Competences of an effective leader.

In order for a manager to effectively manage personnel, he needs a certain set of professional competencies. About what competencies are necessary for a successful leader, how they should be assessed and what measures can be taken to develop the professional competencies of a leader, read our article.

From this article you will learn:

• what professional competencies are needed for a manager;
• how to assess the professional competencies of a manager;
• how to help HR in developing the professional competencies of a manager.

For the effective performance of labor duties, a manager must have a number of skills and abilities that can be described as professional competencies of a manager. To date, it is customary to distinguish 2 main groups of competencies necessary for a manager of any level:

• basic (personal). This group of competencies is based on the intellectual, emotional and volitional qualities of a manager;
• special (professional). This group includes specialized knowledge, skills and experience, as well as experience in similar positions.

Both of these groups are equally important for effective personnel management and, if necessary, each of them can be developed.

What professional competencies do leaders need?

The professional competencies of a manager are the knowledge, technical skills, abilities, and motives that allow the manager to do his job effectively. These include:

• Leadership skills. The ability to manage people, maintain their own authority, the ability to unite and lead other people;
• credibility. The ability to convey to subordinates their instructions and ideas, to defend their point of view;
• Communication skills. Ability to find a common language with subordinates, partners and clients, regardless of their beliefs and point of view;
• strategic thinking. Strategic thinking should be understood as the ability of a leader to long-term planning of the company's activities;
• business acumen. Ability to use available resources to achieve high results;
• organization. Ability to properly prioritize, plan workloads, etc.;
• Initiative. Constant search for new ideas to expand the business or improve working conditions, the use of innovative working methods, etc.;
• Ability for self-esteem and self-criticism. The leader must know his strengths and weaknesses, be aware of what consequences his managerial decisions can lead to, the ability to admit that he is wrong, etc.;
• adaptability. Ability to effectively manage personnel in a changing business environment;
• openness. The leader must be open to each of his subordinates, their ideas and initiatives;
• Focus on results. Ability to set and achieve certain goals and objectives, manage the process of achieving results;
• Ability to delegate authority. The manager must be able to properly distribute powers and responsibilities to improve the efficiency of company management;
• Energy. Vigor should be understood as the possession of the mental and physical forces that are necessary for the effective management of personnel;
• Emotional intelligence. This concept includes the ability to control one's own feelings and emotions, as well as the ability to recognize and use the feelings and emotions of other people;
• Conflict Management. The leader must be able to prevent the occurrence of conflict situations and be able to resolve conflicts that have already arisen;
• Stress resistance. Ability to maintain composure in the event of unforeseen, stressful situations;
• The desire for self-development. An effective leader must constantly engage in self-education and personal development;
• Ability to mobilize. Ability to involve subordinates in work, ability to work in an emergency mode.

For more information about leadership competencies, see

How to assess the professional competencies of a manager

It is rather difficult to assess the professional competencies of a manager, however, with a scientific approach to the organization of assessment activities, this process is quite feasible. Leaders are judged according to the following criteria:

• Work planning, business qualities;
• Stylistics of management activity;
• The complexity and responsibility of the management tasks performed;
• Level of qualification and professional training;
• Results of work;
• Personal qualities.

It is best to conduct a comprehensive evaluation of managers. For these purposes are involved:

• a group of experts "from above" is formed from senior managers of the company;
• a group of experts "from the side" is formed from managers of the same level (line managers, heads of departments);
• a group of experts "from below" is formed from the subordinates of the assessed leader.

Experts evaluate each type of professional competence of a particular leader on a five-point scale. In some cases, the assessed person is also involved in filling out the assessment sheet.

How to help HR in developing the professional competencies of a manager

The development of the human potential of employees is one of the priorities of the HR department. Particular attention should be paid to HR managers to the company's management - middle and even top managers. To develop the professional competencies of a manager, a set of training activities can be used - trainings, modeling of work situations and even mentoring. Business trips to divisions or branches of the company, as well as sending managers for training in other companies can be of great benefit.

An experienced and competent leader can increase the efficiency of the department entrusted to him and maintain high labor productivity for a long time. By creating conditions for the continuous development of the professional competencies of the manager, the company's management will provide itself with a reliable support and will be able to confidently move forward.

The competencies of the manager allow you to successfully manage the company, achieve your goals regardless of the circumstances. The standard models are based on the skills, abilities, organizational skills, a certain style of behavior, and leadership qualities necessary for effective management.

From the article you will learn:

How is the development of leadership competencies

The competence of a leader lies in the integral properties of a person based on managerial professional values. In the process of activity, the leader is able and ready to apply the entire system of knowledge and skills acquired in practice to ensure effective leadership.

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The development of the competencies of top and middle managers is carried out at courses, trainings, where the best specialists offer development programs:

• strategic thinking;
• achievement orientation;
• methods of influencing and influencing subordinates, business partners;
• initiative;
• leadership qualities;
• building successful relationships;
• the basics of analyzing information and finding solutions to problems that have arisen;
• self-organization.

During the training, the competencies of the leader are worked out on an individual basis. Group training creates working situations that arise daily in the process of managing an organization. Participants are offered to find a solution in a crisis or conflict situation. In the future, the acquired skills help to quickly respond to difficult moments, find management options that will help you not to deviate from your goals.

Seminars on holding business meetings contribute to the development of managerial competencies of the leader. Participants are taught to master the techniques and techniques for conducting meetings, to conduct a preliminary collection of information. The skills of creating external and internal regulations are being formed, modern technological methods are being developed to effectively convey information and achieve the goals set.

The key competencies of a manager include the art of conducting business negotiations with business partners. Trainings help to master the system of preparation for negotiations. The best experts introduce you to the tactics and strategy of successful negotiation. Managers gain skills in analyzing and evaluating results.

Communication with external and internal clients is the responsibility of the manager for effective management. Improving professional skills helps to successfully interact with customers and employees. Practice-proven technologies help to correctly perceive and assess the current situation. In the process of such management, the leader develops motivation strategy responsibility for performance results.

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Why leadership competencies need to be systematically developed and improved

Regardless of what management experience a manager has, a systematic change in working conditions, market relations, and technological processes involves the development of competencies. It is impossible to manage a large company using outdated methods. This will lead to the fact that the organization will be uncompetitive in its field.

Managerial competencies based on managerial professional values ​​are subject to systematic review. Special trainings, courses and seminars allow you not to miss the opportunity to get acquainted with new systems and management models. The development of basic skills, the revision of the style of behavior in the management process will help ensure effective management.

What managerial competencies help to achieve success

The competencies of a leader with a focus on achievements are the ability to:

• set goals, clearly formulate them;
• define intermediate and final criteria;
• analyze activities;
• convert problems that have arisen into tasks;
• move towards the intended goals;
• overcome resistance;
• set the team up for success.

The competences of a manager when working with information and the need to make decisions are aimed at:

• the ability and ability to identify all factors, including non-obvious ones, that can create a problem;
• systematic collection and structuring information required for data analysis;
• making decisions based on accurate analysis;
• tracking all the consequences of decisions made;
• accurate forecasting of performance indicators;
• taking timely measures to eliminate the problems that have arisen.

Key competencies of a leaderin the organization of work and control:

• knowledge of all the subtleties and nuances of the work;
• the ability to demonstrate and explain effective and rational ways of execution;
• the ability to set tasks in such a way that they will be completed on time and with high quality indicators;
• the ability to rely on a built-in control system;
• the ability to improve the work, to introduce a system of fast and efficient execution.

Managerial competencies for motivating and developing employees, list:

• knowledge of the basic needs, strengths and weaknesses of employees;
• taking into account needs when choosing methods of motivation;
• the ability to notice the successes of subordinates;
• developing ways to inspire and inspire;
• ability to develop a personnel training system;
• maintain the psychological climate in the team.

Influence Competence:

• the ability to seek the support of colleagues and subordinates;
• ability to use authority;
• consider situations of personal growth;
• manage the group effectively.

Organization of own activities:

• efficient use of own working time;
• distribution of energy and resources according to priority tasks;
• staff turnover minimization;
• the use of delegation of authority as a saving of one's own time and development of subordinates.

Key competencies of a leader for effective management

The head of the enterprise must take into account that, in addition to special education and work experience, a number of competencies will be required for successful operation, which must be systematically developed and improved. An objective self-assessment will help identify strengths and weaknesses that need to be corrected.

The competencies of a manager, the presence of business acumen, the ability to quickly adapt to changing conditions, the use of modern methodologies, technologies in the management system will effectively cope with the assigned managerial responsibilities. The manager must remember that he is obliged to systematically hone his communication skills in order to communicate with subordinates and partners, customers.

Natalia BELYAEVA, Head of Human Resources and Board Member of Salamander (Russia)

The competence "ambition" is not always needed, but "honesty" is always in demand For example, if a store opens in a fast-growing market and it is assumed that the outlet will expand, then the competency model should focus on mobility, the desire for career growth, and ambition. But the footwear market is not fast-growing, so we cannot always offer career growth. For us, the ambition of the staff is not the main competence. However, there is a universal quality that employees of any retail store need - honesty. And for employees to demonstrate it, management must also be honest with them. For example, the conditions of work and remuneration stipulated by labor contracts and local acts of the company must be fulfilled without fail. Even if the employees have fulfilled the plans by 150% and the accrued salary exceeds the amount fixed in the budget, it must be paid.

Purposefulness, the ability to find a way out of the most difficult situation, energy, optimism are the main qualities without which it is impossible to build control system helping to solve all the set strategic and current tasks. The work of a manager is based on forecasting, analysis, and the ability to achieve goals in the interests of the development of the organization. The formation of a professional team of like-minded people is possible only if there are leadership qualities, the ability to draw attention to core values.

The development and maintenance of managerial competencies is carried out not only by the method of self-development. A continuous learning process, attending trainings and seminars will allow you to keep abreast of changing processes in the management system. This, in turn, will help to remain competitive, look for effective methods for finding new partners, develop business ideas and promote them in changing market conditions.

An analysis of the personnel policy in most Russian companies shows that when selecting and evaluating candidates for the positions of department heads, professional knowledge and skills are mainly taken into account, and most often they do not pay attention to the qualities of a manager and leader.

For example, sales managers should have not only professional competencies in sales, a focus on high results and achievements, but also competencies in leadership, customer focus, teamwork, and communication skills.

An analysis of publications devoted to the development of competency models shows a wide variety of approaches to the concept of competency. There are different points of view on the classification of competencies, the number of competencies in an effective model, the definition of levels in a competency model, etc.
But they agree on one thing, competence is the main characteristic of a person, which is causally related to effective work.

Consider the model of competence of the head of the sales department.

Levels of assessment of the manifestation of competence in an employee:

Level	Short description
1 - Beginner level	Not enough knowledge in this area. Behavior does not correspond to competence. Requires training/correction/development of correct behavior.
2 - Level of development	There are significant gaps in knowledge and skills. Actively learns and gains experience. Behavior is easily corrected by training.
3 - Experience Level	The employee demonstrates a sufficient level of knowledge in this competence. The employee demonstrates the possession of this competence based on his experience. In activities mainly relies only on their own experience.
4- Mastery level	The employee demonstrates a professional level of knowledge in this competence. The employee demonstrates professional competence. The employee shares knowledge and experience with colleagues.
5 - Expert level	The employee demonstrates an expert level of knowledge in this competence. The employee demonstrates an example of professional competency. The employee actively transfers knowledge and experience to colleagues.

Profile model of competencies of the head of the sales department

Based on the analysis of professional activity, labor functions, necessary knowledge and skills, a competency map of the head of the sales department was compiled.

10 important competencies for a manager have been selected:

1. Leadership.
2. Decision making.
3. Organization of work.
4. Achievement orientation.
5. Customer orientation.
6. Teamwork.
7. Motivation and development of employees.
8. Analytical thinking.
9. Sociability.
10. Loyalty.

Consider the levels of development for each competency.

1. Leadership.

The ability to influence the behavior, beliefs and motivation of the team.

Level, points	Brief description of the level
1 - Beginner level	Avoids situations in which he is forced to play the role of leader. Shows low activity in situations requiring group mobilization. In communication with subordinates, he is kept formally, not active enough. Unable to influence the opinions and behavior of subordinates. Tries to "push through" subordinates. Brings destructiveness to the team. Often communicates in raised tones. Applies an authoritarian management style.
2 - Level of development	Demonstrates a personal example. Tries to lead. In competition, it cedes its role to the informal leader. Influences subordinates, relying solely on their administrative powers. Can't overcome resistance. Can influence new employees and loyal subordinates.
3 - Experience Level	Is the leader in the team. Mobilizes the team. Resolves conflicts within the team. Instills in the team the goals and objectives of the development of the organization. Convinces subordinates of the need to complete their tasks. Transfers his experience and methods to the team, but does not develop. More often uses a democratic style of management.
4- Mastery level	Is the leader in the team. Keeps the team confident in success even in critical situations. Willingly takes responsibility for the group and for himself. Successfully influences others. Inspires subordinates, awakens in them initiative, the desire for achievements. Trains and develops each team member. More often uses a democratic style of management.
5 - Expert level	The undisputed leader. Forms a training and career team. The team is focused on development and achievement of high results. Creates an atmosphere of development, mutual assistance and cooperation in the team. Able to apply different management styles, depending on the situation.

2. Decision making.

The ability of the leader to make effective decisions and the willingness to take responsibility for them.

1 – First level	Unable to make decisions on his own. Shows no initiative. Doesn't take into account circumstances. Does not coordinate his actions with the actions of others. Does not defend his decisions in front of subordinates and management. Often changes his mind and agrees with the opinion of the majority. Does not take responsibility for the decisions made. Responsibility shifts to subordinates. Not ready for risk.
2 – State of the art	He tries to analyze the events that have happened, in especially difficult situations he pulls with a decision. Weak initiative. There is no vision of the development of the situation after the decisions made. More often, the decision is made after consulting with a more experienced colleague. Does not sufficiently understand the need to coordinate their decisions with related departments. He is not able to defend his decisions in front of management and subordinates with arguments. Responsibility for the decisions made seeks to share it among all members of the team. Makes decisions based on previous experience. Follows predetermined decision-making procedures.
3 – Experience level	Collects and uses all the information necessary for decision making. Regularly reviews and agrees on decision limits in accordance with its role. Delegate decisions to others if possible. Makes decisions independently, only with the already existing experience of making similar decisions. Rarely takes risks. He understands from his own experience the need to coordinate his actions with the actions of others for effective decision-making, but does this regularly.
4- Skill level	Willing to take risks if necessary. Understands the need to coordinate their actions with the actions of others, tries to do this regularly. In the absence of a leader, he is able to independently make decisions and bear responsibility for them. Uses clear arguments when defending his decisions, is able to convince managers, to captivate the team. Organizes interaction between his subordinates, controls their activities, recalls the deadlines, the conditions that employees forgot about, thereby showing a sense of responsibility. Looking for different solutions. Takes responsibility for decision making. He defends his decisions, convincing managers that he already has experience in solving these problems. Takes responsibility for a specific area of ​​work.
5 – Expert Level	Draws up comprehensive plans, conducts a comprehensive analysis. Uses a variety of analytical methods and finds possible solutions, which are then compared in terms of their value. Always considers alternative options before making decisions, analyzes risks and consequences. Carefully analyzes new events and their possible consequences. Makes strategic decisions. He knows how to make the right decisions in any situation. Proves the need to support the execution of decisions at all levels of management. Makes unpopular decisions when the situation calls for it. High efficiency of the decisions made.

3. Organization of work

The ability to effectively plan the implementation of the tasks set by the HTP, the ability to correctly delegate tasks to them, effectively motivate and competently monitor the implementation of tasks.

1 – First level	Does not consider it necessary to motivate subordinates. Does not control the progress of the task. Does not use the SMART principle when setting goals. Meetings / planning meetings with the team are not held or are chaotic.
2 – State of the art	During the meeting / planning meetings, it is not clear enough to set tasks for subordinates. Does not indicate specific standards and control parameters. Does not define actions by time. To motivate a subordinate, he uses exclusively methods of material motivation and administrative resources. Poor knowledge of SMART technology.
3 – Experience level	During the meeting, he clearly and specifically sets the goals and objectives of the VTP. If necessary, explains their meaning and essence. Gives clear comments and recommendations so that the task is completed as efficiently as possible. Uses SMART technique when setting goals. Periodically uses methods of non-material motivation.
4- Skill level	Determines in advance the intermediate control points for the execution of the task. Thinks through mechanisms for fulfilling orders in unforeseen situations. Excellent knowledge of SMART technology. Applies methodologies or project controls.
5 – Expert Level	Knows and applies various project management techniques. Clear planning of tasks and results. Constant monitoring and adjustment of tasks. Excellent knowledge of SMART technology. Knows how to motivate employees.

4. Achievement orientation.

— the ability to achieve the maximum possible desired result by setting goals/priorities correctly;
- the ability to make efforts and remain active to achieve the goals and objectives;
- the ability to clearly present the final result and strive to achieve it in the process of work.

1 - Beginner level	Satisfied with the results that are obtained. The choice of tactics for the implementation of plans is chaotic. Fully writes off the responsibility for the result on external circumstances.
2 - Level of development	Creates its own quality criteria to measure results and compare them to its own standards, not those set by others. Wants to be successful. When faced with failures, they lose perseverance, interest and pace of work. Focuses on mistakes. Not always consistent in their decisions.
3 - Experience Level	Continuously and gradually improves the performance of its work; constantly finds ways to perform tasks in the area of ​​​​its immediate duties better, easier, faster and more qualitatively. He confidently declares that he plans to achieve a result much more than planned. Adequately adjusts it after trial elections. Works with enthusiasm all the time. Attentive and focused. When faced with setbacks, maintains perseverance and pace of work. Speaking of failures, he connects them with his own miscalculations and limitations (wrong choice of tactics, lack of knowledge, erudition, inability to "get together" in a stressful situation). Ensures that goals are achievable within agreed commitments. Finds the correct criteria for success and evaluation. Reveals and highlights the likely circumstances in achieving goals.
4- Mastery level	Sets elusive goals - while making decisions and prioritizing based on accurate calculation. Defines and sets clear goals. Sets goals above current performance. Uses different methods to achieve goals. Constantly evaluates own performance. Establishes criteria for success and performance evaluation. Considers the support of others in achieving goals. Revises goals and adapts them to changing conditions.
5 - Expert level	Allocates significant resources and/or time (in a situation of uncertainty) to obtain long-term benefits and benefits. Focuses on the goals of the organization in order to evaluate and prioritize tasks. Continuously evaluates achievement of goals at all levels. Reasonably assigns tasks to specific performers. Develops new methods and practices for translating new ideas into action. Assesses the reality of the implementation of ideas in business. Promotes forward-thinking ideas with energy and enthusiasm.

5. Customer orientation.

— understanding explicit and implicit needs;
- the effort and time spent on meeting these needs;
- response to wishes and complaints;
- Establishing and maintaining relationships with clients;
— focus on long-term cooperation.

1 - Beginner level	Expresses a negative attitude towards customers. Doesn't know how to get along with clients. Conducts negotiations with a manager or colleague. Restricted in making a decision to work with a client.
2 - Level of development	Accompanies the client (finishes client requests, their demands and complaints, but does not clarify implicit needs, hidden problems or questions of the client). Independently negotiates with the client. Operates strictly within the established limits of responsibility. Coordinates all actions with management. Maintains a client base.
3 - Experience Level	Fully available to the client (works on explicit and implicit client requests). Confident negotiator. Able to influence the opposite side. Supports and actively develops the client base.
4- Mastery level	Applies a long-term perspective (works on the long-term goals of the client, seeks long-term benefits for him. Able to negotiate with key persons, reach agreements. Able to creatively solve significant, complex, non-standard problems. Capable of implementing significant improvements in sales methods and procedures. Presents persuasive and well-founded arguments. Persuasively expresses his own point of view. Adapts and develops arguments to achieve desired results. Works with the client's deepest needs: Knows the client's business and/or collects information about what the client really needs beyond what was originally formulated. Selects from available (or specially ordered) goods and services those that meet the deepest needs of the client.
5 - Expert level	Acts as a trusted advisor to the client. Able to interact with new potential customers. Handles complex client situations well. In negotiations, seeks to achieve a mutually beneficial result. Introduces innovations in methods of interaction with clients. Implements strategic initiatives in this competency. Uses a long-term perspective: When solving customer problems, works in the long term. May forego immediate benefits for long-term relationships Seeks long-term benefits that also benefit the client. Acts as a trusted personal advisor; included in the decision-making process on the part of the customer. Forms own opinion about the needs, problems and opportunities of the client. Acts on that opinion (eg, recommends approaches that deviate from those originally proposed by the client).

6. Teamwork.

The ability to work for a common result, creating a common information field, to carry out responsibly
their duties, respect other team members and the agreements reached among themselves.

1 – First level	Strongly defends his options. Passive, she takes part in the common work. Openly conflicts with other participants or sabotages them.
2 – State of the art	Cooperates with colleagues in the implementation of only their own options. If disputes arise, either gets involved or keeps silent. In the presentation of the result, emphasizes that the group made the wrong decision, because. did not listen to his opinion.
3 – Experience level	Cooperative in relation to other participants - hears a different point of view. Offers to use the best ideas, considers the plans of each. Gives each participant the opportunity to express themselves - to contribute. Inspires colleagues to contribute to the team. Notices and acknowledges other people's contributions to the team. Shares experience and information with colleagues.
4- Skill level	Easily works in a team. Anticipates possible disagreements and takes measures to prevent them. In case of disagreement, he interacts based on the goals and objectives of the company. Takes initiatives to improve teamwork. Inspires all team members to make a useful contribution to the upholstered work. Determines what support team members need and provides that support. Responds positively to the contribution to the team of colleagues.
5 – Expert Level	Uses knowledge of the strengths, interests and qualities that need to be developed in team members to determine personal tasks in teamwork. Provides regular feedback to team members. Encourages team members to understand personal and collective responsibility.

7. Motivation and development of employees.

Theoretical knowledge and practical skills, which consist in the ability to train employees in new functional duties for them and the norms of the corporate culture characteristic of the respective position.

1 – First level	Does not have the desire and ability to train subordinates and mentor. Doesn't see any point in it. Does not use employee motivation tools.
2 – State of the art	Has a desire to instruct an employee, but does not have theoretical knowledge and practical skills on how to effectively implement it, or has ordinary ideas as a procedure for training an employee in the workplace. Tries to motivate employees.
3 – Experience level	Has a desire and good theoretical knowledge of the mentoring mechanism, but does not have sufficient practical experience for its effective management. Or, on the contrary, has sufficient practical experience in introducing an employee to a position/profession/corporate culture, but it is not structured and not justified by the system of theoretical knowledge of the modern system of "personnel management". Builds own knowledge about the organization, its people and services. Looking for opportunities to develop their own skills. Positive about feedback. Regularly analyzes and improves personal development plans. Motivates with limited types of motivation.
4- Skill level	Gives employees tasks or provides training to develop their working qualities. When identifying development opportunities, it takes into account the real needs of the business in its unit. Possesses a high level of theoretical knowledge and practical skills that determine the mentoring process: effectively and within the allotted time, he trains the employee in functional duties, corporate culture norms, existing formal and informal communication channels. Agrees and implements action plans for personnel development according to the SMART standard. Strives to establish and provide positive feedback. Supports people in their desire to put into practice the acquired knowledge. Regularly evaluates progress in personal development. Knows how to motivate employees.
5 – Expert Level	Organizes a system of long-term mentoring or training, seeks opportunities to expand and develop the abilities of other employees, provides additional tasks or training aimed at developing the skills and abilities of others; when identifying development opportunities takes into account the real? business needs throughout the organization and in the long term Ensures that learning and development plans make a useful contribution to the business. Ensures that the processes and procedures of activities inspire staff to learn. Requests resources to support learning at all levels of the organization. Successfully applies material and non-material motivation of employees

8. Analytical thinking.

The ability to analyze problems and identify their constituent elements, to draw systematic and logical conclusions based on
on the right information.

1 – First level	Divides problems into a number of simpler tasks or activities without assigning an order of importance. Makes a list of tasks without setting a specific order or priority. Allocates only the most obvious factors that characterize the external environment. Does not take into account how his decisions or actions will affect the work. Operates with separate facts, does not link them together. He does not notice the interconnection of phenomena.
2 – State of the art	Establishes a causal relationship between two aspects of a situation. Can divide these elements into two categories: pros and cons. Identifies both obvious and less obvious factors that describe the organization's external environment. It does not take into account all the important information. Does not take into account the work of competitors. Limitedly sees the impact of his decisions and actions on the company's activities (transfers responsibility to external circumstances (hope for the end of a difficult economic situation, the inability to change anything in the existing conditions). When analyzing the situation, he identifies and compares homogeneous information. Establishes the most obvious cause-and-effect relationships between phenomena.
3 – Experience level	Takes into account in the analysis the totality of external factors that can determine the future of the organization. Knows the area of ​​responsibility of each employee, his contribution to the achievement of goals. Does not shift the responsibility for the decrease in volumes to external circumstances - crisis, etc. Predicts the impact of their actions on the work of the branch (employee training, non-material motivation, customer development). Analyzing the situation, compares diverse information, reveals all significant cause-and-effect relationships, linking the facts into a single system.
4- Skill level	Highlights multiple causal relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationship between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. In conditions of information deficiency, it determines the links that are missing from the complete picture. Anticipates changes in the goals and functionality of other departments and, taking this into account, builds his work. Ready to integrate into a change in strategy and act in conditions of limited resources. Effectively structures and systematizes large volumes of heterogeneous information. Draws correct conclusions based on incomplete and/or conflicting data.
5 – Expert Level	Highlights multiple causal relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationship between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. Draws up comprehensive plans, conducts a comprehensive analysis. Uses a variety of analytical methods and finds possible solutions, which are then compared in terms of their value. Assesses the risks of each decision.

9. Sociability.

1 – First level	Communicates little and at a low professional level with clients Demonstrates poor presentation skills Cannot influence the client.
2 - Level of development	Develops a professional level of communication with clients. Demonstrates the development of presentation skills. Tries to influence the client.
3 – Experience level	Communicates with clients in a professional manner. Possesses presentation skills. Has negotiation skills.
4- Skill level	Correctly formulates and conveys information. Defends the interests of the company Knows how to present the company, product, himself. In negotiations, demonstrates the skills of influence and persuasion.
5 – Expert Level	Expresses ideas clearly and precisely. Skillfully negotiates with the client, argues his point of view. In controversial situations, looking for mutually beneficial solutions. Influences the outcome of negotiations. Able to work with failures. Able to create new communication channels and communicate information effectively. Resistant to emotional pressure.

10. Loyalty.

The ability and readiness of an employee to build their behavior in accordance with the needs, priorities and values ​​of the company.

1 – First level	Ignores or persistently disobeys company rules. Makes the least effort to meet company standards or does the least to keep a job. Requires constant supervision.
2 - Level of development	Makes an effort to comply with the rules and regulations. Dress appropriately and respect company standards. Models the rules of conduct in the company.
3 - Experience Level	Understands and actively supports the mission and goals of the company. Aligns its actions and priorities in accordance with the needs of the company. Recognizes the need to collaborate in order to achieve the company's major goals.
4- Mastery level	Makes personal or professional sacrifices. He puts the needs of the company ahead of his own. Makes personal sacrifices related to professional self-determination and preferences, as well as family matters, in the name of meeting the needs of the company.
5 - Expert level	Transmits the mission and goals of the company to subordinates. Forms a corporate culture focused on loyalty, development and achievement of high results.

Ranking results and determining the weight of competencies for the position of head of sales department.

Competencies are compared in pairs and the dependence of the level of competence development on the competency being compared is revealed.

0 points - the level of competence does not affect the level of the compared competence.

1 point - moderate dependence and impact on success.

2 points - competence strongly affects the severity of the compared competence.

Benefits of creating and applying a competency model for the organization and the employee:

For an employee:

— understanding the requirements for their competencies;

- Entry into the personnel reserve.

— motivation for development and achievement of high results.

For organization:

— assessment of employees;

— requirements for the selection and rotation of personnel;

— personnel development planning;

— formation of a personnel reserve;

— staff motivation;

- creating a KPI model.

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

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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 a phrase from a famous poem by 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. Make up 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 of 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. It is necessary 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 brief words "do it ..."

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, in order to effectively use delegation, it 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 the effective methods of 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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1. Definition of competencies

Here is the definition of "competence":

"... the basic characteristic of a person, which can be a motive, a personality trait, a skill, an aspect of the image of "I", a social role or knowledge ... "

Competencies are essentially discrete measures of behavior, which is the basis of effective work. Thus, the individual level of efficiency is determined by how effective the employee's behavior is.

For example, the competence of "effective decision making" can be described as a cluster of such types of behavior: collecting the necessary information, evaluating possible alternatives, developing decisions that logically follow from the available information, etc.

Thus competencies are clusters of observable behaviors or observable actions that can be assessed. These can be manifestations of personality, abilities, interests, motivation, etc. (See diagram on next page). Competences can be given in terms of any of these psychological constructs.

2. Competence and competence

For 20 years, the term "competencies" has been used as an all-encompassing name, referring to everything related to management effectiveness. As a result, all this led to confusion. Perhaps one of the key causes of confusion is the misuse of the terms " competence" and " competence".

One way to distinguish between the two is to consider separately the results to be achieved in a given job (WHAT to achieve) and the behaviors that are used to achieve the results (HOW they are achieved). Based on these two concepts, the terms are defined accordingly:

WHAT? - COMPETENCE- these are the results that determine effective work, that is, those aspects of work in which a person is competent, for example, performing the work of an accountant or head of sales.

AS? - COMPETENCES- these are the behaviors used in order to achieve the desired results, that is, those aspects of a person's personality that enable him or her to be competent in performing any work.

In other words, competencies deal with the patterns of human behavior necessary to do a job effectively. Competencies do not deal directly with a particular job.

Competences are described as a set of observable patterns of behavior and actions, which may include personality traits, abilities, interests, motivation. Definitions of competence can include all of these psychological constructs.

Organization competency map

Top management:

1. Business management

2. Interaction of departments

3. People and task management

Middle management:

1. Interaction of departments

2. People and task management

Line management:

1. People and task management

3. Managing subordinates

WAYS OF INFLUENCE ON ANOTHER PERSON:

1. Request

Here, the manager is trying to appeal to the other person's better side and secure sympathy for himself, using phrases such as "Please do this task today, or my boss will be furious."

Prayers can only work if there is a good relationship between the leader and the subordinate.

2. Order (unreasonable demand)

Sometimes you can hear this: "If you do not increase production to twelve pieces per hour, I will destroy you." Threats are based on the assumption that fear is sometimes a sufficient motive. Indeed, for a short time, threats can work. However, the feeling of resentment can intensify and affect the leader himself. The impact of the threat causes a struggle of wills between two people, and there is bound to be a loser.

3. Persuasion

The leader refers to the logic, the feeling of personal interest or loyalty of another person, to the needs of the subordinate:

“Mikhail, you need to work overtime tomorrow. The processing fee will be double.

4. Demand (reasonable order)

The leader may use the rules or requirements recognized by the subordinate.

Appeal to a young employee: “Mikhail, in our organization all reports are submitted to a higher manager no later than 17.45. In the report, do not forget to indicate your achievements for today.

The following formula for influencing another person is most effective:

DEMAND + BELIEF

“Mikhail, this work needs to be done by the end of the week, if we fail to secure production, we will lose a large export order.”

Subtext:

1. I am your leader and I have the right to demand this from you

2. You need it too - not doing it will affect your salary

Priority of methods of influence in negotiations and in management:

NEGOTIATION:	CONTROL:
1. Persuasion	1. Requirement
2. Request	2. Persuasion
3. Requirement	3. Order (Threat)
4. Order (Threat)	4. Request

4. Management roles

The effectiveness of managerial roles depends on the "maturity" of the performers. In this case, maturity is not a definition of the category of age or experience in this position.

The maturity of individuals and groups implies the ability to take responsibility for their behavior, the desire to achieve the set goal, as well as education and experience regarding the specific task to be performed.

There are two measurements of a subordinate's maturity:

1. Ability to solve tasks

2. Motivation to perform these tasks

These two dimensions of subordinate behavior are independent of each other. You can have a high score for one and a low score for the other, or a high score or a low score for both. Depending on their combination, four main managerial roles are distinguished:

Role #1: Taskmaster

Role #2: Mentor

Role #3: Leader

Role #4: Senior Partner

The concept of the maturity of a subordinate in this context is not a permanent quality of a person or group, but depends on the specific situation.

LEVEL OF MATURITY OF THE SUBJECT	THE ROLE OF THE MANAGER
Competence is moderate to low Loyalty is low	OVERVIEWER
Competence is low Devotion is high	MENTOR
Competence moderate to high Loyalty variable	LEADER
Competence is high Devotion is high	SENIOR PARTNER

Role #1: Taskmaster

The manager gives specific instructions and closely monitors the execution of tasks, remaining deeply involved in all the details of what is happening. Inappropriate work and unsatisfactory designs are quickly identified and pointed out to those responsible. The manager clearly explains what he expects and insists on improvement, especially emphasizing the development of personal excellence.

When and with whom to use

The Role of Leadership Taskmaster» is applied to individuals and groups who are unable to cope with the task and have no desire to learn for themselves. This approach is especially useful with new hires or in cases where you have to lead a department that has been “give up”.

Role #2: Mentor

The leader is equally and highly task-oriented and relationship-oriented. In this situation, subordinates want to take responsibility, but cannot, as they have an average level of maturity. Thus, the manager chooses task-oriented behavior in order to give specific instructions to subordinates as to what to do and how to do it. At the same time, the manager supports their desire and enthusiasm to carry out the task under their own responsibility.

When and with whom to use

This style is applied to more or less established groups and individuals who have certain basic skills, but who still have a lot to learn.

This style is well suited to groups whose members are diligent but need to take more care of their work. This approach is also useful for groups that are unable to solve quality or productivity problems. The manager's emphasis on control and instruction purposefully develops the abilities of employees.

Role #3: Leader

The manager assists and assists his subordinates in their efforts to complete tasks and shares with them the responsibility for making decisions. This style is characterized by a moderately high degree of maturity of subordinates.

Subordinates know what and how to do, and they do not need specific instructions, but they need additional motivation. Managers can increase the motivation and involvement of their subordinates by giving them the opportunity to participate in decision-making, as well as providing assistance and not imposing any instructions. In essence, the leader and subordinates make decisions together, and this contributes to their greater participation and ownership.

The leader concentrates on improving group morale, is active in developing personal relationships, and encourages a sense of belonging. People are encouraged to take on their own problems and solve them. The share of orders is minimal, although exceptional cases are clarified and resolved by the manager. Care is taken to ensure that important issues are fully clarified, and the leader encourages team members to contribute to the work.

When and with whom to use

The Role of Leadership Leader» is used for individuals and groups with basic skills and qualifications sufficient for most technical aspects of the job. The further development of such a group requires that its members take on more responsibility in their daily work and that their morale remain good.

Role #4: Senior Partner

Role " Senior Partner" appropriate in situations with mature performers, as subordinates know what and how to do and are aware of the high degree of their involvement in the task. As a result, the leader allows subordinates to act on their own: they do not need any support or instructions, since they are able to do all this themselves in relation to each other.

The leader acts as a last resort, but leaves most of the work to the individual members of the group. Daily supervision and control is carried out by the members of the group.

When and with whom to use

The Role of Leadership Senior Partner» is used in relation to individuals and groups who have achieved high qualifications and who are striving to devote their strength to a good job. This style is suitable for managing qualified people with a responsible and positive attitude towards their organization.