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What work was done to build competencies. Formation of key competencies of students

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

From professional business qualities employees directly affects the productivity of the organization. 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 must be done not only when applying for a job, but also after the expiration of certain period professional activities, 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.

Formation of general and professional competencies in practical classes in the discipline "Physiology of nutrition with the basics of commodity science of food products" by profession 260807.01 Cook, confectioner. Vinokurova Natalya Anatolyevna, teacher of professional modules and special disciplines educational institution Trade and Economic College named after G. D. Zuikova, Omsk Direction of the festival: Organization of practical training in vocational education by profession, practice-oriented training plays, one of the forms of implementation of which is practical classes. These classes should enrich the theoretical knowledge of students, awaken their creative activity and bring them closer to practical life and future work. Of particular importance is the use of practical exercises during the transition to the Federal State Educational Standard, since during practical work, not only professional skills and abilities are formed, but also the following abilities are developed: organize one's own activities, analyze the working situation, exercise current and final control, evaluate and correct one's own activities, be responsible for the results of their work, search for the necessary information, work in a team, communicate effectively. All this contributes to the understanding by students of the essence and social significance of their future profession , sustainable interest in the future profession and, therefore, increases the readiness of students to solve a variety of professional tasks. Thus, the development of commodity science of practical classes in the course "Physiology of nutrition with the basics of food products" is an urgent pedagogical problem, the solution of which is one of the conditions for the transition to the Federal State Educational Standard of secondary vocational education in the profession 260807.01 Cook, confectioner, on which general and professional competencies are formed. Competence (from Latin competere - to fit, fit) - the ability to apply knowledge, skills, successfully act on the basis of practical experience in solving problems of a general kind, also in a certain wide area. Competence cannot be "owned", as it is not the sum of knowledge, skills and abilities. Competence can be formed (in the process of mastering a particular type of activity) and can manifest itself in how successful this activity mastered by a person will be. The concept of "competence" as a pedagogical problem is relatively new and is defined as the ability of a student to apply knowledge, skills, personal qualities and practical experience for successful activities in a particular area. The following essential features of competencies have been identified in the scientific literature: 1. Competence is what gives rise to skill, action. It is necessary to distinguish between competence and skill. Skill is an action in a specific situation, competence is a characteristic that can be derived from observations of actions, of skills. Thus, skills are presented as competencies in action. 2. Competence is formed as a result of conscious activity. Some educators talk about motivation or interest, others about values, and still others about emotional charge or moral obligation. 3. The acquisition of competencies depends on the activity of the trainees. In order to learn how to work, you need to work. You cannot learn French without speaking French; use a computer without resorting to practice. Thus, in order to acquire competencies, the student must become the subject of this conscious activity. 4. The nature of competencies is contextual. “Competence cannot be isolated from the specific conditions for its implementation. It simultaneously connects the mobilization of knowledge, skills and behavioral attitudes, tuned to the conditions of a particular activity. Sometimes there are people who have extensive knowledge, but do not know how to mobilize them at the right moment when the opportunity presents itself. It is necessary to be able to demonstrate the appropriate competence in these conditions. Thus, for the formation of certain competencies, appropriate conditions are necessary in which they manifest themselves. 5. The process of improvement is important for the formation of competencies. Competence is developed, enriched, expanded or strengthened, starting from the initial level. To be competent means to have a certain level of skill, perfection in the activity. 6. All researchers who have studied the nature of competence note its multifaceted, diverse and systemic nature. Thus, competence is an integral characteristic of the process and result of education, which determines the student's ability to solve problems, incl. professional activities arising in real situations using knowledge, life and professional experience, values and inclinations. 1. Formation of competencies among students in educational institutions of the NPO system Competences are divided into two main groups: general (universal, "over-professional", key) and professional (subject-specialized). In the new state educational standards the same set of general competencies is fixed for one direction of education. For vocational professions, there are seven general competencies in the standard: GC 1. Understand the essence and social significance their future profession, to show a steady interest in it. OK 2. Organize their own activities, based on the goal and ways to achieve it, determined by the head. OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work. OK 4. Search for information necessary for the effective performance of professional tasks. OK 5. Use information and communication professional activities. technology in OK 6. Work in a team, communicate effectively with colleagues, management, customers. OK 7. Execute military duty, including with the application of acquired professional knowledge (for young men). The formation of each professional competence is provided by a certain set of disciplines (or practices) combined into appropriate modules, and the content of the modules fully corresponds to the level of these competencies. The formation of competencies requires the creation of certain learning situations that can be implemented in special learning environments that allow the teacher to model and exercise effective control over the student's activities in a model environment. Employers will be involved in the identification of general and special competencies, as a result, the education system will be able to respond more quickly to the demands of the labor market and will give much more greater value employment prospects of their graduates. 2. The technology of the competency-based approach in vocational education vocational education. The results of education in the competency-based approach are understood as sets of competencies that express what exactly the student will know, understand and be able to do after completing the discipline, educational module or the entire educational program. Defining the results of education in the form of a target, basic function of the vocational education system means a transition to a new model of graduate training, when the emphasis is shifted from the content (what is taught) to the result (what competencies the student will master, what he will know and be ready to do). It is this training model that is recognized as a priority by the countries participating in the Bologna process in building the European space for vocational education. The introduction of a new federal state educational standard exacerbates the need, within the framework of ensuring and evaluating the quality of graduate training in a competency-based format, to analyze: the methodology for the development and implementation of a modern system of tools and technologies for attesting students; - modernization of the system of final state certification (assessment tools and certification technologies) of graduates of primary vocational education institutions. Consider the process of formation of basic competencies in adolescents. In adolescence, communication with peers plays a more significant role in the personality formation of a teenager, but communication itself is not capable of forming the subject of any activity. Adolescent's awareness of his own capabilities in learning and changing the world around him forms his experience creative activity in the form of the ability to make decisions in problem situations, i.e. creative competencies. At the age of 16-18 there is a new change in the type of leading activity - the transition to professional activity. The main way of activity during this period is the assimilation of professional methods of activity with objects and people. The motive of this activity is not “I am today” as in the creative activity of adolescence, but “I am tomorrow”, a subject capable of performing professional activities. Speaking about the developing role of professional activity, it must be borne in mind that not every professional activity is developmental. If a worker has been performing a monotonous job for many years, it is unlikely that such an activity will be developing for him. It is necessary to take into account the developing nature of labor, which contributes to the growth and self-improvement of the existing subject of professional information and communication activities. competencies, and let's add to higher professional motivation and developing activities. The organization of such professional activity requires constant professional growth of the subject, optimization and improvement of production processes, the introduction of new, more advanced technologies of professional activity. As you know, children and teenagers are more malleable to the new and modern. Already having general skills in the use of computer electronic devices, they are ready to perceive complex information and independently find the sources of this information. This is what a mentor should do. The teacher and master of industrial training must give the student the opportunity to use the most advanced technologies. At the same time, the teacher himself must master the basic methods of working on a personal computer and navigate the Internet. It is no secret that the effectiveness of mastering any new technologies is associated with the qualifications of personnel, but the decisive factor in the successful implementation of information technologies in the educational process is still the readiness and ability of teachers and masters to master the means information technologies and offer new teaching methods using these tools to their students. As a result, experience is being formed in the implementation of complex culturally appropriate activities, i.e. key competencies of self-improvement. The attitude of students to future professional activities is largely determined by the nature academic work, in which future professional activity should be modeled in a certain way. Modeling of future professional activity in educational activity ensures the transition of cognitive activity into professional activity with a corresponding change in motives, goals, means, learning outcomes and involves the inclusion of students in the study of the material. For any group of students in the classroom, a production situation is created (setting production goals or a production problem), an algorithm for solving the current situation is built, which leads to the development of professional competencies. Preparing for classes is a rather laborious process that takes a lot of time. It is necessary to have a selection of professional tasks and the ability to simulate a working situation during the course of the lesson. Implementing the competence-based approach, it is necessary to use active forms of conducting classes in the educational process and in extracurricular activities. A problematic lesson, creating a dialogue or a game, using the modeling method or creating a critical situation, using the case method, etc. - these forms of learning will always be aimed at developing students' independent thinking and the ability to competently solve non-standard professional tasks. By developing the thinking of trainees, involving them in solving problems, expanding and deepening knowledge and at the same time developing practical skills and the ability to think, reflect, comprehend their actions, we can be confident in effective work on the formation and development of both general and professional competencies of our students. There are several stages in the professional training of students. The initial stage is the first year of study. The goal is the adaptation of students to new conditions, the formation of initial professional skills. At this stage, learning skills are also formed: planning and organizing one's time, analyzing educational material, analyzing and correcting one's learning activities, setting goals and choosing ways to achieve them. We consider this stage the most important, since the foundation for the professional training of students is being laid, and general and professional competencies are beginning to form. The main stage is characterized by the implementation of mainly educational and production activities, the decision learning objectives industrial nature. This stage includes the second year of study. The goal is to teach students how to solve educational and production problems during the period educational practice, to continue the formation of general and professional competencies. At the final stage (3rd year), educational and professional activity is the leading one: educational tasks are predominantly in the nature of professional activity. The goal is to teach how to solve educational and professional problems, to form the following skills: planning and organizing professional activities, the ability to build relationships in professional groups, analysis of production and technological situations. At this stage, an internship is organized, where professional competencies are most actively formed. To assess the level of competence formation, the following are used: observation, testing, evaluation of the activities of students in practical classes, analysis of the performance of work in educational and industrial practice. N. A. Moreva believes that "the main purpose of practical classes is the transformation of knowledge into skills and abilities, mastering the methods of activity and, on this basis, preparing students for their future profession." , professional materials, skills, abilities to compile reference books, objects, phenomena, use technical documentation, fill in production protocols, solve problems with various kinds of devices From the point of view of L. G. Semushina and N. G. Yaroshenko, the content of practical classes is: - analysis of production situations; - solving problems of various kinds; - familiarization with the technological process; - studying the structure of machines; - work on various devices, with measuring instruments; - diagnostics of the quality of products, manufactured goods. The authors (L.G. Semushina and N. G. Yaroshenko) represent the structure of practical 1st lesson: 1. Communication of the topic and purpose of the work; 2. Actualization of theoretical knowledge that is necessary for the implementation of the experiment; 3. Development of an algorithm for conducting an experiment or other practical activities; 4. Safety briefing; 5. Familiarization with the methods of fixing the results obtained; 6. Direct experiment or practical work; 7. Generalization and systematization of the obtained results (in the form of graphs, tables); 8. Summing up the lesson. Pedagogical leadership plays an important role in practical classes. At the initial stages of education great importance has a clear statement of the cognitive task, as well as preliminary briefing. The teacher should check the theoretical and practical preparedness of students, pay attention to the difficulties that may arise in the process of work, and orient students to self-control. When students begin to complete a task, they need the help of a teacher, correcting actions, checking intermediate results. Observation of the work makes it possible to direct the student's train of thought in the right direction, develop his cognitive independence, creative activity, and regulate the pace of work. When studying the discipline "Physiology of nutrition with the basics of commodity science food products» the following forms of organization of the educational process are used: training sessions (at the lessons); workshops; differentiated credit (in the 2nd semester). Table 1 The volume of the discipline "Physiology of nutrition with the basics of commodity science of food products" and types of educational work. Type of study work Volume of hours Maximum study load (total) 78 Mandatory classroom study load (total) 52 including: practical classes 20 tests 4 Independent work of the student (total) 26 Final certification in the form of a differentiated credit TOTAL per discipline: 78 Number of hours for practical classes - 20 hours (which is 2.5% of the block of general professional disciplines for compulsory study), for independent work - 26 hours (which is 3.3% of the block of general professional disciplines for independent study), for classes in the classroom - 52 hours (which is 6.6% of the block of general professional disciplines for compulsory study). In total, 78 hours are allotted for discipline. As a result of mastering the discipline "Physiology of nutrition with the basics of commodity science of food products", the student should be able to: conduct an organoleptic assessment of the quality of food raw materials and products; calculate the energy value of dishes; formulate diets. As a result of mastering the discipline "Physiology of nutrition with the basics of commodity science of food products", the student should know: the role of food for the human body; basic metabolic processes in the body; daily energy consumption; composition, physiological significance, energy and nutritional value of various food products; the role of nutrients and minerals, vitamins, microelements and water in the structure of nutrition; physical and chemical changes in food during digestion; digestibility of food, factors affecting it; the concept of diet; daily rate of human need for nutrients; norms and principles of rational balanced nutrition; methodology for compiling diets; assortment and characteristics of the main groups of food products; general requirements for the quality of raw materials and products; conditions of storage, packaging, transportation and sale various kinds food products. The field of professional activity of graduates in accordance with the Federal State Educational Standard is the preparation of a wide range of simple and main dishes and basic bakery and confectionery flour products, taking into account the needs of various categories of consumers. The objects of professional activity of graduates are: - the main and additional raw materials for the preparation of culinary dishes, bakery and confectionery flour products; - technological equipment food and confectionery production; - crockery and equipment; - processes and operations for the preparation of food products. Let's analyze the Federal State Educational Standard by profession 260807.01 Cook, confectioner, where we will consider the formation of general and professional competencies in the course of practical exercises (tab. 2). Table 2 Competences formed in the course of practical exercises. Components of PC that can be formed Components during the implementation of practical exercises QC, which can be formed during the implementation of practical exercises of knowledge of the knowledge of the knowledge of the Process of PC 1.1. To prepare and process dishes: traditional types of vegetables and fruits, the importance of 1. slicing and mushrooms of their own and PC 1.2. Prepare and decorate the main future and simple dishes and OK 1. Understand the formation and social essence and from the preparation of spices and seasonings. vegetables 2.from the primary 1. The essence of skill garnishing cereals, traditional types of vegetables and mushrooms. from the profession. the social significance of their future profession, 2. Organizations show to legumes and PC 2.1. Produce pasta cereal products, preparation of u fat, sugar, its own sustainable x products, flour, eggs, milk for cooking activities of interest. eggs, dishes and side dishes. OK 2. Organization of cottage cheese, PC 2.2. Cooking and decorating porridge and 3. The results of the test are garnishes of cereals and rice, simple dishes of their own. 3. soups and from legumes and corn. work. activities, sauces PC 2.3. Prepare and arrange simple dishes based on the purpose 4. from fish and its methods and side dishes from pasta 5. from meat and products. achievements, home PC 2.4. Prepare and decorate simple certain bird dishes from eggs and cottage cheese. head 6.cold PC 2.5. Prepare and arrange simple OK 3. Analyze dishes and flour dishes from dough with minced meat. snacks PC 3.1. Prepare broths and decoctions. to create a working 7. sweet PC 3.2. Prepare simple soups. situation, dishes to carry out and PC 3.3. Prepare individual components of drinks for sauces and sauce semi-finished products. current 8.baker PC 3.4. Prepare simple cold and final full-time, hot sauces. control, flour and PC 4.1. To process fish with and evaluate and confectionery bone skeleton. correction of their products. PC 4.2. Make cooking or self-preparation of semi-finished products from fish with activities, a bone skeleton. carry PC 4.3. Prepare and decorate simple fish dishes with a bone skeleton. b for the results of SC 5.1. Produce your work. semi-finished products from the preparation of meat, meat products and poultry. PC 5.2. To prepare OK 4. To carry out the processing of search and information, the main necessary semi-finished products from meat, meat products for efficient and poultry. th PC 5.3. Prepare and decorate simple dishes from meat and meat products. PC professional 5.4. Prepare and execute simple tasks. poultry dishes. OK 5. Use PC 6.1. Prepare sandwiches and eat gastronomic products in portions. information PC 6.2. Prepare and decorate salads. o- PC 6.3. Prepare and arrange simple cold appetizers. PC data 6.4. Prepare and decorate simple technology cold dishes. PC Professional 7.1. Prepare and decorate simple noah cold and hot sweet dishes. activities. PC 7.2. Cook OK 6. Work simple hot drinks. in PC 7.3. Prepare and serve simple, efficient cold drinks. communicate PC 8.1. Prepare and decorate simple co-workers, baked goods and breads. management, PC 8.2. Prepare and arrange major clients. flour confectionery. OK 7. Preparing PC 8.3. Cooking and decorating cookies, gingerbread, gingerbread. production PC 8.4. Prepare decoration and use simple and basic finishing semi-finished products. PC 8.5. To prepare for the team, for the work area and to support the design of domestic classic cakes and its sanitary condition. cakes. PC 8.6. Prepare and decorate fruit and light fat-free cakes and pastries. The following is a practical exercise

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 species core competencies in education, researchers find the blurring 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:

The overlap of classes (non-strictness) is expressed in this classification in that, for example, productivity can be considered as a general property of 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:

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:

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

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

Health saving.
Value-semantic orientation in the world.
Citizenship.
Integration.
Subject and personal reflection.
Self-development.
Self-regulation.
Professional Development.
Speech and language development.
Meaning of life.
Knowledge of the culture of the native language.

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

Communication.
social interaction.

Competences included in the last block:

Activities.
Information technologies.
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:

General socio-psychological.
Special professional.
Special socio-psychological.
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:

Administrative and managerial.
Research.
Production.
Design and constructive.
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:

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, one can define important qualities by placing them on the appropriate steps. In the classic version, 5 levels are provided for each competency:

Leader - A.
Strong - W.
Basic - S.
Insufficient - D.
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 most high degree the formation of skills is necessary 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:

exhaustive. The list of competencies should cover all elements of the activity.
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.
Focused. Competencies should be clearly defined. There is no need to strive to cover the maximum number of areas of activity in one skill.
accessible. The wording of each competency should be such that it can be universally used.
specific. Competencies are designed to strengthen the organizational system and strengthen goals in long term. If they are abstract, then they will not have the desired effect.
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

Within the framework of the competence-based approach, the formation of basic skills is a direct result of pedagogical activity. These include abilities:

Explain current phenomena, their essence, causes, relationships between them, using relevant knowledge.
Learn - solve problems in the field of educational activities.
Navigate to actual problems modernity. These include, in particular, political, environmental, intercultural issues.
Solve problems that are common to various types of professional and other activities.
Focus on the spiritual realm.
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:

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.

Training and Development Goals
- Factors that affect learning and development
- The contribution of competencies to learning and development
- Conclusions

In this chapter, we consider training as a method of personnel development. We present "training" as an "immersive" activity that focuses on learning and practice and is carried out using specific techniques. We define "development" broadly - as a process of learning, deepening knowledge and transferring learning outcomes to activity skills.
This can be illustrated with the following example:

"Training" and "Development"
Joe decides he needs to learn how to drive. He takes lessons from a driving instructor. In addition, he goes out with his mother, an experienced driver, to practice driving between lessons with an instructor. Joe passes his driving test on the first try. Driving lessons and driving practice is "training". Joe learns and practices driving techniques. The fact that Joe passed the test does not mean that he is already a skilled driver. In reality, this only means that he is able to demonstrate the knowledge and practical application of safe driving techniques.
In subsequent years, Joe "developed" his driving skills and abilities. He achieved this by applying the technique he had been taught to various conditions and situations. Joe learned by doing, so he became an experienced driver.

Training and Development Goals

There are many reasons for the effectiveness of training and development, which seem to be important for two parties - for the organization and for the employee. These reasons include:

the desire of people to work throughout life and in conditions where work and career can change continuous learning and development become essential
mi factors of constant working capacity and continuous employment

the emergence of special tasks that require the study of new methods of work and the development of new technology - by newly hired employees and workers who will have to use new equipment, processes and procedures

preparation for a successful future - minimizing the cost of hiring staff from outside and achieving maximum benefit from saving the knowledge and experience of employees in doing business within the organization itself

effective use professional resources of existing personnel - developing the ability of employees to master several areas of activity

motivating, attracting and retaining staff in an environment where spraying work force continues (for example, due to the invitation of competing enterprises of specialists from outside and on a contract) and when every year fewer people enter the labor market.

Therefore, training and development are fruitful both for the successful operation of the organization and for the career advancement of staff:
- ensuring that the equipment and skills of the employees' activities correspond to the current needs of production
- the preparedness of equipment and skills of employees for the future needs of production is ensured.

Factors that affect learning and development

Educationand development provided by the organization itself

Factors that influence learning and development within the organization itself:

organization's strategic plans - especially upcoming changes in mastered levels and types of business
organization policy, which may include determining the required levels of staff competencies (for example, holding Development Centers), or a policy that inspires staff for self-development
providing employees with opportunities to advance in a personal area (for example, supporting promotion in a profession according to established state qualifications) or within the entire organization (for example, supporting promotion through corporate hierarchy levels through management training)
future needs - the need to develop staff to fulfill new roles and the need to achieve such a professional level of the entire staff that people's skills anticipate changes in business (introduction of new technologies, improvement of production culture, etc.)
lack of skills, that is, the discrepancy between the skills of existing personnel and the requirements of production
the need or desire to meet external requirements - in order to acquire the status of a "firm that invests in people" in order to comply with laws and professional rules (for example, Personal Investment Authority, Control of substances Hagardous to Health) or
to protect funds (for example, through the Training and Enterprige Councils for National or Scottish Vocational Qualifications).

The challenges of learning are forcing many companies to adopt special programs to provide their staff with real opportunities to learn and develop. As we will see below, there are many factors that influence which training and development opportunities are appropriate for employees.

Training and development carried out by an individual.

The factors influencing what kind of training actually takes place depend both on the environment and on the individual himself. Environmental influences include:
- the availability of resources, i.e. how many employees can be "released" at a certain time to attend training events, as well as the sufficiency of funds to pay for training events

The quality of the course of study - how formal or informal, structured or unstructured the course is and whether it meets the objectives of the learners
- the quality of employee support after completing the training course, that is, the level of support and assistance to the employee in transferring the acquired knowledge and skills to workplace
- a culture that promotes learning - how much the organization helps learning by noticing errors in work, inspires staff to avoid mistakes in the future through training, and does not eliminate miscalculations in work with repressive measures.

The influence of the worker himself on training includes:

learning styles, preference for different types of learning activities and previous experience indicating what is best learned by the employee in learning
motivation based on positive and negative assessments of the standards of behavior adopted in the organization
personal goals - for example, ambition, the desire to learn in order to increase chances professional growth within your own or outside your organization
personal interests based on what the person likes to do and what they want to do to challenge themselves (remember the analogy of learning to drive a car).
employee's personal situation (i.e. what else is on the person's mind) - personal circumstances can affect how much an individual can focus on learning and development
potential and actual knowledge - whether the employee has the basic body of knowledge required as a prerequisite for training

abilities - that is, whether the worker is able to intellectually understand the theory, perceive the concepts and everything that he is taught. Does he have sufficient work skills to perform specific tasks?

These lists do not exhaust all the factors influencing learning, but they show that whatever learning and development is offered and carried out, the actual situation in the field of learning and development is determined by a variety of factors.

The contribution of competencies to learning and development

Education and training are usually carried out due to the lack of technical skills of employees. Therefore, training is always aimed at the competence necessary to perform tasks and achieve specified work results. In addition, training always refers to the technical competence required to advance towards a specific goal. For example: training in presentation skills, training in conducting interviews in the evaluation of work, as well as in the selection of candidates, training in keyboard skills. The use of the term "skills" can cause some confusion, because employees are usually trained not in skills, but in working methods. Training does not make an employee skillful - the skill is developed through the practical application of the methods mastered in the training process.
Competence is the result of skillful application different methods in combination with a specific situation, values, abilities and knowledge. For example, successful team leadership can result from effective learning the use of methods such as: interviewing for the purpose of assessing work, holding workshops, providing " feedback”, performance management. But management, along with other factors, is based on the interest of employees in development, on respect for the interests of each employee, on the knowledge of team members and personal motivation to perform work.
The narrow concept of "technical training" does not refer to competencies in their entirety, but to individual elements of competencies. This type of training is carried out through:
- identifying elements of the competency that can be developed through training - for example, filling gaps in knowledge or work practices
- the focus of training on standards of behavior when the correction of behavior is achieved by training.

For example, in the Application there is a competence "Decision Making", which is a part, an element of the cluster "WORKING WITH INFORMATION". The basic elements of a Level 1 competency may include training in such skills as: decision making, procedures, boundaries of authority, transfer of individual decisions to other performers, etc. Training in individual elements of competence may include training in behavioral standards, for example, information retrieval and intelligible communication of a decision to performers.
Focusing on basic elements and standards that fall within the purview of behavior is the main approach to learning and development. But there is another attitude to learning and development - focusing on competence in general. Competency training as a whole allows you to combine and use in practice all the elements - knowledge, skills, values, abilities, experience, etc. For example: the development of the "Decision Making" competence to a level that would allow making effective daily decisions - in a real situation and directly at the workplace.
Competences provide a fruitful model for learning and development that is applicable to all three approaches (methods, behaviour, competencies in general). This model can help you:
- an objective assessment of the need for training and development
-development of the structure of training and development activities
- selection of effective types of training and development
- evaluation of training - to ensure that it is in line with the assigned learning and development goals and the organization's strategy
- management of progress towards the goal of training and development.

objectiveassessing the need for trainingand development
There are several reasons for recognizing the need for learning and development. These grounds include:

formal and informal performance appraisals
evaluations with 360° feedback
assessment exercises in personnel selection
assessment exercises for employee development
self-esteem
career management interview.

Whatever system is used, the main principle remains the same. Determination of the need for training and development occurs through a comparison of a set of requirements for the successful performance of work with the personal quality of the employee's performance of this work, regardless of whether the person is working or only applying for a job. In other words: through a comparison of the level of work performance achieved by the employee with the reference performance of the same work.
It is important to know what is needed - training or development. This may seem like a small thing, but there is an important difference here. The question to be asked is: does the employee know everything that is required in order to do a particular job? If the answer is “no”, then training in working methods will be required. If the answer is “yes”, then you need to teach skills in order to develop the employee. For example: if an employee fails to complete the work by the required deadline, then this may not be because he did not attend the “time management” training, but because he is irresponsible about completing the work on time. Most of the methods for determining the need for training and development are given in the chapter on selection (assessment for selection: chapter 3) or in the chapter on performance assessment (performance assessment, 360° feedback assessment, self-assessment: chapter 4). The career development and management interview has a certain peculiarity: it is necessary to find high-level standards and compare the level of performance achieved by the employee with standards of precisely this quality.

Career Development Interview
Such an interview is a structured discussion (dialogue) between an employee and another person about the aspirations and plans of the employee. We use the term "career" in this sense: the promotion of an employee from job to job, which is accompanied by an increase in existing competencies and the development of competencies that are useful in the future. This path may be different from past career paths where the focus was on advancement in one's company or one's profession. But a career can be built on transitions to new companies, on changes in profession or industry. Career development interviews are conducted by different people:

Training and Development Specialists
- mentors
- line managers
- external consultants
- consultants from the employment office.

The key factor is that each of these people has extensive knowledge of different types work within or outside the organization. At the same time, they may or may not know the person who needs advice.
In the past, career interviews typically focused on interests, qualifications, and experience. But this, especially in interviews conducted by people inexperienced in career management issues, is not necessary if the employee is given a wide choice of career options.
Example. Susan has the following experience, qualifications and interests:

An inexperienced consultant may focus on Susan's accounting experience, and her career choice will be limited to finding a "good" job in the accounting field. This may be work that involves regulatory working time so that Susan can play sports and compete. Although these are significant things, focusing only on these factors is unnecessarily limiting Susan's career choices.
Competencies can add a lot to a career interview. This is also the case with Susan: she recently visited the Center for Development Assessment, which showed that Susan excels in the following competencies:

Teamwork (Level 3).
Collection and analysis of information (Level 2).
Planning (Level 2).
Managing deadlines (Level 2).
Generating and putting forward ideas (Level 1)

Introducing this data into a career interview opens up a wider range of job opportunities. The list will cover jobs that are not necessarily related to accounting, but that match Susan's ability to manage a team.
People conducting in-depth career interviews need information about the interviewee's competency profile. This information can be obtained through:

formal and informal assessment of the level achieved
multilateral evaluation
evaluative selection exercises
assessment exercises to develop
self-esteem
questionnaires

Any information obtained by these methods should be considered taking into account certain factors:
- How objective is the information received? That is, does it come from the employee himself or does it reflect the opinions of people observing the behavior of the employee?

How comprehensive is this information? Selection or development assessment exercises limit competencies to those required to achieve job objectives or to some fixed level, so many competencies are missed in this model.
For what purpose was the information collected? For example: information for selection is concentrated on comparing performance with prescribed standards, and "feedback"
may not contain a complete picture of the level of competence achieved.

Whatever the career interview, the outcome of that interview will be a determination of the need for training or development and a suggestion of how to implement the training or development. This is described a little further in this chapter.

Organization of training and development courses.
Learning training is any activity in which a person learns something new. Development activities cover any activity in which learning is translated into practice, that is, skills are developed.
Table 21 illustrates what these learning activities might be. Less structured and more informal are events that are not specially organized - most often developmental events.

Table 21
EXAMPLES OF STRUCTURED AND UNSTRUCTURED LEARNING AND DEVELOPMENT

But many of the points we put below can be equally applicable to both structured (formal) and unstructured (informal) learning activities. For clarity, let's agree that the term "activity" is used to describe the element of teaching (which, from the participant's point of view, is reactive), and the term "activity" will be used to describe the element of learning (which, from the participant's point of view, is active). An event includes or is accompanied by an activity. The activity, however, should not be prompted by an event and should not be preceded by an event. Since there are various ways of organizing and conducting training and development activities, the planner of this work should take into account:

Learning objectives for employees, teams, departments or organizations
- achieved levels of competence of the participants
- situations in which learning will be translated into practice
- recommendations from internal and external training specialists
- available resources (money, time, training materials and facilities).

With the exception of resources, a competency model can help develop all of these learning components.

Learning objectives

The very first reason for conducting learning and development activities is that there is a need for it - for an individual or for a group. Such activities should meet the needs of people, but they are not always successful, because even with the right goal chosen, the content of the activities themselves may not correspond to it.

Chasing time
large financial institution Trained staff on how to communicate with customers over the phone. The training activities focused specifically on the element of customer service. But the training goals were never fully achieved because the organizers did not take into account the technique and did not train the staff in the technique of communicating with clients in the conditions of daily stressful real situations. And workers simply didn't have time to ask customers if they understood what they were told. Employees did not have time to ask customers if they needed help with anything else. Employees were under constant pressure of running out of time: they had to answer as many calls per hour as it is difficult to even imagine.

Both at the level of the entire organization and at the level of the department, improvement of specific competencies may be required. The competency model will help to accurately set the goals of the activities necessary to eliminate the missing competency. The model is useful because the behavior of workers who are already successfully working at a certain level of competence is known. For example: you may need to improve your skills in managing a team, an entire organization or a department. Relying on a competency model will give an idea of what standards of behavior are required to display successful team management skills. AT application("WORKING WITH PEOPLE: Teamwork. Level 3") it might look like this:

Uses knowledge strengths, interests and qualities that need to be developed among team members in order to determine personal tasks in teamwork.-
Provides regular feedback to team members.
- Achieves understanding of team members of personal and collective responsibility.
- Provides constant "feedback" to all team members.
- Ensures that team members understand their individual and collective responsibilities.

But since the Model application is built on the basis of increasing competences (that is, competence at a certain level includes the competences of all previous levels), then the behavior for Levels 1 and 2 will also be included in the competence of Level 3.
The more specific a model is needed in a particular situation, the more appropriate training based on behavior indicators. But if a generic model is used, then some work will be required to adjust the behavior for the appropriate context. How to do this, read the chapter on compiling a competency model (Chapter 2). The learning objectives of individual workers are discussed later in this chapter in the section on evaluating learning and development activities.

Achieved level of competencies

Although the learning event is conducted to meet specific learning objectives, the level of competence of the trainees will help to structure educational material. Material that is too complex or too simple will quickly alienate participants, no matter how well it is presented.
Ways to determine the competence levels of training participants include:
- a preliminary questionnaire for participants and line managers

performance rating
skill test
personal knowledge of the participants.

The competency model will help to establish the competency levels achieved through questionnaires and audits. the main objective preliminary use of the questionnaire - to establish at what level the participant is trained or what level of development he has reached. The questionnaire includes questions about the participant's knowledge and experience. The questionnaire can be built on the basis of the competencies to which the event is dedicated. Table 22 is an example of a questionnaire used prior to the Influence Course, based on the Competency Model from the WORKING WITH PEOPLE: Influence Level 2 application.
The results of this survey can help the participant identify areas they need to focus on during their course of study. The problem may arise with one or two standards of behavior that will be different for different groups participants in the training.

Table 22
EXAMPLE OF A QUESTIONNAIRE USED BEFORE TRAINING

Listed below are standards of conduct relating to influence. Review each standard of conduct and determine the rating: how often do you feel that your behavior meets the standard shown in the table. Rating determine the proposed scale.
1 - always 2 - often 3 - sometimes 4 - rarely 5 - never
Presents clear oral and written information, taking into account its impact on the recipient
Behaves in a manner appropriate to the situation
Has a positive attitude towards the organization, its people and services
Presents persuasive and well-founded arguments
Persuasively expresses own point of view
For achievement desired results adapts and develops arguments

Other information may also be required: previous training in a related field, development activities carried out in the past, etc. But it is very important to remember that long and complex questionnaires give less useful results than short and simple ones.
Another source of information about the employee may be the results of a formal assessment of the level of performance achieved. But the performance rating is only a commentary on the achieved levels of competencies (if competencies were assessed). For example: knowing that an employee has a low sales score will not help the instructor, because sales failure can be due to various reasons. But if an organization does use its competency model to measure performance (see Chapter 4), then a low sales score combined with a low influence score can give the instructor a better understanding of the participant.
Performance ratings may not be an accurate indicator of competency due to their confidential nature and their connection to fees. In addition, the results of the study on ratings depend on how the ratings are obtained and how they are used. And here there is a possibility of incorrect conclusions if there is no other information (other characteristics, except for ratings). For learning and development purposes, it is better to use other bases (for example, the result of the Assessment Center) or to expand the ratings with additional information (if there are no full-fledged performance analysis ratings).
A skills audit is a snapshot of the momentary competencies of a team or an entire organization in a specific area of the business. A review is usually carried out to establish the consistency of existing competencies with competencies that will be required in the future. A competency model can help collect this kind of information.
Depending on the number of people included in the audit, information gathering methods may include:

Examining the training documentation
- questionnaires
- seminars
- interview.

In order to collect the right amount of information, it is important to determine the purpose of the audit before the start of the audit. For example, if a quick check is required to highlight a company's major problem areas, then a skills audit in which every employee is interviewed may not be needed, unless very abbreviated. Questionnaires, seminars and interviews with leading experts in the operational study of the state of the company is preferable to a rigorous audit.
An analysis of materials from a wide variety of training areas can reveal a major skill gap among employees. At the same time, if the training documentation does not include all the activities carried out, then this information must be supplemented with other data. The training documentation, which includes only the most popular courses and core learning material, does not take into account on-the-job training. In addition, the analysis of documentation and training materials will not clarify whether the effect of training has been achieved and whether the need for developing the skills of employees is satisfied.
Questionnaires giving Additional information about the effectiveness of training, are similar to the questionnaire in table 22. Such questionnaires can be offered:

To individual employees to describe their own skills and the skills of colleagues
- line managers to answer questions about the skills of their teams.

Since questionnaires focus on perceived "weaknesses", it is important to maintain anonymity. This is necessary even in cases where managers evaluate their team members. It is understandable that managers can be lenient in evaluating their team, especially if they feel that the team is lacking in key skills and if it is the managers who are responsible for training and developing their employees. The purpose of the questionnaire should be clear and maintained throughout the process. The promise that the review process will not be used to assess employees must not be broken, so that people do not feel that the finger of judgment is pointed at them and that the results of the audit will serve to blame employees.

The results of the questionnaire can be further explored in interviews and workshops. Both methods are able to uncover the reasons behind high and low audit scores. Since the purpose of interviews and workshops is to explore the causes that explain results, the results themselves should not be based on assumptions, but on the real experience of the people interviewed or workshop. For example: if at a seminar a manager puts forward the opinion that the reason for a poor result in teamwork skills is a poor course of study, then this opinion should be supported by factual evidence, such as the results of staff skills assessment exercises. If an opinion is not supported by convincing arguments, then there is a danger that any plans based on the results of the seminar or interview may be misdirected.
The personal knowledge of the trainees helps the instructor to prepare the training event. Especially where the instructor (coach) is already part of the team (for example, a line manager). However, even in this case there is a danger: assumptions can replace the analysis of facts. The competency model can again become a guiding framework for research into areas of activity that require learning and development. The structure will help focus learning on key standards of behavior. This problem can be solved by the methods described above. For example: if the whole team will be trained, then the questionnaire method can be used before the start of the course; if one of the employees is being trained, then an informal discussion of the training program based on the competency model can be held.
Situations where learning can be put into practice
The best option for learning and development is a course that refers not only to specific skills, but also to real situations in which the participant has to demonstrate professional skills. How many times has it happened this way: employees have sat in courses, lectures, seminars and thought: “This is all interesting, but what does this have to do with my work?”! It is a very difficult task for the trainee to accurately reproduce the workplace environment, since it is rarely the case that any two situations are exactly the same. However, the closer the connection between learning and "reality", the better.

Now that's chemistry!
Checking employee job satisfaction international company, dealing with oil and chemicals, discovered their concern about how they are managed. There was only one way out: to teach managers how to manage according to some standardized training program. But it was very difficult to take into account the various circumstances in which leadership skills were applied. In addition, it was necessary to determine the different levels of ability of managers who were to attend classes under a single program.
We decided to organize a development workshop that would give supervisors the opportunity to observe managers, and managers to receive "feedback" (opinion about themselves and how they manage people). Five competencies in people management were chosen as benchmarks for the seminar. The workshop activity consisted of simulating situations in which people management competencies are applied within the company itself. For example, briefings and meetings to inform the team of some changes. Actors were even invited to play the roles of team members of inspectors and managers.
The structure of the seminar was such that every problem of the individual manager was identified and discussed in the interests of further development. The program, although common to all managers, was addressed to each manager with his personal problems.
Although before the course some managers and supervisors thought that they would get nothing from "training in people management", everyone who attended the seminar (more than 200 supervisors and managers from all over the world) praised this seminar for being necessary and useful. The most cited reasons for the high score were the realism of the training and the quality of the feedback from the actors and observers.

The competency model helps learning and development with its realism. The more specialized the model, the closer it is to reality. The standards of employee behavior in situations specific to the organization, department, business group, etc., should reflect what is really happening in the organization. Those who organize the course and plan the training and development program using the competency model have a ready-made basis for compiling training exercises. To illustrate this point, we refer to our Appendix. The training workshop, organized to assist managers in setting the goal of training and development of subordinate employees, will be closely related to the competence "ACHIEVING RESULTS: goal setting". From the standards of behavior highlighted in this competency (for example: our goal is to achieve Level 2), it follows that any simulation exercises should ensure that managers receive training in:

defining and setting clear goals
establishing criteria for success and performance evaluation
engaging colleagues to support goal achievement
analysis and adaptation of goals to changing production requirements.

Level 1 standards of behavior can be included in the exercises:
- definition of goals achievable within the agreed parameters of activity
- discussion of success criteria and evaluation
- Identification of potential barriers to achieving goals.

These requirements for the exercise must be correlated with reality, because these requirements themselves are dictated by reality.
But one cannot rely entirely on the competency model to obtain information about the context of activity. Each team needs to develop its own scenario, its own course of learning and development, which are reinforced by such details as the current situation in the team, upcoming changes in the procedures of activities or in the structure of the organization, etc.
Special mention should be made of the Development Centers. There is an important difference between centers that assess individual competencies against predetermined benchmarks and centers that give the worker the opportunity to practice a technique (example: "That's chemistry!"). The first type of centers is based on a process aimed at specific work in the future. The Evaluation and Development Centers are the same in effect as the Evaluation Centers for the day of selection of personnel, but in the Evaluation and Development Centers for existing employees, a different type of feedback (more meaningful) and a different result: participants are not selected for employment. Evaluation and Development Centers are described in the chapter on Performance Review (Chapter 4).
The second type of center is aimed exclusively at the development of already working personnel. He is engaged in the creation of "real" situations in which the behavior of the participants is observed. The performance by the Development Centers is not assessed.
The event guides employees to realize what they were doing and to compare their standards of behavior with what was expected of them. Action plans and recommendations on what to study, obtained through both types of Centers, were used in the development of personnel necessary for the current job or for the role for which the employee was originally selected.
Both types of Centers are similar in essence, but the goals, results and processes themselves in different Centers are different.

Conclusions of training specialists

Not all trainers are capable of conducting all types of training, not all managers are experienced enough to carry out development activities. Competences set the basis for a system that determines who can do what in the field of personnel training and development. For example: senior management training may require a higher level of “influence” than junior staff training activities. And development activities that include a mentoring relationship require a higher level of managerial relationship than mere support.
The distribution of competencies into categories necessary for carrying out specific activities and for the implementation of specific activities can work well in a learning process that links competence with development, promotion. Teaching activities in general or complex activities is a much more difficult task than organizing training in specific competencies.

Selecting an appropriate event or activityfor learning and development

When a need for training or development is identified, a way of learning must be found to meet that need. With regard to training and education, this can be done by organizing formal events; and for the qualitative development of personnel, informal activities are required. There are many ways in which it is not difficult to select training activities for specific competencies (for example, directories of courses and trainings), but choosing the methods of personnel development activities is more difficult.
Competency models can be used to identify appropriate forms of development according to the required level of competencies and even standards of behavior. This information can be brought to each employee of the organization through a special directory. Table 23 is a sample page of a fictitious reference book based on the competency model.
A competency model can help develop such guides, as behavior indicators define exactly what activities are performed and how they are performed.

"Inclusion" in the system
A development plan was drawn up in a life insurance company. This plan became very popular with the sales people, for whom it was drawn up. Other departments also wanted something similar. This led to the creation of several plans - standards. Each plan needed to be reworked when adapted to a specific department or when some kind of modernization.
Many activities in the development plans of different departments were similar. And the core competencies were contained in all standards. Therefore, the company developed a single plan that covered all the work. The overall plan combined all the existing plans and "plugged" them right into a specially designed computer software package. The improvement and adaptation of specific development plans has become much easier. The software package provides more flexibility because it can "include" any new standards in its content. Moreover, the unified development plan is linked to performance evaluation, also based on computer technology.

This enables those who describe the technique of work execution to simplify and speed up the process of collecting a variety of information, evaluating performance and providing feedback. The company has created a basis for development activities and the organization of the activities themselves that meet the needs of development.

Table 23
EVENTS AND ACTIVITIES FOR LEARNING AND DEVELOPMENT

Theme and purpose: Learning to plan
Level 1: Daily Work Priorities
Suggested training activities
How to use the diary		0.5 days at work
Time Management		2 days away from work
How to prioritize	Distance learning course (video and seminar)	Estimated 5 hours
Priorities, Priorities
Proposed events and activities for development
Note: You may find it helpful to participate in this activity with the consent of your line manager. Make a timeline to follow the learning process. Discuss the results with your line manager and agree on the next course of improvement. - Use a diary or calendar to write down future plans. - Use notebook under the heading "To do" to plan daily tasks - Watch part 2 of the video "What it means to be a member of a team" (lasts about 1 hour). - Notice the impact of your actions on other employees and think about actions that will minimize your negative impact on others. - Calculate at the beginning of each day how far you need to progress in your work by a certain hour (for example, by mid-morning, by lunchtime, by the middle of the afternoon). Compare this with your actual result and respond to the discrepancy. - Make a list of what you consider your key tasks. Check your list and compare with your job description and goals. Coordinate your opinion with the manager. Check if your opinion coincides with the opinion of the manager.

In table 23 there is a reference to the video "What it means to be a team member". At first glance, the video does not appear to be the right material for a Development Planning theme. But one of the standards of conduct in the "Planning, Level 1" section says: "Avoid the negative impact of his actions on other employees." The second section of this video highlights the impact on team members of the absence job planning daily tasks.
Drawing up a training and development plan is a time-saving task. Such a plan-pointer must be comprehensive, it requires constant improvement in order not to lose its creative value. Many companies are now using sophisticated indexing technology, which includes not only training and development, but even communication between employees. All this makes life easier for all those employees who are concerned with training and development.
Which event or activity to choose for learning and development depends on environmental factors and the learner himself.

Evaluation of training events and activitiesand development

Per a short time participants learned the technique (methodology) that they should have learned (i.e. the event achieved its goal)
- within the allotted time, while engaging in activities intended for development, the participants have successfully implemented new technology(methodology) into practice (i.e. the participants realized the learning goal).

After some time, it will become clear: the organization has achieved its development goals or training and development has brought it only a headache.
It is also not easy to assess whether the improvement in the skills of employees is a consequence of training or it was due to circumstances that developed independently of training; it is especially difficult to measure the improvement in the performance of large numbers of people. For example: it is difficult to assess the reason for the increase in profits in recent months - whether it is the result of training of personnel in customer service, or whether it is the effect of an article in a daily newspaper that called the company's products one of the best.
It is important for an organization to know that it is not wasting money on training and development, but financial assessment is not within the scope of this book. However, an assessment of whether the learning objectives have been achieved and what is the value of the learning activities given time and effort can be made using a competency model.
Evaluating the success of an activity in meeting objectives is relatively easy if the training had clear objectives. Traditionally, such an assessment is determined by a questionnaire issued at the end of a course of study. These questionnaires examine various factors of the entire learning event. Questionnaires highlight the following factors:

used materials
submission of materials
opportunity to ask questions
Q&A quality
compliance with the real situation
the pace of the event
whether the stated objectives have been achieved.

This information may also be verbal, although confidentiality issues arise with oral interviews, especially if the information is collected by the instructor himself. Even the most self-confident person may have difficulty giving negative feedback about an event to the person who hosted the event.
Although this type of assessment may useful information about the event itself, it would be a mistake to correlate the assessment with the success (or failure) of the training itself. In other words, getting good feedback about the course does not mean that all trainees have reached the level of experts. To revisit the driving test analogy, the picture is that a series of excellent driving lessons that the learner enjoys does not mean that the learner will become a skilled driver.
A more complete assessment, while taking into account time and effort, will be the success of the trainees in achieving significant goals. But here, when assessing the quality of training, it is necessary that the objectives of training be discussed in advance and accurately.

Learning objectives

The goals of employee training are basically the same as the goals of doing the job itself: what does the person want to achieve and how is he going to do it? After training, a skills development action plan is also needed, which includes supporting the person in transferring learning outcomes into practical activities. The learning objectives should be discussed between the employee and the line manager before the learning and development course begins. Ideally, no activity should take place until the learning objectives are defined.
A competency model can help define learning objectives. Behavioral indicators help the employee and line manager identify what needs to change after the learning process is successfully completed. For example: if an employee needs to learn the methodology of creative thinking (competence "BUSINESS DEVELOPMENT: Generation and justification of ideas, Level 2" from Applications), then the learning objectives will include one or more of the standards of conduct from Level 2. Table 24 provides an example of learning objectives and an action plan for this case.
After a certain period of time after training, progress towards the goal should be assessed. Focusing exclusively on standards of behavior may not only focus training on a questionable technique (e.g., did Chris learn three approaches to creative thinking?), but also obscure the question of whether the techniques learned highlight the difference in standards of behavior before and after training (i.e. Has Chris's behavior really changed?).
An important question: who collects the evaluation information? At the line manager level and at the department level, “global” information is lost, and “local” information is lost at the central office. The best system one that makes managers responsible for collecting information (after all, it is managers who are in the best position to evaluate training success), and the central office (usually the training department) would be responsible for comparing the original (before training) and final (after training) results.

Table 24
EXAMPLE OF LEARNING OBJECTIVES AND ACTION PLAN

Learning Goals for Chris Smith
- technique for the development of creative thinking.

What
- Learn three different approaches to creative thinking.
- Learn the process of evaluating the feasibility of ideas.
- Learn the procedure adopted in the company for the nomination of fruitful ideas.

How
- Develop new methods and practices for implementing new ideas.
- Evaluate the feasibility of ideas in business.
- Promote the main ideas with energy and enthusiasm.

Action plan
- Attend a workshop on creative thinking techniques.
- Once a week attend a seminar "New Ideas" in the marketing department.
- Put forward at least three new ideas at the workshop at the end of the month.
- Ensure that at least one idea is accepted by the workshop.
- Meet once every two weeks with the line manager to get support and discuss further development.

In this way, not only can managers keep track of the time and effort spent by their team members, but the company as a whole can be sure that learning and development activities are reaching the level required by the firm's strategy.
It must be understood that low learning and development results do not mean that the training event was weak - it can only mean that the staff needs to be trained in something else or that the training did not adhere to the action plan. With well-defined goals and well-defined standards of behavior to learn (such as, for example, in Table 24), it is not difficult to answer questions about the value of attempting a learning event (i.e. did Chris achieve her intended goals?) and about why something is not achieved.
Checking learning outcomes provides useful information about how well a particular business group is pursuing its strategic plans. For example: a company introduces a program for changes in culture, especially in the work of individual teams. The company looks forward to learning and development activities built around the "teamwork" competencies. The company expects to get the desired effect. Exploring the reasons for non-performance can highlight areas that require active support and further learning and development.

Setting standards for progress

There are three main forms of employee learning and development management:
- in the workplace (e.g. mentoring)
- within the structure of the organization (e.g. management training program)
- in the structure of the profession (for example, mastering different levels of accounting).

Development is traditionally tested by how an employee performs regular duties and how they pass various exams and tests. These are quite simple criteria that determine, first of all, the special knowledge of the employee, but this system of development assessment lacks the assessment of standards of behavior. This is where competencies can help.

Moving towards a goal in the workplace

This type of control evaluates the ability to move towards a specific goal, if the goal is to understand the achievement of the level of competence required for the successful performance of the work. This goal is usually expected to be achieved within a certain time frame. Progress towards the goal is often encouraged (for example, by increasing salaries for achieving certain levels of competencies), but this kind of progress, as a rule, concerns a specific job.

Classes within classes
The collateral company introduced a competency-based training and development program for multifunctional office staff. Let's call this class of employees grade "C". It took about two years to go from a beginner (C1) to a fully competent office worker (C3). The training and development program included three key modules. The first module is an introductory course that had to be completed first. The next two modules could be taken in any order.
After successfully completing the introductory course and one of the two more advanced modules, the worker moved from C1 to C2 and received a pay increase. After the successful completion of the third module, the worker moved to the NW, again with a pay increase. These promotions and pay raises not only motivated employees, but also distinguished between different grades within a whole class of jobs and different levels of achievement.

The acquisition of new skills includes learning the necessary work techniques and conducting special events for the types of activities. This process is based on a combination of various methods and takes some time. This path of development is universal and does not depend on the initial qualifications of the employee: that is, interns go through the same program as an experienced employee mastering new competencies. Competences can help in designing a training program as they clearly indicate the objectives of the training (which has already been discussed in the section on learning and development activities). But, in addition, competencies build the structure of development that takes place in the workplace.
It is also important to use standards of conduct when creating a development program, but first you need to decide which competencies will be assessed in the process of developing and promoting an employee. And these are precisely the competencies that are recognized as decisive in the successful completion of the work. If competencies are listed and disclosed in job descriptions and profiles, then it makes sense to use the competencies in development planning, since the work to determine the required competencies has already been done.
If role profiles are not established, one way to identify critical competencies or competency levels may be to use a process similar to that used to identify critical competencies for recruitment. For example:

List the most important tasks that meet the objectives of the work.
List the competencies (or competency levels) that are required to complete these tasks.
Arrange the competencies (competency levels) in order of their importance for the fulfillment of the whole range of work tasks.

Another approach that can be very effective is called "pairwise comparison". This approach provides a more accurate assessment of the importance of competencies. In this approach, competencies are scored according to their need for each key task or activity. The “pair comparison” technique: each competency is compared in turn with each of all other competencies and it is determined which of the competencies compared in each pair is more important for performing a particular task or the entire activity as a whole. In this way, you can determine points for the importance of each competency for each task. This is not the place for a full description of this method (“pair comparison”), but a brief example is given in Appendix 2. In addition, many books on developmental problem solving techniques describe this technique in detail.
The method itself can be developed in detail with employees and their managers, because these people have the most realistic view of the work being done. In many cases, the competencies required for the job are determined during the process of compiling the competency model, or later if the selection of personnel for vacancies was carried out using competencies.
It is useful and easy to use indicators of behavior that correspond to the work for which the employee is being trained and developed. This makes it easier not only to understand the importance of training activities, but also to understand the goals of the program by the person who develops programs and evaluates the results of worker development activities. If a general model is to be used, then the behavioral indicators need to be related to the structure and content of this model. Guidance on how to do this is given in the chapter on compiling a competency model (Chapter 2).
When using behavior indicators to evaluate the process of improving personnel, additional useful information can be obtained. This information can be obtained in the process of customization (i.e., adapting the general model to individual requirements] or as an addition to the process of adapting the general model to individual competencies. This work includes the following components:

The context in which the standards of conduct should be exhibited (for example: define the term "organization" precisely in the standard of conduct "Forms own opinion about the organization, its models and its services")
- the limits that the standards of conduct are not expected to violate (for example: what decisions will not be included in the standard of conduct “Receives and uses necessary information for decision making?)
- the necessary basic knowledge (for example: what does an employee need to know before he can develop the skills that are manifested in the “Gathers and replenishes information” competence?)

Once the competency profile is agreed upon, the learning and development program should provide trainees with the necessary techniques and the opportunity to demonstrate the required standards of behavior in the development process. This means that developmental activities should allow the practice of the studied methods in a variety of work situations. Therefore, developmental activities should include a range of methods such as on-the-job training and special training. Factors to consider when deciding how to evaluate an employee's development process include a series of specific questions:

What will be evaluated? Will it be an assessment of knowledge, behaviour, skills or a combination of some of them?
- How will skills, knowledge and behavior be assessed? For example: skills and standards of behavior can only be manifested when performing a task or in the course of an activity.

How will objectivity be ensured?
- When will the employee be “evaluated”? Will this happen at a fixed time or when it is clear that the worker has reached a certain level of skill?

Who will evaluate performance? Will it be a line manager or someone not from “their” team, or even someone not from “their” company?

How will the consistency of the assessment be ensured?

What result after the completion of each stage will be considered successful? Will academic success be followed by an increase in pay or class of work?

What result of the stage completion will be considered unsuccessful? Will there be additional, repeated training? How many times will it be possible to retake a particular stage of training? How long can the trainee master the full course of the training program and
development?

The competency model helps in many ways, especially in building those factors that influence the assessment process (they are described in the first three points of the above list of guiding questions).
Once the competencies that are included in the training and development program are established, the evaluation of learning outcomes should be consistent with the learning objectives of the employee. Setting learning objectives was described earlier in this chapter. However, it is necessary to clarify the scheme for assessing the achievement of the goal of training in improvement programs in order to ensure the consistency of this work.

This scheme may cover the following issues:
- what parameters are suitable for evaluation (for example: copies written works, selective control of telephone conversations with customers)
- how many times an employee must demonstrate the specified standards of behavior to ensure that the employee has mastered a particular competency
- what evidence of successful learning should be recorded in cases where the manifestation of a specific standard of behavior by the work itself is infrequently required.

These instructions should be available to both trainees and observers. The employee needs to know for what and how he is evaluated. Even with the introduction of surprise control tactics, employees must be informed that surprise inspections will be carried out at some interval. Without such openness, there is a danger of treating training programs and trainings as "spy" activities, and it is almost inevitable that fantasies about the real purpose of the assessment will emerge.
The success of the learning and development program should be a key goal for everyone involved in the program, and everyone should know what will happen if they fail. For example: if the continuation of the trainee's work depends on the successful completion of the program, then this should be clearly explained to him at the very beginning of the training.
Evaluation of individual progress in studies (especially in programs on which salary increases depend) must be objective and fair. This is necessary not only to confirm that the organization is properly directing its efforts, but also in order to avoid accusations of unfair treatment - from the team in which the people work, or from the managers for whom the assessed employees work. Using the reference model of competencies, which evaluates the progress of an employee in training, - effective method achieving objectivity.
NVQ/SVQ is based on competency assessment. Companies can use this type of model to monitor employee progress at work. If the competency model is developed within the organization, care must be taken to ensure that the competencies in-house do not diverge too much from the NVQ/SVQ reference competencies. The key question is: how to evaluate the behavior of an employee in terms of the “goal achievement” competency, measured by specific results?

Progress within the organization

This type of control usually focuses on the promotion of the employee to the next level in the structure of the organization, and not in a particular profession. This situation is worked out in management training, when in the final part of the exercise the employee is asked to perform work that is unknown to him at the beginning of the training program. As a result of such a professional development program, a difficult situation arises: the skills of employees develop, but the employees themselves do not always know how and in which department the new skills can be applied. In the improvement of an employee's skills, carried out according to the company's plan, the time frame for practical "success" is not clear enough, if at all, so the learning objectives take on a sense of shared value.
The assessment of progress in management training is often superimposed on progress in a particular job. For example: if the development program includes a short-term internship in various departments of the company, then the intern can "automatically" go through a management training program. It is important that the trainee has complete clarity about what specific goals he/she is to achieve, who is conducting and who is evaluating the results of the training. Without such clarity, there is likely to be a danger that a management student will become a wandering team player, that is, a person who does odd jobs that no one else wants to do. Such training will teach you little, except how to make coffee and how to use a photocopier! The assessment of development according to the employee's career planning program varies depending on how the awareness of the need for the employee to acquire new competencies arose and what type of training should be carried out in the development process. For example: if the need for development was identified through the Assessment and Development Centers, then the assessment should be linked to the training goals of employees who passed the corresponding Center. If the need for development is due to information that the organization does not have enough specialists with the required qualifications (for example, as a result of internal recruitment), then the assessment can be based on the results of training and practical development, on the quality of work performance and on plans for future recruitment. However, the programs that most successfully solve the problems of increasing the competencies of employees are distinguished by the clarity of goals and a precise approach to solving personnel problems. Hoping that people will improve without a clear development goal is an overly optimistic approach to the problem.
The factors mentioned in the previous section, which considered the evaluation of the development of an individual employee in his profession, are applicable to development in the structure of the entire company. This is where competencies can help in the same way. But there are some features in the process of corporate training. In the company, the learning objectives are more general, that is, they concentrate mainly on managerial competencies. Corporate training is characterized, first of all, by something common to the entire business (at a certain level), but not by the competencies necessary to perform a specific role. If the competency model is built for the entire organization (and not for just one part of it), then the behavior indicators will also be characterized by a common form. Therefore, general indicators of behavior can serve as standards to be achieved and which determine the success of corporate development. For example: a management trainee program may include such management competencies that are applicable to any position, in any position, to any fragment of the general standards program.
Special work needs to be done to ensure that there is a clear understanding of the assessment of the required standards of conduct.
The basic requirements mentioned in the description of performance assessment against given learning objectives apply here as well. In this case, it should be determined whether there has been a change in levels within the competence. For example: during the training of trainees in the Management program, trainees in some competencies can advance from Level 1 to Level 2 (or beyond). If so, how to evaluate this progress?
Skills development planning and employee training in “management” have dual goals. There are targets for improving the quality of work currently being done, and there are targets for a new level that the employee is striving for. When organizing development activities, care must be taken to ensure that the standards of conduct necessary for future competencies are being practiced. The competency model reveals only the goal of development, but other factors also play an important role in achieving optimal results of training programs for improving the profession and training in management - the desire of the employee, the support of the manager, etc.

Progress within the profession

Most often, the assessment of an employee's progress in their profession is carried out and monitored by external experts. Progress in the profession is measured against a model that is established by the professional structure and then applied throughout the country. This means that the improvement of an employee is usually measured by the results of professional examinations and tests. In this state of affairs, competency models may well play the role of criteria, following which promises success. But usually in professional development, the emphasis is on knowledge rather than patterns of behavior.
If an employee has a profession (this includes interaction with colleagues), then it is natural that he is expected to behave in a way that is characteristic of this profession. These expectations are often articulated in professional codes. In some professions, you can be struck off the list of recognized professionals if you do not follow the code of the profession. An organization may establish corporate success criteria that an employee must adhere to in order to advance professionally in the internal hierarchy. For example: obtaining a corporate membership of the Institute of Personnel and Development may be a requirement that must be met in order to advance to a certain level, but such membership alone is not enough for automatic promotion. If an organization, wishing to meet internal needs, is going to add its own special requirements for advancement in the profession, then it is necessary that corporate and general learning objectives are coordinated with each other. If learning objectives are not coordinated, this can lead to conflicts between what the organization requires and what the professional community requires. If an organization follows a general professional program, then it must resolve all conflicts before the trainee has problems. This is especially important in the set of competencies that are imposed on the development program. Often the culture of a particular company requires an employee to behave differently from that established by the professional community to which the employee belongs. For example: HR managers may be pressured by the organization to choose recruitment methods that are contrary to the practice proposed by the Institute for Personnel and Development.
Professionals have to deal with such situations, so it is necessary to provide for conflicts of this type. What will be a development program that contains learning objectives based on standards of conduct if these standards conflict professional code behavior?
This controversial issue, setting learning goals and evaluating the progress of an employee in accordance with the set goals - all these problems are similar to those described in the first part, in the section on assessing a person's progress within their work.

conclusions

The two key objectives of training and development are to ensure that the competencies of the staff are sufficient to meet the current and future needs of the company. Many factors affect both training and development programs and how successful real-world training is. The organization's strategic plans and policies will influence learning and development programs. Environmental factors (especially corporate culture] and personal qualities of an employee (learning style, motivation, abilities) will affect what and to what extent a person learns.
Training is learning techniques. Development is a purposeful introduction of the mastered methods into practice. As a result of training, new skills and special knowledge are acquired. The ways to achieve the desired learning outcomes are many and varied, but all parts of the personnel improvement equation must be correct to ensure success. If learning (training) activities are not followed by activities to develop (put into practice) skills, then the theoretically learned methodology will soon be forgotten. But also developmental activities (practical exercises), ignoring the methods that determine success, will inevitably lead to errors. Both of these damages will lead to employee frustration and the company to no progress on long-term plans.
Competency models help at all key stages of training and development - from determining the need and developing development programs to assessing the success of training and subsequent professional growth of an employee. But competencies alone will not lead to success at any of these steps. The use of competency models helps to clearly build each stage, but without experienced people to plan, implement and deliver development activities, competency-based learning and development is no better than any other poorly designed process.

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 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 more accurate analysis and planning vocational training it is worth dividing: a) knowledge training (conditionally, this section of vocational education can be designated as "training") and training in skills and abilities (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 state structures there has been a tendency to describe vocational education as a process of developing the necessary competence of a specialist. And although so far this has happened only in words and on paper, let's hope that "the process has begun." But the question naturally arises, what is meant by competence?

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

Definitions of the concept of "competence" vary. Moreover, individual skills (conflict management) and personality traits (sociability, responsibility, analytical mindset) are sometimes cited as an example of competencies, and psychological attitudes(achievement orientation). But in itself, none of these components (knowledge, skills, attitudes, etc.) is 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 clear examples effective training, I have highlighted a number of key elements, both coinciding with the already known (knowledge, skills, attitudes), and not.

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

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

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

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

Figure 1 - A closed cycle of effective professional activity.

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

PUSK - Complete Universal Competence Framework

Figure 2 - Complete Universal Competency Framework

Business training - lifesaver

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

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

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

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

However, there are a number of thorny questions here:

How to define the required competence profile?

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

How to most effectively develop different aspects of competence?

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

In order to define a competency profile, one should:

Clearly define the goal.

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

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

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

In order to measure the "fine" 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 peer review- 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 upon its achievement. By the way, these results, together 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 strategic management throughout the activities of the organization, and effective management corporate culture.

Without aiming for a thorough analysis of this issue, we will consider only some of the opportunities 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 staff (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 have in a few years, and how he will achieve them, you can plan a long-term program for his training and development.

Consider current activities employee not only as a practical one, but also as a training one.

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 bring 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 financial costs organizations, increasing profits several times!