Competences of an effective leader: how to assess, identify and develop. Professional competence of managers and specialists of modern organizations

Introduction

The relevance of the topic and the formulation of the research problem.

The success of the progressive development of the management system in modern Russia largely depends on the quality of management of organizations.

The tasks facing organizations and enterprises today require the formation of new competencies among its leaders, readiness to solve non-standard situations, implement innovative activities, and actively use information resources and technologies.

At the same time, the growing requirements for the competence of managers significantly exceed the corresponding competence of current administrators.

Most of the emerging problems and difficulties in management are related precisely to the lack of professional competence of managers.

A clear lack of such managerial competence often hinders the implementation of specific projects, programs for the development of organizations, enterprises carried out as part of the modernization of the domestic economy, is a serious obstacle to real development management systems in general and a particular organization in particular.

In this regard, the need to rethink the goals, content, organization and technologies of forming the professional competence of managers is becoming a state problem.

The relevance of this topic is associated both with the shortcomings of the scientific substantiation of the very content of the concept of professional managerial competence, and with the undeveloped methods of its formation among the leaders and specialists of a modern organization.

The purpose of the work is to determine the organizational and managerial conditions for the effectiveness of the formation of professional competence of heads 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 the professional competence of managers and specialists in a modern organization, the conditions and ways of development.

Objectives - to identify existing approaches to the interpretation of the concept of professional competence and its formation, including the definition of the structure and dynamics of development, to summarize the forms and methods of work on the formation of professional competence of managerial personnel, to develop and test a training program based on Internet technologies that helps to increase the professional competence of general educational leaders. institutions in the field of management.

Check experimentally the effectiveness of the proposed measures to form the professional competence of managers.

The theoretical basis of this work is: fundamental research in the field of management and competencies (M. Albert, D. Boddy, Richard L. Daft, W. Jack Duncan, M. Mescon, R. Payton, J. Raven, F. Hedouri, etc. ); works of domestic researchers on management (S.G. Vershlovsky, V.N. Gurov, N.V. Kuzmina, V.S. Lazarev, O.E. Lebedev, N.D. Malakhov, A.M. Moiseev, M. M. Potashnik, V.A. Slastenin, P.I. Tretyakov, K.M. Ushakov, T.I. Shamova and others);

development of problems of formation of professional competence in management as a whole (Yu.V. Vardanyan, I.P. Gomzyakova, V.I. Gorovaya, I.N. Drozdov, I.E. Elina, I.A. Eliseeva, G.S. Nikiforov, L.P. Pogrebnyak, E.A. Utkin, V.I. Franchuk and others);

works on the problems of professionalism of professional skills (A.F. Anufriev, V.V. Butkevich, T.A. Venediktova, I.A. Volodarskaya, V.V. Gorbenko, A.A. Derkach, E.A. Klimov, M .N.Karpetova, N.E.Kostyleva, I.F.Krivchansky, Yu.G.Kuznetsov, A.K.Markova, V.E.Morozova, V.P.Namchuk, I.I.Prodanov, A.V. .Solozhin).

1. Theoretical foundations of professional competence

1.1 The concept of competence. The system of professional competencies of the manager

One of the priorities of the manager's policy at the present stage is to provide a management system with highly qualified personnel.

The concept of "competence" includes a complex, capacious content that integrates professional, socio-psychological, legal and other characteristics. In a generalized form, the competence of a specialist is a set of abilities, qualities and personality traits necessary for successful professional activity in a particular field.

In psychological research, the following types of competence are considered: communicative, professional and pedagogical. Professional competence is the result of professional education.

A high level of professional competence increases the competitiveness of a specialist.

At present, there is no unambiguous approach to the definition of the concept of "professional competence" in the scientific literature. The concept of "professional competence" is considered as: a set of knowledge and skills that determine the effectiveness of labor; scope of skills to complete the task; a combination of personal qualities and properties; a complex of knowledge and professionally significant personal qualities; professionalization vector; unity of theoretical and practical readiness for work; the ability to carry out complex culturally appropriate types of actions, etc. The variety and diversity of interpretations of the concept of "professional competence" are due to the difference in scientific approaches: personal-activity, system-structural, informational, cultural and others to the scientific problems solved by researchers.

Petrovskaya L. A., Rastyannikov P. V. /1/ give their own definition of competence: "competence is the level of a person's ability, reflecting the degree of compliance with a certain competence and allowing one to act constructively in changing social conditions." The author singles out especially general cultural competence as the basis of professional competence, considering that the main directions of the general cultural competence of a student with a personality-oriented approach are personal potentials.

Author Zimnyaya I.A. /2/ believes that competence is "the unity of knowledge, skills and attitudes in the process of professional activity, determined 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 influence, which implies a certain standard, which the subject of influence is guided by; a process that implies a certain completeness, the achievement of a certain level of standard.

The formation of professional competence is a controlled process of the formation of professionalism, i.e. This is the education and self-education of a specialist.

In the scientific literature, the criteria for professional competence are defined public importance the results of the work of a specialist, his authority, social and labor status in a particular branch of knowledge (activity).

According to E.H. Ogareva /3/, competence is an evaluative category, it characterizes a person as a subject of specialized activity in the system of social labor; and assumes:

) a deep understanding of the essence of the tasks and problems being performed;

) good knowledge experience available in this area, active mastery of its best achievements;

) the ability to choose means and methods of action that are adequate to the specific circumstances of the place and time;

) a sense of responsibility for the results achieved;

) the ability to learn from mistakes and make adjustments in the process of achieving goals.

The formula of competence developed by M.A. Choshanov /4/. It looks like this: competence is mobility of knowledge + flexibility of the method + critical thinking.

Competence in a general sense is understood as the personal capabilities of an official, his qualifications (knowledge, experience), which allow him to take part in the development of a certain range of decisions or decide on his own due to the presence of certain knowledge and skills.

McClelland /7/ can be considered the ancestor of the approach to personnel management based on competencies. Psychologist McClelland has worked at Harvard University since the late 1960s. He laid the foundation for the definition of competencies as some of the factors affecting the effectiveness of professional activity. In 1973, he wrote an article published in the American Psychologist titled: "Testing Competence, Not Intelligence."

The essence of the methodology proposed by McClelland /7/ was to compare the most successful employees with the less successful in order to determine the performance factors. The task was to understand exactly what psychological and behavioral characteristics are the reasons for success in this professional activity. However, the competency-based approach became widely known after the publication of the book by Boyatzis (Boyatzis, 2002) "The Competent Manager: A Model for Effective Performance" /5/.

So, the classic definition: competence - (from the Latin competo - I achieve; I correspond, I approach). Has several meanings:

the scope of powers granted by law, charter or other act to a particular body or official;

knowledge and experience in a particular area.

For our understanding, the following definition is important: competence is the personal ability of a specialist to solve a certain class of professional tasks. We will also understand the formally described requirements for the personal, professional and other qualities of a leader as competence.

The system of professional competencies of the manager

In conditions of intense social change, the need for highly qualified leaders with professional skills that meet modern requirements will increase more and more. Today, the most important for managers are the "market" personality traits, such as flexible creative thinking, initiative, entrepreneurship, focus on results, the ability to take responsibility and high stress resistance. At the same time, the importance of the skills of self-organization and organization of the work of subordinates, interpersonal communication skills (the ability to establish contacts and resolve interpersonal conflicts, establish interaction with higher authorities), the skills of planning their activities and the activities of others, the ability to motivate staff, form teams and manage them increases. Thus, it can be stated that social changes dictate the requirements for expanding a certain type of professional skills of a leader, which can be combined under the category of socio-psychological competence.

Let us dwell on the definition of the concept of "professional competence", as well as highlight the criteria for professional success and effectiveness of a manager.

The concept of "competence" (competentia - belonging by right) was previously defined as the possession of knowledge that allows one to judge something and express a weighty authoritative opinion. . Today, "competence" is more often defined as

)the sum of abilities, skills and knowledge sufficient and adequate for what needs to be done (perform certain labor functions)

) a combination of mental qualities, as a mental state that allows you to act independently and responsibly (effective competence)

There is another aspect of the interpretation of the concept of competently - this is the legally accepted ability of an authoritative person to perform certain acts or actions in specific conditions, the terms of reference. In this sense, competence is close to the concept of competence, which is defined as a sphere, a range of issues that a person is authorized to decide at his workplace (his strength, power, etc.).

Today, more and more often, such an understanding of competence in HR management is described through a system of competencies, understood as a set of employee qualities necessary for him to effectively perform work in a particular job position.

In social terms, competence can be viewed as "competent behavior" or the ability to optimally use one's own individual characteristics for constructive interaction with the world. In this sense, the interpretation of competence proposed by J. Raven is interesting: competence is a specific ability necessary for the effective performance of a specific action in a specific subject area, including highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one's actions. Be a competent photographer, scientist, parent, leader, etc. means having specific competencies different levels(to observe, to be deeply knowledgeable in the subject, to raise questions independently, write business letters, prove one's own case, cope with interpersonal conflicts, etc.).

In modern work psychology, organizational and professional psychology, "competence" is most often used in the context of professional activity.

Professional competence is the main component of the subsystems of professionalism of the individual and activity, the scope of professional management, the range of issues to be resolved, the constantly expanding system of knowledge that allows performing professional activities with high productivity.

F.S. Ismagilova /8/ under professional competence understands the employee's awareness of a certain professional activity, professional field in in which he acts, as well as the ability to effectively implement his professional qualifications and experience in practice. In the structure of professional competence, the author singles out such basic elements as knowledge, experience (skills, leaks, professional intuition), professional culture and personal qualities of an employee.

Thus, the definition of professional competence includes a number of interrelated characteristics, such as: gnostic or cognitive, reflecting the presence of the necessary professional knowledge; regulatory, allowing the use of existing professional knowledge to solve professional problems; reflexive-status, giving the right to act in a certain way by recognizing authority; a normative characteristic reflecting the terms of reference, the scope of professional competence; communicative characteristic, because replenishment of knowledge or practical activity is always carried out in the process of communication or interactions.

It is possible to allocate a system of basic competencies of a manager (BCC). SBC is an analytical model of a professional, it presents generalized normative and morphological indicators of the structure of the profession and the psychological structure of professional activity. Such a model can be used to solve applied problems, in particular, to create the most effective model of vocational training that meets the requirements put forward by modernity to those types of professional competence that a manager should have. The main structural components of the SBC are; intellectual competence; instrumental competence; individual-personal competence; communicative competence.

intellectual competence includes components of the subject area and areas of manifestation of personality in the structure of the profession; instrumental competence reflects in the structure of the profession its subject area, including knowledge about the subject of labor and aspects of labor, as well as the main activities, skills, technologies, etc. used to successfully achieve result; individual-personal competence reflects in the structure of the profession the area of ​​personality manifestation, including necessary set the qualities of a leader, the possession of which makes him not only professionally fit, but a successful professional; communicative competence includes the characteristics of a professional in communication, reflecting the most important components of the professional sphere of communication.

All basic competencies are described through a system of factors that reflect the specific qualities of a professional, his knowledge, skills and abilities. Let's look at each of the competencies in more detail.

Intellectual competence is the presence of analytical skills combined with the ability to think in terms of complex relationships. This requires the ability to torational and abstract thinking combined with spontaneity. This is a prerequisite for the ability to see the situation as a whole, recognize its most important components and propose strategies leading to a solution to the problem. D.Hapt /9/ defines such abilities as perceptual-analytical, the ability to see "the forest behind the trees" or the ability to survey the earth from a height.

Intellectual competence can be represented by factors that reflect the intellect itself and perceptual-analytical abilities, which include: the general level of awareness and perception abilities, covering data collection, information processing, verbal-logical thinking, the ability to abstract and find patterns, visual-effective thinking , the ability to quickly solve practical problems and conceptual flexibility. These abilities are basic and ensure success in making informed and responsible decisions, allow you to act in an uncertain, problematic situation in cases of lack of information based on logical conclusions.

In addition, this type of competence can include the so-called "social intelligence" - a repertoire of knowledge that an individual uses in interpreting events and making plans in situations of everyday life /8/. These are representations, personal memories and rules of interpretation that make up the cognitive structure of the individual; together they make experience and a certain approach of the individual to the problems of social life.

The concept of instrumental competence includes the characteristics of the operational sphere of the manager, which carries out the executive part of the activity.

These, first of all, include knowledge about the subject of labor and aspects of labor, as well as the main activities, actions, techniques, skills, methods of work, technologies, techniques used to successfully achieve the result. Today it is knowledge and mastery not only in the field of technology and production of the area where the manager directly operates, but also competence in such areas as marketing, finance, law, information technology, knowledge of foreign languages, office work, etc.

By analogy with the object of labor (biotic, technical, social, sign-symbolic, artistic) traditionally distinguished in the basic subject systems of labor, Durmanova I.V. proposes to conditionally divide the instrumental sphere of competence into two components /6/:

) the main area of ​​competence in the system man - man, which determines the professional purpose, the main content of the work and the leading activities of the head;

) the sphere of additional instrumental competence, which includes a set of competencies of knowledge, skills and abilities related to any of the basic subject systems, and "serving" the leading activity of the manager.

Individual-personal competence includes the characteristics of the mental organization of the subject of activity in the "man-society" system. Individual-personal competence contains factors that determine the internal resources and external manifestations of the personality and individuality of the leader. In accordance with modern requirements for managers, the most significant of these factors are; clear values, clear personal goals, ability to manage oneself, self-control and organization, emotional stability, independence and self-sufficiency, independence and self-confidence, ability to make decisions and skills for solving managerial problems, responsibility and conscientiousness, efficiency, susceptibility to innovations, entrepreneurship, potential creative activity and active self-development /6/.

Communicative competence is understood as a set of skills and abilities necessary for effective communication, adequate to communicative tasks and sufficient to solve them. This type of competence would be logically attributed to the factors of the main sphere of instrumental competence, but since The work of a modern manager consists of 70-90% of communication, (according to the research of J. Kotter and E.V. Sidorenko) /10,11/, it is possible to single out the ability to communicate as a separate type of basic competence that requires special development. Communicative competence can include such factors as sociability, communicative sensitivity, social courage, diplomacy and insight in group relations, the ability to withstand the pressures associated with wide communication, the ability to influence others, situational adaptability /6/.

For modern leaders, the possession of skills and abilities within the framework of communicative competence is becoming more and more relevant and requires its development not only through life experience, as it was in the vast majority before, but also through special training.

A system of basic competencies built on the basis of existing ones professional models leaders, including factors of instrumental, intellectual, individual-personal and communicative competences, describes the key characteristics of the profession. This list is necessary and sufficient to rely on it in the training of leaders. If we trace how the structural elements of the profession are presented in the process of vocational training, we can see that traditionally the focus is only on the subject area, which is only one of components of the profession. This trend has persisted for a long time, despite the point of view, which has already become generally accepted, that learning is more effective if the student's personality is included in the learning process. This is especially significant for the manager's profession, where the main "tool" of work is the professional's own personality. In this regard, training of managers should be carried out in relation to each of the listed areas of the profession, represented in the SBC, and so that the process is not "torn off" from reality, the trends of the time and the situation, it must be built taking into account modern requirements and the needs of the subjects themselves.

1.2 Modern approach to understanding professional competence

The term "professional competence" is very often used both in Russian and in foreign literature. It is generally accepted that the competency-based approach originated in the USA, and one of the first publications that "discovered" this issue was the article by D. McClelland "Testing for Competence Rather Than for "Intelligence") / 7 / .

In the literature there are different approaches to the interpretation of the concept of "competence". Yes, Oxford Dictionary in English(7th Edition) expands on this concept (competence) as the ability to do something successfully or effectively /12/.

Zimnyaya I.A. /13/ defines competence as the ability to perform a specific activity according to a prescribed standard. Panfilova A.P. /14/ with employees defines competence as a person's ability to achieve certain achievements. VS Bezrukova /15/ understands competence as "possession of knowledge and skills that allow expressing professionally competent judgments, assessments, opinions".

Scientists RSPU them. A.I. Herzen consider competence as an integral characteristic of a person, which determines his ability to solve problems and typical tasks that arise in real life situations, using knowledge, educational and life experience, values ​​and inclinations. At the same time, “ability” is understood not as a “predisposition”, but as a “skill”: “capable” means “able to do”.

The concept of competence can be operationalized (according to the Australian researcher T. Hoffmann) /20/ in three ways:

as visible and recorded results of activity;

as some performance standards;

as personal properties that determine the effectiveness of a particular activity.

Professional competence is defined in the literature (A.D. Goneev, A.G. Pashkov and others) /16/ as an integral characteristic of the business and personal qualities of a specialist, reflecting not only the level of knowledge, skills, experience sufficient to achieve the goals of professional activity, but also the social and moral position of the individual.

The concept of "professional competence" includes the following three aspects (Lebedeva N.M.) /18/:

problem-practical - the adequacy of recognition and understanding of the situation, adequate setting and effective implementation of goals, objectives, norms in a given situation;

semantic - adequate understanding of the production situation in a more general socio-cultural context;

value - the ability to correctly assess the situation, its essence, goals, objectives and norms from the point of view of one's own and generally significant values.

A number of foreign researchers (R. Hagerty, A. Mayhew and others) /19/ consider any professional as a carrier of the following professional competencies, which together form the core (invariant) of professional qualifications:

technical;

communicative;

contextual (ownership of the social context in which the profession exists);

adaptive (the ability to anticipate and process changes in the profession, adapt to changing professional contexts);

conceptual;

integrative (the ability to think in the logic of the profession, prioritize and solve problems in the appropriate professional style, etc.).

special - a high level of knowledge, techniques and technologies used in professional work and providing the opportunity for professional growth of a specialist, a change in the profile of work, the effectiveness of creative activity;

social - the ability to take responsibility and make decisions, participate in joint decision-making, regulate conflicts in a non-violent way, interact productively with representatives of other cultures and religions;

psychological, due to the understanding that without a culture of emotional susceptibility, without the skills and abilities of reflection, without the experience of empathic interpersonal interaction and self-realization, professionalism remains partial, incomplete;

informational, which includes the possession of new information technologies;

communicative, involving knowledge of foreign languages, a high level of speech culture;

ecological competence based on knowledge of the general laws of development of nature and society, on environmental responsibility for professional activities;

valeological competence, which means the knowledge and skills in the field of maintaining health and in matters of a healthy lifestyle

In the Kingdom of Bahrain it is customary to distinguish two components professional competence graduates - key and basic.

Key competence is understood as the ability of an employee to solve problems that arise in front of him in the course of his professional career. Key competencies reflect the specifics of a specific subject or over-subject area of ​​professional activity. In vocational educational institutions, key competence is developed through such disciplines as "spiritual education", "modern problems", "information technology" and a number of others.

Basic competence is understood as a component of competence necessary for certain types of professional activity (engineering, pedagogical, medical, etc.), which ensures the professional development of an individual in a rapidly changing world. Basic competence is developed through training courses such as "how to solve problems", "collaboration", "small projects".

In order for the courses "working with others", "problem solving" to contribute to the formation of students' basic competence, the educational process of institutions of secondary vocational education is built as a process of students' search for ways to solve problems. Students are given assignments, during which they consider the problems that society is currently facing, for example, the explosion of communications, or the energy crisis, or environmental pollution, etc. This type of assignment is research.

A number of tasks require students to solve a particular problem: for example, if a person has found a job in another city and needs to find an apartment to live in.

Tasks may contain requirements for the development of a project to achieve some goal. Students are required to justify the causes of this problem, to find out what solutions to this problem exist today, to find and justify alternative solutions.

In the course of completing tasks, the student is forced to turn to catalogs, reference books, magazines, Internet resources, etc.

When performing such tasks, students also develop information competence (the ability to collect and process information from different sources, to make contacts / connections 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 complete the task, etc.).

Evaluation of students' work is carried out on the basis of monitoring their activities. The product of students' activity can be a report, presentation, project.

Thus, the formation of professional competence occurs in the process of learning, which ensures the transformation of one type of activity (cognitive) into another (professional). The implementation of such a process requires a new content of vocational education and a new organization of educational and professional space. This is possible through the use of e - learning a. The development of electronic multimedia tools opens up fundamentally new didactic opportunities for the field of education. Informatization acts as the main mechanism for the implementation of 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 the communication system of science and education.

1.3 Increasing the professional competence of managerial personnel at the level of modern requirements

In the situation of changes taking place in management, professional development and professional retraining becomes more and more important for the manager. In the Modernization Concept Russian management for the period up to 2010, it is emphasized that the main task of modern management is to achieve compliance with the current and future needs of the individual, society and the state. The reform of modern management makes new demands on leaders. A leader who thinks freely and actively, predicts the results of his activities and, accordingly, models the management process, is the guarantor of solving the tasks set. The priority task of the advanced training system at the present stage, according to the Concept of Modernization of Russian Management, is to increase the professional level of managers and form a team that meets the needs of modern life. Today, the demand for a highly qualified, creative, socially active and competitive leader has increased.

There are certain qualification characteristics of managers, general requirements for a specialist, official and functional duties of a manager, etc. And what qualities of a leader can indicate that a manager is professionally competent and the level of his competence meets the requirements of innovative management. What managerial work can be considered professionally competent? Professionally-competent is such a work of a leader, in which managerial activity, managerial communication is carried out at a sufficiently high level, the personality of the leader is realized, and good results in management are achieved. The development of professional competence is the development of the creative individuality of the leader, the formation of readiness to accept the new, the development and susceptibility to managerial innovations. The level of professionalism of managers, their ability for continuous management directly depend psychological climate in the team, the results of the economic development of the organization. In accordance with these requirements, it is possible to determine the main approaches to the development of managerial professionalism:

an approach. Continuous scientific and methodological support for the development of professionalism through the provision of assistance to managers in the organization. The main goal of methodological work is the continuous improvement of the manager's qualifications, continuous assistance in improving his erudition and competence in the field of management.

This option for the development of professionalism is realized through the following forms works:

Raising the professional and cultural level of the manager;

Stimulation of his official and social activity;

Improving the methods and style of interaction with employees on the principles of humanization, democratization, publicity;

Formation of skills and abilities to analyze the management process in general and introspection of one's management activities in particular;

Practical forms of scientific - methodical work:

Conferences, seminars, trainings, scientific - practical and problematic seminars, work of creative laboratories and temporary creative groups of a formal and informal nature, discussions, round tables, organizational and active games, organization of advanced training courses, organization and holding of professional skills competitions, individual consultations.

an approach. Development of professionalism through continuing education courses on the job with obtaining a document state sample. This form can be implemented in person and in absentia on the basis of agreements with institutions licensed for advanced training. Such courses solve the problem of disruption of 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 system of advanced training, taking into account the individual control system leader .

The criterion for evaluating the effectiveness of the development of professionalism will be the positive dynamics in the level of professionalism of managers, as well as the level of satisfaction of managers and the demand for the services offered.

Today there are permanent courses for advanced training of managers and specialists using the Internet. Among the most popular, the following institutions can be listed: Center for Scientific and Technical Information "Progress" - the largest center in Russia for training and advanced training, SRC Business School - www.src-master.ru<#"justify">2. Assessment and analysis of the professional competence of the leaders of the educational institution FGSUVU No. 1

.1 Brief description of the educational institution FGSUVU No. 1

Federal State Special Educational and Educational Institution for Children and Adolescents with deviant behavior"Special vocational school No. 1 of a closed type" in Ishimbay (hereinafter referred to as the School) is a state special educational institution for children and adolescents with deviant behavior of federal subordination.

The special vocational school No. 1 of the buried type in the city of Ishimbay was established by order of the Gosprofobra of the RSFSR dated 06/03/1969 No. 192 and by order of the department of vocational education of the Bashkir ASSR dated 08/15/1969 No. 165.

Full official name of the School: Federal State Special Educational and Educational Institution for Children and Adolescents with Deviant Behavior "Special Vocational School No. 1 of a Closed Type", Ishimbay, Republic of Bashkortostan.

The abbreviated official name of the School is FGSUVU "SPU No. 1".

Location of the School: 453210, Republic of Bashkortostan, Ishimbay, st. Severnaya, 29.

Based on the Decree of the Government of the Russian Federation No. 1139-r dated August 30, 2004, the School is administered by the Federal Agency for Education (hereinafter referred to as the Founder), which exercises the functions and powers of the founder.

Relations between the Founder and the School 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 System for the Prevention of Neglect and Juvenile Delinquency", the Budget Code of the Russian Federation, the Tax Code of the Russian Federation, other legislative and regulatory legal acts, the Model Regulations on a special educational institution for children and adolescents with deviant behavior, approved as amended by Decrees of the Government of the Russian Federation No. 19 dated January 8, 1997, No. 919 dated December 23, 2002, regulatory legal acts of the relevant federal executive authorities and local self-government , acts of the Founder, this Charter. The school, in accordance with state educational standards, implements the main educational programs of primary general, basic general, secondary (complete) general and primary vocational education.

The school can implement educational programs of additional education. The school is a non-profit organization and does not have profit making as its main goal.

The school is a legal entity. The School acquires the rights of a legal entity from the date of its state registration. The school has separate property that is federally owned and assigned to it on the basis of the right of operational management, an independent balance sheet, personal accounts opened in the prescribed manner with the Federal Treasury to account for federal budget funds and funds received from entrepreneurial and other income-generating activities, in the currency of the Russian Federation and accounts for accounting for funds in foreign currency opened in accordance with the currency legislation of the Russian Federation, a round seal with its full name and the image of the State Emblem of the Russian Federation, stamps, letterheads and other necessary details, maintains office work, archives, presentation of financial and statistical reporting according to the forms established by the relevant federal executive authorities, annually reports on its activities.

The main tasks of the School are:

creation of the necessary conditions to meet the needs of the individual in obtaining primary general, basic general, secondary (complete) general and primary vocational education, a specific profession of an appropriate level of qualification, intellectual, cultural, physical and moral development;

creation of the necessary conditions for the psychological, medical and social rehabilitation of pupils;

the formation of a civic position and diligence among pupils, the development of responsibility, independence and creative activity;

preservation and enhancement of the moral and cultural values ​​of society.

Licensing, certification and state accreditation of the School are carried out in accordance with the procedure established by the legislation of the Russian Federation. The school receives the right to conduct educational activities and the benefits established by the legislation of the Russian Federation from the date of issuance of a license to it. Based on the certificate of state accreditation, the School has the right to issue its graduates with a state document on the appropriate level of education and to use a seal depicting the State Emblem of the Russian Federation. The school independently forms its structure, with the exception of the creation, reorganization, renaming and liquidation of branches. The school may have in its structure, departments, preparatory courses, classrooms and laboratories, educational and training workshops and farms, training grounds, dormitories, structural units of additional education and other structural units.

The management of the School is carried out in accordance with the legislation of the Russian Federation and its Charter and is based on the principles of unity of command and self-government.

The competence of the Founder is determined by the legislation of the Russian Federation, the Charter and the agreement concluded between the Founder and the School.

The Founder carries out in relation to the School, including:

bringing the limits of budgetary obligations;

registration of permission to open a personal account for accounting for funds received from entrepreneurial and other income-generating activities and approval of estimates of income and expenses of the federal budget;

other budgetary powers established by the legislation of the Russian Federation.

The charter of the School, changes and additions to it are accepted by the general meeting of employees and representatives of pupils and approved by the Founder.

Direct management of the activities of the School is carried out by the director. The Director of the School is appointed in accordance with the established procedure by the Founder on the basis of the concluded employment contract.

The director, in accordance with the legislation of the Russian Federation, appoints and dismisses employees, determines the duties of employees.

The Principal of the School is responsible for:

failure to perform functions within its competence;

implementation of incomplete educational programs;

quality of education of graduates;

life, health of pupils and employees during the educational process;

misuse of federal budget funds;

acceptance of obligations in excess of the adjusted limits of budgetary obligations;

obtaining credits (loans);

other violations of the budget legislation of the Russian Federation.

The director is obliged to provide advanced training for teaching staff in the prescribed manner.

The forms of self-government of the School are: the Board of Trustees, the Board of the School, the general meeting of employees and representatives of pupils, the Pedagogical Council. The General Meeting of employees and representatives of pupils (hereinafter referred to as the General Meeting) is held to adopt the Charter, amendments and (or) additions to it, elect the School Council, resolve other issues within its competence by legislative and other regulatory legal acts, the Charter, and issued to the General Meeting by the School Council or the director. The decision to convene the General Meeting and the date of its holding is made by the School Council or the director.

The main activities of the School Council are:

development of the program for the development of the School and improvement of the educational process;

discussion of the Charter of the School, changes and additions to it, as well as other acts regulating the work of the School.

development and approval of the Regulations on the procedure for the formation and expenditure of extrabudgetary funds;

listening to the reports of the head of the School;

coordinating applications for awarding employees of the School with state and industry awards, conferring honorary titles on them;

other issues referred to its competence by the legislation and other regulatory legal acts, the Charter of the School.

The employees of the School include management and teaching staff, educational support and other personnel.

Appointment, dismissal, regulation of labor relations of employees of the School are carried out in accordance with Labor Code of the Russian Federation and the Law of the Russian Federation "On Education" and other regulatory legal acts.

2.2 Determining the level of professional competence of the leaders of an educational institution when assigning a qualification category

competence professionalism head qualification

Exist different interpretations the concept of "educational institution" and different approaches to the definition of its structure. Here are some of them (Table 1). To assess the competence of the head of an educational institution, it is important to highlight those approaches that allow the phenomenon of competence to be considered from the point of view of criteria, indicators and tools for measuring the professional competence of the head of an educational institution. Determination of the level of professional competence of the leaders of an educational institution when assigning a qualification category (during the certification process) is presented in (Table 2).

Table 1 - Definition of the concept "Professional competence"

AuthorDefinition of the concept Structure of professional competenceI.V. Grishina Competence is an integral professional quality of a leader, a fusion of his experience, knowledge, skills and abilities, an indicator of both readiness for leadership work and the ability to make informed management decisions. The professional competence of a school principal is a complex multidimensional personal education that includes functionally interconnected components: - motivational - a set of motives that are adequate to the goals and objectives of management; -cognitive - the totality of knowledge necessary for management; - operational - a set of skills in practical problem solving; - personal - a set of personal qualities important for management; - reflexive - a set of abilities to anticipate, evaluate, "slow down" one's own activity, choose a management strategy. Selitskaya Pedagogical competence of a manager is a basic professional characteristic of a manager's personality, one of the key backbone components in the overall structure of managers' competence. He identifies three leading paradigms that form the fundamental basis of the conceptual foundations for the formation of a manager's pedagogical competence: sociological, sociocultural and activity. Substantiates the choice of the activity approach as a fundamental basis for creating conditions for the formation of the manager's pedagogical competence. Pilshchikova The competence of a teacher-manager is presented as: - the degree of possession of a set of knowledge, skills and abilities in the field of pedagogical management, economics, entrepreneurship; - ability for marketing and research activities, analysis and selection best ways problem solving under conditions of uncertainty; - readiness to develop, adopt and implement effective management decisions in the direction of the goal; - formation of significant personal qualities, economic thinking and motivational and value orientations; - unity of theoretical, normative - legal and practical readiness for pedagogical management, economic activity and entrepreneurship; readiness for information support of management activities, effective communications in business communication. Table 2 - Determination of the level of professional competence

ParametersCriteriaIndicatorsToolkitCompetence of the head of an educational institutionQualificationsKnowledge: - strategies for the development of education in Russia and the principles of educational policy; - goals, content, forms, methods of training and education, modern concepts and technologies; - types of educational institutions, their place and role in the system of continuous education, requirements for the results of their activities; - Fundamentals of the economics of education; - regulatory and legal foundations for the functioning and development of the education system; - theoretical foundations of management, leading management schools and concepts, features of management in the field of education; - principles of analysis and construction of educational systems and methods of planning their activities; - systems and methods of material and moral incentives for employees; - styles of effective team management; - modern methods of control of educational, financial - economic activity and office work in the institution; - requirements for record keeping in an educational institution. Questioning; Testing; Exam; InterviewingProfessionalism Ability to: - analyze the activities of the educational institution, identify the most significant problems and find effective ways to solve them; - develop normative and organizational documentation of the OS (contracts, charters, rules, etc.); - develop programs for the development of an educational institution; - build the organizational structure of the OS management; - plan and organize control over the activities of the institution; - to motivate performers to achieve high results in labor activity and professional development; - prevent and resolve conflicts in the team; - organize the development of innovations; - conduct business meetings, conversations, organize group work. Practice - oriented project Discussion Business games Productivity of an educational institution: - maintaining a contingent of students; - development of educational standards by students; - results of innovative educational activities. Manager: - the state of the regulatory legal framework for the functioning and development of the educational institution; - programs for the development of an institution (subdivision); - the state of the educational and material (material and technical) base of the institution (availability, use, development); - quantitative and qualitative characteristics of the movement of personnel; - socio-psychological climate in the managed team; - quality and level of sanitary and hygienic conditions; - the state of office work. Generalization of experience

Consider the approach of P.I. Tretyakov /22/.

Professional viability and competencies of teachers - leaders as indicators of the quality of education are presented in Table 3.

Table 3 - Professional viability and competence of teachers.

ParametersCriteriaIndicatorsToolsGnostic (research) and self-educational competencies Application of methods and technologies for identifying the relationship between the goal, content, conditions, objects 1) find the necessary educational information; 2) set goals, plan, organize your individual educational process and the trajectory of personal development of other subjects of the educational process; 3) identify, solve, control and correct the problems of their self-education; 4) find and benefit from experience; 5) evaluate the effectiveness and efficiency of the education received; 6) explore the advantages and disadvantages in activities, in the system of relations; 7) explore the factors of productive education, analyze the state of the problem field in theory and practice; 8) to investigate the factors influencing the self-organization of participants in the educational process; 9) explore the advantages and disadvantages of their own activities; 10) rely on the strengths of their personality in solving problems. Questioning; Testing; Exam; Self-diagnosis; Generalization of experience Organizational and communicative competencies Building an optimal model of relationships and interaction between all subjects of the educational process and effective personal self-organization 1) organize their own activities related to the solution of educational problems; 2) organize interaction, mutual assistance and support between all participants in the educational process; 3) effectively distribute their time and the time of the participants in the educational process for various activities; 4) use indirect influence to organize the activities of all participants in the educational process; 5) to teach self-organization of the activities of participants in the educational process; 6) build relationships based on the implementation of development programs (independence, self-confidence, etc.); 7) stimulate development; 8) to teach communication (the ability to establish contacts, coordinate actions, listen and hear others, resolve conflicts, etc.); 9) make decisions, responsibility; 10) apply computer technologies. Business game Structural and design competencies Possession of theoretical methods of action in the development of a holistic process and training sessions based on progressive pedagogical technologies 1) draw up a personal self-educational program (plan); 2) draw up the educational program of the school; 3) compose technological maps passing educational material; 4) to establish intra-, interdisciplinary and cyclic connections of the studied disciplines; 5) to design a modular and multi-profile organization of UVP; 6) determine the most rational forms, methods and technologies of the educational process; 7) choose the most rational structure of the holistic process; 8) determine the most productive structure of the training session; 9) develop personal and collective reflection. Practice - oriented project Social - personal competencies Determination of personal and social goals 1) critically consider phenomena and events in the world, Russia, a particular region; 2) to determine the connections of the past, present and future; 3) evaluate social and personal trends related to health, environment, consumption of various types of resources; 4) enter into a discussion and develop an opinion; 5) overcome difficulties, conflicts; 6) express themselves and their best qualities. Questioning; Interview; Discussion; Business game Adaptive competencies Ability to cope with modern and predictable situations 1) use new information to update activities; 2) apply new technologies to improve labor efficiency; 3) show tolerance, flexibility, resistance to rapid changes; 4) show readiness for transforming oneself and other people activity; 5) adequately respond in terms of personal growth to changes in society. Round table; Business games; Questionnaire

2.3 Analysis of the results of changes in the professional competence of teachers and leaders of an educational institution

Analysis of the results of measuring changes in the professional competence of teachers was carried out in accordance with the criteria and indicators (according to T.G. Brazhe) /34/. The following parameters of professional competence were assessed: motivational-value, cognitive-activity and emotional-procedural.

Motivational-value parameter

At the CBPC, combined with certification, the teacher's attitude to the assimilation of new knowledge, readiness for learning and professional and personal development (mobility) are purposefully not diagnosed.

In problem courses, as a rule, the attitude of the teacher to the assimilation of new knowledge, readiness for learning and professional and personal development are determined.

On the problem associated with the introduction of specialized education, a survey of teachers was organized within the framework of the subject-methodological module.

The main purpose of using the questionnaires was to identify the personal meaning of obtaining knowledge, the structure of professional motivation, the degree of readiness to implement the acquired knowledge and skills in post-course pedagogical activity. The questionnaires included multiple choice questions and open-ended questions.

This diagnostic toolkit is not perfect enough, however, it allows to determine the main trends.

So, among the main motives that encourage teachers to participate in the implementation of the ideas of specialized education, the following were named: the desire to more fully take into account the individual characteristics of students, the conviction that this will increase work efficiency.

Cognitive-activity parameter

The results of the input diagnostics, carried out using the KIMs of teachers, indicate the possession of the subject at basic level by the majority of teachers. At the same time, difficulties were identified in the development individual elements content that traditionally causes difficulties for students.

The results of the final diagnostics testify to the mastering of new elements of the content of the subject and the methodology of its teaching by the majority of course participants.

Evaluating the results of their work causes significant difficulties for teachers: as a rule, the results are determined by the percentage of students' progress and the number of graduates who entered other educational institutions. As a result of training in the courses, teachers acquire the ability to determine the effectiveness of their work using various diagnostic techniques.

On the whole, teachers are oriented in professional literature, although in most cases they turn to subject - and less often - to general pedagogical journals or monographs. In the course of mastering the course preparation program, teachers study relevant methodological literature, get acquainted with modern research in the field of the basic subject and methods of teaching it.

In addition, the level of involvement of teachers in innovative solutions, as well as the mastery of methods of pedagogical research, is increasing. During the course, teachers develop the ability to analyze their own experience and the experience of colleagues.

It was revealed that in the course of performing the tasks of the input control of professional and pedagogical workers, out of the maximum possible number of points, one or two students usually gain the full number of points. The average achieved indicators in the groups are 70-60% of the total number of tasks.

At the same time, the lowest indicators in the group are given by students who do not have a special education, including pedagogical education, and with little work experience. An unacceptably small number of points for a year of course preparation is usually obtained by one or two students.

An analysis of the results of input diagnostics showed that the greatest difficulty is traditionally caused by questions related to the theory and methodology of teaching subjects (professions). It should be noted that the results of the analysis of the implementation of KIMs testify to the "unsteady" knowledge of the students of some documents of the state educational standard (up to 55% of incorrect answers).

At the same time, most of the students showed a fairly good knowledge of the content of their educational areas.

Nevertheless, in general, the level of professional competence of the majority of teachers who take 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 their educational institution, performing practice-oriented projects and tasks of diagnostic and teaching methods in subjects, a significant number of teachers find it difficult to show the presence of stable positive results in training and education;

b) the tasks associated with knowledge of new literature in the field of the subject and methods of teaching it, self-critical-reflexive attitude towards oneself, with the possession of existing traditional solutions to professional problems, with a description (but not analysis!) of the experience of colleagues are usually quite successfully completed;

c) the traditional difficulty is to achieve the depth and validity of the analysis of the effectiveness of one’s activities, the consistency and validity of conclusions about the directions for improving professional activities, as well as the ability to demonstrate the ability to analyze problematic information obtained from the literature, to understand (and sometimes even evaluate) a promising methodological idea, convincingly justify your conclusions.

d) it is difficult for teachers to solve problems associated with going beyond the "standard" situation. The level of possession of a complex of research skills and their use in practice cannot be highly appreciated by the majority of students. However, it is in this indicator of professional competence that there is a noticeable dynamics (even on the scale of short-term courses).

Using appropriate diagnostic tools (written test), the following picture of the formation of the psychological and pedagogical competence of students "at the entrance" is recorded: approximately 60% of students demonstrate the presence of ideas about the main models of education, almost 15% are able to analyze both their activities and pedagogical phenomena in general (they know pedagogical diagnostics), 60% of students know the requirements for a modern lesson, and 20% are oriented in the structure of a teacher's professional competencies.

The results of the final diagnostics, practices show that the microgroups cope with the tasks at an acceptable level. They clearly formulate the actual problems of their pedagogical practice, reveal their pedagogical, educational, methodological, psychological and valeological aspects. The problems of developing the creative talent of students, deviant behavior of adolescents, stimulating the cognitive activity of students in the classroom, etc., are topical.

The groups provide the scientific rationale for the proposed solutions. During the speeches, the audience demonstrates a good knowledge of pedagogical theory and a creative approach to the development of the chosen problem. Group leaders, completing their speeches, analyze group work, summarize the proposed solutions to problems. Students actively participate in discussions on the issues under consideration.

As can be seen, the assessment of changes in the psychological and pedagogical competence of students as a result of training in courses is overly general and undifferentiated.

Emotional-procedural parameter

The satisfaction of students with the organizational and pedagogical conditions of the learning process, the content of classes, the compliance of the content and organization of courses as a whole with the professional needs and interests of the teacher can be assessed as satisfactory (according to the questionnaire of students immediately after the courses).

An analysis of the results of a sociological study on the delayed results of advanced training reveals a generally high degree of satisfaction with both the teachers themselves and their leaders.

It would be advisable to analyze the results of measuring changes in the professional competence of leaders of the education system in accordance with the approach of I.V. Grishina /25/.

I will give a few examples that characterize the results of measuring the professional competence of managers. To a certain extent, they can be used to judge the trends in the professional competence of managerial personnel.

The results of the input diagnostics showed the following: 57% of students do not know the main provisions of legal documents on the activities of an educational institution; 35% students show an average or below average level of knowledge about their main functional duties; eight% students have theoretical knowledge of the provisions of documents regulating the activities of an educational institution not only in the mode of operation, but also in the mode of development, they apply knowledge in their practical activities.

The final diagnosis showed the following.

A high level of professional competence was shown by 38.4%. They are:

Have a systematic understanding of the structure and development trends of the Russian and regional education systems;

understand diversity economic processes in the modern world, their connection with other processes taking place in society.

theoretical foundations and patterns of functioning and development of an educational institution, including transitional processes;

principles of making and implementing economic and managerial decisions.

identify problems of an economic, social, political nature in the analysis of 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 problem analysis, manage information in the field of their professional activities;

develop and justify options for effective economic management decisions;

critically evaluate from different angles (industrial, motivational, institutional, etc.) changes in the field of education, trends in the development of objects in the field of professional activity;

use computer technology in user mode to solve managerial problems.

special managerial terminology and vocabulary of the specialty;

skills of independent mastering of new knowledge, using modern educational technologies;

skills of professional argumentation in the analysis of standard situations in the field of upcoming innovation activities.

54% showed themselves at the average level of professional competence.

7.6% showed themselves at a low level.

Final diagnostics of professional competence of heads of educational institutions by disciplines: " Economic theory"and" Fundamentals of the organization of economic activity of the educational institution "showed the following.

% (high level) without difficulty gave a definition of the main economic categories (need, demand, supply, price, value, costs, costs, opportunity costs, budget, extra-budgetary funds, financing channels, normative budget financing, etc.) and concepts ( consumer behavior, financing, budgeting, production of services (goods), etc.); when solving logical problems, they freely established existing dependencies, for example, the relationship between a decrease in customs duties on foreign cars and the market for automotive products, between an increase in oil production and the education budget, etc.

% (low and below average level) experienced difficulty in this, i.e. confused the content of concepts or could not formulate them at all. In addition, they could not link (or had a poor understanding of) the main provisions of legislative acts, theoretical calculations, and economic laws with their practical activities. For example, apply the law of towering opportunity costs in scheduling at school; could not indicate the funding channels of the educational institution; were not able to compare the volumes of budget financing and extra-budgetary funds. They also could not solve logical problems, for example, to establish a connection between the market for the production of gas masks and the market for the production of children's diapers (a question of micro- and macroeconomics and life experience).

% (middle level) made mistakes in determining the main categories and economic laws in force in the economy and, in particular, in the economics of education. They could independently connect their experience and the theory of economic issues (laws).

CompetenceNumber of managersHigh levelMedium levelLow level38.4%54%7.6%

Thus, as a result of the analysis of professional competence:

systematic work is not carried out to analyze the results of measuring changes in professional competence.

there is no single criteria apparatus for assessing changes in the professional competence of students;

the study of professional competence is limited by the cognitive parameter; the goals of studying other parameters are not set: motivational-value, activity, etc.

3. Ways to improve and develop the professional competence of the leaders of an educational institution

3.1 Conditions, principles and forms of organization of the environment for the professional development of education managers

In the third chapter, I examined the problems, causes, consequences, ways to solve the professional competence of a modern specialist. Ways to solve the problem of forming the professional competence of a modern specialist Table 4

Singling out the educational environment as a fundamental condition for the leader's individual choice of the values ​​of professional activity, I believe that the active role of the educational environment is to promote a person's self-disclosure, "pull out" his potential to the level of actualized abilities, which are the basis of active professional and personal self-development. The main principles of the organization of the educational environment are:

collective design and implementation of the concept of educational interaction;

multi-variability of the content of education, ways and forms of entry into it, up to individual programs for advanced training;

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 between organizers and listeners;

favorable emotional climate for learning.

Problem Causes Consequences Solutions 1. There is no systematic work on the analysis of the results of measuring changes in professional competence. Insufficiently complete, operationalized and reliable system for monitoring the effects of coursework. Ineffective management of the quality of the organization and the effectiveness of training in the framework of coursework 1.Analysis of the content of curricula and teaching technology in terms of compliance with the criteria of professional competence of teaching and management personnel of the education system. 2. Correction of the content of curricula and teaching technology 3. Expertise by the Ministry of Education of the developed programs. professional competence as a key indicator is no longer a priority. 3. Correction of the content of curricula and teaching technology. 3. The study of professional competence is limited by the cognitive parameter; there are no goals of studying other parameters: motivational-value, activity, etc. Growth in the number of control and measurement procedures and the lack of a unified scientific and methodological base, evaluation of methods Weak ties. Lack of sharing of positive experience1. Correction of such control and measuring procedures as the implementation of diagnostic and training methods, practice-oriented projects, exams, interviews, tests, abstracts, dictations. 2. The method of competent organization of such control and measuring procedures as testing, questioning, business (role-playing) game, debates, self-diagnosis, presentation of the "portfolio" of the listener has been studied. 3. Development and approved procedure for the examination of diagnostic tools. 4. Development of formalized indicators; methodology for collecting, processing, storing, distributing and using information on the results of measuring professional competence; 5. In accordance with the criteria of professional competence - to develop forms of expert sheets for assessing the professional competence of teaching and management personnel and the structure of the submission (expert opinion) filled in by the head of the educational institution for the certified educator, including: the director of the educational institution, the deputy director of the educational institution for SD, the deputy director of the OU for VR.

Figure 4 - Problems of formation of professional competence of a modern specialist

"Retention" of these principles in the organization and implementation of a professional development program is both a relatively new and rather difficult task in the context of the growing diversity of ethical, psychological, pedagogical, anthropological views and the increased complexity of the value self-determination of teachers.

The municipal methodological service, in addition to coursework, may have such forms of organization of professional development as:

pedagogical workshops as a form of entry into research activities;

organization of seminars (on the basis of innovative schools): immersion seminars, problematization seminars, reflection seminar, project seminar, methodological seminar, expert seminar, consulting seminar, etc.;

a conference of leaders to discuss the problems of education in the municipality;

managerial internships for young leaders as part of a managerial event;

"advisory point" in MMS (RMK);

"marketing room" in the municipal "building" education;

open professional club, etc.

The proposed forms of organizing methodological work with education managers expand and complement those traditionally used. We note here, however, that methodological work still remains one of the central forms that perform two mutually intersecting functions - the development of teaching methods and the professional development of the teacher. Since management and teaching are not identical phenomena, it is unlikely that we can talk, for example, about the methodological association of school principals or head teachers.

Thus, the advanced training of education managers on the basis of the municipal methodological service is carried out not only through various forms, but also in a specific professional community. These are management 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 can unfold. For example: an assembly of school principals, a management studio, a corporation of education managers, etc. Unlike teachers who delegate representatives of their professional communities to the municipal level of education, managers are immediately professionally united at this level.

Therefore, within the framework of a municipal professional association, small (or temporary) professional groups may arise in areas of professional interest. It is the professional community that is the subject of change, it creates (or comprehends) innovative management practices, it also contains the modus of individual changes.

The main thing in the search for ways and forms of interaction between teachers, methodologists and managers of education (in the implementation of the goals educational program) becomes the problem of the grounds for their choice. When solving it, it is necessary to rely on philosophical, psychological and pedagogical theoretical positions, consisting in the discovery and awareness of personal meanings, orientation to the infinity of knowledge, creation of oneself in the world and the world in oneself, the values ​​of understanding, co-recognition, co-creation, freedom of choice. These grounds lead to the need to create new forms and rethink the traditional ones.

In the practical implementation of the program, lectures, workshops, discussions, round tables, debates, mini-trainings, workshops, role-playing games, mini-conferences, positional discussions, etc. can be used. In addition, the same reasons dictate the variety of principles for organizing study groups in group work.

One of the ways of self-realization of the manager, as a participant in the course preparation, is interactive teaching methods based on personal interaction-communication of each of the participants in the educational process. Traditionally, such technologies belong to the so-called forms of collective mental activity in the educational and research process. In addition, in our opinion, interactive methods can act as stimulating the creative and educational initiative of students, providing a non-directional and resonant effect on the internal spheres of the individual.

3.2 Development of competencies as the main goal of education

In the modern education system, there is a gigantic bias towards learning, with theoretical knowledge dominating over practical skills.

And although the TSB defines education as "training and upbringing", in practice, everyone usually successfully forgets about upbringing. (The expression "professional training" is widely known, but hardly anyone has heard the expression "professional education".) What does this lead to? All the knowledge and skills, and even those few skills that young specialists have received, they cannot successfully apply. Why?

§ They lack the appropriate qualities.

§ They lack experience.

§ They don't want to be professionals!

§ They are "out of touch", because the environment in which they "cooked" in the learning process is students and teachers, not professionals.

Just these four components are missing in modern vocational education:

§ professional education.

§ professional practice.

§ Actualization of professional choice.

§ Immersion in a professional environment.

In addition, for a more accurate analysis and planning of vocational training, it is worth dividing: a) knowledge training (conditionally, this section of vocational education can be referred to as "training") and skills training (conditionally, this section can be called "training", because training is the main method of developing skills and abilities). Training differs from professional practice in that it is carried out not in real, but in training - facilitated conditions, and the object of training is not the entire activity as a whole, but individual professional skills and abilities.

In modern vocational education, both at the level of the professional community and at the level of state structures, there has been a tendency to describe vocational education as a process of developing the necessary competence of a specialist. And although so far this has happened only in words and on paper, let's hope that "the process has begun." But the question naturally arises, what is meant by competence?

As a rule, competence is understood as the possession by a specialist of a set of competencies necessary for his work, or the compliance of this specialist with the requirements of his position, or the ability of a specialist to effectively carry out his professional activities. And since the key word in the definition of competence is the word "competence", it is precisely this word that should be precisely defined.

Definitions of the concept of "competence" vary. Moreover, individual skills (conflict management), personality traits (sociability, responsibility, analytical mindset), and psychological attitudes (achievement orientation) are sometimes cited as an example of competencies. But in itself, none of these components (knowledge, skills, attitudes, etc.) is not a competence in relation to the activities of a specialist, but is only one of its elements.

But, nevertheless, if you highlight the essence, then all these examples and definitions speak of the same thing - about certain individual characteristics ah, allowing a specialist to be effective in his field of activity. True, sometimes competence is understood as the requirement of a position for a specialist, but, in my opinion, this is about the same thing, but in a different context.

So, I propose the following definition of competence: "Competence is a complex of individual characteristics of a specialist, necessary and sufficient for the effective and guaranteed implementation of his professional activities in given conditions and at a given level of quality."

A similar definition is given by the Dictionary of Economics and Finance: "Competence is the unity of knowledge, professional experience, abilities to act and behavioral skills of an individual, determined by the goal, given situation and position."

True, an attempt was made here to reveal the composition of competence, however, in my opinion, it is more convenient to do this by creating a model of the structure of competence.

Having considered competence from the standpoint of common sense, as well as through the prism of a number of vivid examples of effective professional training, I have identified a number of key elements, both coinciding with the already known (knowledge, skills, attitudes), and not.

The most significant (system-forming!) element in this model was the variable individualized algorithm of the specialist's activity - his technology, his "know-how".

Indeed, in the activities carried out by a successful specialist, you can always see a certain structure. And a professional specialist can always describe this structure ("first I do this, then this, if so - I do so, if so - then so", etc.). It is this algorithm that leads to the planned result, and all other components of competence (knowledge, skills, attitudes) are auxiliary in relation to it. And the higher the qualification of a specialist, the more complex his activity, the more uncertain the conditions of this activity, the more complex, more variable and more individualized algorithm is required.

However, considering professional activity in a more or less long time period, one can see that when the conditions of activity change or as the requirements for its results increase, the specialist needs to improve the activity itself. As a rule, this is realized through two main directions: a) independent training and b) introduction of new forms into practice.

The need for this directly follows from the model of effective professional activity (Figure 1):

Figure 1 - A closed cycle of effective professional activity.

Hence, there is a need to include two additional elements in the competence structure: methods of self-training and methods of innovation.

PUSK - Complete Universal Competence Framework

Figure 2 - Complete Universal Competency Framework

Business training - lifesaver

Since modern vocational education has a bias towards learning (mostly theoretical), compensatory mechanisms are needed for the effective training of almost all specialists.

In recent years, business training has become the main form of these forms.

If we consider business training as a special form of short-term professional education, then it would be fair to say that the purpose of business training is to develop the competencies of the training participants to the level they need.

This approach makes it possible to facilitate the work of both the business coach (giving a guideline when setting training objectives), and the customer (helping to identify training needs), and the client - a training participant (motivating him to fully participate in the training).

However, there are a number of thorny questions here:

How to define the required competence profile?

How to measure the level of "subtle" components of competence?

How to most effectively develop different aspects of competence?

Based on my personal and professional experience, and again based on common sense, I see the following answers to these questions:

In order to define a competency profile, one should:

Clearly define the goal.

Define possible ways its achievement and, based on the results of the analysis of external and internal resources, choose the optimal one.

Model activities to achieve a given goal in a given way - i.e. create an algorithm for this activity.

Determine what attitudes, knowledge, skills, qualities, experience a specialist needs to implement this algorithm - i.e. create a profile of the required competencies. To do this, you can test several specialists who carry out such activities; in some cases it is sufficient to conduct a thought experiment.

In order to measure the "subtle" components of competence, it is necessary to find relatively simple activities, the results of which are measurable and correlate with the tested parameter of competence (i.e., select or create a system of tests).

With some perseverance and creative approach you can even measure such "subtle" qualities as empathy (the semantic differential method is suitable), energy and stress resistance (the breath holding method is suitable), etc. In addition, you can always use the method of expert assessment - the main thing is to accurately formulate the task for the expert and develop an adequate and convenient measuring scale.

Even in the absence of a job competency profile, it can be compiled with the help of the training participants themselves. Taking for 10 points the ideal level of development of each of the parameters for the current or planned activity, the participant will receive an ideal profile its competence.

By assessing the current level of each parameter, he will be able to create a current profile of his competence.

Figure 3 - Three competency profiles

At the end of the training, the participant, together with the trainer, can analyze their results and outline their next steps, creating and selecting methods for further independent work to achieve it. By the way, these results, coupled with the self-training program and the program for implementing the material learned at the training, can be very useful for the HR specialist in charge of this employee.

From the point of view of Professor of Moscow State University V.I. activities of specialists in human resource management" /25/.

In addition, competency analysis is necessary for the strategic management of all activities of the organization, as well as for the effective management of corporate culture.

Without setting the goal of a thorough analysis of this issue, we will consider only some of the possibilities that the competent approach provides for organizing effective personnel management.

Remembering the goal-activity-competence chain and applying this model to strategic human resource management, we can come to at least two very interesting conclusions.

First conclusion:

Larger goals tend to require more complex activities to achieve. A more complex activity requires a higher competence of a specialist. And the acquisition of higher competence takes time, often considerable. After all, even a simple skill is formed on average in 21 days, and there may be several necessary skills.

In addition, the development of personal qualities requires much more time - sometimes it takes years!

What can be the ways to solve this problem, apart from, of course, the constant change of personnel (which is not always possible and always costly)?

Implement a strategic management system and a strategic personnel management system in the organization.

And then, knowing what goals the employee will face in a few years, and how he will achieve them, you can plan a long-term program for his training and development.

To consider the current activity of the employee not only as practical, but also as educational.

Applying this concept to business, we can say this: let my employee make mistakes if they are training mistakes, and not due to negligence. The damage from these mistakes will be covered many times over in the future. After all, when an employee raises his competence, he will begin to make a profit, immeasurably greater than he brings now (even if now he does not make any mistakes).

The second conclusion that follows from the competence approach is related to the so-called "talent management". This conclusion can be formulated as follows:

If the competence of a talented employee exceeds the competence of his position in at least one of the parameters, then the employee feels dissatisfied, and his competence begins to decline.

Moreover, in order for such an employee to feel happy, it is necessary that the requirements of his position exceed his current competence in at least one of the parameters.

Naturally, there are a number of conditions: the excess must be adequate to the position, the current tasks of the organization and the psychological type of this employee; the employee must be aware of this discrepancy and work with it, etc.

But, despite all the difficulties, this conclusion opens up a whole range of opportunities for motivating and retaining staff. The most striking (even paradoxical) example: instead of increasing the amount of payments, you can complicate the professional activities of an employee. Of course, the question arises: how to complicate and how much?

And this is where the analysis of the competence profile of this employee can help.

This conclusion echoes the ideas of the realization of human potential. The idea is that strategic directions and goals are determined not only on the basis of the decisions of the first persons of the organization, but also on the basis of the existing unrealized competencies of the staff (which, again, can be helped by an analysis of the competencies of employees). If people feel that the organization not only ensures their standard of living, but also allows them to realize themselves more fully, then there will be a phenomenon that has recently been called "staff 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, organizations lose huge amounts of money, which are not comparable in size to the costs of high-quality personnel management.

According to Gallup research, even in a disciplined country like Germany, only 15% of employees in enterprises are interested in their work and are satisfied with it, which causes huge damage due to low labor productivity, frequent job changes and, surprisingly, absenteeism. Thus, by introducing a competency-based approach in the field of personnel management, one can not only improve the psychological climate and retain talented employees, but also reduce the financial costs of the organization, increasing profits by several times!

3.3 The proposed model for assessing the professional competence of the head of an educational institution

Based on the use of these criteria, indicators and tools, the following levels of professional competence of the head of an educational institution can be distinguished:

) Need-motivational;

) Operational and technical;

) Reflex-evaluative.

The approach of T.G. Brazhe /34/. I consider it appropriate to use the approach proposed by T.G. Brazhe /34/. The developed criteria for assessing the professional competence of a leader are similar to the criteria for the professional competence of a teacher. This approach is the basis for diagnosing the professional activity of the head of an educational institution during certification for the highest category.

Based on the analysis of the content and structure of the concept of "professional competence of the head of an educational institution", various approaches to assessing the professional competence of a head, I propose a model for assessing the professional competence of a head of an educational institution, which is most appropriate in the system of advanced training. This model is based on the synthesis of the approach proposed by I.V. Grishina /24/, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.

Professional competence of the manager

Criteria - qualification, resource efficiency, socio-psychological efficiency, technological efficiency.

Let's consider these criteria in more detail:

) Qualification.

Key indicators - knowledge:

types of educational institutions, their place and role in the system of continuous education, requirements for the results of their activities;

fundamentals of the economics of education;

regulatory and legal foundations for the functioning and development of the education system;

theoretical foundations of management, leading management schools and concepts, features of management in the field of education;

principles of analysis and construction of educational systems and methods of planning their activities;

systems and methods of material and moral incentives for employees;

effective team leadership styles.

modern methods of control of educational, financial and economic activities and office work in the institution;

requirements for record keeping in an educational institution.

Tools:

Testing

Questionnaire

Interview

Discussion

Business (role-playing) game

Self-assessment (self-diagnosis, introspection)

Practice-oriented project

Diagnostics of professional activity

Portfolio

Generalization of experience

Expertise (expert opinion)

) Resource efficiency - the degree of expediency of using and developing all the resources of the school: human, material, financial

Basic indicators:

A) Implementation by teachers of their professional interests and capabilities:

assessment of the development of creative activity of teachers

evaluation of innovations and innovations

assessment of the implementation by teachers of the needs for development and self-expression

B) Rational organization of labor at school:

assessment of the rationality of the school schedule (according to the 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 and material (material and technical) base of the institution (availability, use, development)

) Socio-psychological efficiency - the degree of influence of management activities on the school team

Basic indicators:

A) Satisfaction of teachers and students of the school:

assessment of the degree of satisfaction of teachers and students of the school (with their work and study)

B) Socio-psychological climate:

assessment of the level of socio-psychological climate in the school

C) Motivation of members of the school team for quality work:

assessment of the motives of labor behavior of members of the school team

) Technological efficiency - the level of implementation of the main management functions: information-analytical, motivational-targeted, planning and prognostic, organizational and executive, control and diagnostic, regulatory

Basic indicators:

A) Compliance of the management structure with the goals of the school:

assessment of the compliance of the management structure with the goals of the school;

B) Rationality of time allocation by the head of the school:

assessment of the rationality of time allocation by the head of the school

C) Rationality of control technology:

assessment of the manager's readiness to perform management functions and the degree of their implementation (based on qualification characteristics)

D) The ability of the leader to manage and develop the school:

Assessment of the leader's ability to manage the development of the school;

the ability to analyze the activities of an educational institution, identify the most significant problems and find effective ways to solve them;

develop regulatory and organizational documentation of an educational institution (contracts, charter, rules);

ability to plan and organize control over the activities of the institution.

3.4 Analysis and assessment of the quality of the diagnostic tools used

The assessment of the quality of the diagnostic tools used was carried out according to the following types of control procedures:

) input diagnostics;

) current diagnostics;

) final diagnostics, including: diagnostic and training methods; practice-oriented projects.

Control and measurement procedures (CIP) pursue the following tasks:

A) input diagnostics - obtaining information that allows differentiating managers and teachers of possession of professionally significant qualities (in order to determine the validity of claims for the declared category); obtaining information that allows you to adjust the methodology for conducting classes, taking into account the interests and needs of students; obtaining information that allows students to self-diagnose the level of professional competence; approbation of control and measuring procedures.

B) current diagnostics - tracking intermediate results and the effectiveness of the course preparation process, identifying problems, difficulties of students, on this basis - adjusting the content and forms of training.

C) final control - assessment of the success of the students passing the course training programs and determining the degree of compliance of their professional competence with the declared category (for those who are certified for the category).

Input diagnostics is carried out at basic advanced training courses (CBPC), at courses on problems and at retraining courses for heads of educational institutions.

The input diagnostics at the CBPC is effective, which is carried out in the form of an input control and a subsequent interview.

The content of KIMs (control and measuring materials) includes the main issues of the Minimum content of general education in certain subjects. During the organization of testing, as a rule, the time for completing tasks is reduced compared to established standards for students. This toolkit quite objectively allows assessing the teacher's knowledge of the content of the subject at a basic level.

KIMs consist of three blocks (parts). In the first block (part A), each question is accompanied by answers, one of which is correct. In the second block (part B), each question has six answers, several of which may be correct. In the third block (part C), each question must be answered in writing.

In the first block, for each correct answer, the listener receives 1 point, in the second block, each correct answer is worth 2 points, in the third block - 7 points.

When developing KIMs (control and measuring materials) for KBPC (basic advanced training courses) for senior employees of NPO institutions (Primary vocational education), materials developed by employees of the IRPO MO RF (Institute for the Development of Vocational Education of the Ministry of Education of the Russian Federation), departments of EiUO, (Economics and Management of the Organization), Pedagogy and Psychology, Theory and Methods of Vocational Education and EMC (Educational and Methodological Complexes) of Vocational Education.

In accordance with the specification of KIMs for managers, the input diagnostics also consists of three blocks (parts), the first of which (part A) is a test with multiple choice of answers, the second (part B) is tasks with a short free answer (filling in words missing in sentences), the third (part C) - tasks in the form of answers to questions performed in the style of free reasoning on a given topic (free detailed answer).

I attribute the positive aspects of the input diagnostics to the fact that the input control is accompanied by an interview (individually with each student). During the interview, the reasons for possible difficulties discovered during the implementation of KIMs are clarified.

Differentiation is carried out based on the results of summarizing the results of the input control and the subsequent interview. There are usually three conditional groups of listeners:

) having serious gaps in knowledge;

) having sufficient knowledge and skills;

) who have shown a high level of professional competence (including the number of those who apply for the highest category is determined separately).

Differentiation of training is achieved due to the "access" to individual educational routes for students, taking into account the results of input diagnostics.

A feature of the input diagnostics at the CBPC of heads of educational institutions is its integrated nature. Input diagnostics includes 40 questions on the following blocks of disciplines: management, economics, law, pedagogy, psychology. The questions of the input diagnostics are aimed at determining the level of preparedness of the listener for management activities and the validity of their claims to the first or highest qualification category. Each correct answer is worth 1 point. Diagnostics allows you to determine 3 levels of readiness of the manager for management activities: high - more than 80% of correct answers (32 points or more); medium - from 60 to 80% of correct answers (from 24 to 32 points); short - less than 60% correct answers (up to 24 points). The specified diagnostics is supplemented by the input subject diagnostics for individual disciplines. The question of the advisability of using a combination of integrated and subject diagnostics remains open and requires discussion and an appropriate decision. The need to improve the used diagnostic tools is indisputable.

Current control is used in the course of course preparation and includes the assessment of students' performance of tasks for independent work, their performances in practical classes, etc.

Within the framework of the CBPC, the final control, understood in this way, includes control and measuring procedures that are mandatory for all students (regardless of certification for any category):

a) presentation of the "business card" of your educational institution;

b) development of KIMs by profession, subject;

c) conceptual and terminological dictation;

d) an exam in the form of a seminar - a regulated discussion.

Positive experience in the use of innovative forms of current diagnostics is available at the Department of O&M (in the economic block). Of particular note is the methodological support of control and measurement procedures. For example, the following forms of current diagnostics are used:

essay writing .

Implementation of a practice-oriented task (mini-project).

Goals that are set during the implementation of this practice-oriented lesson:

identification, analysis, generalization and dissemination of the positive experience of the economic activity of the institution;

development of high-quality materials on organizational, economic and managerial issues of the work of an educational institution;

identification and support of progressive economic mechanisms for the life of educational institutions.

Tasks of a practice-oriented lesson:

develop (describe) an effective method (technology) of the institution's activities to attract extrabudgetary funds;

to conduct an examination together with the teacher of the methods (technologies) presented for consideration of attracting extrabudgetary funds, to assess their legal validity, economic efficiency and socio-pedagogical expediency;

conduct a comprehensive discussion in the group;

to make after the discussion on the need for adjustments and recommendations for the proposed technologies.

The materials are evaluated based on the results of an examination of the legal, economic and other characteristics of the methods (technologies) for attracting extrabudgetary funds. Best works are determined on the basis of qualification selection, depending on the quality, volume and depth of study of the submitted materials. In the assessment, preference is given to materials containing a description of specific practices that have confirmed their sustainability and effectiveness in the actual activities of educational institutions.

Conclusion

The data available in the first chapter indicate that at present a unified approach to the definition of the concept of "professional competence" has not been formed.

It is difficult to solve the issue of diagnosing the increase in the level of professional competence in the process of professional development of a teacher in the system of additional professional education. Almost all researchers note that measurement difficulties are related to the fact that it remains unclear how the necessary changes should be determined, how much they will be directly related to a specific impact during the course preparation period.

Researchers believe that the assessment of professional competence is carried out by comparing the results obtained with any norms, average values, as well as by comparing them with the results of previous diagnostics in order to identify the nature of advancement in the development and professional growth of a teacher and leader. The educational process of implementing short- and medium-term (from 72 to 144 hours) educational programs for advanced training is unique, as it is usually aimed at solving urgent problems that arise in pedagogical practice. Therefore, in order to carry out diagnostics, it is necessary to have indicators that characterize the level of professional competence of students before and after mastering the corresponding educational program.

The quality of learning outcomes in the process of professional retraining of more than 500 classroom hours is assessed by the degree of compliance with state educational standards.

Since there is no unambiguous definition of the concept of "professional competence" and there is no generally accepted model for assessing the quality of educational results in the system of additional professional education, it became necessary to determine one's positions. It seems to us that the most reasonable definition of the concept of "professional competence", proposed by T.G. Brazhe /34/.

Based on this definition, the main parameters of professional competence to be assessed can be identified:

• motivational-value;
• cognitive activity;
• emotional process.

Based on the analysis in the second chapter, the content and structure of the concept of "professional competence of the head of an educational institution", various approaches to assessing the professional competence of a head, I propose a model for assessing the professional competence of a head of an educational institution, which is most appropriate in the system of advanced training. This model is based on the synthesis of the approach proposed by I.V. Grishina /24/, and indicators of professional competence used to assess the level of professional competence of the head of an educational institution during certification.

Professional competence of the manager

Criterion - qualification; indicators:

) Knowledge:

Strategies for the development of education in Russia and the principles of educational policy;

2) Resource efficiency - the degree of expediency of using and developing all the resources of the school: personnel, material, financial.

) Socio-psychological efficiency - the degree of influence of management activities on the school team.

) Technological efficiency - the level of implementation of the main management functions: information-analytical, motivational-target, planning and prognostic, organizational and executive, control and diagnostic, regulatory.

As a result of studying the quality of diagnostic tools and the results of measuring changes in the professional competence of teachers and heads of educational institutions, conducted in the third chapter, the following contradictions were identified:

between the need to manage the quality of the organization and the effectiveness of training in the framework of coursework , and an insufficiently complete, operationalized and reliable system for monitoring the effects of coursework.

between the installation on professional competence and the lack of readiness of employees to use this concept to assess the success of working with students.

between the increase in introduced and newly created control and measuring materials and control and measuring procedures and insufficient methodological, educational and scientific and methodological elaboration of these issues, which hinders the systematic use and dissemination of this positive experience.

To overcome the noted contradictions, I believe it is necessary:

1) Determine as a priority direction work to ensure the quality of additional teacher education by improving all types of activities aimed at maintaining the professional competence of employees of the regional education system, creating, testing and implementing a system for monitoring the quality of APE.

To do this, you need to work on:

Improving the program, methodological and technological support for the advanced training of educators, taking into account the criteria and indicators of their professional competence. For this:

to analyze the content of the curriculum and teaching technology in terms of compliance with the criteria of professional competence of the teaching and management personnel of the education system.

adjust the content of curricula and learning technologies accordingly.

conduct an examination of the developed programs.

development and improvement of diagnostic tools for obtaining information about the immediate results of changes in the professional competence of teaching and management personnel. For this:

adjust such control and measuring procedures as the implementation of diagnostic and training methods, practice-oriented projects, exams, interviews, tests, abstracts, dictations.

development and approval of the procedure for the examination of diagnostic tools;

clarification of the criteria and indicators of a sociological study of the quality of APE in order to obtain information on the indirect results of changes in the professional competence of teaching and management personnel;

development of formalized indicators; methods for collecting, processing, storing, distributing and using information on the results of measuring professional competence; creation of an information system for monitoring the quality of APE;

) Plan events to discuss the results of the implementation of the decisions of this Academic Council, operational meetings; meetings with vice-rectors; department meetings; industrial education.

List of sources used

1. Petrovskaya L. A., Rastyannikov P. V. Diagnostics and development of competence in communication, - M .: Moscow University Publishing House, 2000

2. Zimnyaya I. A. Key competencies - a new paradigm of the result of education, Higher education today, 2009 - No. 5

Ogarev E.I. Competence of education: social aspect. - St. Petersburg: Ed. RAO IOV, 2005. - 170 p.

Choshanov, M. Flexible technology problem-modular learning [Text] / M. Choshanova. - M.: Nar. education, 2004. - 157 p.

5.Richard E. Boyatzis The competent manager<#"justify">APPENDIX A

Erroneous representations and metaphors-countersupports to them

Pedagogical mythologeme Metaphor-counter support The teacher can re-educate the student The teacher can create the conditions for this. A. Bikeeva There are two opinions - the opinion of the teacher and the wrong one. I do not agree with any of the words that you say, but I am ready to give my life for your right to speak them. Voltaire The teacher's task is to teach, demand, insist Young men, considering how to live, asked the old man: "Is it possible to immediately distinguish the smart from the fool?" The old man said, looking up: "I can easily distinguish between them: A wise man studies all his life, a Fool teaches all his life." P. ZheleznovChildren should not be noisy. You will never be able to create wise men if you kill naughty children. J.J. Rousseau Pupils should not argue with the teacher The student will never surpass the teacher if he sees in him a model, and not a rival. V.G. Belinsky The function of the teacher is the transfer of knowledge A bad teacher presents the truth, a good teacher teaches to find it. A. Diesterweg It is not shameful and not harmful not to know. No one can know everything, but it is shameful and harmful to pretend that you know what you do not know. L. Tolstoy Small things in the behavior of students can be neglected Do not be able to distinguish between big and small things. A sign of good teacher work is the absolute absence of conflicts Conflict-free conflict is the opposite. At present, it is impossible to become a good teacher. APPENDIX B

Characteristics of the professional competence of a college graduate

The professional competence of a teacher is a complex individual psychological education based on the integration of experience, theoretical knowledge, practical skills and significant personal qualities. At the same time, pedagogical professionalism is associated with a high level of self-realization. individual features, with individual handwriting, individual style of activity.

ComponentsIndicators of the level of qualification of the graduateProfessionalismAbility to analyze; actively use the acquired knowledge in professional activities; draw conclusions based on the analysis of their own successes and failures; willingness to use a variety of techniques, methods and means of organizing professional activities. Initiative Independent choice of the profile of training, including professional practice, focus on mastering the values ​​of education. Creativity Striving for professional creativity, dedication, the ability to adequately choose and use methods, forms and means to achieve the goals and objectives of education , focus on transformative activity and reflection, on self-control. Adaptability Readiness for an operational change in the direction and motivation of professional activity depending on changes in the social situation. - research activity. Positional certainty Manifestation of personal functions in educational and real professional activity ness, communication skills at the value-semantic, empathic level, adequate self-esteem. APPENDIX B

Diagnostics from the study of the communicative abilities of college students (30 people)

Level 2 course 4 course 1.High level 2.Medium level 3.Low level26% 40% 34%46% 34% 20%

The level of communication skills from course to course increases, due to educational and practical activities.

APPENDIX D

Organizational structure of management.

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# Business nuances

Leadership competencies

Experience is the basis of managerial competencies. Experience implies not only the availability of theoretical knowledge, but also the ability to apply them in the professional field.

Article navigation

• Types of professional competencies
• Managerial competencies of managers
• Basic and special managerial competencies
• Competence improvement methods
• Professional competencies in various fields
• Professional competencies of a lawyer
• Professional competencies of an engineer
• Chef's professional competencies
• Conclusion

Managerial competencies are a set of knowledge, skills and personal characteristics that allow a manager to effectively cope with the duties of a leader. The degree to which a particular manager demonstrates a high level of official competencies determines how competently he will solve operational and strategic tasks in order to achieve the set goals.

Experience is the basis of managerial competencies. Experience implies not only the availability of theoretical knowledge, but also the ability to apply them in the professional field. First of all, these are the skills acquired by a specialist in different positions in different companies and tested in practice. In other words, managerial competencies are a key indicator of the manager's professionalism in terms of effective management.

Types of professional competencies

Regardless of whether a person occupies a managerial or executive position, there are two key groups of competencies:

• Basic competencies- a set of personal qualities that determine the effectiveness of a particular specialist as a whole. This group includes volitional, intellectual, emotional and communicative characteristics of a person.
• Special competencies- this is a range of knowledge, skills and abilities that are directly related to the professional activities of a particular specialist. For different positions, these competencies differ. For example, the special competence of an expert interpreter is the skill of simultaneous translation, and the special competences of a secretary include the competent compilation and management of the manager's work schedule.

All competencies of an employee, reflecting the possibilities of his personal growth, are conditionally divided into two groups:

• technical competencies of a specialist - professional knowledge, skills and abilities that are necessary for an employee holding a specific position;
• behavioral competencies are the universal competencies of an employee, including personal characteristics that characterize the effectiveness of a person as a whole.

In another way, this classification can be represented as personal and functional characteristics of a manager. The personal competencies of a leader are in many respects the initial inclinations of a specialist. The task of a manager who wants to raise his professional bar is to develop his strengths and pull up his weaknesses. While easily mastered functional competencies come during training and in the process of work, personal leadership competencies of management require the application of strong-willed efforts in order to develop their natural inclinations and eliminate shortcomings as much as possible.

Managerial competencies of managers

A professional manager is a specialist who must possess and apply basic managerial competencies in his work. While, for example, professional competencies an electronics salesperson does not require serious organizational skills; for a manager, the ability to manage business processes and subordinates is the foundation of the basics. A managerial position has its own specifics, which are reflected in competencies. This specificity is presented below in the form of abstracts:

• The work of a manager, unlike other types of intellectual labor activity, does not have a specific time frame. Therefore, the level and indicators of achievement of intermediate results are the main guidelines in the assessment of the manager.
• The strategies and operational actions of the manager are continuously adjusted under the influence of external market conditions. The ability to act in non-standard situations is far from the last place in the list of managerial competencies.
• The manager is responsible for the actions of his subordinates, takes into account risks and seizes opportunities. The professional competencies of a leader require the ability to assemble a strong team and organize an effective workflow.
• The corporate culture of the management and the style of management practiced by them forms the business reputation of the company. The manager of any link is the bearer of corporate values ​​that directly affect special competencies.

All these factors determine the range of competencies that a manager should possess. Control over the extent to which a specialist possesses certain professional skills is carried out by the immediate supervisor and specialists of the HR department, who enter the employee’s parameters into special tables and track progress. This format allows you to quickly identify the weaknesses of the manager and develop a program to eliminate them.

Basic and special managerial competencies

The core competencies of a manager include:

1. Systemic strategic thinking. A leader who doesn't think ahead or track global trends, unable to be effective in the long run.
2. Mastering the basics of marketing. Understanding the market and the company's place in the market, the ability to analyze information and synthesize effective marketing solutions with a limited budget - a brief description of marketing competencies.
3. Financial management skills. The manager must be able to correctly distribute the limited resources of the company and use effective investment mechanisms to increase income.
4. Knowledge of production, commercial and logistics processes.
5. Development skills for new products and services.
6. Knowledge of business and administration.
7. Understanding and applying the relevant legal framework governing a particular business sector.
8. Developed communication and personnel management skills.
9. Understanding and applying the basics of information, commercial and economic security.

As for special managerial competencies, they depend on the specific industry and the specifics of the position held. For example, the competencies of a chief accountant who actually occupies a managerial position differ significantly from the competencies of commercial director or PR manager.

Managerial competencies can be considered not only in the context of basic and special skills. An alternative classification is the distribution of managerial competencies according to the nature of the leader's actions. This includes:

• Vision is the ability to predict and think at a tactical and strategic level, considering risks and seizing emerging opportunities.
• Action is the ability to purposefully and effectively organize your actions and the actions of your team to achieve a specific result.
• Interaction is the ability to form effective and comfortable relationships with partners, senior management, subordinates and other people.

Competence improvement methods

A successful manager systematically improves basic and special competencies. Professional development is carried out in several ways, which are conditionally divided into:

1. Traditional teaching methods;
2. Active learning methods;
3. Workplace training.

Traditional teaching methods are used when a specialist needs to transfer the amount of knowledge and help to assimilate them in short term. Traditional teaching methods include:

• lectures - one-sided presentation of educational material mainly in the form of theory with minimal feedback;
• seminars - a training format in which there is an active communication between the teacher and the audience;
• educational films are a convenient format that provides the possibility of remote development of new competencies.

Active learning methods compared to traditional methods, are distinguished by greater efficiency and an individual approach that allows you to increase the level of competencies in a short time. This category includes:

• trainings - concise theoretical training with maximum practical development of skills;
• computer training is a software way of presenting and practicing the acquired knowledge and skills;
• group discussions - oral exchange of experience in the context of solving a specific problem;
• business games - modeling and working out situations that arise in professional practice;
• role-playing games - teaching interpersonal communications by modeling learning situations.

Workplace learning methods are a full-fledged practice with the acquisition of real skills and the exchange of experience. These methods include:

• temporary internships in other departments of the company to strengthen horizontal corporate ties;
• drawing up an individual training program based on the results of third-party observation of the workflow of the tested specialist;
• equal coaching with elements of informal mentoring for the exchange of experience between specialists in different areas;
• vertical direct mentoring under the control of senior management;
• coaching with independent search for solutions with the help of a trainer;
• familiarization with the corporate culture and value competencies of the manager.

There are many ways to improve competencies. For effective learning, it is important that the development of new knowledge and skills occurs slightly ahead of current trends, focuses on the comprehensive development of the company and effective interpersonal communications.

Professional competencies in various fields

The necessary personal and intellectual competencies of a professional in each field are different. For clarity, let's compare the knowledge, skills and abilities required to work as a qualified lawyer, engineer and chef.

Professional competencies 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 in drafting legal documents, providing advice and drawing up legal opinions;
• ability to make legal decisions and act within the law;
• skills to establish the facts of offenses and take measures to restore violated rights;
• systematic professional development;
• in-depth study of legislation and practice of its application.

Professional competencies of an engineer

An engineer must possess a wide range of technical knowledge and a number of personal qualities. His professional competencies include:

• understanding of technology and principles of 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 normative documentation and GOST;
• advanced computer skills and special software;
• responsibility and ability to make quick decisions in difficult situations;
• High communication skills with subordinates and superiors.

Chef's professional competencies

The chef, as a person who is responsible for the operation of the establishment, must possess a large list of professional competencies, which are summarized below:

• understanding the basics of merchandising and cooking techniques of national cuisines;
• the ability to correctly zone the restaurant in accordance with sanitary standards and principles of ergonomics;
• managing finances, developing budgets and evaluating the effectiveness of the kitchen and the institution as a whole;
• possession of personnel selection methods, the formation of an effective staff and the establishment of communications with subordinates;
• knowledge of the legal side of the restaurant business, understanding the rules and regulations for maintaining internal documentation.

A feature of corporate competencies is that they are universal for all employees of the company - from an ordinary specialist to a top manager. Corporate competencies are determined by the values ​​of the company and its internal corporate culture. Therefore, this category includes the skills and personal qualities that every employee of the company should possess.

The development of corporate models and competencies lies with the management. Each company names the special competencies used to evaluate employees in its own way. Examples of corporate competencies look like this:

• leadership;
• teamwork skills;
• loyalty to the company;
• customer orientation;
• result orientation.

Corporate competencies are chosen by the company's management in accordance with the specifics of the activity and, as a rule, are reduced to certain models of thinking, behavior and ethics of employees. If a company focuses on a high level of service, value competencies will be formed around a customer-oriented approach. If a corporation appreciates the cohesion of the team and the disclosure of individual creative potential, then communication and organizational skills will dominate in corporate competencies.

Competence(from lat. competere- correspond, fit) - the ability to apply knowledge, skills, successfully act on the basis of practical experience in solving problems of a general kind, also in a certain wide area.

Competence- availability of knowledge and experience necessary for effective activity in a given subject area. Competence (lat. competens - suitable, appropriate, appropriate, capable, knowledgeable) - the quality of a person who has comprehensive knowledge in any field and whose opinion is therefore weighty, authoritative; Competence - the ability to carry out a real, life action and the qualification characteristic of an individual, taken at the time of his inclusion in the activity; since any action has two aspects - resource and productive, it is the development of competencies that determines the transformation of a resource into a product; Competence - potential readiness to solve problems with knowledge of the matter; includes content (knowledge) and procedural (skill) components and implies knowledge of the essence of the problem and the ability to solve it; constant updating of knowledge, possession of new information for the successful application of this 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 activities, allowing them to make judgments and make decisions.

A common belief has formed, according to which the concepts of "competence" and "competence" convey the following meanings:

• - The ability necessary to solve work tasks and to obtain the necessary work results is most often defined as competence.
• - An ability that reflects the required standards of behavior is defined as a competence.

In practice, many organizational tasks, performance outcomes and behavior include both competencies and competencies in the description and combine these two concepts. But it is more typical to associate the description of competencies with abilities that reflect standards of behavior than with problem solving or performance.

Basic competencies- a group of competencies, which is based on the intellectual, communicative, emotional and volitional qualities of a person.

Core competencies have two features. First, they are the foundation on which the manager's managerial activity is built. Secondly, compared with special competencies, they are much more difficult to correct: changing the style of thinking or communication is incomparably more difficult than mastering a methodology or technology in a professional field.

The basic competencies of a leader can be represented in the form of seven groups, in accordance with the basic qualities of a person. In traditional and modern scientific descriptions, it is customary to distinguish seven groups of personal qualities. They can be spoken of as the seven dimensions of a person's personal strength.

• 1) Perception - Mindfulness, a sense of subtlety and the ability to learn.
• The ability to grasp the essence of the matter intuitively and quickly, highlighting the essential aspects of the situation.
• · To be able to see deeply, to understand the essence and background of things.
• · Willingness to learn and openness to new things.
• 2) Relationships - Intelligence, speech and communication.
• The ability to distinguish the whole and see subtle connections between its parts.
• · Ability to formulate ideas and adequately communicate them to other people.
• · Ability to perceive and evaluate information effectively.
• · Ability to establish and maintain relationships with colleagues and subordinates.
• · Ability to speak with people in their language, explain, teach, taking into account their development.
• 3) Choice - Sensitivity to the "correct", adequate path.
• · The ability to rise above mental dogmas and make accurate decisions based on real circumstances.
• · Ability to make strategic decisions based on values.
• The ability to intuitively make an adequate decision in conditions of lack of information and time.
• · The ability to follow the flow of events in the interests of the cause, sacrificing ritualism, regimentation and personal ambitions.
• · Ability to be independent of social standards and fear of evaluation.
• 4) Activity - Transformative action and tactical activity.
• The ability to live in the present and move forward.
• The ability to act in a chosen direction contrary to the opinions of people.
• The ability to maintain a high level of effort and vigor.
• · Ability to take reasonable risks and act in critical situations.
• 5) Will - Will, awareness and ability to concentrate.
• · Ability to make decisions independently.
• The ability to keep your attention on priority goals.
• The ability to face your fears while maintaining awareness and freedom of choice.
• The ability to maintain one's intention in any external conditions, with any behavior of partners, including in conditions of stress and conflict.
• Ability to be inspired to do new things.
• 6) Faith - Faith in yourself, in people, in the World.
• · Faith in one's own strengths.
• · The ability to take responsibility while maintaining the presence of will and spirit.
• · Ability to rely on other people and delegate authority.
• · The ability to support others without fear, and be compassionate without pity.
• The ability to give support to colleagues and subordinates with their inner peace.
• · Ability to accept help where something is incompetent or inept.
• The ability to be free from feelings of self-importance.
• 7) Wisdom - Sense of limitations, sense of timing, discipline and perseverance, endurance and patience.
• · The ability to be flawless (to do the best that can be done in a given situation - however, without attachment to external gain).
• · Tolerance for human limitations.
• · Ability to accept the natural speed of projects, changes in your team and in yourself.
• Restraining victories and losing without feeling defeated.

On the basis of the listed basic competencies, such integral skills as systemic thinking, the ability to work in a team, the ability to promote a business, be a leader, etc., are formed.

Each of the listed groups of human qualities represents a certain mood of the psyche or energy of a person, which is appropriate at a certain stage of living a life story or completing a project.

So, at the beginning of any project, you need to collect information and delve into the essence of the matter, i.e. qualities needed perception. Then it is necessary to think over everything, talk about it, draw up a business plan, etc., i.e. group qualities needed interconnections. Next, tactical ways to implement the business plan are selected, i.e. required qualities of the group choice.

Team qualities are needed throughout the project implementation process will. They give the project fullness and strength, and are especially important in cases where obstacles and difficulties arise.

At the stage of practical implementation of the project, the qualities of the group become very important. activity. And the quality faith give uniqueness to the project, fill it with a special meaning, give rise to inspiration, allow you not to give up and continue to fight in a critical situation.

The last group of qualities - wisdom- has a dedicated position. It corresponds to a deep awareness of the integrity and interconnectedness of the phenomena surrounding a person. These qualities allow, for example, to act in an environmentally friendly way, not always to persist in achieving the goals of the project, while maintaining faith in the final win, and having achieved victories and recognition, not to fall into the trap of success and vanity.

Here are the first three principles.

1) In companies that have achieved great success, leaders have a combination of outstanding personal qualities and strong professional will.

In the book of Jim Collins, a special term is introduced for such leaders - "leaders of the 5th level."

Quote from the book: “We were surprised, even shocked, when we realized what kind of leadership is needed to bring about change. Unlike well-known corporate leaders, who, as a rule, have strong character and not leaving the pages of magazines and newspapers, the leaders who managed to transform their enterprises and go from good to great seem to have arrived from Mars. Quiet, discreet, reserved and even shy, these executives represent an unusual combination of humility and professional will."

2) The company must have necessary people, and there should be no unnecessary people. “WHO first, then WHAT” principle

Quote from the book: “The leaders of great companies know three simple truths.

First, if you start with the question "who" and not "what", you will be easier to adjust to the world around you. If people boarded your ship just to get somewhere, what would happen if, after sailing ten miles, you realize that you need to change course? You will have problems. But if people are on your ship because they want to be with others, then changing direction is much easier.

Second, if you have the right people on board, then the problem of motivation and management, in principle, disappears by itself. The right people don't need direct guidance or incentives; they have enough self-motivation, due to the internal desire to achieve exceptional results in creating something great.

Third, if you have the wrong people on board, it doesn't matter if you can go in the right direction, you still won't be able to build a great company. Great strategy without great people is useless."

Research has also shown that "necessary people" differ from "unnecessary" not by special skills, but by qualities that are not in professional registries.

Quote from the book: “...they will do everything in their power to make the company achieve excellent results, and they will do it not for what they will receive for it, but simply because they cannot do otherwise. Their nature and morality require them to be of the highest quality in everything they do…”

3) "Unshakable faith in the face of harsh facts" - the company's team must have faith that they are doing something worthwhile and will succeed in this.

Quote from the book: “The ability to face the truth makes companies capable of outstanding results stronger and more confident in their abilities. They don't give up and they don't complain. It's exciting to face danger and say, "We'll never give up. We don't capitulate. It may take us a long time, but we will find a way to win."

The level of basic competencies grows when a person goes through life's trials. In the great spiritual traditions, it is believed that this method of learning is available only to those people who are able to maintain impeccability in trials, i.e. don't get attached to the result. This means the ability to act with maximum dedication, without expecting a reward in the form of success.

Another way to learn is to be around a strong person with a high level of development of personal qualities. In such a situation, some people voluntarily or involuntarily adopt the skills and abilities of a teacher. The latter mechanism is the most effective in the modern world. competence basic manager quality

And what about being a leader in today's business? After all, not everyone is lucky enough to work next to a person with a high level of personal maturity and strength, or, in other words, with a high level of basic competencies.

At present, on the basis of research on spiritual practices, a an integral system of technologies for the development of basic competencies.

According to this system, the process of developing core competencies should be built into the current production activities. The leader, using technologies for the development of basic competencies in relation to (happened or upcoming) production events in which he is a participant, can constantly improve the process of his managerial activities and at the same time develop his maturity as a leader and as a person as a whole.

director, consultant-trainer

BKT LLP (Business-Consulting-Training),

Almaty city

A correct forecast of market trends allows you to develop strategies, anticipate possible barriers to success and quickly find ways to overcome them. It is very important to be able to mobilize all resources in cases of difficulties and failures, clearly prioritize, analyze various alternatives and find the best solutions. Business efficiency is primarily determined by the managerial competence of managers.

Managerial (official) competence is a set of knowledge, practical experience, skills and personal qualities of a manager, which allows him to qualitatively solve certain tasks in order to achieve certain results.

Qualified management is carried out on the basis of knowledge gained during training and practical experience.The basis of management is knowledge, useful experience of other companies, the manager's own experience, proven tools and skills in using them.. Practical knowledge in management is of more value than theoretical; useful experience is scrupulously studied and passed on, and a well-designed tool for solving problems is much more useful than scientific theories.

Based on the understanding of the essence of management, we can say that the most sought-after managerial competencies of a top manager are:

1. Strategic thinking (systematic, systematic, the ability to foresee the "picture" - the result).

2. Knowledge of the basic principles of marketing to manage the company's position in the market.

3. Ability to manage financial flows, incl. use mechanisms for investing in new projects.

4. Knowledge of production and operations (purchasing, 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 of information technologies and approaches to process automation.

8. Implementation of business administration.

9. Knowledge of relevant legislation governing business.

10. Personnel management skills

11. Ensuring security - commercial, informational, economic, personnel.

12. Maintaining public relations (formation of the company's reputation and image in society, in the business community or in the market - 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;
• the control;
• motivation;
• communications.

A good manager should be both an organizer, and a comrade, and a mentor, and an expert in setting goals, and a leader, and a person who knows how to listen to others. He must have a good understanding of the capabilities of his direct subordinates, their ability to perform the specific work assigned to them.The manager must know the principles of interaction between the heads of departments and employees within the company, develop teamwork in order to maintain the unity and correct functioning of the company. It is impossible to combine the variety of skills and qualities of a top manager listed above in one person, but it is possible to clearly define the list of requirements for a specific position of a manager, taking into account the specifics of the industry, the features of the management system and corporate culture specific company and goals for its development.

The competency method is becoming more and more popular in dynamically developing companies, as it involves the use of a single language in business processes. This is an efficient way to describe a job since most of the jobs can be described using 10-12 individual competencies. For example, the international construction corporation "Tarmak" uses 10 competencies, and the management model of the company "Xerox" includes 32 competencies.

In a sense, the number of competencies used in a particular model does not matter, it depends on the characteristics of the industry, the specifics of the company, the management system, corporate culture, etc.The number of competencies should be convenient for conducting managerial work and for evaluating the results of the manager's activities.

In domestic practice, two main groups of competencies necessary for a manager are used:

1. Withspecial competencies- those skills and abilities that are associated with the field of professional activity. For example, a financial director should be able to analyze a balance sheet, and a programmer team leader should be able to major languages programming.

2. Bbasic competencies- a group of competencies, which is based on the intellectual, communicative, emotional and volitional qualities of a person.

When determining the basic competencies, it is necessary to take into account the general specifics of managerial work, which consists in the fact that:

• The work of the leader does not have a clear completion in time. He is always busy, because the organization daily operates in the market and is constantly influenced by changes in the external environment, where there are risks and opportunities that must be foreseen in order to make correct and timely management decisions;
• the work of the manager is the basis of the management process in any organization and is based on his knowledge, experience and perception of the new (application of best practices, new techniques and methods in work);
• the management style of the head forms the corporate culture of the organization, dramatically affects its image and business reputation;
• an important part of managerial work is the ratio of time spent by managers in accordance with the levels and functions of management. The higher the level, the more time is allocated in favor of representative communications: business meetings, negotiations and meetings. The lower the level of management, the more time the leader spends among subordinates in an environment where operational decisions are made in a particular unit on a particular issue.

The competency model describes the position of a manager in three dimensions:

• vision (vision) - the ability to think at the strategic and tactical levels, the ability to predict the future and anticipate the emergence of problems;
• action (action) - the ability to dynamically and progressively move towards achieving the desired result (for example, clear action planning, perseverance in striving for a goal);
• interaction (interaction) - the ability to build such relationships with others that help to achieve the best result in work (for example, the ability to motivate subordinates, the ability to work in a team).

In 2007, Antropos-consulting published a dictionary-reference book "Competences of the Manager" (author V.E. Subbotin), which presents the most complete list of competencies for different job groups. According to experts in the development of competencies, the activities of a manager can be conditionally divided into several areas of competencies:

• Special professional competencies - competencies necessary for the manager to resolve issues that make up the content of the processes and functions for which he is responsible. Special competencies reflect the level of knowledge of issues related to the operation of equipment, procedures and technologies of the production process. In essence, this is knowledge and skills related to a specific subject area: for example, finance and accounting, information technology, engineering, chemistry, construction, etc.
• Business competencies These are general competencies, they are necessary for managers in any field of activity. These competencies form the main content of MBA programs and include system analysis of the situation, making strategic decisions, attracting external and internal company resources to solve business problems, budgeting, forecasting income and expenses, reducing enterprise costs, reporting, etc.
• Knowledge management competencies reflect the manager's ability to work with information, manage information flows, learning and development processes in the organization. Knowledge management competencies include such skills as information retrieval, conceptual, analytical thinking, problem solving, understanding the essence of organizational development processes, ensuring the process of acquiring new knowledge and skills by employees.
• Leadership competencies belong to the sphere of leadership and management of people. They reflect the manager's ability to manage his own power, direct the activities of subordinates in a certain direction, provide support to subordinates, show them participation and empower them. In addition, leadership competencies imply that the manager has the ability to create a state of focus on a common task in subordinates, the ability to work with a heterogeneous team, support the creative activity of subordinates and form a sense of community in the organization.
• Social or interpersonal competencies refer to the manager's ability to build and maintain optimal relationships with people (the public, shareholders and other stakeholders). The presence of this ability requires the development of certain social skills, such as understanding other people and their behavior, communication and interaction skills with others, creating proper motivation in people, as well as the ability to prevent and resolve conflicts. Ideally, a socially competent manager is able to put himself in the place of another person, correctly assess his expectations and build his behavior in accordance with these expectations. It is the ability to behave socially adequately.
• Intrapersonal competencies . They are based on self-confidence, a tendency to influence their environment, the desire for improvement and fundamental change the existing situation, focus on results and self-development, the ability to act in conditions of uncertainty, developed self-awareness and self-control skills.

Obviously, for different leadership positions, each of the listed areas of competence has a relatively different meaning. For example, a commercial director needs interpersonal competencies; for the production director, the sphere of technical competencies may come to the fore; for the CEO - leadership competencies. The relative importance of individual competencies and their groups, of course, is not automatically given by the title of the position. It all depends on the characteristics of the company and the content of job responsibilities.

There are also different approaches to the description of competencies. Let's use an example to show the use of different approaches to compiling the "Planning" competence. The dictionary "Competencies of the leader" states thatplanning -is the ability to develop an effective program of one's own activitiestakeaway .

The following types of assessment of this quality by the manager are offered:

1. The ability to organize and plan one's own work in such a way as to effectively use working time, avoid unnecessary efforts and meet deadlines.

2. An accurate estimate of the time it will take to completeone task or another.

3. Periodic monitoring of the pace of work, withthe need to correct it in order to meet the deadline.

4. The ability to devote time to the analysis of a particular issue, but always remember that the work must be completed on time.

5. Preparation for business meetings, preliminary acquaintance with the necessary information.

6. Effective use of time control tools (timers, calendars, weeklies).

7. Arranging the sequence of performing individual tasks depending on their urgency and importance.

8. Planning work taking into account the plans of their partners, if the work requires interaction.

Business coach Z. Dmitrieva in her book "Managing Employees and the Company" emphasizes that The competencies of a modern manager can consist of five components:

1. Formal requirements (education, health status, legal grounds, etc.).

2. Knowledge (possession of general and specific knowledge in a special area, business and economics, management, knowledge of a specific market, company regulations, etc.).

3. Skills and abilities (ability to perform actions, make decisions necessary for the effective performance of duties).

4. Settings (worldview, attitudes and attitudes that contribute to the correct performance of duties, for example, the attitude “the client is always right”).

5. Business and personal qualities (psychological characteristics of personality and character, contributing to the performance of the functions of a leader).

In this case, the competency model might look like this:

Competence "Planning"

1. Formal requirements: education, mental health, work experience in an efficient business structure, formal requirements for the position, and more.

2. Knowledge: possession of methods of strategic, tactical and investment planning, knowledge of the course "Project Management", cost analysis, risk assessment, scenario planning, etc., basic time management techniques. Knowledge about the scarcity and scarcity of resources, including those at the head of the enterprise. Knowledge of business processes, similar to the MBA program.

3. Skills and abilities: skills in drawing up strategic, tactical, investment plans, risk management, self-organization, time management. Good ability to use planning tools in practice (methods of operational resource analysis, SWOT analysis, scenario planning, etc.). Skills for solving strategic and tactical problems. Information handling skills. Ability to identify and formulate business goals, prioritize. Skills in the use of applied computer programs.

4. Attitudes: understanding the need for strategic planning in business, willingness to follow previously set plans and goals, desire to develop the company.

5. Qualities: systematic thinking, analytical skills, creativity, attentiveness, objectivity of thinking, consistency.

Despite the difference in approaches and different number of the constituent sections of competence, there are uniform requirements for competencies, which should be:

• exhaustive. The list of competencies should completely cover all important work activities.
• Discrete. A separate competence should relate to a specific activity that can be clearly separated from other activities. If competencies overlap, it will be difficult to accurately evaluate work.
• Focused. Each competency should be clearly defined and there should be no attempt to cover too much. For example, "technical competence" should be very specific.
• Available. Each competency must be formulated in an accessible way, interpreted in the same way by all managers, so that it can be used universally.
• Congruent. Competencies should be strengthened organizational culture and strengthen long-term goals. If competencies seem too abstract, they will not be useful and will not be accepted by managers.
• Modern. The competency framework should be updated and should reflect the current and future (foreseeable) needs of the organization.

Successful management consists of the following types of learning:hhard skills and soft skills.

The formation of a 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", those skills that are necessary to do your job at a high professional level. This is fundamental knowledge about the mechanisms of business functioning, understanding of the organization as an integral system, economics, marketing, finance, as well as production (professional) skills used in direct work. Long time It was believed that the effectiveness of work depends on the level of development of these particular skills. An important role is played by the diploma of academic education, the level of intelligence, the number of certificates of completion of specialized courses.

Many managers focus their attention on the development of hard skills: technical knowledge and skills. This is due to the fact that domestic managers really do not have enough quality knowledge in management and marketing, which has become possible to obtain in our country recently.Hard skills can be developed by obtaining additional academic education, in MBA programs and attending various seminars. Hard skills trainingallows in a fairly short time to obtain the knowledge necessary for the head of business development management, strategic planning, operational activities, modeling of transformations and organizational structure. Many discussions and interactive seminars are built into such programs, which allow learning to apply the acquired theoretical knowledge through the analysis of specific situations and in role-playing games. Within the framework of hard skills training programs, one can exchange managerial experience among peers, learn how a particular problem or task is solved in other companies. Academic study programs are known to require more time and effort; for example, to get high-quality knowledge in marketing, it is not enough to attend a two-day seminar, you need to get a higher or additional education lasting several months.

However, only professional knowledge of hard skills is not enough for successful work. The transition to the status of a senior manager is not limited to mastering only technical skills.In practice, managers often do not cope with their duties because oflack of experience and due tounderdevelopedsoft skills

A higher level of management requires the possession of more complex qualities, skills of interaction with people: the ability to communicate, speak in public, convince oneself to be right, manage one's emotions and the emotions of others, and motivate. All this together makes up soft skills, which, in turn, require a deep personal restructuring from the manager.

The expected work of a manager at the top management level requires, first of all, diverse and multi-level communications, leadership qualities, the ability to form and develop a management team, and make decisions in conditions of uncertainty. The importance of these skills is due to the fact that successful managers communicate with other people up to 80% of their time. The higher a person climbs the career ladder, the less important technical skills are, and the more important interpersonal skills become.

Acquisition Featuresoft skills iswhatRThe development of personal skills often requires significant efforts in working on oneself, since it is necessary to change the existing "picture of the world", long-term habits and patterns of behavior. Many practitioners take more time to develop new skills and abilities. Existing experience and a large number of developed technologies make it difficult to analyze behavior and search for those “growth areas” that can be improved. The birth of a new personality (or new soft skills) is always associated with overcoming oneself and educating oneself. In addition, sometimes the fear of change also interferes: if the previous behavior worked, and worked quite successfully for many years, then how will others perceive these changes? Sotop managers need to be prepared for the fact that mastering real soft skills can take place after 3-5 months of training. Long-term training may be in demand when it is necessary not only to develop a specific skill, but to move to a new level of management (for example, the company has seriously expanded, competition has sharply increased, business reorganization is needed). In this case, attending individual trainings may be an inefficient waste of time. Such programs are also useful for managers who are on the verge of emotional burnout, when business and work cease to interest and please. Then the acquisition of new findings and personal growth make it possible to overcome this "managerial crisis".

CEO

Lewis Carroll, "Alice Through the Looking Glass"

Distortions in management are the result of the uneven development of managerial competencies of the head

to whom: owners, top managers, managers and those who want to become them

How to look in the mirror so that it brings you more money

The article provides an exhaustive list of managerial competencies for effective management of subordinates according to Alexander Fridman. After reading, you will be able to form the vector of your managerial development and, as a natural result, earn more money for yourself and your company. Soon the fairy tale develops, but not soon the deed is done. Let's start with some lyrics...

"Supervisor! How much in this sound ... "

"Supervisor! How much has merged in this sound for the Russian heart! How much it resonated…”- let me correct the phrase from famous poem Alexander Pushkin.

“To be a leader is glorious and honorable. Know yourself, give orders and puff out your cheeks”, - with these thoughts in mind, many dream of becoming leaders. The worst thing is that many that's how they behave taking on a leadership position.

Familiar symptoms: “Easier to do it yourself”, “Slippage”, “Ignoring standards”?

God forbid you, looking at your managerial competencies, deceive yourself!

True, with this approach, one fine day, the following unpleasant symptoms appear in your company / division: “it’s easier to do it yourself than to entrust subordinates”, the solution of elementary tasks comes with a significant “slipping”, subordinates ignore quality standards and work performance technologies.

As I mentioned in my previous article “”, in such a situation, first of all need to look in the mirror and draw conclusions.

“I would lead others, let them teach me”

Okay, let's say you agree (after reading the article from the previous paragraph) that the manager bears full responsibility for all the actions of his subordinates. “Well, well, it carries. But what to do with it? How to correct the current situation in the company / division?”- heard impatient cries from the audience.

Have you ever thought about the fact that for effective leadership you need certain managerial competencies? Alas, they are not transferred along with the portfolio. And there are only two options - either rely solely on your experience (as many do), or - purposefully develop their competencies(experience in this case will be a good addition).

There are only two options: either rely solely on your experience (as many do), or purposefully develop your competencies

But!.. In order to purposefully develop something, it must first be defined. In my professional work I try to avoid “reinventing the wheel”. Therefore, I took as the basis for the development of leaders in the “Open Studio” Alexander Fridman's system“A set of managerial competencies for effective management of the work of subordinates.”

Managerial competencies: how much depends on them?

My modest managerial experience has shown that the circuit is 100% working. With it, I identified my most underdeveloped (and some, I'm afraid to say, completely absent) competencies. And then - everything is simple and complex at the same time - he took up their purposeful development. In fact, I continue to do it on a regular basis.

Checklist "Three groups of managerial competencies for effective management of the work of subordinates according to Alexander Fridman"

It makes sense to work with groups successively. First of all, start working on your competencies from “Group No. 1”, then from “Group No. 2”, and only after that - take seriously “Group No. 3”.

How to make the material below as useful as possible for yourself? Use it as a kind of checklist. List all skills / competencies in the table. Assess the degree of mastery of each on a five-point scale. Put next to each item your next steps to develop this competence.

For those who want to get my personal current table, I prepared a little surprise at the end of the article.

Group No. 1 “Managing your own efficiency”

1. Decision Making
2. Solution representation
3. Planning
4. Self-development

Competences from this group are determined primarily by personal effectiveness leader. I propose to analyze each in detail.

1.1. Decision Making

Most importantly, before making any decision, define goals that you plan to achieve. Avoid the first decision that comes to mind (always take time out to think).

Consider several alternative solutions. Make a list of significant criteria

Think a few alternative options solutions. Compose list of significant criteria, according to which you will decide “which of the options to choose”. To improve the quality of management decisions, it is useful to master the basics logical thinking and methods of qualitative information analysis.

1.2. Solution representation

In fact, this “selling” your solution: subordinates, colleagues, superiors. Why is this needed? “Sold” solutions are carried out with much more enthusiasm (efficiency).

In developing this competence, materials on conducting, creating and logically structuring presentations.

1.3. operational planning

We are talking about planning your own work, as well as using planning for all subordinates. However, do not forget that monitoring the implementation of plans is also important. More on this below in the “Control” competence from “Group No. 2”.

1.4. Self-development

Everything is simple here. You need to constantly improve (everyone knows, but no one does), both in managing people and in the targeted development of their managerial competencies. Work on a regular basis cupping their shortcomings.

Learn to listen carefully to constructive criticism. Just do not confuse the goals: you need find your weaknesses for the purpose of their further development, and not to engage in “self-digging”. Within the framework of competence, I recommend using good values ​​from Vladimir Tarasov: “Choose a horizontal career” and “Tell yourself the truth.” You can start with the article "".

Group No. 2 “Managing the actions of subordinates”

1. Group management
2. Regulation
3. Delegation
4. Coordination
5. The control
6. Operational motivation

Competences from this group allow you to achieve the required behavior of subordinates from the point of view of the management system due to the formation of the “rules of the game” and control over their observance.

2.1. Competence "Team management"

Need to study rules and patterns of both group behavior and organization of group work. Where will it be useful? Holding meetings, group discussions, managing the collective work of subordinates, etc.

Extremes that occur regularly: a directive method of managing a group or total anarchy. If this is the case with you, this indicates that the manager needs to seriously “pump” this competence.

2.2. Regulation

It is necessary to develop both in yourself and in your subordinates. As long as unregulated business processes remain in your company, their implementation depends only on the quality of memory, knowledge and goodwill of your employees.

All tuning secrets system of regulations“fire” in the article “”.

2.3. Delegation

Delegation is the formulation of a detailed task, taking into account the area of ​​proximal development of the subordinate, and not just short words"do this..."

Delegation- transfer of work to subordinates, as well as responsibility and authority. When delegating, consider 2 important factors:

• the complexity of the task, its novelty, the criticality / importance of the result.
• knowledge, experience, personal characteristics of the subordinate (in other words, the area of ​​the employee's proximal development).

An important point: if the situation is such that you can NOT delegate most of the tasks due to the low level of configuration of these factors in the subordinate, then it either needs to be developed to the required level; or, - if he does not want and / or cannot develop, - fire. Stop engaging in self-deception - a miracle will not happen!

In my opinion, for effective application delegation is very useful to have implemented in your company/division “ ”. Otherwise, you can delegate effectively, only the results of the work performed will disappoint you again and again.

2.4. Coordination

Ability to support feedback mode in the performance of tasks by subordinates, to support them in the process of work. I recommend distinguishing support from the attempts of subordinates to “transplant the monkey” (to return fully or partially the work delegated to them earlier).

Moving "monkeys" is necessary root out. It should not be ruled out that your subordinates “transplant monkeys” because they are so used to it (you yourself allowed them before!). A simple recommendation: as soon as you encounter a similar problem, ask a straightforward question: “Do you want me 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. The control

The essence of control is the assessment of the correspondence between the parameters of the task and the result obtained. Control is divided into 3 main types:

• Start control: once again make sure that the subordinate has everything necessary to complete the task, and also he understood it correctly.
• Intermediate control: assessment of the correctness of the task at intermediate stages (it is important to arrange these stages so that it is not too late to correct the detected deviations).
• Final control: evaluation of the final result. I recommend that you pay attention to the fact that tasks are not 99% completed. The result of the task execution can have only 2 options: either it is completed completely, or it is not completed.

Pay special attention to the start and intermediate control. At the finish line, it's often too late to fix anything.

As a result of the control, it must be rated the quality of the work done, as well as its result. What if the result is negative? Find the cause first. And only then identify and punish those responsible.

2.6. Operational motivation

The leader must understand basic motivational theories, as well as in all features of the system of corporate motivation. If subordinates (and even more so the leader) do not understand the motivation system, then it simply stops working.

Therefore, the task of the leader is to convey to subordinates (up to the stage of 100% understanding) all nuances of the corporate motivation system+ add personal methods of operational motivation from your arsenal as complementary ones. More about one of effective methods motivation "".

By the way, the tricky question “Who is a motivated employee?” Come on, my friend, we are not on the exam. Motivated employee- This is a person who wants to do his job the way the company needs.

Group No. 3 “Managing the thinking of subordinates”

1. Operational Leadership
2. Communication Techniques
3. coaching

The dream of any leader is to influence the actions and actions of subordinates. through their thinking. And thanks to this, to achieve the desired result of the work. Well, why not a fairy tale?

An, no! Not so simple. Competencies from “Group #3” I recommend to master and actively use only after an upgrade in competencies from “Group #1” and “Group #2”. No, well, of course you can start from here. Let me guess who you are: a hypnotist or a genius?

3.1. Operational Leadership

Leadership is the ability to influence subordinates without exercising their powers. In order to build competence, it makes sense to develop your emotional quotient (EQ).

I am sure that many would like to understand in more detail what leadership is. Pro leadership mechanisms Vladimir Tarasov tells in great detail in the audio course “Personal Management Art”. I highly recommend listening, reviewing and listening again.

Is it possible to do without operational leadership? Yes, you can. However, with “leadership” your company/department will be predictably more efficient than without it. By the way, the word “operational” means limited by the professional scope of your service relations.

3.2. Communication techniques (communication)

Is used for strengthening all other competencies(the way you communicate with subordinates, colleagues, managers, others). It is communication that will determine the effectiveness of interaction (hence the effectiveness of your work) with colleagues, subordinates, and management. Obvious consequence: the better you master the techniques of communication, the more you will achieve at work and in life.

Of course, there are people who have communications “from God”, but what to do if this is not about you. It's OK. Your task is to extend this competence at least to the middle level. This will be more than enough to successfully complete the tasks of the leader. I recommend reading "".

3.3. coaching

Assistance to subordinates both in staging and in achieving professional goals. But this competence must be used with extreme caution. Before “taking someone into coaching”, it is necessary to take into account a lot of factors: the moral and psychological state of a person, his capabilities, area of ​​proximal development, experience, etc.

The benefits of competence - an employee can achieve much greater efficiency and results(few people win serious competitions without a coach).

Both the employee and the company benefit. Both make more money and are more competitive in the market

In my opinion, with the right approach, we get the situation "Win-Win": 1) The cost of a subordinate in the labor market is growing, he can achieve more in life. 2) The company receives additional profit due to a more experienced and efficient employee.

What is the most important responsibility of a leader?

There are many disputes about which of the duties of a leader are more important. In my opinion, one of the most important duties of a leader is engage in regular development and improvement of their managerial competencies.

Many distortions in the management of your company / department (and they always exist in one form or another) are the result of an extremely uneven ratio between your degree of possession of the above competencies.

Suppose you have a well-established "Planning" in the company / department. However, if at the same time you do not have the “Control” competence, then all the benefits of planning will “go to waste”. And the constant failure to fulfill plans and tasks, instead of benefit, will undermine the foundation of the system of governance and your authority.

Homework for leaders

Now take a pencil and write down your homework:

1. Make yourself a table with a list of the above managerial competencies of a leader.
2. Rate each of them on a five-point scale.
3. Put next to each item your next steps to develop this competence. Yes, preferably with specific deadlines.

I will give my table in good hands

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