1. Introduction……………………………………………………………..2

2. Professional competence…………………………………...4

3. Types of professional competence………………………...5

4. Management culture as a leading component of the professional competence of a modern manager-manager……………………………………………………………...7

5. Manager’s competence………………………………………………9

6. Conclusion………………………………………………………… 14

7. List of used literature……………………………..15

Introduction.

Today in the scientific literature there is an extremely diverse interpretation of the concepts of "competence", "competence" and "competence-based approach".

Some researchers believe that “the founder of the competence approach was Aristotle, who studied the possibilities of the human condition, denoted by the Greek “atere” - “a force that developed and improved to such an extent that it became a characteristic feature of personality” Zimnyaya I.A. Key competencies as the result-target basis of the competency-based approach in education.

N.I. Almazova defines competencies as knowledge and skills in a certain area of ​​human activity, and competence is the qualitative use of competencies. Another definition of competence was given by N.N. Nechaev: "A thorough knowledge of one's business, the essence of the work performed, complex relationships, phenomena and processes, possible ways and means to achieve the intended goals" Nechaev N.N., Reznitskaya G.I. Formation of communicative competence as a condition for the formation of professional consciousness of a specialist. The most witty on this topic was the famous psychologist B.D. Elkonin: "Competence-based approach is like a ghost: everyone talks about it, but few people have seen it" Elkonin B.D.

Representatives of the scientific and academic community believe that competence is a subject area in which an individual is well-informed and is ready to perform activities, and competence is an integrated characteristic of personality traits, acting as a result of preparing a graduate to perform activities in certain areas. In other words, competence is knowledge, and competence is skills (actions). In contrast to the term "qualification", competencies include, in addition to purely professional knowledge and skills that characterize qualifications, such qualities as initiative, cooperation, the ability to work in a group, communication skills, the ability to learn, evaluate, think logically, select and use information.

From the point of view of business practitioners, professional competencies are the ability of a subject of professional activity to perform work in accordance with job requirements. The latter are the tasks and standards for their implementation, adopted in the organization or industry. This point of view is very consonant with the position of representatives British school psychology of work, mainly adhering to the functional approach, according to which professional competencies are understood as the ability to act in accordance with the standards of work performance. This approach is not focused on personal characteristics, but on performance standards and is based on a description of tasks and expected results. In turn, representatives of the American school of labor psychology, as a rule, are supporters of a personal approach - they put at the forefront the characteristics of a person that allow her to achieve results in work. From their point of view, key competencies can be described by KSAO standards, which include:

knowledge (knowledge);

skills (skills);

· abilities (abilities);

other characteristics (other).

Experts note that the use of such a simple formula to describe key competencies is fraught with difficulties in defining and diagnosing its two elements: knowledge and skills (KS) are much easier to define than abilities and other characteristics (AO) (in particular, due to the abstract nature of the latter ). In addition, at different times and for different authors, the letter "A" meant different concepts (for example, attitude - attitude), and the letter "O" was absent in the abbreviation at all (used to denote physical condition, behavior, etc.).

However, you should focus on skills and abilities, because:

They play a huge role in ensuring the competitiveness of the company headed by this leader;

· either universities do not teach this at all (unlike knowledge), or it is introduced in individual universities - in the so-called entrepreneurial universities. As a result, the educational services market is flooded with educational and training structures that compensate for the gaps in higher education.

By the way, corporate universities, in addition to conducting special training programs tied to professional specifics, also train the so-called soft skills (literally translated - “soft skills”, or, in other words, life skills - “life skills”). Examples are communications skills - communication skills, negotiation skills - negotiation skills, etc.

Professional competence.

In explanatory dictionaries, competence is defined as awareness, erudition. Under professional competence understand the totality of professional knowledge, skills, as well as ways to perform professional activities. The main components of professional competence are:

Socio-legal competence - knowledge and skills in the field of interaction with public institutions and people. as well as mastering the techniques of professional communication and behavior;

Special competence readiness for independent implementation specific types activities, the ability to solve typical professional tasks and evaluate the results of one’s work, the ability to independently acquire new knowledge and skills in the specialty;

Personal competence - the ability for continuous professional growth and advanced training, as well as self-realization in professional work;

Self-competence is an adequate idea of ​​one's social and professional characteristics and possession of technologies for overcoming professional destruction.

A.K. Markova singles out another type of competence - extreme professional competence, i.e. the ability to act in suddenly complicated conditions, in case of accidents, violations of technological processes.

In labor psychology, competence is often identified with professionalism. But professionalism, as the level of performance of an activity will blue out, is provided, in addition to competence, also by professional orientation and professionally important abilities.

The study of the functional development of professional competence has shown that at the initial stages of the professional development of a specialist there is a relative autonomy of this process, at the stage of independent performance of professional activity, competence is increasingly combined with professionally important qualities.

The main levels of professional competence of the subject of activity are training, professional readiness, professional experience and professionalism.

Types of professional competence.

Competence is understood as an individual characteristic of the degree of compliance of a person with the requirements of the profession. The presence of competence is judged by the result of a person's work. Each employee is competent to the extent that the work performed by him meets the requirements for the final result of this professional activity; evaluating or measuring the end result is the only scientific way to judge competence. The competence of a particular person is narrower than his professionalism. A person may be a general professional in his field, but not be competent in all professional matters.

There are the following types of professional competence:

- special competence- possession of the actual professional activity at a sufficiently high level, the ability to design their further professional development;

- social competence- possession of joint (group, cooperative) professional activities, cooperation, as well as the methods of professional communication accepted in this profession; social responsibility for the results of their professional work;

- personal competence- possession of methods of personal self-expression and self-development, means of confronting professional deformations of the personality;

- individual competence- possession of techniques for self-realization and development of individuality within the framework of the profession, readiness for professional growth, the ability for individual self-preservation, resistance to professional aging, the ability to rationally organize one's work without overloading time and effort, to carry out work unstressedly, without fatigue, and even with a refreshing effect.

These types of competence mean, in fact, the maturity of a person in professional activities, in professional communication, in the formation of a professional personality, his individuality. These types of competence may not coincide in one person. A person can 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 social, personal one.

There are some general types of competence necessary for a person, regardless of profession. These are some key professionally important qualities and types of professional behavior, which are the basis of a wide range of professions and do not lose their significance with changes in production and in social practice.

Any management activity consists of a certain set of relatively permanent tasks. The scale of the tasks facing modern society dramatically increases the relevance of the problem of managerial competence. Therefore, the number of competencies should correspond to the number of tasks included in the professional duties manager.

A successful leader must have high managerial competence, that is, he needs not only to have a good knowledge of the professional area (production, technology, sales, etc.), but also to have knowledge and skills in the field of management (Fig. 1). Only then can he succeed.

Fig.1.

Competence is the possession of a range of issues in which a person has knowledge, experience, allowing to judge something, determining the possibilities, skills of a person in any field of activity. The concept of "competence" is used to assess the level of a person's qualifications in certain issues, problems, but not in professional activities in general.

A. Novikov puts the following meaning into the concepts of "professionalism" and "competence": accounting, constructing machines, growing crops or building work. Competence, in addition to technological training, implies a number of other components that are mainly non-professional or trans-professional in nature, but at the same time necessary to one degree or another for every specialist. These are, first of all, such personality traits as independence, the ability to make responsible decisions, a creative approach to any business, the ability to bring it to the end, the ability to constantly learn. This is the flexibility of thinking, the presence of abstract, systemic and experimental thinking. This is the ability to conduct a dialogue and sociability, the ability to cooperate, etc. A huge non-professional superstructure of requirements for a specialist grows above the actual professional - technological - training.

Professional competencies can be divided into the following categories:

Competences related to work and intelligence level;

Competencies at the level of knowledge: what you need to learn and know;

Competencies at the skill level: what a person should be able to do;

Competences at the level of behavior: attitudes, principles, norms and values, demeanor and other qualities necessary in order to occupy a certain position.

Expert analysis made it possible to determine the following characteristic features of professional competencies:

1. multifunctionality (mastering them allows you to solve various problems in everyday, professional or social life);

2. belonging to the meta-educational field (they are over-subject, interdisciplinary and applicable in a variety of situations);

3. intelligence (they require abstract thinking, self-reflection, self-identification, self-assessment, etc.);

4. multidimensionality (they include various mental processes: analytical, communicative, "know-how", common sense, etc.).

The term "competence" can also be defined as a set of knowledge (subject "what", procedural "how", value-semantic "why and why"), responsibility equal to authority, and personal characteristics of a person that ensure the effectiveness of his work activity.

Competences, in our opinion, are fundamentally different from the triad of "knowledge, skills, skills".

First, they define larger units of analysis of professional activity (these are essential parts of a particular activity).

Secondly, they include professionally important qualities of a manager's personality.

The same knowledge can be included in different competencies, but at the same time they change significantly. Therefore, it can be said that competence, as it were, transforms the existing knowledge, adapting it to a specific subject and conditions, making it inextricably linked with professional actions. The core of competence is "skills". Their combination and interrelation forms the internal structure of competence.

M.A. Kholodnaya defines competence as a special type of organization of subject-specific knowledge, which allows making effective decisions in the relevant field of activity.

V.S. Gorchakova emphasizes that competence as a thorough knowledge (which, of course, is formed through intensive practice) of any subject activity consists of two equally important components: the best adaptation to the relevant activity and further qualitative transformation of this activity. At the same time, the author distinguishes:

1) basic reproductive competence based on recreated;

2) creative competence, which is based on personally transformed (incremented or added).

In practice, three different meanings of the concept of "competence" are used:

First, the unique characteristics of the organization, consisting of knowledge, technologies and processes that can be created and developed. These organizational-wide competencies are called core competencies. These competencies are closely related to organizational system balanced scorecards.

Secondly, the totality of knowledge, experience, skills, values, norms, behavior patterns of an individual employee, which serves as the basis for his personal success and position in society. This individual competence is closely related to the personal balanced scorecard.

Thirdly, the totality of knowledge, skills, values, norms, behaviors necessary to perform this work. This professional competence is associated with an individual work plan and is included in the competence profile.

Some management textbooks highlight socio-psychological competence, which means:

1) the ability to understand oneself (which involves awareness of one's own motives, opportunities in the field of communication, behavioral patterns);

2) the ability to understand other people (which involves understanding the needs, motives of other people, their behavioral patterns, used psychological defenses);

3) the ability to understand the relationship of people (which means the ability to adequately perceive the situation of communication, the relationships that develop in the process of communication, to be aware of one's own influence on the communication process, to understand the causes of difficulties that arise);

4) the ability to predict interpersonal situations (which is impossible without the development of all the above abilities, and also requires knowledge about the obstacles to mutual understanding and the use of constructive communication techniques).

L. Iacocca once wrote about the importance of socio-psychological, or communicative, competence of managers. The fact that students with brilliant abilities became very mediocre managers, he explained by the fact that they were not sociable.

More recently, the concept of social intelligence emerged as more necessary for managers than general intelligence measured in IQ. For high efficiency It is enough for managers to have a general intelligence of an average level. The test developed by J. Gilford allows measuring social intelligence and can be used in the selection of managers, but not for their development.

Examples of professional competencies: delegation, coaching, management, independent work, client orientation, collaboration, interpersonal skills, organization, process orientation, proactive activity, inspiration, determination, persuasiveness, etc.

As the capitalization of domestic enterprises develops and grows, it becomes more and more obvious that the main character in the organization is the manager. It is he who daily makes many decisions and is responsible for the quality work of structural units. The role of the head of a modern Russian organization cannot be overestimated. Sociologists note the internal heterogeneity and inconsistency of this social group, which includes both the leaders of the old formation and the new generation of managers who support market values ​​and are included in them as guidelines for the development of enterprises and the economy as a whole.

The changes that have taken place in our country place high demands on the competence of managers of a modern organization.

It is possible to imagine the competence of a manager as a combination of three spheres of his existence in the organization: his deeds (I can - is formed by professional training), his feelings (I want - is formed by education and organizational culture) and his thoughts (I know - is formed by education). By the degree of their severity and the dominance of one or the other, one can judge the level of manager's competence.

The head of the organization determines by 80% how the organization he leads will look like, what management technologies it will choose, what people will work in it and what behavioral norms will prevail. Time goes by, society changes. Today, the country feels the need to search for new management methods and professional leaders and managers. Russian companies leaders are needed who build their relationships with the organization and employees on the principles of professionalism, cooperation, mutual respect and interest and a clear understanding of mutual obligations.

The modern Russian manager is in conditions of constant change and uncertainty. Some tasks in his activity lose their significance and disappear altogether, others somehow transform, change in some way. At the same time, new tasks appear that require even greater restructuring of professional activity. There is a need for new competencies. By conducting a specific analysis of the new tasks facing the manager, it is possible to model the competence that the manager lacks and offer a special training program.

At different stages of socio-economic development, competencies change. However, the modern Russian manager must manage tasks, resources, people, information, quality, projects and organizational change. This is a universal competency model that can change depending on the needs of the organization (Table 1).

Table 1

Top manager competency model

Result orientation
Leadership level of development	Communicates high expectations to its employees. Helps employees to believe in success and make every effort to achieve their goals. Creates a system for assessing achievements. Supports employees during times of failure
Strong level of development	Sets goals at a level that is difficult but realistic. Identifies ways to evaluate your achievements. Able to be persistent, active and selective during a long period of failure
Basic level of development	Stubborn, striving for success. Does not give up when faced with temporary setbacks. Aimed at a specific result, not a process. Initiative
	Wants to be successful. Does not always show sufficient perseverance. Faced with setbacks, they may lose faith in themselves. In some cases, takes the initiative
Competence not developed	Doesn't try to be successful. Satisfied with the results obtained
Conflict Management
Leadership level of development	Sets the norm of a constructive attitude towards disagreements in the team. Requires employees to negotiate among themselves, without bringing the situation to conflict. In the event of a conflict, he acts as a competent mediator, helping the parties to agree
Strong level of development	Able to identify the deep interests of his interlocutor. Moves away from the discussion of the declared positions, moving on to the discussion of deep interests. Resourceful in finding new solutions that suit both parties. Able to avoid conflict even when dealing with a non-constructively minded employee
Basic level of development	Faced with disagreements, seeks a compromise solution. Clarifies the position of the other. Shows understanding and respect for the position of the other, even when it contradicts his own. Able to change position, be flexible in finding compromises. With the mutual will of the parties does not bring disagreements to conflict
Competence underdeveloped	Faced with disagreements, tries to negotiate. At the same time, he holds on to his position. Not flexible. Refuses to understand the position of the interlocutor
Competence not developed	Provokes colleagues to conflict. In case of disagreement, takes a non-constructive position

The most important thing for a top manager is the ability to be a leader. In addition, the manager must be a strategist, assess the potential of people, manage organizational knowledge.

Thus, the development of professional competence and competence of a modern Russian manager involves the development and implementation of a set of modern professional knowledge and practical skills, their application, mastery of effective social management skills and human technologies.

Competences are fundamentally different from the triad of "knowledge, skills, abilities". First, they define larger units of analysis of professional activity (these are essential parts of a particular activity). Secondly, they include professionally important qualities of a manager's personality. The core of competence is "skills". Their combination and interrelation forms the internal structure of competence.

One can think of a manager's competence as a combination of three areas of his existence in the organization: his deeds, his feelings and his thoughts. By the degree of their severity and the dominance of one or the other, one can judge the level of manager's competence.

Modern researchers of the competency-based approach (A.K. Markova, L.A. Stepnova, E.V. Zemtsova, A.I. Subetto) distinguish the following main competencies of managers 11 Lukashenko M. A. Professional competencies of a manager www.bglitvak.ru:

· Focused on results and achievements. The ability to be responsible for the implementation of decisions, the ability to set new ambitious goals after achieving the previous ones. Task and relationship oriented behavior.

· Flexibility. The ability to quickly and adequately respond to emergency situations, to see and identify the problem, to find ways to solve it, to assemble a team for implementation, to evaluate the results.

· Ability to learn, self-learning. Learning, receptivity to new methods and technologies, the ability to apply new things in practice. The ability to introspection. Willingness to analyze one's achievements and shortcomings, look at familiar things with different eyes, wisely use someone else's experience.

· Influence, ability to convince. The ability to defend one's own opinion. Logic in conducting constructive conversations. Knowledge of influence techniques. The ability to identify and use the motives of people. Ability to ask the right questions and determine the degree of awareness and emotional state of the partner.

· Ability to listen to others and accept feedback. The ability to create channels of two-way communication - to abstract from one's opinions and thoughts, to concentrate on the words of the interlocutor. Good auditory and visual memory. Ownership different ways feedback. Ability to effectively encourage and criticize others.

· Presentation and negotiation skills. Ability to determine the goals and objectives of the presentation, the interests of the audience. Building a spectacular introduction, connecting phrases, main body and end of the presentation. Possession of persuasion strategies and public speaking skills. Knowledge of the stages of an effective negotiation process. The ability to identify the interests of the participants, to choose the best alternative. Ability to discuss, offer, conduct positional bargaining. Mastery of manipulation techniques and the ability to resist them.

· Customer orientation. Knowledge of customer service policies and standards. Orientation to the current and future needs of customers. Ability to behave correctly with different types of "difficult" clients. Ability to build partnerships with clients, ability to recognize additional opportunities and risks in relation to clients.

The competencies of a manager can also include: analytical skills, creativity, organizational skills, ability to work in a team, etc.

Thus, for each type of management activity there are special competencies. The difference in the competencies of employees is due to the difference in their functional duties, as well as the demand for their skills, knowledge and personal qualities necessary to perform these duties.

Considering professional competencies, most researchers single out: simple (basic) competencies and key competencies.

WHAT COMPETENCES SHOULD A SALES MANAGER HAVE
Sukhanova I.M.
"Sales Management", May 2007.

Before talking about the competencies of the head of the sales department, we need to decide on the understanding of what a competency is.

So, classic definition: competence - (from the Latin competo - I achieve; I correspond, I approach). It has several meanings: 1) the scope of powers granted by law, charter or other act to a specific body or official; 2) Knowledge, experience in a particular area.

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

A set of competencies; the availability of knowledge and experience necessary for effective activity in a given subject area is called competence.

Competencies can be divided into:

• corporate competencies - necessary for all employees of the company,

• managerial competencies - necessary for company leaders (all or only a certain level),

• special (specific) competencies required only by a certain category of employees ( ex: sales manager).

Let us give an example of corporate competencies of one of the companies engaged in wholesale trade equipment. Regardless of the position held, each employee of this company must have the following competencies:

• Mastering and using new knowledge and skills, ie. not only constant study, but also the use in work of the new knowledge, skills, own and other people's experience obtained as a result of such study;

• Effective communication and cooperation, ie. the ability to work successfully together with other members of the organization, to achieve coordinated actions to achieve the goals of the company;

• Orientation to the needs of clients implies the desire of the employee to understand and satisfy the needs of clients as much as possible, to evaluate the usefulness of the actions taken in terms of additional satisfaction of the needs of clients. Moreover, the employee should treat colleagues at work as internal customers;

• Focus on results, ie. understanding by the employee of the tasks facing him and the company and the ability to systematically achieve their implementation.

As an example of managerial competencies, we offer a set of competencies for a middle manager of one of the companies that develops and sells IT solutions:

Professionalism - Possession of universal knowledge and experience in at least one of the activities of the company.

Organization - distribution (control) resources : the ability to provide employees with the resources and powers necessary to achieve the intended goals; establish the minimum necessary control; monitor the results achieved, correlating them with the established plan.

organization – determination of personal priorities and goals corresponding to the tasks of the company; reasonable distribution of working time; productive work with documents and effective solution of administrative issues; optimal processing of information, highlighting important points without excessive detail; ability to work under heavy load.

Communication - the ability to "listen and hear" messages and information, to conduct pre-prepared and spontaneous speeches that are appropriate for the audience and topic and ensure the achievement of the desired results.

Development of subordinates , i.e. development of relevant skills and abilities of employees in accordance with specific professional needs; setting complex professional tasks; empowering employees to take on more responsibility. Creating an environment that encourages people to achieve and develop their own abilities; encouragement in employees of energy, enthusiasm, devotion, trust and striving for excellence.

Delegation of powers – those. the transfer of part of the functions of the head to a subordinate, subject to the transfer of responsibility for the task assigned.

External contacts – development and maintenance of constructive relationships with customers, suppliers, public and government representatives; manifestation of special attention to the client, punctuality in the supply of products and the provision of services. Representing the company in relations with external organizations, performing work with constant concern for the company's reputation.

Communication skills - the ability to interact effectively with others; the ability to win support at any organizational level.

Conflict Management - the ability to understand a variety of points of view, to exercise control over stressful and crisis situations; ability to resolve conflicts and disagreements.

Constant display and encouragement of attention to quality work at all levels, both within the company and outside it; critical attitude to mediocre results.

Achievement of the set goals; acceptance of a system of responsibility for the results and performance of work with a sense of responsibility for labor productivity.

Innovation - striving for the development and application of new progressive methods of work.

Intellectual level - mind, ability to think logically, education.

When starting to develop a competency model for a sales manager, it makes sense to first define corporate and managerial competencies, and only then move on to developing specific competencies. Special or specific competencies decipher the concept of "Professionalism" for a specific position of the head of the sales department. We will return to this type of competencies a little later, and now we will take a closer look at the managerial competencies of the head of the sales department.

It is managerial competencies that come first for the head of the sales department and ensure its effectiveness. True, often the head of the sales department forgets that he is the head and his main task is to manage the department, and is too fond of personal sales. Moreover, for a better understanding of the essence of managerial activity, it makes sense for the head of the sales department to imagine the entire possible range of managerial competencies. The list of these competencies is quite large, therefore, not all of them should be placed in a real document, the so-called “competence portrait”, but only the most important ones for a specific position in a specific organization. This is done in order to make such a document a real working tool, since too large a list of competencies is both perceived and difficult to evaluate.

So, managerial competencies can be divided into five groups:

• 1) The competencies required to fulfill the role of leader.

• 2) Competencies that characterize a high level of intelligence.

• 3) Competences necessary to improve the efficiency of work (one's own and those of subordinates).

• 4) Competences that determine the manager's own development.

• 5) Competences defining

Let's start with the competencies required to fulfill the role of a leader. These include:

1. Leadership, that is, the ability to achieve outstanding results through people.

2. Management as achieving outstanding results through effective management of resources, systems and processes.

3. Development of employees (mentoring,).

Note that sometimes the concepts of "leadership" and "management" are perceived as synonymous. This is not entirely true. Thanks to leadership, the leader leads people, inspires them, ignites them with an idea. He may not pay much attention to how rationally the work of employees is organized, but he will not pass by despondency and loss of enthusiasm. On the other hand, managerial qualities allow the manager to manage work processes, ensuring their rationality, thoughtfulness, and coordination.

In one company, we saw a vivid example of leadership development in one head of sales and managerial development in another. The company had two sales departments divided by product principle. One department sold one product, another department sold another. The head of the first department often spontaneously gathered his managers and enthusiastically described to them the prospects for the company's work, showing them the exciting horizons of new victories. He also often held personal conversations, encouraged employees. True, he left the specific steps (what and how to do) to their discretion. He believed that the main thing is the desire to achieve results, and what and how to do is the second question. Managers often made mistakes and worked very chaotically, but with enthusiasm, thanks to which they managed to fulfill the plan, although they often had to redo the work. The head of another department, on the contrary, gathered planning meetings strictly according to the schedule, gave clear tasks, provided the necessary resources to solve the tasks, controlled the execution, and helped with the solution of complex tasks. But he did not consider it necessary to say anything about the necessity of the work they were doing. He believed that this was already understandable, so why waste time on this. As a result, his subordinates worked quite smoothly, achieved good results, but did not strive for special achievements, they treated work as an inevitable necessity. It is obvious that both leaders had development reserves, one of managerial qualities, the other of leadership qualities.

Now consider the competencies that characterize the high level of intelligence of the manager.

This is, firstly, such a competence as "Analysis and problem solving" that is, reaching mutually acceptable solutions through identifying problems, reaching out to affected parties, developing multiple solutions, and resolving conflicts.

The second competence is "Goal Oriented" or focusing aspirations on achieving a goal, mission, or task.

The third competence « Making decisions», why it is important to choose the best sequence of actions based on the analysis of the situation.

And finally, the fourth competence - "Creativity or Innovation". This competence is characterized by the adaptation of traditional or the development of new approaches, concepts, methods, models, images, processes, technologies and systems.

Sales leaders often have to deal with problems that do not have a clear solution. It is in such cases that the competence of this group is required.

For example, the head of a department learns that his manager and an employee of the client are doing dubious transactions involving yet another, third company. And we are talking not only about kickbacks, but also about actions that, if they are made public, will damage the reputations of both companies, as well as affect the moral climate in the team. The leader must consider the situation from all sides and determine what options are generally possible and what consequences they can lead to. The simple dismissal of an unscrupulous manager will not solve the problem, since there is still an employee of the client whose actions were no better than the actions of the manager. And you can't just fire him. In addition, it is necessary to deal with a third company, recovering from it the damages incurred. The manager must understand that he has to solve several problems at once in this situation: not only to stop the fraud and compensate for the damage to his company, but also to prevent the possibility of their repetition in the future, and, most importantly, to preserve the reputation of both companies. Ordinary actions in such a situation are not suitable, so the leader will have to approach the issue creatively, find an unconventional way to resolve the situation.

Very important for a leader are the competencies necessary to improve work efficiency. These include competencies such as "Planning" and "Personal effectiveness".

Planning - A systematic approach to activities, independent preparation and action in accordance with the developed plan.

This competency, according to our observations, is the most typical “growth point” for many sales managers. Many of them experience great difficulties not only in drawing up an objective and fact-based plan, but also with its subsequent implementation.

The head of the sales department of a large company grew up from salespeople and had more than 15 years of sales experience. He perfectly remembered the times when no one planned anything, but, nevertheless, sales grew at a tremendous rate. Then sales began to fall, and he, already the head of the sales department, was required by the company's management to draw up a plan and follow it. He resisted this as best he could: how can you plan something in our life, he said, because you don’t know what awaits you tomorrow. But the leadership insisted, and there was nowhere to go. I had to make plans. But he did this solely for show and forgot about the plan at the same moment when he handed it over to the leadership. Naturally, with such an attitude, he did not look into the plan until the moment when it was necessary to write a report, did not control its implementation among subordinates and did not take any actions to achieve it. Subordinates, seeing the attitude of the leader, treated planning accordingly and worked as they had to, and some just because of their mood: it went well - I will sell, but if it didn’t work out, it’s not worth it to strain, you have to wait.

The “Personal Effectiveness” competency combines the following characteristics:

No less important for the activities of the leader is his own development. And here we can consider competencies that unite the manager's desire for his own development, namely: "Continuous learning" and "Flexibility".

The “continuous learning” competency is very important for a sales manager, but quite often we see the so-called “stopped self-development” in them. In other words, a person who has reached the level of the head of the sales department has already really achieved a lot professionally and at some point begins to believe that he already knows everything and can do everything. But life does not stand still. As you know, knowledge in the modern world becomes obsolete very quickly. Even 10 - 15 years ago, knowledge became obsolete every five years. Those. a specialist, if he wanted to maintain his qualifications at a high level, had to undergo training at least every five years. Today, knowledge becomes obsolete every 2-3 years.

The insufficient level of development of the “continuous learning” competence is very clearly manifested in the process of various trainings, when participants, instead of perceiving new information and thinking about how it can be used in their work, declare: “but it’s not like that with us.” This closeness to new knowledge or just approaches leads to the fact that a specialist develops professional templates. And this, in turn, leads to inflexibility.

"Flexibility" as a managerial competence of the head of the sales department is especially important in the context of innovations in the company. If the leader is inflexible, it will be very difficult for him not only to understand the meaning of the changes, but also to choose adequate methods of behavior depending on the situation. Flexibility also implies the ability to quickly switch from one activity to another, to constantly keep all the diverse affairs of the department in focus, not to forget or lose sight of the details.

I would like to pay special attention to the last group of competencies - customer orientation. In this case, the client refers to both external customers of the company and its own employees who are internal customers. Competence "Customer Focus"- it is anticipation, satisfaction of the needs, desires and expectations of the client.

However, customer orientation should not be confused with an obsequious attitude towards him and a desire to please in everything that not only does not lead to partnership and cooperation, but can adversely affect the business as a whole.

The head of the sales department of a manufacturing and trading company understood customer orientation in a very peculiar way. After taking office, the first thing he did was to replace the standard client agreement, which provided for an advance payment, with an agreement with a deferred payment of 30 days. Naturally, customers were only happy about this. But if earlier, starting to discuss the contract, the bargaining process began with an advance payment, now the same bargaining began already from 30 days. As a result, the average delay in payment for the company increased from 15 days to 45. Of course, this was beneficial for customers, but the company suffered significant losses.

That is why an understanding of customer orientation should take into account that one's own company should not suffer significant losses as a result of this orientation. It is important to find common ground and mutually beneficial solutions, then cooperation will be stronger.

Actually, after this competence, we can say that for the head of the sales department, it can serve as a kind of "bridge" between managerial and special (specific) competencies.

To understand the latter, you need to be very clear about what, in addition to managerial, functions the head of the sales department will perform.

In general, the following competencies are required:

• Knowledge of the basics of marketing (positioning, segmentation, assortment policy, pricing, distribution channels, sales promotion)

• Ability to plan sales in general and on various grounds (in the context of customer groups, assortment groups, sales territories, payment terms);

• Ability to prepare package offers for various groups of clients;

• Ability to manage receivables;

• Ability to form an optimal and balanced warehouse;

• Ability to organize and control events for the development of the client base;

• Ability to optimize the client base based on a new (or adjusted) marketing strategy;

• Skill of formation of price and assortment policy of the company;

• Skills in contract work, paperwork;

• Skill in analytical work (analysis of sales, financial performance and promotion activities; analysis of market conditions; analysis of the client base);

• Skills for carrying out campaigns to promote priority or "hanging" goods.

• Negotiation and settlement skills conflict situations with clients;

• Proficiency (at the advanced user level) with software such as 1C, Infin, Bank-Client, Consultant-Plus, etc.

If the head of the sales department works with key customers, then his special competencies may also include the following competencies:

• Knowledge of the company's product line.

• Ability to present any product (service).

• Ability to work with customer objections.

• Understanding the competitive advantages of products (services), companies, personnel.

• Skills to maintain long-term relationships with clients.

• Working with clients on overdue receivables.

• Knowledge of the norms and rules of document flow in the company, storage of confidential information and others.

For example, consider the specific competencies of the head of the sales department of one of the companies.

"Portrait of competencies" (excluding corporate and managerial).

The head of the sales department must have practical experience (at least 3 years) in the following areas:

1. Work with the company's clients:

• search and development of potential clients in the main areas of the Company's activities;

• business correspondence;

• preparation and holding of business meetings;

• maintaining contact with clients after completion of work.

2. Working with documents:

• preparation of documentation and submission of applications for participation in tenders;

• execution of agreements and preparation of contracts;

• work with accounts;

• work with confidential information, its registration, accounting and storage;

• management of sales records;

• analytical work with archival documents (successful, failed contracts, reasons for failures, etc.).

3. Organization of work to fulfill customer orders:

• organization of the implementation of the entire complex of works on the projects available in production;

• dispatching the movement of goods and maintaining a database of customers;

• selection of complex co-executors of the project and organization of interaction with them;

• procurement management.

If your organization has implemented (or is implementing) a quality system, the head of the sales department should have the following specific competencies:

• the skill of describing the sales business process;

• know the requirements of a quality standard (eg ISO);

• have experience in implementing CRM or other sales management systems.

The head of the sales department may need knowledge of the basics of marketing, market research, knowledge of regional sales markets, lobbying skills, experience in building sales networks, experience in opening representative offices, branches and warehouses, and much more.

Once again, we draw attention to the fact that it is no coincidence that these competencies are called special or even specific: they directly reflect the specifics of the business and the requirements of a particular company for the same position. As we have already said, these competencies are included in the concept of "Professionalism".

What opportunities open up for us with a clear understanding of the competencies of the head of the sales department?

Firstly, it will allow the head of the organization, the commercial unit or the HR department to evaluate candidates for this position according to uniform criteria.

Secondly, it will create an understanding of the “effective employee”, will help determine the criteria for the successful completion of work. For the employee himself, this will be help in identifying his strengths and weaknesses, identifying the main needs for development and training.

Thirdly, we will be able to make an objective decision regarding the promotion of employees, their development within the company.

Are there situations when you can work calmly without building competency models? Yes. In the case when the company is at the very beginning of its development, sometimes it is formed according to the "friendly-family" principle, when there is no clear division by position and all employees are almost completely interchangeable. At this stage of the formation of the organization, it is too early to talk about competencies as some kind of managerial tool. However, analyzing the best experience of employees, effective methods of work, already at this organizational stage, it is necessary to talk about the foundation for describing corporate competencies, and over time, both managerial and special ones.

Now let's dwell on the question: "How can we assess the presence of certain competencies?". The assessment methods here can be: interviews, professional testing, ranking, 360-degree assessment and, as the most comprehensive method, the assessment center (Assessment Center). However, if we are talking about the simplicity of the assessment, its acceptability, profitability and at the same time the correctness of its results, then we can talk about the following methods.

The most cost-effective tool in the situation of selecting candidates for a position, as experience shows, is a behavioral interview. It approaches the center of assessment in correctness, requiring one to two hours instead of one to two days, it is easier to conduct, it is less expensive and acceptable to sales managers with a different set of required competencies. As part of such an interview, you ask questions and ask to describe the behavior of the applicant in a particular situation that would correspond to the competence you are interested in.

For example, we are interested in the “Customer Orientation” competency. We can ask the candidate questions like: "Tell us about your relationship with clients." "Describe your behavior in a situation where a client had a large receivable." "How did you act in a situation where a client contacted you with a complaint about the behavior of your subordinates."

In a situation of evaluation or certification (for example, to nominate candidates for the reserve to fill the position of the head of the sales department) in a company, the most optimal method would be either a simple ranking of employees by competencies, or a 360-degree assessment. This will be an assessment of a company employee based on data on his actions in real work situations and on his business qualities. It is carried out according to the apparent behavior of a person. Competences of the employee, his professional, personal qualities are evaluated. The information will be presented in the form of a rating ranked by various indicators (competencies). In the case of a 360-degree assessment, data is obtained by questioning the employee himself, his immediate supervisor, colleagues, and in some cases, the clients of the person being assessed.

Consider the example of evaluating several employees applying for the position of head of sales. During the assessment, it was managerial competencies that were important, since each of the employees proved to be a good seller. For each of the managerial competencies, they scored the following average scores*:

*Rating scale from 1 to 5, where:

1 - the best indicator, competence is developed

5 - worst indicator - competence is not developed

360 degree average scores.

Competence	Employees
				Maksimov
Leadership
Management
Analysis and problem solving
Goal orientation
Making decisions
Creativity / innovation
Planning / organizing
Personal efficiency
Lifelong learning
Flexibility
Customer service

From the table, it can be seen that there are two applicants for the position of head of the sales department - Ivanov and Petrov. For the final choice, you need to determine the priority of each competency for this position in this particular company. If the organization is hierarchical, with prescribed regulations, then Petrov can be the most effective. If the company is innovative, striving for development, with democratic relations, then Ivanov will be a more interesting candidate for the position of head of the sales department.

So, we have considered the options for corporate, managerial and special competencies of the head of the sales department. We touched on the issue of methods for assessing competencies in various situations. In conclusion, I would like to emphasize that it makes sense for each company to develop its own unique (albeit based on general knowledge and approaches) model of sales manager competencies. This approach will allow to “sharpen” this tool for the specific needs of the company and make it really work.

Attachment 1.

Annex (inset)

Description of managerial competencies of the head of sales department

• Able to manage others to achieve results
	Leadership	Achieving outstanding results through people. • Inspiring others with your views • Taking risks for the sake of principles, values ​​or goals • Building trust through demonstrating the correspondence between words and deeds • Demonstrating optimism and positive expectations from others • Involving people in decisions that will affect them • Accurate, honest and meaningful work with questions related to employee evaluation • Adapting methods and approaches to the needs and motivations of others • Making decisions to avoid or minimize negative impacts on people • Demonstration of loyalty to subordinates
	Management	Achieve outstanding results through effective management of resources, systems and processes. • Acceptance of risks in order to achieve goals, results and tasks • Setting high development standards • Keeping people in line and focusing on priority goals and objectives • Identification of obstacles to achieving goals and overcoming them • Clear goal setting • Delegation of appropriate responsibility and authority • Making sure that the available resources are sufficient to achieve the objectives • Control over the fulfillment of the set goals and objectives • Making decisions that produce a bottom line or income
	Employee development / mentoring	Helping and supporting the professional growth of others • Expression of confidence in the success of others • Determining the development needs of each employee • Support for initiative and improvement in work • Provide opportunities for learning • Providing opportunities to work on a new, difficult or ambitious challenge • Recognition and support for success • Training, mentoring and mentoring for the development of others • Treating a mistake as a learning opportunity • Sincere desire to support, develop others and provide professional assistance • Open desire to share their knowledge and successful experience
• Has a high level of intelligence, is able to determine the right direction
	Analysis and problem solving	Achieve mutually acceptable solutions through identifying problems, reaching out to affected parties, developing multiple solutions, and resolving conflicts. • Listening and discussing options with clients, employees, colleagues to resolve problems • Clear definition of problems and constraints and initiation of an open objective discussion • Obtaining explanatory information to develop justified solutions or recommendations for action • Identification and comparison of alternatives, assessment of benefits and risks, anticipation of the consequences of decisions • Search for non-verbal indicators of unresolved conflicts or problems • Anticipating potential problems or crisis situations and taking the necessary actions to avoid such situations • Identification of sources of conflict and search for solutions that will satisfy the interests of all parties • Understanding and applying a variety of conflict resolution methods • Detach yourself from the problem for objectivity and satisfying solutions.
	Goal orientation	Focusing aspirations on achieving a goal, mission or task. • No need for guidance when reaching the goal • Compliance deadlines to achieve the goal • Identification of opportunities for faster / more efficient achievement of the goal • Setting ambitious goals and striving to achieve them • Development and implementation of optimal strategies to achieve goals • Performance measurement and performance evaluation to understand the degree of achievement of the result • Understanding the urgency in pursuit of a goal • Demonstration of perseverance in overcoming difficulties in achieving the goal • Taking calculated risks to achieve results
	Making decisions	Choosing the best sequence of actions based on the analysis of the situation. • Making impartial decisions based on facts and laws • Assumption of quantitative evaluation of decisions, actions and results • Understanding the impact of decisions on the organization and their consequences • Explanation of rational reasons for making decisions • Demonstration of consistency in decision making • Involving others in the decision-making process to get different opinions and experience • Making timely decisions in difficult stressful conditions
	Creativity / innovation	Adaptation of traditional or development of new approaches, concepts, methods, models, images, processes, technologies and / or systems. • Identification of unique patterns, processes, systems or relationships • The presence of non-traditional views, the use of new approaches • Simplification of data, ideas, models, processes or systems • Challenging established theories, methods and procedures • Support and promotion of creativity/innovation • Changing existing concepts, methods, models, schemes, processes, technologies and systems • Development and application of new theories to explain and resolve complex situations • Application of unaccepted theories and/or methods • Development of new revolutionary concepts, methods, models, schemes, processes, technologies, systems, products, services, industries.
• Takes action to improve its performance
	Planning / organizing	A systematic approach to activity is independent preparation and action in accordance with the developed plan. • Development of competitive and realistic plans based on strategic goals • Acting with future needs in mind and exploiting potential benefits • Preparedness for contingencies • Assessing the resources needed and the ability to secure their availability in right time • Balance between daily needs and planned activities • Tracking plans and adjusting them as needed • Organization of a logical and clear order, actions performed flawlessly • Effective use time
	Personal efficiency	Demonstration of initiative, self-confidence, self-affirmation and willingness to take responsibility for their actions. • Possession of decisive confidence and belief in one's own abilities • Showing initiative and taking all possible actions to achieve the goal • Radiation of self-confidence • Return to errors for analysis and correction • Recognizing mistakes and working to prevent them • Taking personal responsibility for achieving personal and professional goals • Effective actions and achievement of goals even in difficult conditions
• Strives for own development
	Lifelong learning	Initiative in learning, application of new concepts, technologies and/or methods. • Enthusiasm and interest in learning • Initiative in acquiring and developing the skills and knowledge required for the position of head of sales • Mastering all new information through reading and other learning methods • Active interest in new technologies, processes and methods • Acceptance or search for new vacancies requiring new knowledge or skills • Putting in a lot of effort/incurring the cost of training • Genuine enjoyment of learning • Identification of places of practical application of knowledge • Image of the “source of knowledge” among others
	Flexibility	Agility to adapt to change. • Quick response to changes in directions, priorities, schedules. • Demonstrated rapid adoption of new ideas, approaches and/or methods • Efficiency in switching between multiple priorities and tasks • Changing methods or strategy to better suit changing circumstances • Adapting your working style to different people • Maintain productivity during the transition period, even in chaos • Acceptance and/or maintenance of the change.
• Focused on the consumer
	Customer service	Foresight, satisfaction (with a margin) of the needs, desires and expectations of the client. • Committed to anticipating, identifying and understanding the client's wants, needs and beliefs • Understanding the priority response to the client • Tracking customer requests • Tolerance and courtesy in working with the client • Resolution of problems and complaints to customer satisfaction • Work with the highest return for customer satisfaction • Building relationships with clients • Building partnerships with the client to achieve their goals • Actions to protect the needs of the client • Taking professional risks in order to meet the needs of the client

More detailed characteristics for each of the competencies are presented in the Appendix.

mentoring- this is a model of professional relations, involving a partnership between an experienced and a young teacher, in the process of adapting to new conditions. The model is based on a constructivist approach to the process of cognition, which is understood as a process of constant analysis of the personal experience of a specialist and adaptation of a specialist to a constantly changing reality, which is an integral and necessary part of professional self-improvement.

Professional competencies of the manager- his ability to perform work according to the requirements of the position. In turn, the latter are usually called tasks, standards for their implementation, which are accepted in a particular organization, industry.

Key professional competencies of the head of the organization

• Achievement orientation;
• Successful work with data, decision making;
• Organization of activities, control;
• Motivation, development of employees;
• Ability to influence subordinates;
• Ability to organize own work.

For the leader it is important to focus on achievements, the ability to set quite achievable, but at the same time ambitious goals. It is equally important to be able to work with information and make the right decisions based on its analysis. A competent leader is able to properly organize work, control activities. The professional skills and managerial competencies of the manager include his ability to create conditions for subordinates that allow the latter to do their job with a desire.

Of course, the leader must be able to influence the decisions of his subordinates. For this you need to have:

• Oratory skills;
• Authority among employees;
• Ability to conduct meetings and lead a group;
• The ability to quickly navigate in unforeseen situations.

In turn, the organization of one's own work presupposes the ability of a person occupying a leadership position to plan, organize, and correctly distribute his working time. It is important to be able to prioritize, use delegation as a way to save time and develop the skills of subordinates.

Other professional competencies of the head of the organization

• Knowledge of the basics of marketing for positioning the company in the market.
• Ability to manage finances, use investment tools.
• Understanding market laws in order to properly organize sales.
• Competent implementation of business administration, etc.

These competencies are largely based on the qualifications of the leader. They are determined by a set of professional knowledge that a person holding a managerial position should have. In this case, it is necessary that the manager has not only work experience, but also the appropriate education, since, for example, the ability to use investment tools is based on knowledge of the process of working with investments.

Development of professional competencies of a manager

The key competencies of a manager are more based on personal characteristics. Their improvement allows you to achieve the desired result and become the most competent manager. For this purpose, it is better to use the help of professionals to develop the professional competencies of a manager. Leadership training provides an opportunity to develop or improve managerial skills.

Trainings for managers allow you to learn how to manage projects, changes and other components of leadership work, develop strategic thinking, and communicative competence. With their help, it turns out to learn about many important aspects of competent management, which makes it possible to more effectively manage a company in a variety of conditions.

Introduction

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

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

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

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

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

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

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

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

The purpose of the work is to determine the organizational and managerial conditions for the effectiveness of the formation of professional competence of heads of organizations.

The object of the study is the professional competence of managers and specialists of modern organizations.

The subject of the study is the process of forming the professional competence of managers and specialists in a modern organization, the conditions and ways of development.

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

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

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

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

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

1. Theoretical foundations of professional competence

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

One of the priorities of the leader's policy on present stage is to provide a management system for highly qualified personnel.

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

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

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

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

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

Author Zimnyaya I.A. /2/ believes that competence is "the unity of knowledge, skills and attitudes in the process of professional activity, determined by the requirements of the position, the specific situation and the business goals of the organization."

The formation of professional competence is the process of influence, which implies a certain standard, which the subject of influence is guided by; a process that implies a certain completeness, the achievement of a certain level of standard.

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

In the scientific literature, the criteria of professional competence define the social significance of the results of the work of a specialist, his authority, social and labor status in a particular branch of knowledge (activity).

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

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

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

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

) sense of responsibility results achieved;

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

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

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

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

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

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

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

knowledge and experience in a particular area.

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

The system of professional competencies of the manager

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

) the main area of ​​competence in the human-human system, which determines the professional purpose, the main content of the work and the leading activity of the manager;

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

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

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

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

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

1.2 Modern approach to understanding professional competence

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

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

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

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

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

as visible and recorded results of activity;

as some performance standards;

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

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

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

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

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

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

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

technical;

communicative;

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

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

conceptual;

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

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

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

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

informational, which includes the possession of new information technologies;

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

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

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

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

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

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

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

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

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

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

When performing such tasks, students also develop information competence (the ability to collect and process information from different sources, to make contacts / connections with other people in different situations, using both oral and written, including electronic forms of communication (e-mail - to communicate with the teacher and students, web quest - to complete the task, etc.).

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

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

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

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

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

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

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

Raising the professional and cultural level of the manager;

Stimulation of his official and social activity;

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

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

Practical forms of scientific - methodical work:

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

an approach. Development of professionalism through continuing education courses on the job with obtaining a document state sample. This form can be implemented in person and in absentia on the basis of agreements with institutions licensed for advanced training. Such courses solve the problem of disruption of the production process. The opportunity to learn from first-class specialists was extremely demanded by the leaders of the country.

an approach. Implementation of the accumulative system of advanced training, taking into account the individual control system leader .

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

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

.1 a brief description of educational institution FGSUVU No. 1

The Federal State Special Educational and Educational Institution for Children and Adolescents with Deviant Behavior "Special Vocational School No. 1 of a Closed Type" in Ishimbay (hereinafter referred to as the School) is a state special educational and educational institution for children and adolescents with deviant behavior of federal subordination.

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

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

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

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

Based on the Government's order Russian Federation dated 30.08.2004 No. 1139-r The school is under the jurisdiction of the Federal Agency for Education (hereinafter referred to as the Founder), which exercises the functions and powers of the founder.

Relations between the Founder and the School not regulated by the Charter are determined by the legislation of the Russian Federation and the agreement concluded between the Founder and the School.

The School in its activities is guided by the Constitution of the Russian Federation, the Civil Code of the Russian Federation, the Law of the Russian Federation "On Education", federal law"On the fundamentals of the system for the prevention of neglect and juvenile delinquency", the Budget Code of the Russian Federation, the Tax Code of the Russian Federation, other legislative and regulatory legal acts, the Model Regulation on a special educational institution for children and adolescents with deviant behavior, approved as amended by resolutions of the Government of the Russian Federation Federation dated 01/08/1997 No. 19, dated 12/23/2002 No. 919, regulatory legal acts of the relevant federal executive authorities and local self-government, acts of the Founder, this Charter. The school, in accordance with state educational standards, implements the main educational programs of primary general, basic general, secondary (complete) general and primary vocational education.

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

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

The main tasks of the School are:

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

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

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

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

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

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

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

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

bringing the limits of budgetary obligations;

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

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

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

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

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

The Principal of the School is responsible for:

failure to perform functions within its competence;

implementation of incomplete educational programs;

quality of education of graduates;

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

misuse of federal budget funds;

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

obtaining credits (loans);

other violations of the budget legislation of the Russian Federation.

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

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

The main activities of the School Council are:

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

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

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

listening to the reports of the head of the School;

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

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

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

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

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

competence professionalism head qualification

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

Table 1 - Definition of the concept "Professional competence"

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

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

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

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

Table 3 - Professional viability and competence of teachers.

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

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

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

Motivational-value parameter

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

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

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

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

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

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

Cognitive-activity parameter

The results of the input diagnostics, carried out with the use of teachers' KIMs, indicate that the majority of teachers have mastered the subject at a basic level. At the same time, difficulties were identified in the development individual elements content that traditionally causes difficulties for students.

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

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

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

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

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

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

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

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

Nevertheless, in general, the level of professional competence of the majority of teachers who take courses can be recognized as sufficient (within the normal range).

When performing the tasks of the current and final diagnostics, the following can be noted:

a) when creating a "business card" of your educational institution, performing practice-oriented projects and tasks of diagnostic and teaching methods in subjects significant amount teachers find it difficult to show the presence of stable positive results in training and education;

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

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

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

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

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

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

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

Emotional-procedural parameter

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

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

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

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

The results of the input diagnostics showed the following: 57% of students do not know the main provisions of legal documents on the activities of an educational institution; 35% students show an average or below average level of knowledge about their main functional duties; 8%students have theoretical knowledge of the provisions of documents regulating the activities of an educational institution not only in the mode of operation, but also in the mode of development, they apply knowledge in their practical activities.

The final diagnosis showed the following.

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

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

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

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

principles for the adoption and implementation of economic and management decisions.

identify problems of an economic, social, political nature in the analysis of specific situations, propose ways to solve them and evaluate the expected results;

systematize and summarize information, prepare certificates and reviews on professional activities;

use basic and special methods of system analysis and problem analysis, manage information in the field of their professional activities;

develop and justify options for effective economic management decisions;

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

use computer technology in user mode to solve managerial problems.

special managerial terminology and vocabulary of the specialty;

the skills of self-mastery of new knowledge, using modern educational technologies;

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

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

7.6% showed themselves at a low level.

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

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

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

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

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

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

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

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

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

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

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

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

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

collective design and implementation of the concept of educational interaction;

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

integrity and continuity in the content and logic of various organizational forms of advanced training;

stimulation and support of any educational activity;

priority of personal rather than functional-role interaction between organizers and listeners;

favorable emotional climate for learning.

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

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

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

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

pedagogical workshops as forms of entry into research activities;

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

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

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

"advisory point" in MMS (RMK);

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

open professional club, etc.

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

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

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

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

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

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

3.2 Development of competencies as the main goal of education

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

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

§ They lack the appropriate qualities.

§ They lack experience.

§ They don't want to be professionals!

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

Just these four components are missing in modern vocational education:

§ professional education.

§ professional practice.

§ Actualization of professional choice.

§ Immersion in a professional environment.

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

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

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

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

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

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

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

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

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

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

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

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

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

Figure 1 - A closed cycle of effective professional activity.

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

PUSK - Complete Universal Competence Framework

Figure 2 - Complete Universal Competency Framework

Business training - lifesaver

Since modern vocational education is tilted towards learning (and mostly theoretical), then for effective training almost all specialists need compensating mechanisms.

AT last years business training has become the main of these forms.

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

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

However, there are a number of thorny questions here:

How to define the required competence profile?

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

How to most effectively develop different aspects of competence?

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

In order to define a competency profile, one should:

Clearly define the goal.

Determine possible ways to achieve it and, based on the results of the analysis of external and internal resources, choose the best one.

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

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

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

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

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

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

Figure 3 - Three competency profiles

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

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

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

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

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

First conclusion:

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

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

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

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

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

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

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

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

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

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

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

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

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

This conclusion echoes the ideas of the realization of human potential. The idea is that strategic directions and goals are determined not only on the basis of the decisions of the first persons of the organization, but also on the basis of the existing unrealized competencies of the staff (which, again, 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, which are not comparable in size to the costs of high-quality personnel management.

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

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

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

) Need-motivational;

) Operational and technical;

) Reflex-evaluative.

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

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

Professional competence of the manager

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

Let's consider these criteria in more detail:

) Qualification.

Key indicators - knowledge:

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

fundamentals of the economics of education;

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

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

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

systems and methods of material and moral incentives for employees;

effective team leadership styles.

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

requirements for record keeping in an educational institution.

Tools:

Testing

Questionnaire

Interview

Discussion

Business (role-playing) game

Self-assessment (self-diagnosis, introspection)

Practice-oriented project

Diagnostics of professional activity

Portfolio

Generalization of experience

Expertise (expert opinion)

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

Main characteristics:

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

assessment of the development of creative activity of teachers

evaluation of innovations and innovations

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

B) Rational organization of labor at school:

assessment of the rationality of the school schedule (according to the survey)

AT) Rational use school equipment, funds, personnel:

Evaluation of the use of teachers in accordance with their professional education profile;

The state of the educational and material (material and technical) base of the institution (availability, use, development)

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

Main characteristics:

A) Satisfaction of teachers and students of the school:

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

B) Socio-psychological climate:

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

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

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

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

Main characteristics:

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

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

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

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

C) Rationality of control technology:

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

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

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

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

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

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

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

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

) input diagnostics;

) current diagnostics;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

) having serious gaps in knowledge;

) having sufficient knowledge and skills;

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

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

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

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

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

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

b) development of KIMs by profession, subject;

c) conceptual and terminological dictation;

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

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

essay writing .

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

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

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

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

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

Tasks of a practice-oriented lesson:

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

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

conduct a comprehensive discussion in the group;

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

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

Conclusion

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

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

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

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

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

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

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

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

Professional competence of the manager

Criterion - qualification; indicators:

) Knowledge:

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

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

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

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

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

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

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

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

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

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

To do this, you need to work on:

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

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

adjust the content of curricula and learning technologies accordingly.

conduct an examination of the developed programs.

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

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

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

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

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

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

List of sources used

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

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

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

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

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

Erroneous representations and metaphors-countersupports to them

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

Characteristics of the professional competence of a college graduate

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

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

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

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

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

APPENDIX D

Organizational structure of management.

Tutoring

Need help learning a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.