Key competencies

Key competencies

Competence from the Latin competo - "I achieve, I correspond to the approach." Professional competence, in fact, is the ability to fulfill one's work obligations in accordance with accepted norms and standards, that is, successfully, without control and constant (unplanned) outside help.

The purpose of highlighting competencies is to increase the efficiency (quality and quantity) of the company. If a person can demonstrate the necessary skills and results of work, he suits us. Competences are needed for a preliminary and monitoring intermediate assessment of its capabilities, assistance in its development and correction of mistakes, for understanding oneself in the end.

There are many interpretations of the concept of "competence" and, accordingly, approaches to their allocation and use.

1. Key competencies - qualities and personality traits of a professional, allowing to perform the tasks assigned to the employee in accordance with the main business function of the organization and unit.

1. Specific key business competencies— at the level of know-how of the company, taking into account the peculiarities of the corporate culture.
2. A set of competencies for a position from exhaustive set of competitions(will be presented below).
3. Competences presented both personal and professionalqualities(see Attachment 4 ).

The presence of competencies in no way excludes the list pawork evaluation parameters, which competencies can include, otherwise they only disorient managers and employees themselves, turning the assessment into a too superficial and inefficient procedure. How can, for example, replace the quantitative indicators of the work of employees or the assessment of their appearance and discipline with competencies?!

Competencies- these are simplified, reduced to absolute understanding and (or) synthesized, isolated from "folklore" definitions (preferably in the working language of managers and employees) of the professional and personal properties of successful employees, according to which it is easiest to quickly or in a set with other criteria (parameters) evaluate the work of employees of this company, subject to the presence of a common language of corporate culture.

Competencies as skills and abilities. The differences are that a skill is a specific action with an expected result, while a competency is not usually described in terms of the end result, but can and ultimately should be described or created from it.

In practice, all these approaches intersect and complement each other. For example, as part of the annual performance appraisal or attestation, employees in most companies are also assessed by a set of competencies. On the basis of the latter, HR departments can draw up success profiles for each position and target levels of competency development for the year ahead in terms of career development and professionalism of an employee within the company. For any group of positions of a certain specialization, there can and should be their own hierarchy of competencies, possibly from a common exhaustive list. Within this hierarchy, there are 4-7 areas that are most valued - key, or basic, competencies.

For the head of the sales department, the most important are:

■ communicative qualities;

■ organizational skills;

■ client orientation;

■ entrepreneurial and financial approaches. For a literary editor are important:

■ patience;

■ attention;

■ the ability to convince;

■ "innate" literacy.

Below is an example with priorities set for three professional profiles (Table 1).

It is almost always clear to practitioners within the company what they mean by “sociability” or “progressiveness of views”, but in order to prevent misunderstanding, it is still better to fix what it consists of and what it is in the activities of a certain group of employees. Communication skills of a secretary for a client may include:

■ positive self-adjustment;

■ telephone counseling experience;

■ life orientation to help people;

■ personal sociability.

Sociability is “the ability, positively perceiving any client, any call, to be able to quickly understand its essence and direction and respond in accordance with certain cultural norms and in the information field of specified parameters” (formulation of the competence “secretary sociability” from one of the Internet companies. — Note. auth.).

The process of working with competencies is best carried out in a technological sequence similar to that shown below. This will allow them to be used with the greatest impact and benefit for all stakeholders within the company.

Full cycle of work with competencies across the organization.

1. Description exhaustive list competencies that are important for the successful work of a group of employees, experts.

1. Allocation of basic (key, core) competencies or, possibly, macro competencies. Macro competencies are unique combinations of professional knowledge, skills and experience, expressed in technologies for creating and distributing products (managerial know-how, intellectual and organizational results), which are difficult to develop and useless to copy.
2. Achieve the required level of detail.

Table 1. Priorities of the three professional profiles 1

Competencies	Position
	trade representative active sales	secretary	manager
Ability to quickly establish rapport with strangers	Necessary	Don't care	Desirable
Polite, friendly communication	Necessary	Necessary	Necessary
The ability to convince	Necessary	Desirable	Necessary
Ability to speak publicly	Don't care	Don't care	Necessary
The need for communication	Necessary	Don't care	Desirable
Well delivered speech	Necessary	Desirable	Necessary
Grammatically correct speech	Necessary	Necessary	Necessary

1 Table 1 is based on the book Ivanova S. The Art of Recruiting: How to Rate a Person in an Hour. — M.: Alpina Business Books, 2004. — P. 15.

1. Creation of position success profiles (perhaps within the framework of job descriptions, requirements for positions and vacancies) - standards.
2. Description of the target levels of competence development (using scores or scales) in connection with the development and tasks of the company, as well as the individual development of employees.
3. Setting achievable goals and defining a set of developmental activities: internships, training, etc. Schedule sub-tasks for achieving the target level of competence development, for example, “become more influential”: be able to attract attention, be assertive, justify ideas, actively listen, enlist support, encourage others to action, to negotiate.

7. Identification of indicators of achievement of the level (enlist support from the sub-task "become more influential": gain the support of all members of the board of directors).

An example of a tiered (scale) representation of a competency (scheduling the levels of one of the key competencies of the Leadership block in the Managerial Competence block) can be found in Table. 2.

Table 2. Leadership in foreseeing the future, inspiring employees, strategic planning (as a lookout function) to evaluate top managers.

Level	Managerial Competence
	Creates the future of the company. Develops and implements useful standards for engaging employees in effective future planning. Systematically and continuously evaluates the effectiveness of these standards and employee participation
	Actively participates in creating the future of the company. Polyvolume demonstrates the ability to create and formulate a vision of the organization's future. Involves others in the process of forming a picture of the future. Strengthens faith in this future through their behavior and demonstrated values ​​(personal example)
	Able to assess the importance of developing a picture of the future for the company, participates in the development of ways to achieve it as free time appears or receives direct instructions from shareholders
Fourth	Almost does not think about ways to achieve a picture of the future, is preoccupied with everyday affairs
	Uses rumors, "thinks what is not", not sure about the future, obsessed with routine activities, drowning in everyday affairs, psychologically attached to them

The principles of highlighting key competencies, drawing up standards for the performance of work and customer service are best "seen" through the process of grading employees.

Step-by-step process of grading and standardization of work of employees

1. Identification of grades (large groups of employees, similar in managerial status, powers and, consequently, the level of payment) and within them categories of employees.

2. Identification and description of the basic blocks of competencies or criteria for evaluating employees. For example, managerial skills, sales skills, professional and specialist knowledge, personal qualities, etc.

3. Prescribing competencies within the basic blocks of competencies for the entire range of categories of employees of all departments of the company. For example, in order to describe the “managerial skills” block, you need to answer the question: what managerial skills are fundamentally necessary for different categories of employees? The ability to conduct meetings (it can be broken down in more detail by the skills of holding a meeting), the ability to write a business plan (it can be written in more detail - topics, volumes, tasks, etc.), and many others. others

4. Identification of key (most significant) and secondary competencies for different categories of employees and depending on the specifics of the work of specific departments and positions. For example, for call center operators, external data will have a minimum value, and telephone communication skills (signed in detail), typing speed on a PC and the amount of operational, that is, short-term memory, attention switching speed and personal "non-irritability" will have a maximum value.

If necessary, assigning different weight (index) values ​​to key and secondary competencies for blocks of basic competencies and within basic blocks of competencies. Blocks of core competencies are indexed relative to each other by different weights assigned to them. This allows you to highlight the main thing in the activities of the employee, as well as to enter into a comparative accounting of the effectiveness, usefulness of the activities of employees in different departments.

Some employees can be compared with others, as well as with point standards for matching a position, category across a holding or division, since each employee in the certification process gains a certain total number of points.

6. Each level of development of a separate competence within the basic block of competencies and, if necessary, the entire given basic block is assigned its own score (for example, from 1 to 5), which is then verbally described in detail as a rank or standard for performing activities. When describing performance standards, depending on the need, other approaches can be applied, in addition to describing competencies: personal and professional qualities, skills, knowledge and their level of development:

■ process requirements - a description of business processes or activity algorithms, or interaction with employees and departments;

■ requirements for the quality of work performance;

■ accounting for quantitative (volumes of work done and (or) commodity, assortment and economic indicators, etc.) and temporary indicators of achievements (terms), indicators of labor productivity;

■ taking into account innovations, intra-corporate, intra-divisional and external image consequences of the employee's activities.

7. Further, in addition to being used in attestation, work performance standards find their rightful place in job descriptions, annexes to them, requirements for positions and vacancies, descriptions of categories of employees and other personnel and system-wide documents.

If they are already registered, the preparation of personnel certification is greatly simplified.

Stages of creating work performance standards, which should be tied to positions and jobs.

1. Identification of general (detailed list or specific competencies for the organization as a whole) competencies of the employees of the organization.

1. Highlighting key competencies for employees of a certain type and level. For example, for all warehouse employees and managers of a certain level.
   1. If necessary, endowing competencies with weighting values.
   2. Description of the reference levels of work performance for each key competency, indicator, parameter), criterion at specific workplaces or for typical positions - creating standards for work performance, customer service for groups of employees, a specific category of employees, etc.

The following criteria for assessing the success of an employee, the so-called digital standard:

"1" - initial level (unsatisfactory);

"2" - below the required level;

"3" - quite satisfies (middle level) - the standard for the position;

"4" - better than average;

"5" - exceeds expectations.

(Attention is primarily drawn to extreme values ​​- "zones of risk" due to clear non-compliance or increased compliance. - Note. auth.)

When determining level reference Behaviorally anchored rating scales (BARS) are used, which combine rating and descriptive methods. The employee is evaluated by the manager in terms of the compliance of his behavior with pre-selected scale behavioral values ​​(how it should be, how it should not be). If this methodology is converted into a test, then employees themselves can evaluate themselves. If the test is “open” to the employee, then the methodology is already a self-learning tool.

A customer-centricity score might look like this:

■ an employee may ignore a waiting client if he/she believes that he/she is not promising;

■ spends as much time with the client as necessary, additionally consults the client by phone and e-mailmail;

t may refuse to consult a client if he does not have the necessary information;

■ perceives an irritated client as a natural phenomenon, calmly and respectfully works with him;

and in the absence of the necessary knowledge receives their independentbut also uses in his work;

■ makes fair remarks to the client if he is annoyed. (Correct choices are in italics. — Note. auth.)

The principles of client-orientation can otherwise be called a manifestation of "team" in relation to the client (customer— part of the businessfamilies, a member of our team) and the ideological basis for the development of service standards.

Table 3 shows an example of assigning criteria with different weights, based on expert assessments of the importance for the successful operation of a particular criterion.

Table 3. Evaluation of an employee using the rating method and the allocation of weight components of the evaluation criteria (coefficients)

	Evaluation criterion, competence	Specific gravity (coefficient)	Points	Final grade, in points
	Execution speed, performance			3×4= 12
	Appearance
	Discipline, presence in the workplace
	Communication skills within the team (support for team spirit)
	Communication with external agents
Sum of points by significant criteria: 24
Sum of points for secondary criteria: 6
Overall final score of 30 (for comparison with other operators)

Note. The key, most significant evaluation criteria are highlighted in italics. According to them, a comparison of this employee with others or with a point standard of compliance is carried out.

In the table above, three key assessment parameters are marked in italics. They are the most significant. According to them, first of all, one can judge the suitability of a specialist by comparing him with other employees or with a point standard of compliance.

The score standard of compliance is accepted in advance. It may not be lower than any certain sum of points for significant (key) criteria or the overall final score, etc.

The total final score is equal to the sum of the scores according to the criteria, multiplied in advance by the specific weights (coefficients).

The norm is when 70-80% of employees meet the specified success criteria. The remaining employees are divided approximately equally: below and above the bar of the specified criteria. If an employee is 30% above the set standards, then it is necessary to think about transferring him to a higher position or expanding his powers. With those whose performance is below the bar of specified criteria or standards, you need to do the opposite.

In order to combine numerous terminological and practical differences in approaches to the allocation and use of competencies for personnel assessment at the semantic level, we will create a simple sequence of “dependencies”.

■ In order for a person to be able to make a clay pot (for example, a hotel claims to be original and uses such pots as free souvenirs for guests), he needs to understand his mentor, have a certain natural skill and desire (motivation), take a course of study (gain useful experience in required volume). Then he will have the necessary knowledge of a practical and theoretical nature - he will be competent.

■ In order for us to hire him, we need to find out if he wants to work with us and in this direction further, what is his motivation (to determine the nature and duration of possible relationships, ways of controlling and motivating), whether he has lost his labor skills and communication skills, while did not work.

How to start highlighting core competencies? From the analysis of the content of work in relation to the main business function of the organization.

1. Analysis of the work of the entire sales apparatus and coordination of the responsibilities of all employees, as well as determining how all jobs are interconnected.

1. Selection of certain jobs for analysis.
   1. Collecting the necessary information by observing the actual work of employees, interviewing people in the workplace, and interviewing employees using questionnaires” 1 .

1 Fatrell C. Sales management. - St. Petersburg: Neva, 2004. - S. 220.

Based on the analysis of the content of the work, many important documents can be drawn up:

■ list of key and additional competencies, requirement of standards;

■ job description, qualification requirements, etc.

Identification of key competencies and other evaluation criteria

Recruitment agency "For family reasons", Moscow. The main business function is to connect qualified personnel with worthy parents and children. Mission: the best tutors and nannies for the active personal development of children. Competitive advantage: really high-quality personnel, real terms of selection, verification of proposed employees.

The agent’s work (main actions, functions) to connect the two partner parties consists in conducting interviews with nannies and tutors, assessing their personal and professional capabilities, maintaining databases on a PC, finding out the needs of parents and children, introducing the parties to each other, concluding agreements of mutual obligations , tracking the success of the work of employees in families, participation in solving difficult situations.

Based on all the above information, key comptendencies employees will:

■ insight (understanding people);

■ ability to conduct multi-stage negotiations (personally and by phone);

■ sociability and natural goodwill;

■ analytical ability to make accurate calculations;

■ self-organization and organization of time;

■ ability to work in a team.

These formulations are understandable to all employees of the recruitment agency without summing up the scientific base - at the level of a common language of communication.

Additional qualities: excellent memory for events and faces, conflict resolution skills.

Additional requirements: own successful experience in working with children and adolescents as a nanny, tutor, teacher and psychologist; natural inclination to work with children - love for children, commitment to family values; good physical health.

Special requirements: high speed printing on a PC, good attention span, knowledge of the basics of drafting service contracts.

You can see that the key competencies smoothly flowed into additional requirements, etc. This once again emphasizes that these competencies are key, but not the only ones of their kind. The secret is that the properties of our attention and memory force us to resort to various kinds of structuring, because there is no way to immediately cover a list of 40 mandatory items. But this does not mean that the approach to identifying key competencies is random and temporary. On the contrary, it is quite natural: first we single out the main thing, then that without which the main thing would not make sense, and finally, the desirable. (See the section on drafting an application and other sections.)

But that's not all, we can add some personal qualities and characteristics to the above evaluation criteria.

C. Fattrell in the book already mentioned above gives an even more classical approach, historically and logically preceding the above, namely, qualification requirements.

“Most sales managers define the following minimum required characteristics of a sales agent.

1. Intelligence is the mental ability necessary to perform tasks of a high level of complexity.
2. Education - graduation from an educational institution with above-average academic performance.
3. A strong personality is a focus on achieving success, self-confidence, initiative, a positive outlook on life, a sense of tact, maturity, and having a ready-made realistic plan for moving up the career ladder.

4. Experience - the diligent performance of one's work, which goes beyond simple official duties; if a person has just finished his studies, then his active participation in the activities of educational organizations and the development of projects is above average.

1. Physical characteristics - making a good first impression, good looks, neat clothes and good physical shape.

1 Fatrell C. Sales management. - St. Petersburg: Neva, 2004. - S. 222.

Why can Western society afford such high standards in relation to a seemingly ordinary commercial agent, while we in Russia cannot? This will become possible when we pay the worthy really worthy. These are clearly not enough. As a result of improper upbringing with threats and intimidation, our children do not develop properly logical abilities, the ability to think independently and the desire for the comprehensive development of the personality is lost, lack of will is formed, namely the will and a very strong desire to achieve the goals that distinguish the leader * and any successful person. Thus, for a seller in the service sector, it will be of particular importance have developed logical abilities in a harmonious combination and with the development of figurative, sensual, sensual (right hemisphere thinking) plus its volitional qualities in achieving goals and the ability to convince yourself and others. Appendix 9 gives a simple but very effective test for determining the nature of thinking in others and in oneself. It can also be used as a self-understanding test by guessing, without using a key, which of the three questions in each item refers to one or another style of learning and thinking: right hemisphere, left hemisphere or equal hemisphere.

Before doing more complex tests (multivariate, multimodal), evaluate yourself and others on this simple and forgotten: is your employee, applicant more process (right brain) or result (left brain) oriented, or is he a mixed type? Different types of activities require different people: some concentrate on the details, missing the main thing, others, seeing the main thing, forget about the specifics.

This test does not measure the level of personality development, even if it turns out that the person being tested is equal hemispheric, this requires a separate conversation. The test can be used for training in building compact questionnaires that are used to quickly evaluate someone. 10-15 questions followed by a discussion of the selected answers, a few questions from a standard structured interview - and you already understand how a person will build his strategy for achieving goals, how he will process information, what he wants to achieve, what is his map of ideas about work, etc. .

There are only three factors in the test, and therefore, you can quite easily understand the reality behind the three psychological directions of the questions: left-brain processing of information and the way to achieve the goal, right-brain, mixed. If you are lucky “through the prism of the test”, you will see an image, a model of a developed, integrated personality, thinking equally well logically and figuratively, with well-formed analytical and intuitive capabilities, feeling good both in the process of work and in time pressure to achieve business goals.

Do not rush to use the key to the test. Sort the answers yourself and only then compare with the key - and you will have the opportunity to start a career as a psychodiagnostic, if you have not started it yet. In this regard, we quote from an excellent book that can be recommended as a rite of passage into professional psychodiagnostics.

“With a correct approach to the development and interpretation of multivariate test questionnaires, it is necessary to take into account the following psychometric maxim: it is possible (with more or less difficulty) to come up with such a question (and, therefore, a lot of questions) that, in a multivariate analysis of the matrix, will give a vector passing in the neighborhood of any a predetermined point of the multidimensional space of features. It follows from this that any locus of trait space (including the sparse one, which does not give a grouping of items on this particular list, does not give a scale) can be filled with a group of correlated questions and get a new scale that measures something intermediate to what the questionnaire measured. in its original version.

The choice of one or another system of scales (features) is largely determined by the developer's intention or the initial list that he has at his disposal" 1 .

As a result of the above considerations, some “corrective touches” are still added to other criteria for evaluating employees of the “For family reasons” recruitment agency, since the previously identified key competencies are the result of these qualities and personality traits: strong will, development of logicalabilities and figurative-sensory thinking(sensual, emotional intelligence).

Competence is the demonstrated ability of an employee to perform certain production functions. Competences combine the abilities and motivation of an employee and describe his production behavior. This is not just employee knowledge, it is knowledge applicable and applied in practice. An example of managerial competencies is solving managerial problems (collecting and analyzing information, identifying problems, developing alternative solutions and choosing a course of action), influencing others (transferring the necessary information, overcoming barriers and resistance, the ability to determine people's actions). Accordingly, competencies are not valuable in themselves, but only insofar as they help managers achieve results.

Competencies are a characteristic of a person, not a position, therefore they are transferred from one workplace to another along with the employee. At the same time, in order for competencies to serve as the basis for hiring, promotion, remuneration or other decisions in the field of personnel management, an individual must be able to demonstrate competencies in practice.

Competency management suggests that when developing an organizational strategy, management must determine what organizational competencies will be required to implement it. Under organizational competence It implies the totality of personnel competencies combined with the ability of the organization as a whole to systematically achieve specific results. Organizational competencies can be: the ability to master the production of new products at the lowest cost for the industry, the ability to innovate, the competence to create foreign representative offices and branches, the competence to take into account customer needs when developing new products.

The source of organizational competencies can be technical capabilities (Sony’s competency is to produce miniature electronic equipment), marketing skills or organizational resources (Coca-Cola’s ability to satisfy the need of residents of almost all countries of the world for soft drinks), staff qualifications (competence of consultants “ McKinsey" - to create plans for strategic and organizational change).

Organizational competencies are often called basic, which at the same time emphasizes their long-term nature and importance for the development of the organization. But no organization and no person can successfully develop for a long time without improving their competencies and mastering new ones. Identifying the gap between existing organizational competencies and those needed to achieve its long-term goals is a critical management challenge.

The strategy of human resource management is to determine the ways of developing these competencies for the entire staff of the organization and each of the employees individually.

Currently, the method of assessing the competencies of personnel, which is called the “assessment center”, is gaining more and more popularity. This method involves assessing the competencies of the organization's employees by observing them in real work situations while performing real work tasks, which is carried out by specially trained assessors(i.e. appraisers). The content of the tasks performed should reflect the main aspects and problems of activity within the framework of a particular position.

The “assessment center” method involves standardization, that is, the existence of certain standards for carrying out procedures and an assessment system (criteria and assessment scales). Sometimes, an "assessment center" includes a structured interview and testing.

Example: competency description “working with customers of a home appliance salesman”

• competently and skillfully explains the rules for using household appliances;
• explains what are the differences between models of household appliances;
• explains the rules for obtaining a loan;
• explains the rules for warranty service of equipment;
• remains polite even with irritated customers;

• in the event of a conflict, seeks to resolve it.

Thus, the level of human competence is manifested in a particular activity, that is, in behavior. It becomes the object of observation of the researcher.

Publications

Tkachenko S., Zharkov A. How to measure competence? About the method of personnel assessment "assessment center"
Data on the accuracy of various methods for assessing competencies and attestation of personnel are given, the meaning of the concept of “competence” is considered and its components are highlighted.

Bobryshev S. Management of organizational knowledge as a strategic asset
This article reveals an approach to managing organizational knowledge (that is, one of the components of organizational competencies) from the point of view of one of the areas of strategic management - resource theory. First, the main provisions and categories of the resource theory are briefly presented. Organizational knowledge is considered as one of the company's strategic assets, i.e. an asset that is potentially a source of its sustainable strategic advantage. The article also provides an overview of approaches and methods to organizational knowledge management.

Many employers invest heavily in the development of employees in leadership positions. But sometimes trainings, seminars, training programs do not bring the desired result. That is why, before developing key ones, it is necessary to conduct a qualitative assessment of the skills and personal qualities of a candidate for a leadership position. A correct assessment will make it possible to develop exactly those qualities that are at a low level, or, conversely, to refuse the chosen candidate.

Professional competencies of the head - what are needed?

Before choosing a method for assessing a candidate for a managerial position, you need to decide which key competencies of a manager you will evaluate. Of course, in each company, the set of professional competencies of the head will be different. It will depend on the position for which you are hiring a candidate: line manager, top management or project manager, as well as the scope of the company. For example, for senior management, strategic and analytical thinking, the ability to manage performance and change will be important skills. For a line manager - organizational skills, the ability to delegate and set tasks, for a project manager - the ability to clearly divide a strategy into tactical tasks and set priorities. By the way, the higher the leadership position, the more personal qualities will influence the effectiveness. The higher the leadership position, the more carefully you should approach the assessment of managerial competencies and personal qualities

Trainings for managers on key performance indicators of employees are conducted by Aleksey Shirokopoyas, Expert in the development of managerial competencies. Trainer-consultant. Editor in Chief .

8-926-210-84-19. [email protected]

We determine the level of mastery of the key competencies of the manager

In order to understand what key leadership competencies you will need to develop, you need to identify at what level the candidate owns them. To do this, it is necessary to prescribe for each professional competence of the manager the criteria for a high and low level of proficiency, and then evaluate the skills and personal qualities of the applicant according to them in the chosen way. We propose to consider how the key competencies of a leader can be manifested using the example of delegation and stress tolerance.

Delegation. In management functions, this is a basic skill for a leader. These professional competencies of the manager are the most important for the development of subordinates, increasing their efficiency and significance for the company.

Indicators of a high level of mastery of the key competencies of the manager: the manager is not afraid to allow employees to take reasonable risks and try different solutions, encourages subordinates to go beyond the comfort zone and work on new tasks, easily delegates his authority to others, supports, even if the employee makes a mistake , etc.

Indicators of a low level of managerial competencies: the manager intervenes in the execution of the task or allows himself to cancel the decisions of employees, gives little space for initiative, delegates only those tasks that carry little risk, imposes his opinion, etc.

He speaks: Svetlana Melnikova - Head of HR Department INEK (Moscow):

“Effective delegation requires: a clear statement of the task, empowering the employee with the necessary authority, setting deadlines, monitoring results and necessarily feedback. The presence of delegation skills can be determined during an interview with a candidate using interviews on key competencies of a manager, business cases or an assessment center. Indicators of ineffective delegation and control will be: the employee’s misunderstanding of the task, the task was not completed on time, the manager’s excessive control over each stage of the task, the need for the manager to correct the work performed, the lack of feedback from the subordinate.

When evaluating the key competencies of a manager, we recommend that you also determine his leadership style. This will help to identify the personal characteristics of the leader's behavior in the system of relations between the boss and the subordinate. And also take into account previous work experience and the field of activity of the companies in which the applicant worked

Delegation Skill Example Case Study

Indicators of a high level of mastery of key managerial competencies: the candidate remains calm and flexible in any type of stress, considers stress inevitable in the professional sphere and knows how to adapt to it, avoids the impact of stress on personal life, achieves high quality work, even under pressure.

Indicators of a low level of professional competencies of a manager: stress unsettles, under high stress a person becomes disorganized, puts unnecessary pressure on others, refuses to perform priority tasks, any changes in plans or their disruption cause tension and anxiety.

He speaks: Anna Fomicheva - Candidate of Pediatric Sciences, Associate Professor, Human Resources Expert (Moscow):

“In my opinion, in the evaluation process it is useful to use the “joint” diagnostic work of the HR manager and the candidate himself. This complex includes tests to determine the general orientation of the personality, tests for self-esteem, methods for studying previous experience. So, for example, the candidate has successful start-up projects, in the implementation of which he performed several roles at once (generated ideas, formed a team, organized interaction, was the “owner of the process”, etc.) in conditions of limited resources, deadlines and achieved a successful expected result . It can be assumed that the candidate, to one degree or another, was forced to show the ability to take responsibility, quickly choose the main thing and concentrate on it, and be stress-resistant. Therefore, in the process of assessing it, it is necessary to focus on identifying the degree of motivation and comfort, to continue working with an increase in the level of one’s own qualities and the development of managerial key competencies of a leader”

Examples of projective questions to assess stress resistance

We choose a method for assessing the managerial professional competencies of the manager and his personal qualities

The first assessment of managerial skills and personal qualities takes place in the process of studying resumes (for internal candidates - in the process of studying an application for participation in the competition for closing a vacancy). There the candidate reflects what he can and knows. The task of the HR specialist is to identify the degree of mastery of the specified key competencies of the manager. Of course, by reading resumes and even by collecting references, this cannot be done. Therefore, the second stage of the assessment is an interview with the candidate (be sure to include projective questions in it), at which he can be offered several practical tasks (solving a case, participating in a role-playing game, etc.). The third stage of the assessment is carried out during the probationary period, for example, by observing the work of the manager (based on the results, a behavior assessment scale is compiled), as well as through assessment activities, for example, a 360-degree assessment, etc.

He speaks: Anna OVCHINNIKOVA - Head of Recruitment Service at Teleperformance Russia & Ukraine:

“The ideal situation is in which the company has an accepted model of managerial professional competencies of the head and a scheme for their assessment, as well as the practice of compiling managerial position profiles, indicating the specific qualities necessary for successful work. Both the key competencies of a leader and personal qualities can be determined by a standard biographical interview with a number of small cases from the series “Imagine that you ...”, “What will you do?” or “Describe a real situation in the past in which you showed your creativity.” If the company has sufficient time and resources, and the managerial position belongs to the highest level, it makes sense to conduct a full-fledged assessment of the manager’s professional competencies, which also includes tasks or situations that help identify personal qualities. This approach will significantly reduce the likelihood of recruitment errors. When the assessment and interviews are done, the results need to be analyzed and agreed upon, and then an informed hiring decision should be made based on them.”

He speaks: League Blank - head of the personnel department of the Globus hypermarket (Klimovsk):

“To assess applicants for a managerial position, we use the “assessment by key competencies of a manager” method and use standardized position profiles for this, where all professional competencies of a manager, both professional and personal, are structured. In addition, you can use a structured interview, various cases, testing. The most complete assessment procedure is an assessment, since such an event includes various tests that help to identify not only theoretical knowledge, but also behavioral indicators of certain key competencies of a manager. As a rule, during the assessment, participants perform many tasks in a group, where communication skills are especially pronounced. In addition to various kinds of expert tests, it is important to take into account the recommendations of immediate supervisors, subordinates, colleagues, using various methods (for example, “360 degrees”). It is also necessary to analyze the result of the work, which can be expressed in economic or qualitative (work with personnel) indicators, which is quite objective”

When evaluating the managerial professional competencies of the manager, also pay attention to previous work experience and the field of activity of the company in which the applicant worked

Please note that case studies help to effectively assess personal qualities. You can make them yourself, the main thing is to clearly state the criteria by which you will evaluate the degree of expression of the candidate's qualities.

He speaks: Eldar Salakhetdinov - Head of the Organizational and Personnel Department of BANK ITB (Moscow):

“You can assess the personal qualities of a candidate for a managerial position during an interview by asking him projective questions. You can also ask the applicant to solve some pre-prepared management case, where he will be asked, as a leader, to make a number of decisions. Then ask for detailed comments on them. It is also appropriate to use such a tool: the applicant is asked to recall several difficult situations from his practice that he successfully resolved, as well as to analyze a case when, in his opinion, he did not cope with the situation. Through open-ended questions, it is necessary to find out what helped or hindered the solution of the situation, what qualities he used, what conclusions he made, etc. As a rule, these tools are enough to assess the presence of personal qualities in a candidate for a leadership position.”

Source Business World

Speaking about the types of competencies, two important points should be noted:
1) species diversity of competencies in the absence of HR standards;
2) the existence of several classifications, that is, species diversity. There is no single classification of types of competencies; there are many different classifications for various reasons. Navigating this variety of species is very problematic. Many classifications are inconvenient and obscure, which makes their application in practice extremely difficult. But, one way or another, the current situation affects the practice of building a competency model.
A variety of typologies can be found in various theoretical and practical materials on the topic of competencies. In world practice, there are examples of attempts to develop universal typologies and competency models that claim to be the world standard. For example, SHL, a world leader in the field of psychometric assessment and solution development, announced in 2004 the creation of a universal core competency framework by a group of consultants led by Professor Dave Bartram. The basic structure created by the professor's group included 112 components, headed by the so-called "Big Eight competencies". It is quite possible that global unification trends will soon lead to the fact that such a global standard will become unified in HR practice. But today, Dave Bartram's model does not meet all the specific requirements for corporate competency structures. In addition, competencies are a corporate tool, so it is practically impossible to create a single set of competencies that any company can use, taking into account all the specific requirements for positions.
We will consider the types of competencies based on the corporate scale (the scale of distribution of any type of competency) and the organizational level (the level of the organizational structure at which any type of competency operates): corporate, professional and managerial. This classification was chosen as the most optimal for building a competency model and using it in various areas of HR activities. In addition, it allows you to select technological tools for assessing competencies and, accordingly, make the competency system more accessible for use.

Types of competencies

Speaking of competency models, it is necessary to designate types of competencies.
1. Corporate (or key), which are applicable to any position in the organization. Corporate competencies follow from the values ​​of the organization, which are fixed in such corporate documents as strategy, code of corporate ethics, etc. The development of corporate competencies is part of the work with the corporate culture of the organization. The optimal number of corporate competencies is 5-7. This level includes corporate standards of conduct - business and personal qualities that every employee of the organization must possess, regardless of their position. Corporate competencies tend to be the most understandable, concise and easily identifiable. They contribute to the formation of corporate culture and the implementation of the strategic goals of the organization.
Corporate competence represents the competence of personnel at the level necessary for the organization to achieve its main goals: economic, scientific and technical, industrial and commercial and social "(Fig. 6).
The system of corporate competencies (internal requirements for candidates) fully reflects the specifics of each organization, the goals and objectives of its production and management structures, the organizational culture and values ​​of this organization, and other aspects of its organizational behavior.
Competences are usually regulated with the help of the outlined terms of reference and the legal activity of the holder of the competence.
Perhaps this follows from the statutory documents or other internal corporate rules, partly from legal and by-laws, the declarative goals of an enterprise, from a qualification handbook or job descriptions, regulations, orders, etc.

Rice. 6. Formation and development of corporate competencies
G. Cannac (France) defines corporate competence as “a rational combination of knowledge and abilities, considered over a short period of time, that employees of a given organization possess” .
2. Management (or managerial), which are necessary for managers to successfully achieve business goals. They are developed for employees engaged in managerial activities and having employees in linear or functional subordination. Managerial competencies can be similar for managers in different industries and include, for example, such competencies as: “Strategic vision”, “Business management”, “Working with people”, etc. This type of competence is the most localized and complex type. Most often, companies develop multi-level managerial competencies. At the top level are the competencies that all executives in an organization should have. Next - managerial competencies corresponding to the managerial levels of the organization. The last in this hierarchy are specific managerial competencies that are characteristic of a specific specific managerial position. The development of managerial competencies is complex. Great danger and temptation to create a model of an ideal supermanager, which is hardly possible to implement in practice. That is why, when developing, it is recommended to include in the list of managerial competencies an optimal set based on the principle of necessary and sufficient competencies.
3. Professional (or technical), which are applicable to a specific group of positions. Drawing up professional competencies for all groups of positions in an organization is a very laborious and long process. This type of competencies is a set of personal characteristics, as well as knowledge, skills and abilities necessary for effective work in a particular job position. It is necessary to distinguish between the professional competencies of a position and the professional competencies of activities or professional areas. The professional competencies of activities and areas are of a generalized nature. And the professional competencies of the position are limited by the scope of a particular organization.
Professional competence is “an integrated characteristic of the business and personal qualities of an employee, reflecting the level of specialized knowledge, skills and experience sufficient to achieve the goal, as well as his creative potential, which makes it possible to set and solve the necessary tasks. In accordance with the nature of the employee's activity and the characteristics of his labor process, the following types of professional competence are distinguished” (Table 3).
Table 3
Types of professional competence




Individual competence - "characterizes the possession of methods of self-realization and development of individuality within the profession, readiness for professional growth, the ability for individual self-preservation, non-susceptibility to professional aging, the ability to organize rationally one's work without overloading time and effort" ".
The above types of competence mean the maturity of a person in professional activities, professional communication, the formation of a professional personality, his individuality. They may not coincide in one person, who may be a good narrow specialist, but not be able to communicate, not be able to carry out the tasks of his development. Accordingly, it can be stated that he has a high special competence and a lower one - social or personal. Thus, certification of personnel competence is required, which involves assessing and confirming the compliance of the special, social, personal and individual competence of a specialist with established norms, requirements and standards. By analogy with the process of forming skills, here we can distinguish:
1) unconscious incompetence - low performance, lack of perception of differences in components or actions. The employee does not know what he does not know, what knowledge and skills he needs;
2) conscious incompetence - low productivity, recognition of shortcomings and weaknesses. The employee realizes what he lacks for successful work.
3) conscious competence - improved performance, conscious efforts aimed at more effective actions. The employee is able to consciously adjust his activities.
4) unconscious competence - natural, integrated, automatic activity with higher performance. The employee is able to transfer the action to a new context, modify it taking into account the changing environment. Acquired competencies will not bring the desired effect if their carriers are not interested in their maximum use. So, employees in relation to their individual competence pursue the following goals:
1) adaptation of personal qualifications to the requirements of the position (workplace);
2) guarantees of maintaining the position (workplace);
3) the basis for professional advancement;
4) increasing one's own mobility in the labor market;
5) ensuring the receipt of high labor income;
6) increase their own prestige.
The broadest in scale and highest in organizational level (corporate competencies as a type are inherent in all positions of the organization located at all levels of the organizational structure, including the highest ones) are corporate competencies. This type includes corporate standards of conduct - business and personal qualities that all employees of the organization must possess, regardless of their positions and duties. That is, these are the competencies that each employee of this particular organization should possess. Corporate competencies tend to be the most understandable, concise and easily identifiable; designed to identify an employee with corporate values ​​and corporate culture of the organization. They contribute to the formation of corporate culture and the implementation of the strategic goals of the organization. When reading corporate policy documents, corporate codes, or simply job advertisements, one can often see phrases like “our employees have an active life position, strive for personal development, are loyal to customers, etc.”. In fact, the same corporate competencies that we are talking about are “hardwired” into such phrases.
As a real example of corporate competencies, we can cite an excerpt from the Code of Ethics of the organization "XXX": the company especially appreciates:
- respect for the personal rights and interests of our employees, the requirements of customers and the terms of cooperation put forward by our business partners and society;
- impartiality, which implies remuneration in accordance with the results achieved and provides equal rights for professional growth;
- honesty in relationships and in providing any information necessary for our work.
- efficiency as a sustainable achievement of the maximum possible results in everything we do;
- the courage to confront what is unacceptable and take responsibility for the consequences of their decisions;
- care shown in an effort to protect people from any harm or threat to their life and health and the protection of the environment;
- trust in employees, which allows us to delegate authority and responsibility for decisions and how they are implemented.
These paragraphs list the corporate competencies of the organization. This example clearly shows that corporate competencies often merge in meaning with corporate values ​​in their perception. In addition, their set is almost identical in companies with completely different corporate culture, values ​​and business style. When developing corporate competencies, it is necessary to separate the really necessary competencies from the slogans, and also check the competencies for non-conflict with each other (they should not contradict each other).
Corporate competencies have a total distribution, that is, they should be characteristic of each employee of the organization, which means that it is understood that the larger the list of these competencies, the more difficult it is to ensure that each employee has a complete set. Therefore, it is recommended to make a set of corporate competencies optimal: brief, concise, reflecting only that without which it will be extremely difficult for an employee to work effectively in this organization.
In addition, we should not forget that competence must be measurable. That is, when introducing a competence, it is necessary to check it for the possibility of evaluation. It is important to remember this precisely when developing corporate competencies, since there is often a great temptation to include personal qualities of a social nature in their number. For example, "justice". It is very problematic to measure the presence of this competence in an employee, since the concept of “fair” is largely relative and difficult to identify.
Professional competencies are less broad and localized in scale (less broad - they do not cover a wide range of positions, but are tied to specific positions, up to competencies specific to any one specific position). Usually they are localized to specific positions (perhaps to one specific). But a certain set of professional competencies is inherent in any job position. This type of competencies is a set of personal characteristics, as well as knowledge, skills and abilities necessary for effective work in a particular job position. Given that our classification of competencies is limited to corporate boundaries, one should not confuse the professional competencies of the position and the professional competencies of activities or professional areas.
Professional competencies of activities and areas are more generalized. And the professional competencies of the position are limited by the scope of a particular organization. For example, there may be competencies of an employee in the pedagogical sphere - they are characteristic of all specialists conducting pedagogical activities, regardless of the organization in which they work, or there may be professional competencies of a teacher of a particular training organization. Speaking of professional competencies as a type of competencies, we mean exactly them. Most often, a set of professional competencies in an organization is formalized in the so-called position profile.
Managerial competencies are the most localized and complex type of competencies. These are the competencies necessary for the performance of managerial duties by a managerial employee.
Most often, companies develop multi-level managerial competencies. At the top level are the competencies that all executives in an organization should have. Further, managerial competencies corresponding to the managerial levels of the organization. For example, managerial competencies of top managers, middle managers, etc. The last in this hierarchy are specific managerial competencies that are characteristic of a specific specific managerial position. Oddly enough, the development of managerial competencies is the most difficult - the temptation to create a model of an ideal supermanager is too great, which is unlikely to be implemented in practice. Therefore, when developing, it is recommended to include in the list of managerial competencies an optimal set based on the principle of necessary and sufficient competencies.
Let's consider some of the opportunities that the competence-based approach provides for organizing effective personnel management.
1. It is necessary to keep in mind the chain "goal - activity - competence" and apply this model to the strategic management of human resources. This chain means that larger goals usually require more complex activities in order to achieve them. More complex activities require higher specialist competence. 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.
Ways to solve this problem can be the following:
. 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. In this case, we can turn to the experience of big sport, and we will see that any competitions other than the main ones (World Championships, Olympic Games) are preparatory for larger competitions. That is, an athlete in the course of his training trains directly in the conditions in which he will have to compete in the future and win new achievements. Thus, he forms and develops a set of those competencies that he will need. For example, competitions are educational. And the task of the athlete is not only to win them, but also to improve his level of skill. Moreover, the attitude to win all competitions has long gone - it is more profitable to lose in simple competitions, but at the same time study and prepare in order to win the main competitions.
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).
2. Talent management. This 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.
Still, 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, analysis of the competencies of employees can help). 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, incomparable in size with the costs of high-quality personnel management.
The attractiveness of the competency-based approach, in our opinion, lies in a special method for analyzing and evaluating the development of personnel competencies, in particular managerial ones, at each level of the hierarchy in the organization, thanks to which those qualities are determined that determine the good performance of a particular job.
The competency-based approach implies that the main emphasis is not just on obtaining knowledge and skills by students, but on the integrated development of the competencies of managerial personnel.
The competency-based approach has an impact on the development of the competencies of managerial personnel. This can be clearly seen in Fig. 7.


Rice. 7. The influence of the competency-based approach on the development of competencies of managerial personnel
The motivational competencies of managerial personnel include goal orientation, initiative, self-confidence, interest in the work of the individual, responsibility, self-control, self-realization, flexibility in work, influencing staff.
The intellectual competencies of managerial personnel are based on knowledge related to the basic principles, as well as information technology, decision-making technologies and the rapid perception of innovations.
The functional competencies of managerial staff are manifested in the skill set of managerial staff (self-awareness, leadership, interpersonal communication, negotiation, decision-making skills, delegation, team building, conflict management, efficient use of time).
Interpersonal competencies of management personnel contribute to the formation of balanced relationships, interpersonal understanding, dedication to the company, willingness to help, customer orientation, staff optimism, etc.
Many organizations do not use ready-made developments, fundamentally go their own way and develop their own competency structures. This can be justified only if the development is carried out by experienced specialists, since for novice developers, which are often HR managers in an organization, this task is either beyond their strength or threatens to create an incorrect and inefficiently functioning competence structure.

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

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

What is a competency?

Clear criteria are necessary for the introduction of a systemic assessment of personnel. Most of the methods come down to evaluating the effectiveness (results of labor) of an employee and a set of his personal qualities. One of the leading ones is the competence approach.

Competence— an integral characteristic/criterion that describes the quality of human behavior in a particular activity. As a rule, this is some kind of ideal model of behavioral manifestations that allow him to achieve results, to be effective in this type of activity.

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

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

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

Along with these qualities, the "seller" must have perseverance in achieving the goal, the ability to plan and control their activities, the ability to work under pressure. And this is another competence - "Result Orientation".

And thus, we can say that each activity can be described by a cloud of criteria - a competency model. Moreover, for each business, competencies will be unique, reflecting its specifics. That is why we recommend developing your own competencies.

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Behavioral indicators of competence

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

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

Competence development scale

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

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

Roughly speaking, the competence development scale can be represented as a “bad-good” thermometer. In accordance with this "thermometer", the employee is evaluated.

There are several options for describing competency levels. The examples below show the differences. It can be assumed that they were created for different evaluation methods.

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

Formulates a vision of the ultimate goal. Organizes others / forms a group of "followers". Effectively motivates people in team and individual work. Encourages colleagues and subordinates to put forward initiatives and independence. Delegates authority and responsibility, taking into account the individual characteristics of subordinates and their career aspirations. Pays attention and time to the development of subordinates. Expresses and defends his own position on the issues being resolved. Provides and requests feedback.

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

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

score	Level	Description of behavioral indicators
4	Strategic	In addition to level 3: - Establishes such rules for the work of the group, under which it gives everyone the opportunity to express themselves, while remaining a leader - Ensures the adoption of a group decision that is focused not only on the "here and now", but also on the future
3	Skill level	In addition to level 2: - Motivates the group to achieve the goal, inspires, influences the mood of the group - Orients other group members to active work in the group - Proposes a decision that the group makes
2	Base	- Takes the initiative - Interacts with each team member based on individual personality traits - Aims the group to achieve the result, returns the group to the result - Organizes the work of the group, suggests methods and procedures for the work of the group - Takes responsibility for results - Facilitates conflict resolution
1	Limited	- Takes the initiative at the request of other members of the group, at the direction of the most active member of the group Shows initiative but fails to get the attention of participants - Organizes the work of individual team members - Finds it difficult to justify his opinion when trying to organize the work of the group
0	Level of incompetence	- Has a non-constructive influence on the team, interrupts, criticizes, devalues ​​the position of others - Shows indifference to the results of group work – Withdraws from the organization of group work, acts only on instructions - Doesn't interact with group members - provokes conflicts in the group

It is also customary to use the term “target indicator”, which sets the value of the manifestation of competence for a given target audience. For example, for a top-level manager, the “Strategic Thinking” competency should be shown at level “2”. While the value for the head of the unit, the target indicator will be "1.5".

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

Types of competencies

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

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

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

Managerial competencies

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

Examples of managerial competencies:

• Strategic (or systems) thinking
• Planning (and organizing or controlling)
• Development of subordinates
• Motivation
• Leadership

Communication competencies

This is a description of the quality of behavior in the process of communication within the company and with external partners.

Examples of names of communicative competencies:

• Negotiation
• Interpersonal Understanding
• Influence

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

Corporate competencies

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

Examples of corporate (value) competencies:

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

Professional (technical) competencies

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

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

Applying competencies - staff assessment

The most commonly used methods where competencies are used:

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

Development of competencies

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

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

Of course, you can use universal competencies. For example, many companies take the work of the Lominger company as a basis and slightly modify them for themselves. But, if the task is to qualitatively transfer the specifics of the business, one cannot do without formulating one's own model. And in this case, it is better to contact the providers.

Development of a competency model. Main stages

The main stages of the project for developing a competency model can be called:

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

Formation of competencies. Methods

The most well-known methods for developing competencies are:

• Repertory grid method- the behavior of the most effective employees is analyzed, a list of behavioral indicators is compiled. It is carried out more often in the form of interviews with managers, as a result of which a table (grid) is formed with the names of employees and their indicators.
• Critical Incident Method is based on interviews with employees (and managers), during which they talk about critical situations, actions that led to success or, conversely, did not allow to resolve the situation.
• Direct attribute method- the fastest and easiest when key managers are presented with cards describing ready-made competencies. Managers are invited to choose from this set those that are most significant for the business.

Implementation of the competency model

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

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

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

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

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

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

Already during this preparatory period (which can be implemented even after the development of the model), feedback will be received, the most resistant employees or those on whom innovations can be relied upon will be identified.

• Once the competencies have been developed, it is necessary to conduct a first evaluation episode using them and show the effectiveness of the implementation. This solves the problem of "propaganda" of innovations and the removal of resistance from some of the doubters (the sixth stage of the change model according to Kotter).
• Implementation of changes on a regular basis, consolidation of the competency model at the level of regular management.

For example, one of the parts of the introduction of competencies in the "life of the company" may be their use by managers during regular feedback to subordinates. Operating with the terminology of the competency-based approach, referring to the behavioral indicators of the corporate model forms the conceptual field in which employees live.

And this is not a complete list of areas of attention. For each company they are different. But all of them should be aimed at the formation of a positive attitude to the assessment of competencies. It is clear that the formation of an attitude is a long process. That's what we meant when talking about the possible duration of the project. So, the main areas of attention are motivation, information, involvement, propaganda.

competency model. Advantages

The main advantages of having a corporate competency model are:

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

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