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"formation of key competencies of students". Formation of key competencies of students Competences and how to develop them

The development of professional competencies is a continuous process that helps to maintain a high level of professionalism of the staff. Find out which methods and models are considered the most effective and efficient.

From the article you will learn:

The basis of development is the improvement of the personal abilities of the employee. Under the competence are considered professional qualities that help to solve a certain range of tasks assigned to the staff. The totality of knowledge and experience underlies competence.

The level of development of professional competencies depends on the semantic scope of the concept:

models of professional behavior, abilities, skills without certain level covers the whole spectrum of work with simple standards. The list of behavior indicators for all types of professional qualities includes the main functional roles of all employees without exception;

What methods of personnel assessment should be used to determine the required level of development of professional competencies

To be successful when working in a particular organization, an employee has a number of competency models. A systematic assessment of methods for developing professional competencies is carried out taking into account the main indicators. Corporate competencies are essential for all working personnel. Managerial will be required by the leaders of the company. Specific competencies are based on the performance of a highly specialized function.

Marina Veselovskaya,
succession planning and personnel development manager at Efes Rus in Russia

Why is the development of professional competencies of personnel an urgent need for a company? How to develop professional competencies in employees after 45?

With the rapid development of technology and the volatility of the market, businesses need to quickly and effectively respond to what is happening. The high level of professional competence of employees comes to the fore in this situation, so the development of competencies in Efes Rus is one of the company's strategic goals.

Taking into account the developed model, the most effective method assessment center. Competency-based interviews are often used in practice. When evaluating candidates for a position, a recruiter often takes into account only the ability zone and practically does not pay attention to needs.

As a result, an applicant who is professionally trained, has the necessary level of knowledge, skills and experience is accepted for a vacant position. But already at the initial stage of adaptation, it becomes obvious that the employee is not satisfied with the position received, works sluggishly and shows signs of apathy. What is the reason? The fact that personal needs and expectations were not taken into account. Psychologically, the employee is not ready for the assigned duties.

When evaluating a candidate, it is worth considering his needs

Methodology for the development of professional competence

It must be taken into account that at the initial stage it is important to correctly select personnel. And only at the subsequent stages of management to consider which methods will become the most effective. If some employees only need training or a seminar, for others it is rational to use classical methods based on the study of theory and practice.

What is the model for the development of professional competencies based on?

The model is based on the creation of a set of relevant competencies, knowledge, skills and abilities necessary for the successful performance of the professional activities of the staff. In the main methodologies, such factors are described as indicators of behavior.

The development of methods for the development of professional competence is carried out in several stages:

at the preparatory stage, they plan a project, set goals, tasks, create a team for collecting and subsequent analysis of information;

at the next one, they work out a model of the necessary skills and abilities, choose performance criteria, make a criteria-based selection, analysis technique, collect information, check the validity of the project itself;

The next step is to put the model into operation.

Development methods include:

• obtaining behavioral examples through interviews, employees are asked to focus on critical situations, talk about how they coped with the tasks, what skills were required in the process of doing work under stress;
• while working with a group of experts, they discuss the personal characteristics of each working employee;
• information of statistical analysis is entered into the library of competencies, the competencies necessary in the conditions of modern production process;
• the method of repertory grids determines the level of competence of highly professional specialists working in the company;
• using the analysis of work tasks, they determine the specification of the tasks set, establish the level of cognitive skills;
• at the final stage, direct observation is carried out with a written fixation of the main indicators of behavior.

At the moment, the gap between the knowledge acquired by students at the institute and the real knowledge and skills that are required at the enterprise is still large. This is connected not only with the level of education, but also with problems at enterprises. A rare HR specialist can formulate a profile of professional competencies for a particular position. It is demand that gives rise to supply, it is enterprises that must form a set of required knowledge and skills that an employee must possess when applying for a job.

What are professional competencies? How is the development and formation of professional competencies carried out? It is these questions that are answered in this article.

Rules for developing a profile of professional competencies

Professional competencies - competencies that characterize a group of positions

The development of a profile of professional competencies is a very time-consuming process that starts with the main groups of positions. For example, if the Company is engaged in sales, development should begin with the positions of Sales Managers.

There is no standard competency model. For each company for similar positions, it can be radically different.

It is possible that when compiling a competency profile, data from other companies is taken as a basis, but this must be approached thoughtfully. If, for example, we take managers of the sales department, then it should be borne in mind that for the sale of complex technical products and ordinary goods and services there will be some similarities in profile, but there will also be significant differences.

An HR specialist and line managers and top managers should be involved in the development of a competency profile. It is important that everyone, at their level, stick to the creation stage and actively participate. Before starting, you need to arm yourself with literature on this topic.

When forming a profile of professional competencies, it is important to involve employees of departments in order to reduce resistance to implementation. This does not have to be done at every stage, but the more regularly this happens, the easier the implementation phase of the new system will be.

Project plan.

Vision of the end result, how can the organization apply the result of the work in the future? Implementation deadlines. It is important to decide for what purpose the competence model is being created. In this case, two options are possible.

• In the future, the entire system of personnel management and development will be implemented through the competence profile. Assessment of the level of development, as well as the learning process will take place through a model of professional competence.
• The construction of the model is necessary for the reception of a large number of personnel and is necessary for the standardization of selection methods.

After we have decided on the purpose of the project, it is necessary to convince the line managers of its necessity.

After that, it is necessary to determine the time for the implementation of this project. On average, the formation of a profile of professional competencies takes from 2-4 months.

Creation of a project team

A team leader needs to be identified. Consider who needs to be included additionally, who will be an expert opinion. What literature will be used.

Designing a competency model: collecting and analyzing information

At this stage, it is important to pay attention to the work of units. Collect all examples of standard behavior that are successful. Based on the data collected, formulate examples of standards of behavior that will bring positive results in the future.

The sources of information are employees, managers, colleagues, clients, partners, mentors, coaches.

The following methods can be used to collect information:

• Analysis of the work of the unit
• Conducting focus groups
• Compilation of questionnaires, conducting surveys of department employees
• Design team brainstorming
• Working groups with employees and managers

Definition of levels of competency models

At this stage, it is necessary to draw up a matrix of priorities, what is important, what is not. To carry out this work, it is necessary to divide into several groups. Each group works on each item individually. Next, you need to get together and combine the result of the work.

It is important to remember that the model should contain a limited number of competencies and levels, the more there are, the more difficulties arise with implementation and application.

There is no exact recommendation on how many levels are optimal. In the competency models implemented at enterprises, there are both 3-stage and models that contain 7 stages. Most often, a 4-stage is used. Next, you need to determine the values ​​​​for each level of development, prescribe the standard.

An example of building competence development levels.

As an example, we suggest considering the competence of a key account manager.

Competence: Service with the maximum consideration of the needs of the client.

Definition:Desire to help and serve the customer in a way that best meets their needs. This quality is expressed in the efforts that a person makes to understand exactly what the client expects and wants, and to provide him with high-level service, which will become the basis for long-term mutually beneficial cooperation. A client is any person or organization that provides services (this can be an internal client, colleagues at any level, customer partners, etc.).

• Level 1. The employee is personally responsible for the quality of service

• Responds to customer inquiries.
• Keeps the client updated on the progress of a project or task.
• Personally makes sure that the client receives what he asked for.
• Takes action to resolve any issue.
• Fully puts himself and his time at the disposal of the customer (for example, spend extra time and effort when the customer needs it)
• Level 2. Knows how to identify the true needs of the client, underlying everything else, and take the necessary actions.

Behavioral signs of this level.

• Strive to learn more about the business and customer needs.
• Matches already existing products or services (which can be tailored to the individual needs of the client) to the needs of the client, which are at the heart of everything.
• Anticipates what the client will need in the medium and long term.
• Spends a lot of time in communication with the client, trying to better understand his needs.
• Level 3. Acts from a position and in the interests of long-term mutual benefit.

Behavioral signs of this level.

• Able to earn the trust of the client, which will allow him to give advice or guide the client in his choice.
• Pay more attention to building long-term relationships for the future and future profits than to today's interests.
• Offers mutually beneficial actions to build long-term relationships with the client. Involves with the client in the decision-making process.

Formation of competency profiles for specific positions.

At this stage, the task is to check the compliance of competencies with roles. This must be done by the immediate supervisor of the department. If he understands everything, then the system can be implemented. If not, it needs to be finalized with the HR department. Below is a profile of competencies for the position of regional manager.

Most of the researchers studying the concept of competencies and their types note their multilateral, systemic and diverse nature. At the same time, the problem of choosing the most universal of them is considered one of the central ones. Let us further consider what types and levels of development of competencies exist.

General information

Currently, there is a huge variety of approaches to their classification. At the same time, the main types of competencies are determined using both European and domestic systems. The GEF glossary provides definitions of the basic categories. In particular, the differences between competence and competence are indicated. The first is a complex of certain knowledge, skills and abilities in which a person is aware and has practical experience. Competence refers to the ability to actively use the acquired professional and personal knowledge in the course of their activities.

Relevance of the issue

It should be said that at present there is no single semantic space for the definition of "key competencies". Moreover, in various sources they are called differently. Highlighting the types of key competencies in education, researchers find the blurriness and laxity of the division of these categories themselves. An example is the classification of G. K. Selevko. According to the researcher, there are such types of competencies as:

1. Communicative.
2. Mathematical.
3. Informational.
4. Productive.
5. Autonomization.
6. Moral.
7. Social.

Class overlap (nonstrictness) is expressed in this classification in that, for example, productivity can be considered as common property any activity: communication or solving mathematical problems. The information category intersects with others, and so on. Thus, these types of competencies cannot be singled out as isolated ones. Intersecting values ​​are also found in the classification of A. V. Khutorsky. It defines the following types of competencies:

1. Educational and cognitive.
2. Value-semantic.
3. Social and labor.
4. Communicative.
5. General cultural.
6. Personal.
7. Information.

Domestic classification

The most complex, according to experts, the types of professional competencies are defined by I. A. Zimnyaya. Its classification is based on the category of activity. Winter distinguishes the following types of professional competencies:

1. Relating to a person as a person, as a subject of communication, activity.
2. Concerning the social interaction of people and the environment.
3. related directly to human activity.

Each group has its own types of key competencies. So, the following categories are included in the first:

1. Health saving.
2. Value-semantic orientation in the world.
3. Citizenship.
4. Integration.
5. Subject and personal reflection.
6. Self-development.
7. Self-regulation.
8. Professional Development.
9. Speech and language development.
10. Meaning of life.
11. Knowledge of the culture of the native language.

Within the second group, the main types of competencies include skills:

1. Communication.
2. social interaction.

Competences included in the last block:

1. Activities.
2. Information technologies.
3. Cognitive.

Structural elements

If we analyze the types of competencies in education identified by the authors, then it is quite difficult to find the fundamental differences between them. In this regard, it is advisable to consider categories as mutually subordinate components of the subject's activity. Within any area of ​​activity, competence includes the following components:

Important point

Types of teacher competencies, according to a number of researchers, should include two basic elements. The first is the socio-psychological aspect. It implies the desire and readiness to coexist in harmony with others and with oneself. The second element is professional. It provides for the willingness and desire to work in a particular field of activity. Each of these components, in turn, can be divided into certain types of competencies. In the pedagogical process there are basic and special elements. The former refers to graduates of all universities. The latter are important for a particular specialty.

Competencies (types in pedagogy)

A system consisting of 4 blocks has been developed for future specialists. Each of them defines the types of teacher:

1. General socio-psychological.
2. Special professional.
3. Special socio-psychological.
4. General professional.

The latter is defined as basic skills, knowledge, abilities, skills and readiness for their actualization within a group of specialties. This block may include such types of student competencies as:

1. Administrative and managerial.
2. Research.
3. Production.
4. Design and constructive.
5. Pedagogical.

The special category assumes the level and type of training of the graduate, the presence of the desire and readiness necessary for the implementation of a specific activity. Their content is determined in accordance with state qualification indicators. General socio-psychological competencies represent the desire and readiness for effective interaction with others, the ability to understand others and oneself against the background of constantly changing mental states, environmental conditions, interpersonal relationships. In accordance with this, the basic categories that make up this block are distinguished. It includes competencies such as:

Special socio-psychological competencies presuppose the ability to mobilize important, from a professional point of view, qualities that ensure the productivity of direct work.

Basic Skills

The types of students' competencies act as the main criteria for the quality of their training, the degree of formation of basic skills. The latter include the following skills:

• self-government;
• communications;
• social and civil;
• entrepreneurial;
• managerial;
• analyzer.

The base unit also includes:

• psychomotor skills;
• cognitive abilities;
• general labor qualities;
• social abilities;
• individually oriented skills.

Here are also present:

• personal and sensorimotor qualifications;
• socio-professional skills;
• polyvalent competence;
• special, etc.

Characteristics

Analyzing the skills mentioned above, it can be noted that the basic types of competencies in education are consistent with them. Thus, the social block consists of the ability to take responsibility, jointly work out decisions and participate in their implementation. Tolerance to various religions and ethnic cultures, the manifestation of conjugation of individual interests with the needs of society and enterprise are also referred to. The cognitive block includes readiness to increase the level of knowledge, the need for implementation and updating personal experience, the need to learn new information and acquire new skills, the ability to self-improve.

Competency development levels

Characterization of behavioral indicators is undoubtedly of great importance in assessing the skills of the subject. However, it is also important to highlight the levels of development of existing competencies. The most universal is the description system used in some Western companies. Within this classification, important qualities can be identified by placing them in the appropriate steps. In the classic version, 5 levels are provided for each competency:

1. Leader - A.
2. Strong - W.
3. Basic - S.
4. Insufficient - D.
5. Unsatisfactory - E.

The last degree indicates that the subject does not have the necessary skills. Moreover, he does not even try to develop them. This level is considered unsatisfactory, since the person not only does not use any skills, but also does not understand their importance. Insufficient degree reflects the partial manifestation of skills. The subject seeks, tries to use the necessary skills included in the competence, understands their importance, but the effect of this does not occur in all cases. A basic degree is considered sufficient and necessary for a person. This level shows what specific abilities and behavioral acts are characteristic of this competence. The basic degree is considered optimal for the implementation of effective activities. A strong level of competency development is essential for middle management. It assumes a very good formation of skills. A subject possessing complex skills can actively influence what is happening, solve operational issues in critical situations. This level also implies the ability to anticipate and prevent negative phenomena. The highest degree of skill development is required for top managers. The leadership level is required for managers making strategically important decisions. This stage assumes that the subject is not only able to independently apply the available necessary skills, but can also form appropriate opportunities for other people. A person with a leadership level of competence development organizes events, formulates rules, norms, procedures that contribute to the manifestation of skills and abilities.

Implementation conditions

For the effective application of competencies, they must have a number of mandatory features. In particular, they must be:

1. exhaustive. The list of competencies should cover all elements of the activity.
2. Discrete. A specific competence should correspond to a specific activity, clearly separated from others. When skills overlap, it becomes difficult to evaluate work or subjects.
3. Focused. Competencies should be clearly defined. There is no need to strive to cover the maximum number of areas of activity in one skill.
4. accessible. The wording of each competency should be such that it can be universally used.
5. Specific. Competencies are designed to strengthen the organizational system and strengthen goals in the long term. If they are abstract, then they will not have the desired effect.
6. Modern. The set of competencies should be constantly reviewed and adjusted, in accordance with reality. They should take into account both the current and future needs of the subject, society, enterprise, state.

Formation features

As part of the competency-based approach, as a direct result pedagogical activity is the formation of basic skills. These include abilities:

1. Explain current phenomena, their essence, causes, relationships between them, using relevant knowledge.
2. Learn - solve problems in the field of educational activities.
3. Focus on current issues of the day. These include, in particular, political, environmental, intercultural issues.
4. Solve problems that are common to various kinds professional and other activities.
5. Focus on the spiritual realm.
6. Solve problems related to the implementation of specific social roles.

Tasks of teachers

The formation of competencies is conditioned by the implementation of not only the new content of education, but also technologies and teaching methods that are adequate to modern conditions. Their list is quite wide, and the possibilities are very diverse. In this regard, key strategic directions should be identified. For example, the potential of productive technologies and methods is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. Thus, the list of basic tasks of teachers includes:

To implement the above tasks, you should be guided by some rules:

1. First of all, the teacher must understand that the main thing in his activity is not the subject, but the personality, which is formed with his participation.
2. You should not spare time and effort for the education of activity. It is necessary to help children in mastering the most productive methods of educational and cognitive activity.
3. To develop the thought process, the question "Why?" should be used more often. Understanding the cause-and-effect relationship is an essential condition for effective work.
4. The development of creativity is carried out through a comprehensive analysis of problems.
5. When solving cognitive problems, several methods should be used.
6. Students need to understand the perspectives of their learning. In this regard, they often need to explain the consequences of certain actions, the results that they will bring.
7. For better assimilation of the knowledge system, it is advisable to use plans and schemes.
8. During educational process be sure to take into account the individual characteristics of children. To facilitate the solution of educational tasks, they should be conditionally combined into differentiated groups. It is advisable to include children with approximately the same knowledge in them. For better understanding individual characteristics it is advisable to talk with parents and other teachers.
9. It is necessary to take into account the life experience of each child, his interests, the specifics of development. The school should work closely with the family.
10. Children's research work should be encouraged. It is necessary to find an opportunity to introduce students to the technique of experimental activity, algorithms that are used in solving problems or processing information from various sources.
11. It should be explained to children that for each person there is a place in life if he masters everything that in the future will contribute to the realization of his plans.
12. It is necessary to teach in such a way that every child understands that knowledge for him is a vital need.

All these rules and recommendations are only a small part of the teaching wisdom and skill, the experience of previous generations. Their use, however, greatly facilitates the process of implementing tasks and contributes to a faster achievement of the goals of education, which consist in the formation and development of the individual. Undoubtedly, all these rules need to be adapted to modern conditions. The rapidly changing life makes new demands on the quality of education, qualifications, professionalism, and personal qualities of all participants in the process. When planning his activities, the teacher must, if this condition is met, his activity will bring the expected result.

Material from the site

What is the essence of the concept of "competence"?

The productivity of the organization directly depends on the professional and business qualities of employees. These qualities and job fit are also known as competencies.
Competence is the individual ability of a specialist to solve a clearly defined list of professional tasks.
For each specialist there is a separate level of competence, because for each profession there is a different list of tasks and business qualities.
Needless to say, the competence of employees should be regularly assessed. Moreover, this should be done not only when hiring, but also after a certain period of professional activity, in order to understand how much the subordinate has grown as a professional, or is there no development?

Types of competencies

Theoretically, competencies are of the following types:
1) Educational and cognitive competence is a set of those skills that an employee has developed in himself through cognition. How developed are the skills of goal-setting, actions in non-standard situations, planning, analysis, self-assessment of professional success.
2) Information competence is the skills of independent search, analysis, selection, processing and transmission of the necessary information.
3) Communicative competence is the ability to interact with other people and work in a team. Trying on various social roles, etc.

Assessment of employee competencies

Competence assessment is the process of determining the priority professional qualities necessary for the effective work of employees, their analysis, diagnostics, calculation and formation of employee development plans.
Competence assessment is usually determined by the method of conducting special HR tests and solving cases. Based on the results of the competency assessment, it is possible to get answers to the following questions:

• How effectively do subordinates cope with their job responsibilities?
• Does the level of knowledge and qualifications of employees correspond to the goals and objectives set?
• What teaching methods or trainings can help staff to develop them?
• How to motivate employees for productive work?

What methods of personnel assessment are used to form a competency model?

The following methods are used to assess competence:
1) creation of certain business situations encountered in daily practice, their expert assessment.
2) an in-depth interview structured in a special way, supplemented by elements of the employee's self-assessment.
3) Determination of the behavioral portrait of the employee (success, display necessary qualities and characteristics inherent in each respondent).

The main sources of competence development.

After a precise determination of the level of competence of each of the employees, it is customary to draw up a plan and methodology for increasing this level, its development.
The most common methods for developing competence:
1) Learning on the job, without interruption, from the experience of others.
2) Fulfillment of special developmental tasks aimed at increasing the level of competence.
3) Participation in trainings and seminars, reading special literature.
4) Solving practical joint tasks in a dynamic mode, to develop skills to interact in a team.

Each job for its successful implementation requires a certain set of competencies from a person, i.e. a set of knowledge, skills, personal, motivational features. Which ones - in each case, the set is different, it is determined by the content of the work. How to do the job better? How to get from workers best result? The answer seems obvious - to develop competencies. But not all investments in the development of employee competencies can be justified. Because not all competencies lend themselves to development, especially rapid ones.

Why is it possible to develop some competencies, while others are not worth it? How do some of them differ from others?

First of all, competencies differ in their content and what they have more: knowledge, skill, individual predisposition.

Almost all competencies can be developed. And as part of corporate training, it is most effective and relatively easy to improve competencies that imply professional knowledge and skills, for example:

Delegation,

execution control,

task setting,

motivation,

Negotiation,

Service related skills

Sales skill,

Professional knowledge,

Product knowledge.

People who strive to be successful in their work can be trained to distribute tasks, formulate them correctly, encourage people to complete them, set control points and track them. Or teach how to properly present information about your product and encourage people to make a purchase, negotiate or organize the entire sales process as a whole.

It is quite possible to teach staff hospitable service, the correct reception of visitors in a short period of time. Although, it is worth noting that this area still requires a natural inclination to work in this area: teaching the ability to empathize, be helpful and patient in any situation is not always easy.

Such programs work effectively if the company has a system of regular training and support for the development of employees, high-quality programs are used, there are no serious problems with staff turnover, and high-quality recruitment is carried out.

There are a number of competencies, the development of which, within the framework of corporate training, is the most difficult and not always effective to deal with. Often they are called undeveloped. These include, first of all, those that are based on personal characteristics, motivation, innate abilities and inclinations of a person, even the characteristics of the intellect. Trying to change personality traits or innate abilities is an extremely thankless task.

These competencies typically include the following:

A responsibility,

Flexibility,

Making decisions

command,

Loyalty,

systemic thinking,

result orientation,

Creativity.

Such competencies as responsibility or orientation of a person to a result or a process are almost unaffected. To make a person ready to take on a certain burden of responsibility and be able to bear it is a rather difficult task and depends on the development of the individual as a whole, even his self-esteem and aspirations, personal maturity and integrity.

Or, for example, decision-making in managerial activity (although it is more often called a function) is a complex combination of a number of personal components based precisely on the willingness to take responsibility. Plus, this is both decisiveness and the ability to analyze the situation, conditions, resources, and anticipate changes. The decision made is the set goal, which means the ability to take action, push through your decision, etc.

Creativity - as the ability to create something new, to find non-standard, original solutions, to go beyond the template schemes already known. It is largely determined by the flexibility of thinking and the ability to see, analyze, act in a situation of uncertainty, ambiguity. And to influence the flexibility of thinking in an adult and mature person is, perhaps, an unbearable task for business. For this competence, the human need for constant creative activity and his own idea of ​​​​this are of no small importance.

Another example is teamwork - in this case, it means a tendency to teamwork. Teamwork skills can be taught. Our company implements projects in which we train the team to work together, solve a common problem, and negotiate. The effect of such trainings largely depends on how the team is staffed with employees who are initially inclined to work in a team. In this competence, the features of motivation, character, the level of conflict, flexibility, the need to be part of something, the ability to see and feel a colleague nearby, etc. play an important role.

Communication skill is the ability to build relationships with people through communication, communicate productively, the ability to establish and maintain contact, listen. This skill is developing, but it requires a lot of meticulous work. Here it is necessary to distinguish between a communicative skill and such competence as sociability. If the skill can be developed, then sociability, by which we mean the amount of communication a person needs and feels comfortable with, does not develop in any way. There are people with excellent communication skills, but the circle of their communication and the amount of communication is very limited. They just can't handle a lot of interaction.

It is worth mentioning such a frequently encountered competence as leadership, which is understood as the ability to influence people, encourage them to go towards the goal, lead, convince. Leadership also contains poorly developed components, such as the willingness to take responsibility, the ability to analyze the situation, anticipate its consequences, assess the available resources, conditions, and so on.

Of course, there are quite common methods for developing the ability to make decisions, leadership, creativity, and communication skills. They can be learned. But the development of these competencies strongly depends on the motivation of a person, on his natural predisposition. Requires deep inner work on yourself.

Most often, a person is engaged in the development of the above competencies independently. Choosing the forms and programs of training (coaching, mentoring, psychotherapy, counseling, etc.), guided by life goals and aspirations. And with the appropriate determination achieves positive results.

What about undeveloped competencies in business?

If the competence is necessary, but belongs to the group of weak or undeveloped ones, it should be included in the filter at the stage of selection of candidates for the position. And with external selection, and with internal (among their own employees). In this case, we recommend choosing candidates who already have the necessary inclinations and individual characteristics.

The qualifications of those who will carry out the selection and the quality of the assessment methods used are important here.

It is also important to develop the competency model itself with a professional approach: take into account the degree of development of competencies, their balance in terms of the degree of development, working conditions (how they affect the manifestation and development of qualities), the specifics of activities, the organization of work, the corporate culture of the company, the features of its strategy and development, business goals , the real need for certain competencies.

Competency models must be periodically reviewed and audited. This is especially important when the company is going through any global changes, changing goals and strategy.

For example, in practice, we have encountered situations where among corporate competencies (they are expected from all employees without exception), the majority turned out to be undeveloped: loyalty, teamwork, responsibility. But do all employees of the company really need them so much? Do all job positions require teamwork or the same creativity for business efficiency? Maybe somewhere more extreme autonomy and independence is required, or elementary diligence, without introducing creativity into the activity?

When developing a competency profile, selecting methods for identifying competencies or an assessment system as a whole, we start with a study of the activities of the customer company and employees in the positions of interest, the specifics of the organization of work, get acquainted with the goals, mission, values, etc. We identify the set of competencies required in this case. We determine the meaning of each, how it should manifest itself in the work. Often a group of specialists is involved in this, which ensures high reliability of the results obtained and reduces the time of projects.

What else can be done?

Constantly improve the level of qualification of HR specialists and pay attention to improving the processes of HR services.

Many Western companies create and develop a corporate culture that promotes personal development where they know how to delegate responsibility, an atmosphere of openness and trust reigns, the institution of coaching and widespread mentoring is developed. Where, for example, it is accepted by colleagues different levels qualifications and training to gather to solve business cases or form a team to implement a new project within the company.

There is another way to capitalize on the abilities of people with developed competencies and compensate for the lack of some competencies in the rest. And this way is systems approach to management. Description, optimization or reengineering of business processes, development and improvement of management systems, innovations in business administration and personnel management. Yes, globally and not always easy. But it's safe.

Business analyst.