has seriously expanded, competition has sharply strengthened, the business reorganization is needed). In this case, visiting single trainings may be ineffective spending time. Such programs are also useful to managers located on the threshold of emotional burnout when business and work cease to interest and delight. Then getting new finds and personal growth make it possible to overcome this "management crisis".
cEOLewis Carroll, Alice in the Looking Game
Drying in management - the result of uneven development of managerial competences of the head
to whom:owners, top managers, leaders and those who want to become
How to look in the mirror so that it brings you more money
The article presents an exhaustive list of head competences for effective management subordinate to Alexander Friedman. After reading, you can form the vector of your management development and as a regular one - earn more money for yourself personally and your company. Soon the tale is developing, but no sooner is done. To start a little lyrics ...
"Head! How much in this sound ... "
"Head! How much in this sound for the heart of Russian merged! How many in it responded ... " - Let me correct the phrase from the famous poem of Alexander Pushkin.
"Being the leader is nice and honorable. Know yourself, give orders and inflate cheeks "- With these thoughts in my head, many dream of becoming leaders. The worst thing is that many so behave, taking a leadership position.
Familiar symptoms: "It's easier to make yourself", "slip", "Ignoring standards"?
God forbid you, looking at your management competencies, deceive yourself!
True, with this approach, the following unpleasant symptoms appear in your company / division: "It's easier to make himself than entrusting subordinates"The solution of elementary tasks goes with a significant "slip", subordinates are ignored by the standards of quality and technology of work.
As I mentioned in my previous article "", in such a situation first need to look in the mirror And draw conclusions.
"I used others, let them teach me"
Well, let's say you agree (after reading the article from the previous paragraph) that the head carries full responsibility For all the actions of their subordinates. "Well, it's good. But what to do that with this? How to fix the situation in the company / division? " - There are impatient croutons from the hall.
Have you ever thought about the effective guidance, do you need certain management competencies? Alas, they are not transmitted together with the portfolio. And the option is only two - or relying solely on your experience (as many and do), or - purposefully develop your competences (Experience in this case will be a good addition).
Options are only two: either relying solely on your experience (as many and do), or purposefully develop their competencies
But! .. In order for something purposefully to develop, it is first necessary to determine. In their professional activities, I try to avoid the "inventive bicycles". Therefore, as a basis for the development of managers in the "open studio" took alexander Friedman system "A set of competences of the head for effective management of subordinate work."
Management competencies: Are there much of them depends on them?
My modest managerial experience has shown that the scheme is a working 100% . With her, I defined my most weakweed (and some, I'm afraid to say, and missing at all) competences. And then, - everything is simultaneously simple and difficult, - it took up their targeted development. Actually, I continue to do this on a regular basis.
Check-list "Three groups of competencies of the head for effective management of work subordinated by Alexander Friedman"
Makes sense to work with groups sequence. First of all, start working on your competences from "Group No. 1", then from "Group No. 2", and only after - to take seriously for the "group number 3".
How to make the most useful material presented below for yourself? Use it as a kind of check list. Enter yourself in a table all skills / competences. Evaluate the degree of ownership of each on a five-point scale. Slip opposite each item your nearest actions to develop this competence.
For those who want to get my personal The current table, I prepared a small surprise at the end of the article.
Group №1 "Management of own efficiency"
- Developing solutions
- Presentation of solutions
- Planning
- Self-development
Competences from this group are determined primarily personal efficiency leader. I propose to disassemble in detail each.
1.1. Developing solutions
The most important thing is to develop any decision, determine the goalswhich you plan to achieve. Avoid the first solution that came to mind (always take a time-out on thinking).
Think over several alternative solutions. Make a list of significant criteria
Think up several alternative options solutions. Make up list of significant criteriaFor which you will decide which "Which option to choose". To improve the quality of management decisions, it is useful to master the basics of logical thinking and methods of high-quality information analysis.
1.2. Presentation of solutions
In fact, that's "Sale" of its decision: subordinate, colleagues, to higher managers. Why do you need it? "Sold" solutions are carried out with much greater enthusiasm (efficiency).
In the development of this competence, materials will be useful holding, creating and logical structuring presentations.
1.3. Operational planning
We are talking about both planning of your own work and on the use of planning for all subordinates. However, you should not forget that it is also important to monitor the execution of plans. This is lower in the competence of "control" from "Group No. 2".
1.4. Self-development
Everything is simple here. It is necessary to constantly improve (everyone knows, but no one does), both in managing people and in the targeted development of their management competencies. Work on a regular basis over savior Your shortcomings.
Learn to carefully listen to constructive criticism. Just do not confuse: you need find one's weak places In order to further develop them, and not engage in "self-confidence". As part of the competence, I recommend using good values \u200b\u200bfrom Vladimir Tarasova: "Choose a horizontal career" and "tell yourself the truth." You can start from the article "".
Group number 2 "Managing actions of subordinates"
- Group management
- Regulation
- Delegation
- Coordination
- Control
- Operational motivation
Competences from this group make it possible to achieve required behavior subordinates From the point of view of the management system due to the formation of the "Rules of the game" and control their observance.
2.1. Competence "Group Management"
It is necessary to explore rules and patterns of both group behavior and group work organization. Where come in handy? Conducting meetings, group discussions, collective work management subordinates, etc.
Regularly encountered extremes: the directive management method of the group or total anarchy. If this is how things are and for you - this indicates that the manager needs to be seriously "pumping" this competence.
2.2. Regulation
It is necessary to develop both in your own subordinates. While your company remains non-elected business processes - their implementation depends only on the quality of memory, knowledge and goodwill of your employees.
All Secrets Settings regulation systems "Poland" in the article ".
2.3. Delegation
Delegation is the formulation of the task described in detail, taking into account the area of \u200b\u200bthe nearest development of the subordinate, and not only the brief words "Make it ..."
Delegation - Transfer of subordinate work, as well as responsibility and authority. When delegation is necessary consider 2 important factors:
- the complexity of the problem, its novelty, criticalness / the importance of the result.
- knowledge, experience, personal peculiarities of subordinate (in other words - the area of \u200b\u200bthe nearest development of the employee).
Important moment: if the situation is such that you can't delegate most tasks due to the low configuration level of these factors in the subordinate, then it either need to develop to the required level; either - if he does not want and / or can not develop, - firm. Stop engage in self-deception - the miracle will not happen!
In my opinion, to effectively apply delegation useful to have implemented In his company / division "". Otherwise, it is possible to delegate effectively, that's just the results of the work performed you will be disappointing again and again.
2.4. Coordination
Skill maintain "Feedback" mode When performing tasks subordinates, support them in the process of work. I recommend to distinguish the support from the attempts of subordinate to "transplant a monkey" (to return the work completely or partially delegated to them).
Moving "Martis" root. Do not exclude that your subordinates "transplant monkeys" because they are so accustomed (you yourself used to allow!). Simple recommendation: as soon as I encountered a similar problem, ask a straight line question: "Do you want to transplant a monkey or maybe I somehow misunderstood the current situation?"
Read more about how not to become a "victim of monkeys" ".
2.5. Control
The essence of the control is an assessment of the compliance of the parameters of the task and the result obtained. Control is divided into 3 main types:
- Starting control: Make sure that the subordinate has everything you need to fulfill the task, and he also understood it correctly.
- Intermediate control: Assessing the correctness of the task at intermediate stages (it is important to place these stages so as not to later adjust the detection detected).
- Final control: Evaluation of the resulting result. I recommend not paying attention that 99% accomplished tasks. The result of the task must have only 2 options: either it is fully fulfilled or not executed.
Pay special attention to starting and intermediate control. At the finish, it is very often a fix that happens too late
Following the control, it must be rated The quality of the work done, as well as its result. What if the result is negative? First find the cause. And then determine and punish the perpetrators.
2.6. Operational motivation
The head must understand the main motivational theoriesAs well as in all features of the corporate motivation system. If subordinates (and moreover, the leader) do not understand the motivation system, then it simply ceases to work.
Therefore, the task of the manager to convey to subordinates (up to stage 100% understanding) nuances of the corporate motivation system + Add personal methods for prompt motivation from your arsenal as complementary. Read more about one of the effective motivation methods. "
By the way, the question is on the backup "Who is a motivated employee?" Fullness, Bath, we are not on the exam. Motivated employee - This is a man who himself wants to do his work as it is necessary to company.
Group №3 "Management of subordinates"
- Operational leadership
- Communication techniques
- Coching
The dream of any supervisor is to influence the actions and actions of subordinate through their thinking. And thanks to this, seek the desired result of the work. Well, what is not a fairy tale?
An, no! Not so simple. Competences out "Group number 3" I recommend to master and actively use only after the upgrade in the competences from "Group number 1" and "Group number 2". No, well, you can certainly start from here. Give me guess who you are: hypnotist or genius?
3.1. Operational leadership
Leadership is the ability to influence the subordinate without applying their official authority. In order to increase the competence, it makes sense to develop its emotional coefficient (EQ).
I am sure that many would like to figure out in more detail what kind of leadership. Pro leadership mechanisms Vladimir Tarasov in the audio course "Personal Management Art" tells very detail. I cherish it extremely recommended to listen, ends and listen to once again.
Is it possible to do without operational leadership? Yes, you can. However, with the "Leadership", the effectiveness of your company / department will be predictable higher than without it. By the way, the word "operational" means limited by the professional framework of your official relations.
3.2. Communication techniques (communication)
Is used for strengthening all other competencies (how you communicate with subordinates, colleagues, leaders surrounding). It is the communication that determine the effectiveness of interaction (it follows the effectiveness of your work) with colleagues subordinate, manual. Obvious consequence: the better you own communication techniques more you will achieve at work and in life.
Of course, there are people who communicate "from God", but what to do if it is not about you. Nothing wrong. Your task is to pull out this competence at least at the average level. To successfully fulfill the tasks of the head of this will be more than enough. Recommend to reading ".
3.3. Coching
Help subordinate both in production and in achieving professional goals. But this competence needs to be used extremely careful. Before "take someone to coaching", it is necessary to take into account a lot of factors: the moral and psychological state of a person, his capabilities, the region of the nearest development, the presence of experience, etc.
The benefits of competence - an employee can achieve much greater efficiency and results (Few wins in serious competitions without a coach).
The employee and the company wins. Both more make money and more competitively in the market.
In my opinion, with the right approach we get the situation "Win-Win": 1) The cost of subordinate in the labor market is growing, it can achieve more in life. 2) The company receives additional profits due to a more experienced and effective employee.
What is the most important responsibility of the head?
Disputes about which of the leaders' duties is more important - a lot. In my opinion, one of the important duties of the head - engage in regular development and improvement of their management competencies.
Many distortions in the management of your company / department (and they always have in one form or another) - a consequence of an extremely uneven relationship between your degree of ownership of the above competencies.
Suppose you are well established "Planning" in the company / Department. However, if you do not have the competence of "control", then all the benefits of planning will "go to Smarka". And the constant failure to fulfill the plans and the tasks, instead of use, will undermine the basis of the management system And your authority.
Homework for managers
Now take a pencil in hand and record your homework:
- Make yourself a table with a list of the above managerial competencies of the head.
- Rate possession of each of them on a five-point scale.
- Slip opposite each item your nearest actions to develop this competence. Yes, preferably with specific deadlines.
I will give your table in good hands
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