How to describe competencies. Corporate competencies: development, development, assessment. Examples of job competencies
1. Competencies related to the person himself as an individual, subject of activity, communication:
health care competencies (knowledge and adherence to a healthy lifestyle, etc.);
competence of value-semantic orientation in the world (values of existence, culture, etc.);
integration competencies (structuring knowledge, increasing it);
citizenship competencies (knowledge and observance of the rights and duties of a citizen, etc.);
competencies of self-improvement, self-regulation, self-development, reflection (the meaning of life, professional development, language and speech development).
2. Competencies related to social interaction between a person and the social sphere:
social interaction competencies (with an object, family, friends, partners, etc.);
competence in communication (oral, written, generation and perception of text, knowledge and observance of etiquette, traditions, etc.)
3. Competencies related to human activity:
competences of cognitive activity (setting and solving cognitive problems, intellectual activity, etc.);
activity competencies (play, learning, work, research, etc.);
competencies of information technologies (reception, processing, delivery of information, etc.) (Zimnyaya I.A., 2004, pp. 22-24).
Zimnaya defines ten competencies identified within these three groups as key ones.
Let us give another classification of key competencies proposed by Khutorsky. The author notes that the list of key competencies given below “is based on the main goals of general education, the structural representation of social experience and personal experience, as well as the main activities of the student, allowing him to master social experience, gain life skills and practical activities in modern society” (Khutorskoy A.V., 2006, pp. 67-69).
A.V. Khutorskoy identifies the following key competencies:
Value and semantic competencies . These are competencies associated with the student’s value orientations, his ability to see and understand the world around him, navigate it, be aware of his role and purpose, be able to choose goals and meaning for his actions and actions, and make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities.
General cultural competencies . Knowledge and experience in the field of national and universal culture; spiritual and moral foundations of human life and humanity, cultural foundations of family, social and social phenomena and traditions; the role of science and religion in human life; competencies in everyday life, cultural and leisure spheres. This also includes the student’s experience of mastering the picture of the world.
Educational and cognitive competencies . This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, and general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, and self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, mastery of measurement skills.
Information competencies . Skills in relation to information in academic subjects and educational areas, as well as in the surrounding world. Proficiency in modern media (TV, tape recorder, telephone, fax, computer, etc.) and information technologies (audio, video recording, e-mail, media, Internet). Search, analysis, selection of necessary information, its transformation, storage and transmission.
Communication competencies . Knowledge of languages, ways of interacting with others; skills of working in a group, team, mastery of various social roles.
Social and labor competencies . Performing the role of citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and responsibilities in matters of economics and law, in the field of professional self-determination. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations.
Personal self-improvement competencies aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters ways of acting in his own interests and capabilities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include rules of personal hygiene, taking care of one’s own health, internal environmental culture, and methods of safe living.
It is easy to see that the above lists of key competencies have a lot in common, although scientific research rightly notes that all these issues still raise many questions and should be the subject of further research.
The need for at least a brief consideration here of the competency-based approach is explained by its innovative nature and importance for modern education, in particular for training at the senior level of secondary school, because the identified key competencies that a school graduate should be largely proficient in have largely determined the increased requirements for modern secondary education in general and modern language education in particular.
At the new stage of development of society, the person-oriented approach acts as general strategy of education and upbringing, in accordance with which all other characteristics of the modern educational process are built: its active character, for man exists and develops only in activity, his cultural conformity. cultural centrism, because education is understood as a person's entry into culture how to grow spiritual person, man of culture: communicative-cognitive approach, because cognitive and communicative activities are the main paths leading to education and upbringing.
A person-centered approach affects all components of the education system (teaching goals for each academic subject, its content, methods and techniques/technologies of teaching) and the entire educational process as a whole (interaction between teacher and student, students with each other, student with means training, etc.), contributing to the creation of a learning and educational environment favorable for the student.
Students’ awareness of the demand for a foreign language in the modern world and its role in the labor market helps to increase motivation to study it.
Modern integration processes in the world and the development of international cooperation make knowledge of foreign languages personally significant. Therefore, teaching foreign languages is considered one of the priority areas for modernizing education in our country.
What does the change in the paradigm of education and upbringing bring to the setting of goals for teaching foreign languages? It should be noted that they have received a significant rethinking in accordance with new socio-political, economic and cultural realities, including thanks to the development of scientific knowledge.
As noted, the modern goal of teaching foreign languages is the formation of foreign language communicative competence, that is, the ability and real readiness to carry out foreign language communication with native speakers, as well as introducing schoolchildren to the culture of the country/countries of the language being studied, a better awareness of the culture of their own country, the ability to represent it in the process of communication.
Let us consider the concept of “communicative competence” in a little more detail.
We are talking about the communicative orientation of teaching foreign languages, about the focus of training on verbal interaction with native speakers and mutual understanding/communication, that is, specifically on foreign language communication.
The concept of “competence” (from the Latin competentis - capable) focuses on the formation of the ability to carry out communication activities, as well as the readiness to actually carry it out and to obtain the practical result of this activity.
Mastering communicative competence even at an elementary level allows schoolchildren to implement all the basic functions of communication in the communication process: a) informational (message and request for information); b) regulatory (expression of a request, advice, prohibition, etc.); c) value-orientation/emotional-evaluative (expression of opinion, attitude, feelings, etc.); d) conventional (observance of speech etiquette).
Communicative competence as a methodological concept (the desired learning goal) includes: linguistic competence (knowledge/proficiency in language means); speech competence (ability to perform speech activity); sociocultural competence (possession of background knowledge, subjects of speech); compensatory competence (the ability to get out of a situation in the presence of a deficiency of linguistic means) and educational-cognitive competence (the ability to learn).
Consequently, communicative competence is a multicomponent concept, and a foreign language as an academic subject can be called not only “multifactorial” (I.A. Zimnyaya), but also multipurpose.
Let's imagine foreign language communicative competence (ICC) in the form of diagram 8
The personality-oriented approach assumes a special emphasis on the sociocultural component of foreign language communicative competence. This should ensure a cultural orientation of education and the inclusion of schoolchildren in the dialogue of cultures. All this increases the requirements for the level of training in a foreign language.
In accordance with the documents on school modernization, it is planned that schoolchildren will achieve functional literacy in a foreign language, that is, real working knowledge of it, truly providing our graduates with the opportunity to verbally interact with native speakers of a foreign language both for personal purposes and for the purposes of international cooperation. Meaning How minimum achievement of the so-called threshold level in foreign language proficiency adopted by the Council of Europe.
However, taking into account the unequal opportunities and abilities of schoolchildren, their different plans for the future and, accordingly, different professional aspirations, the federal component of the state educational standard allows for different levels of training in foreign languages: basic general education and somewhat advanced/in-depth specialized, aimed at developing the professional aspirations of high school students through the means of a foreign language, focused on their chosen profession and on continuing their education at a university.
Thus, a student-centered approach assumes flexibility in setting goals, takes into account the personal interests of schoolchildren, their individual characteristics, and thereby creates the prerequisites for greater learning effectiveness.
Based on correlation between goals and learning outcomes, one more feature of the person-oriented approach to goal setting should be emphasized: the output of the training system should be real speech products as indicators of increments in foreign language knowledge, skills and abilities, as well as increments in the spiritual sphere of schoolchildren. These are speech products in oral and written form that are subject to measurement and evaluation. The ability of speech activity to be included in other types of activity - labor, cognitive, aesthetic - makes it possible to obtain integrated products in the form of regional study albums, collages, dramatizations, etc., which especially clearly demonstrate increases in both the knowledge, skills and abilities of schoolchildren, and their spiritual sphere in terms of education and development.
The goals of teaching foreign languages are given in more detail in Part III of the book separately in relation to each level of education - primary (2-4th grades), basic (5-9th grades) and high school (10-11th grades) - in in accordance with the requirements of the state educational standard for foreign languages (New State Standards..., 2004).
As for key competencies, there is reason to consider them supra-subject/meta-subject, interdisciplinary (Zimnyaya I.A., 2004, p. 28; Khutorskoy A.V., 2006, p. 70). This means that they are subject to formation within the framework of all educational subjects, because they “ensure the normal functioning of a person in society” (Zimnyaya I.A., 2004, p. 26). This is precisely what the competency-based approach to modern education aims at. For example, it is quite obvious that by means of a foreign language as an academic subject, schoolchildren can be introduced to the observance of the norms of a healthy lifestyle (competence of health care), to the values of culture, art, scientific and technological progress (competence of value-semantic orientation in the world), to awareness and compliance with the rights and responsibilities of a citizen, to feel self-confidence and pride in the contribution of one’s country to the development of culture, civilization (civic competence), etc. (see the above key competencies in the list of I.A. Zimnyaya and A.V. Khutorsky).
Thus, the traditionally distinguished general educational, educational and developmental goals of teaching foreign languages have received significant clarification and specification at the present stage.
Their implementation should be ensured by the appropriate content of training (in particular, topics, subjects of speech), as well as the inclusion of schoolchildren in the dialogue of cultures.
What is the modern approach to highlighting the content of teaching foreign languages?
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What the personal competencies of employees include, how to create conditions for the development and formation of social and personal competencies - read about this in the article.
From the article you will learn:
What are the competencies and personal qualities of employees
Today, there is a need in society for specialists who have not only deep knowledge in a certain field, professional skills, but also relevant personal competencies and qualities.
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The competency-based approach is understood as a priority orientation towards set goals or vectors, these are:
- high level of learning ability;
- self-determination;
- self-actualization;
- socialization;
- development of individuality.
The main unit for assessing the quality of learning outcomes is competency and competency. In the psychological literature, both concepts are viewed ambiguously. This is due to the complexity of the overall professional activity structures. It is worth considering that different fields use different theoretical research approaches.
Competencies and personal qualities are considered in the form of: 
- the appropriate degree of formation of the social and practical experience of a certain subject;
- adequacy in the implementation of job responsibilities and requirements;
- high level of training in special and individual programs;
- forms of activity.
Personal competencies are the ability to do something well, with the maximum level of efficiency, with a high degree of self-regulation, a high level of self-esteem, with speed, to change relevant circumstances and the external environment.
Psychological, internal and potential formations, , are considered as personal factors. Directly, competence is understood as a meaningful generalization of empirical and theoretical knowledge, which is presented in the form of principles, concepts and meaning-forming provisions. Competence considers generalized methods of all actions performed that help to perform productively. .
Basic competencies include those that all people possess, regardless of their professional affiliation. Professional competencies include the ability and readiness to perform appropriate actions in accordance with the requirements, methodological organization, solution of all assigned tasks, and subsequently self-assess the result of the activities performed.
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How to ensure the development of personal competencies
The formation of professional and personal competence and the development of communication skills are influenced by the use of developmental psychodiagnostic methods and trainings. It must be taken into account that psychodiagnostics allows , study the characteristics of personality structure, self-attitude, self-esteem, ways of changing negative qualities. Trainings improve and develop positive personality traits and allow you to correct negative ones.
The development of personal competencies occurs through the use of project methods that help integrate the acquired knowledge when studying various disciplines.
When performing professionally oriented tasks, the following increases:
- level of interest in professional activities;
- speed of adaptation, techniques are most important to apply in the process of adaptation of new personnel.
Individual and collective forms of training are developed by HR specialists. If it is necessary to develop the personal qualities of employees, it is rational to use psychological training that helps them master and determine which method of behavior is most productive when a particular situation arises.
It is necessary to take into account that when developing personal competencies, collective forms of education and training have the greatest effect. The number of interpersonal and social connections between employees increases. This increases cohesion, mutual assistance and understanding, teaches you to understand and listen to your interlocutor and take into account the opinions of others. By stimulating business and professional communication, communicative competence also develops.
Creative tasks contribute not only to learning, but also to the integration of skills and knowledge acquired during professional training. The direction of such a process develops , increases the overall focus of all processes of labor activity.
How is the formation of social and personal competencies carried out?
The formation and development of social and personal competencies is inextricably linked with the development of basic and professional. In psychology, special attention is paid to education and development in the formation of the human psyche. They do not deny the role of heredity in the development of certain qualities.
The training is aimed at stimulating personal development. When receiving professional education, self-awareness and accelerated personality development occur. Moral and aesthetic feelings develop, character stabilizes. It is during this period that social functions are laid down: civil, professional and labor.
The process of developing social and personal competencies takes a lot of time and includes the following types of competencies:
personal or personal, which is expressed in the preservation of mental and physical health, self-knowledge, self-development, desire ;
communicative, helping to master the skills of oral and written communication, ensuring readiness to cooperate, mastery of interpersonal and professional communication techniques;
information, including mastery of multimedia technologies, understanding of the possibilities of their application, development of a critical attitude towards all types of information.
The structure of personal competencies includes such qualities as:
- organization;
- learning ability;
- responsibility;
- self-control;
- realization of personal potential;
- call of Duty;
- self-planning;
- the need to realize internal potential;
- tolerance;
- tolerance;
- humanity, etc.
Key competencies
Key competencies
Competence from the Latin competo - “I achieve, I comply with the approach.” Professional competence, in essence, is the ability to fulfill one’s work obligations in accordance with accepted norms and standards, that is, successfully, without control and constant (unplanned) outside assistance.
The purpose of highlighting competencies is to increase the efficiency (quality and quantity) of the company. If a person can demonstrate the necessary skills and work results, he is suitable for us. Competencies are needed for a preliminary and monitoring intermediate assessment of his capabilities, to help him develop and correct mistakes, and to ultimately understand himself.
There are many interpretations of the concept of “competence” and, accordingly, approaches to their identification and use.
1. Key competencies - qualities and personality traits of a professional that allow the employee to complete the tasks assigned to the employee in accordance with the main business function of the organization and division.
- Specific key business competencies- at the level of company know-how, taking into account the characteristics of corporate culture.
- A set of competencies for a position from comprehensive set of competitions(will be presented below).
- Competencies presented both personal and professionalquality(see Attachment 4 ).
The presence of competencies in no case excludes the list paperformance evaluation parameters, which competencies may include, otherwise they will only disorient managers and employees themselves, turning the assessment into a too superficial and ineffective procedure. How can, for example, replace quantitative indicators of employee performance or assessment of their appearance and discipline with competencies?!
Competencies- these are simplified, reduced to absolute understanding and (or) synthesized, isolated from “folklore” definitions (preferably in the working language of managers and employees) of the professional and personal characteristics of successful employees, which are most easily assessed quickly or in combination with other criteria (parameters) evaluate the work of employees of a given company, provided that there is a common language of corporate culture.
Competencies as skills and abilities. The differences are that a skill is a specific action with an expected result, while a competency is usually not described in terms of an end result, but can and ultimately should be described or created from it.
In practice, all these approaches intersect and complement each other. For example, as part of an annual performance review or performance appraisal, employees in most companies are also assessed on a set of competencies. Based on the latter, HR services can draw up success profiles for each position and target levels of competency development for the year ahead in terms of career development and professionalism of the employee within the company. For any group of positions of a certain specialization, there can and should be its own hierarchy of competencies, possibly from a common exhaustive list. Within this hierarchy there are 4-7 areas that are most valued - key, or basic, competencies.
For the head of the sales department, the most important are:
■ communication skills;
■ organizational skills;
■ customer focus;
■ entrepreneurial and financial approaches. For a literary editor, the following are important:
■ patience;
■ attention;
■ ability to persuade;
■ “innate” literacy.
Below is an example with priorities set for three professional profiles (Table 1).
It is almost always clear to practitioners within a company what they mean by “communication skills” or “progressive views,” but to prevent misunderstandings, it is still better to record what it consists of and what it represents in the activities of a certain group of employees. A secretary's communication skills for a client may include:
■ positive attitude;
■ experience in telephone counseling;
■ life attitude towards helping people;
■ personal sociability.
Sociability is “the ability, by positively perceiving any client, any call, to be able to quickly understand its essence and direction and respond in accordance with certain cultural norms and in the information field of given parameters” (the formulation of the “communication skills of a secretary” competency in one of the Internet companies. — Note ed.).
The process of working with competencies is best carried out in a technological sequence similar to that presented below. This will allow them to be used with the greatest efficiency and benefit for all stakeholders within the company.
Full cycle of work with competencies at the level of the entire organization.
1. Description exhaustive list competencies important for the successful work of a group of employees and experts.
- Identification of basic (key, core) competencies or, possibly, macro-competencies. Macro-competencies are unique combinations of professional knowledge, skills and experience, expressed in technologies for creating and distributing products (managerial know-how, intellectual and organizational results) that are difficult to develop and useless to copy.
- Achieving the required level of detail.
Table 1. Priorities of three professional profiles 1
|
Competencies |
Job title |
||
|
trade representative active sales |
secretary |
manager |
|
|
Ability to quickly establish contact with strangers on your own initiative |
Necessary |
Doesn't matter |
Preferably |
|
Polite, inviting communication |
Necessary |
Necessary |
Necessary |
|
Ability to persuade |
Necessary |
Preferably |
Necessary |
|
Public speaking skills |
Doesn't matter |
Doesn't matter |
Necessary |
|
Need for communication |
Necessary |
Doesn't matter |
Preferably |
|
Well delivered speech |
Necessary |
Preferably |
Necessary |
|
Grammatically correct speech |
Necessary |
Necessary |
Necessary |
1 Table 1 is based on the book Ivanova S. The art of personnel selection: How to evaluate a person in an hour. - M.: Alpina Business Books, 2004. - P. 15.
- Creation of profiles of success of positions (possibly within the framework of job descriptions, requirements for positions and vacancies) - standards.
- Description of target levels of competency development (using point values or scales) in connection with the development and objectives of the company, as well as the individual development of employees.
- Setting achievable goals and defining a set of developmental actions: internship, training, etc. Listing subtasks to achieve the target level of competency development, for example, “become more influential”: be able to attract attention, be assertive, justify ideas, actively listen, enlist support, motivate others to action, to negotiate.
7. Identification of level achievement indicators (to gain support from the subtask “become more influential”: to achieve the support of all members of the board of directors).
An example of a level (scale) presentation of competence (a breakdown of the levels of one of the key competencies of the “Leadership” block in the “Managerial Competence” block) can be found in Table. 2.
Table 2. Leadership in envisioning the future, inspiring employees, strategic planning (as a “look-ahead” function) to evaluate top managers.
|
Level |
Managerial Competence |
|
Creates the future of the company. Develops and implements useful standards for employee engagement in effective future planning. Systematically and continuously evaluates the effectiveness of these standards and employee participation |
|
|
Actively participates in creating the future of the company. Polyvolume demonstrates the ability to create and articulate a vision for the future of the organization. Involves others in the process of shaping a picture of the future. Strengthens faith in this future through his behavior and demonstrated values (by personal example) |
|
|
Able to assess the importance of developing a vision of the future for the company, participates in developing ways to achieve it as free time appears or receives direct instructions from shareholders |
|
|
Fourth |
Almost does not think about ways to achieve a picture of the future, is preoccupied with everyday affairs |
|
Uses rumors, “conjectures what is not there,” is not sure about the future, is fixated on routine activities, is drowned in everyday affairs, is psychologically attached to them |
The principles of identifying key competencies, drawing up performance standards and customer service are best “seen” through the process of grading employees.
Step-by-step grading process and standardization of employee work
1. Identification of grades (large groups of employees similar in managerial status, powers and, consequently, level of pay) and categories of employees within them.
2. Identification and description of the basic blocks of competencies or employee evaluation criteria. For example, management skills, sales skills, professional and specialized knowledge, personal qualities, etc.
3. Prescribing competencies within the basic blocks of competencies for the entire range of categories of employees in all departments of the company. For example, in order to describe the “management skills” block, you need to answer the question: what management skills are fundamentally necessary for different categories of employees? The ability to hold meetings (can be broken down in more detail by meeting skills), the ability to write a business plan (can be written in more detail - topics, volumes, tasks, etc.) and much more. etc.
4. Identification of key (most significant) and secondary competencies for different categories of employees and depending on the specifics of the work of specific departments and positions. For example, for call center operators, external data will be of minimal importance, and telephone communication skills (detailed in detail), typing speed on a PC and the amount of operational, that is, short-term memory, speed of switching attention and personal “non-irritability” will be of maximum importance.
If necessary, assigning different weight (index) values to key and secondary competencies within blocks of basic competencies and within basic blocks of competencies. The blocks of basic competencies are indexed relative to each other by assigning different weights to them. This allows you to highlight the main thing in an employee’s activities, as well as to enter into a comparative accounting of the efficiency and usefulness of the activities of employees in different departments.
Some employees can be compared with others, as well as with point standards for compliance with a position, category within a holding or division, since each employee gains a certain total number of points during the certification process.
6. Each level of development of a separate competency within the basic block of competencies and, if necessary, the entire given basic block is assigned its own point value (for example, from 1 to 5), which is then verbally described in detail as a rank or standard of performance. When describing performance standards, depending on the need, other approaches can be used in addition to describing competencies: personal and professional qualities, skills, knowledge and the level of their development:
■ process requirements—description of business processes or activity algorithms, or interaction with employees and departments;
■ requirements for the quality of work;
■ taking into account quantitative (volumes of work done and (or) product, assortment and economic indicators, etc.) and time indicators of achievements (deadlines), indicators of labor productivity;
■ taking into account innovations, internal corporate, intra-divisional and external image consequences of the employee’s activities.
7. Further, in addition to being used in certification, work performance standards find their rightful place in job descriptions, appendices to them, requirements for positions and vacancies, descriptions of employee categories and other personnel and system-wide documents.
If they are already registered, the preparation of personnel certification is greatly simplified.
Stages of creating work performance standards, which should be tied to positions and jobs.
1. Identification of general (detailed list or specific competencies for the organization as a whole) competencies of the organization’s employees.
- Identification of key competencies for employees of a certain type and level. For example, for all warehouse employees and managers at a certain level.
- If necessary, assigning weights to competencies.
- Description of reference levels of work performance for each key competency, indicator, parameter)\’, criterion at specific workplaces or for typical positions - creation of standards of work performance, customer service for groups of employees, a specific category of employees, etc.
The following criteria are used to evaluate the success of an employee, the so-called digital standard:
“1”—entry level (unsatisfactory);
“2” – below the required level;
“3”—completely satisfies (average level)—standard for the position;
“4” – better than average;
"5" - exceeds expectations.
(Attention is primarily drawn to the extreme values - "risk zones" due to obvious non-compliance or increased compliance. - Note auto)
When determining level standard behavioral scales (BARS: Behaviorally anchored rating scales) are used, which combine rating and descriptive methods. The employee is assessed by the manager from the point of view of compliance of his behavior with previously identified scale behavioral values (what should be done, what should not be done). If this technique is converted into a test, then employees themselves can evaluate themselves. If the test is “open” to the employee, then the methodology is already a manual for self-study.
A customer focus assessment might look like this:
■ an employee can ignore a waiting client if he believes that he is not promising;
■ spends as much time with the client as necessary, additionally consulting the client by phone and emailno mail;
T may refuse consultation to a client if he does not have the necessary information;
■ perceives an irritated client as a natural phenomenon and works with him calmly and respectfully;
and in the absence of the necessary knowledge, it is obtained independentlybut also uses it in his work;
■ makes fair comments to the client if he is irritated. (Correct choices are in italics. - Note auto)
The principles of customer focus can otherwise be called a manifestation of “team spirit” in relation to the client (client— business partfamilies, member of our team) and the ideological basis for the development of service standards.
Table 3 shows an example of assigning different weights to criteria, based on expert assessments of the importance of a particular criterion for the successful operation.
Table 3. Employee assessment using the rating method and highlighting the weighting components of the evaluation criteria (coefficients)
|
Evaluation criterion, competence |
Specific gravity (coefficient) |
Points |
Final grade, in points |
|
|
Execution speed, performance |
3x4= 12 |
|||
|
Appearance |
||||
|
Discipline, presence at work |
||||
|
Communication skills within the team (support of team spirit) |
||||
|
Communication skills with external agents |
||||
|
Sum of points for significant criteria: 24 |
||||
|
Sum of points for secondary criteria: 6 |
||||
|
Overall final score of 30 (for comparison with other operators) |
Note. The key, most significant evaluation criteria are highlighted in italics. They compare this employee with others or with a point-based compliance standard.
In the table above, three key evaluation parameters are indicated in italics. They are the most significant. Using them, first of all, one can judge the suitability of a specialist by comparing him with other employees or with a point standard of compliance.
The scoring standard for compliance is decided in advance. It may not be lower than a certain amount of points for significant (key) criteria or the overall final score, etc.
The total final score is equal to the sum of the scores according to the criteria, multiplied in advance by the specific weights (coefficients).
The norm is when 70-80% of employees meet the specified success criteria. The remaining employees are divided approximately equally: below and above the bar of the given criteria. If an employee is 30% above the specified standards, then you need to think about transferring him to a higher position or expanding his powers. Those whose performance is below the specified criteria or standards must be dealt with in the opposite way.
In order to combine at the semantic level the numerous terminological and practical differences in approaches to identifying and using competencies for personnel assessment, we will create a simple sequence of “dependencies”.
■ In order for a person to be able to make a clay pot (for example, a hotel claims to be original and uses similar pots as free souvenirs for guests), he needs to understand his mentor, have a certain natural dexterity and desire (motivation), complete a training course (gain useful experience in required volume). Then he will have the necessary knowledge of a practical and theoretical nature - he will be competent.
■ In order for us to hire him, we need to find out whether he wants to work with us and in this direction further, what his motivation is (to determine the nature and duration of possible relationships, methods of control and motivation), whether he has lost his work skills and communication skills, while did not work.
How to start identifying key competencies? From an analysis of the content of the work in relation to the main business function of the organization.
1. Analysis of the work of the entire sales apparatus and coordination of the responsibilities of all employees, as well as determining how all jobs are interconnected.
- Selection of specific jobs for analysis.
- Collecting the necessary information by observing the actual work progress of employees, interviewing people at work places and surveying employees using questionnaires” 1.
1 Futrell C. Sales management. - St. Petersburg: Neva, 2004. - P. 220.
Based on the analysis of the content of the work, many important documents can be compiled:
■ list of key and additional competencies, standard requirements;
■ job description, qualification requirements, etc.
Identification of key competencies and other assessment criteria
Recruitment agency “For Family Circumstances”, Moscow. Main business function: connecting qualified personnel with worthy parents and children. Mission: the best tutors and nannies for the active personal development of children. Competitive advantage: really high-quality personnel, realistic recruitment deadlines, verification of proposed employees.
The agent’s work (main actions, functions) to connect two partner parties consists of conducting interviews with nannies and tutors, assessing their personal and professional capabilities, maintaining databases on a PC, identifying the needs of parents and children, introducing the parties to each other, concluding agreements of mutual obligations , monitoring the success of employees working in families, participating in solving difficult situations.
Based on all the above information, key computertendencies for employees there will be:
■ insight (understanding people);
■ ability to conduct multi-stage negotiations (in person and by phone);
■ sociability and natural goodwill;
■ analytical skills to make accurate calculations;
■ self-organization and time management;
■ ability to work in a team.
These formulations are understandable to all employees of a recruitment agency without providing a scientific basis - at the level of a common language of communication.
Additional qualities: excellent memory for events and faces, conflict resolution skills.
Additional requirements: own successful experience in working with children and adolescents as a nanny, tutor, teacher and psychologist; natural inclination to work with children - love for children, commitment to family values; good physical health.
Special requirements: high typing speed on a PC, good attention span, knowledge of the basics of drawing up service agreements.
You can notice that the key competencies smoothly flowed into additional requirements, etc. This once again emphasizes that these competencies are key, but not the only ones of their kind. The secret is that the properties of our attention and memory force us to resort to various kinds of structuring, because it is not possible to immediately cover a list of 40 mandatory items. But this does not mean that the approach to identifying key competencies is random and temporary. On the contrary, it is completely natural: first we highlight the main thing, then that without which the main thing would not make sense, and finally the desirable. (See the section on writing a personnel application and other sections.)
But that’s not all; to the above evaluation criteria we can also add some personal qualities and characteristics.
C. Futrell, in the book already mentioned above, gives an even more classical approach, historically and logically preceding the above, namely, qualification requirements.
“Most sales managers determine the next minimum required characteristics of a sales agent.
- Intelligence is the mental abilities required to perform tasks of a high level of complexity.
- Education - graduation from an educational institution with academic performance above average.
- A strong personality is a focus on achieving success, self-confidence, initiative, a positive outlook on life, a sense of tact, maturity and a ready-made realistic plan for career advancement.
4. Experience - diligent performance of one's work, going beyond the scope of ordinary job duties; if a person has only recently completed his studies, then his active participation in the activities of educational organizations and the development of projects is above average.
- Physical characteristics - making a good first impression, good appearance, neat clothes and good physical shape."
1 Futrell C. Sales management. - St. Petersburg: Neva, 2004. - P. 222.
Why can Western society afford such high standards in relation to a seemingly ordinary sales agent, but we in Russia cannot? This will become possible when we pay the deserving truly decently. There are clearly not enough of them. As a result of improper upbringing through threats and intimidation, our children do not properly develop logical abilities, the ability to think independently and the desire for comprehensive personal development is lost, lack of will is formed, and it is will and a very strong desire to achieve set goals that distinguish a leader* and any successful person. Thus, for a seller in the service sector, it will be of particular importance have developed logical abilities in a harmonious combination and with the development of figurative, sensual, sensory (right-hemisphere thinking) plus its strong-willed qualities in achieving goals and the ability to convince yourself and others. Appendix 9 provides a simple but very effective test for determining the nature of thinking in others and in yourself. It can also be used as a test for understanding your own personality, if you guess, without using the key, which of the three questions in each point relates to a particular learning and thinking style: right-hemisphere, left-hemisphere or equal-hemisphere.
Before conducting more complex tests (multifactorial, multimodal), evaluate yourself and others on this, simple and forgotten: is your employee or applicant more process-oriented (right-hemisphere) or result-oriented (left-hemisphere) or is he a mixed type? Different types of activities require different people: some concentrate on the details, missing the main thing, others, seeing the main thing, forget about the specifics.
This test cannot measure the level of personality development, even if it turns out that the person being tested is equi-hemisphere, this requires a separate conversation. The test can be used to practice constructing compact questionnaires that are used to quickly evaluate someone. 10-15 questions followed by a discussion of the selected answers, a few questions from a standard structured interview - and you already understand how a person will build his strategy for achieving goals, how he will process information, what he wants to achieve, what his map of ideas about work is, etc. .
There are only three factors in the test, and therefore you can quite easily understand the reality behind the three psychological orientations of the questions: left-hemisphere information processing and the way to achieve a goal, right-hemisphere, mixed. If you are lucky, “through the prism of the test” you will see an image, a model of a developed, integrated personality, equally good at thinking logically and figuratively, with developed analytical and intuitive capabilities, feeling good both in the process of work and in the time pressure of achieving business goals.
Take your time to use the test key. Sort the answers yourself and only then compare them with the key - and you will have the opportunity to start a career as a psychodiagnostician if you have not yet started it. In this regard, here is a quote from an excellent book that can be recommended as a rite of passage into professional psychodiagnostics.
“With a correct approach to the development and interpretation of multidimensional test questionnaires, it is necessary to take into account the following psychometric maxim: it is possible (with more or less difficulty) to come up with a question (and therefore many questions) that, upon multidimensional analysis of the matrix, will give a vector passing in the vicinity of any a predetermined point in the multidimensional space of features. It follows from this that any locus of trait space (including a sparse one - one that does not provide a grouping of items on a given specific list, does not provide a scale) can be filled with a group of correlated questions and get a new scale that measures something intermediate to what the questionnaire measured in its original version.
The choice of one or another system of scales (traits) is largely determined by the developer’s plan or the initial list that he has at his disposal” 1 .
As a result of the above reasoning, some “corrective touches” are also added to other criteria for evaluating employees of the recruitment agency “For Family Circumstances”, since the previously identified key competencies are a consequence of these qualities and personality traits: strong will, logical developmentabilities and figurative-sensual thinking(sensual, emotional intelligence).
Translation completed: 4th year students of the Faculty of Regional Studies-Translators of the Humanitarian University Ekaterina Gorbunova, Maria Raskovalova, Anna Safronova
The core competencies that employers look for and the communication styles associated with each.
This text is a summarized list of 31 competencies grouped into “clusters” (similar competencies related to a common group of skills). Each competency is accompanied by a definition and description of overt behaviors that may indicate that a person has that competency.
I. People related competencies
"Leadership Qualities Cluster"
1. Goal setting: Ability to develop and communicate organizational goals that further the mission of the business.
- Acts to align the goals of one's own department with the strategy of the entire enterprise.
- Ensures that people in his department understand the connection between their work and the mission of the business.
- Ensures that everyone understands and identifies with the mission of the department.
- Ensures that the department develops its own goals and plan for achieving the enterprise mission.
2. Providing motivational support: Ability to strengthen people's commitment to their work.
A person with this competency:
- Recognizes people's achievements and rewards them.
- Thanks people for their work.
- Openly expresses how proud he is of the group and encourages people to feel good about their accomplishments.
- Finds creative ways to make people's work rewarding.
- Demonstrates personal involvement in the process by being personally present and involved in all key events.
- Identifies and quickly resolves moral problems.
- Gives talks or presentations to inspire people.
3. Developing teamwork skills: If this person is an ordinary team member, then he has the ability and desire to work together with other team members; if this is a team leader, then he knows how to show interest, skill and success in what can teach the group to work cohesively.
Types of team member behavior
A member of the team:
- Listens and responds constructively to ideas from other team members.
- Supports the ideas and suggestions of other team members.
- Openly shares his problems with other team members.
- Constructively expresses disagreement (for example: emphasizes those points on which agreement has been reached, offering alternatives acceptable to the group).
- Approves the achievements of other team members.
- Shares thoughts honestly and constructively with other team members.
- Helps other team members when they need it.
- Fights for decisions that all team members can support.
- Shares professional knowledge and experience with other team members.
- Seeks opportunities to work as part of a group as a means of gaining experience and knowledge.
- Offers assistance, information, and other support to other team members to establish and maintain relationships with them.
Team Leader Behaviors
Team leader:
- Creates opportunities for people to learn how to work in a team.
- Encourages everyone to take an active part.
- Organizes interaction with other departments.
- Ensures that all team members are treated fairly.
- Recognizes and encourages behaviors that promote teamwork.
4. Empowerment of other employees: Ability to express confidence in employees' ability to succeed, especially when solving new and difficult problems; delegation of a significant share of responsibility and power; giving employees freedom to choose how they will achieve their goals and resolve controversial issues.
A person with this competence:
- Gives people ample opportunity to make decisions in their own sphere of activity.
- Can allow others to make decisions and take responsibility.
- Encourages individuals or groups to set their own goals that are consistent with the company's goals.
- Expresses confidence in employees' ability to succeed.
- Encourages groups to solve problems independently; avoids dictating his own decisions.
5. Change management: Ability to demonstrate support for innovation and organizational change necessary to improve organizational performance; initiating, sponsoring and implementing organizational change; Helping other employees successfully navigate organizational change.
Ordinary worker:
- Personally develops a new method or approach.
- Offers new approaches, methods or technologies.
- Develops more efficient, faster and less expensive ways of working.
Types of behavior of a manager or leader
Manager or leader:
- Works collaboratively with subordinates to develop innovative solutions.
- Leads the creation of new businesses, partnerships, policies, or algorithms.
- Takes advantage of all opportunities to influence the choice of the future direction of activity of a department of the organization or the entire enterprise.
- Helps employees clearly understand what they will have to do differently as a result of organizational change.
- Implements or supports a variety of activities related to change management (for example: communications, education, team development, training).
- Establishes defined structures and processes to plan and manage the progressive implementation of changes.
- Helps individuals and groups cope with anxiety about significant change.
- Assists groups or teams in the process of problem solving and creative thinking, leading them to develop and implement new approaches, systems, structures and methods.
6. Developing the abilities of your subordinates: Ability to delegate responsibility, work in a team and help people develop their abilities.
A person with this competency:
- Provides subordinates with useful, behavior-related feedback.
- Shares information, advice, and suggestions to help subordinates achieve greater success; provides effective training.
- Gives people tasks that help develop their abilities.
- Meets regularly with subordinates to review progress in their development.
- Recognizes and encourages employees' efforts towards professional growth and improvement.
- Expresses confidence in the ability of his subordinates to succeed.
7. Labor quality management: The ability to take responsibility for one’s own activities and the activities of one’s subordinates; set clear goals and perspectives; Monitor progress toward goals, provide feedback, and respond quickly to problems and performance issues.
Types of behavior of an ordinary employee
Ordinary worker:
- Works with his manager to set specific, measurable goals that are realistic but challenging and creates timetables for achieving them.
- Together with the manager, he finds out what is expected of him and how to achieve it.
- Enlists the support of his manager in obtaining the information, resources and training necessary to perform the job effectively.
- Promptly informs his/her manager to obtain the information, resources and training necessary to perform the job effectively.
- Looks for feedback on his performance from the manager and from other employees with whom he interacts in the process of work.
- Develops his personal plan for professional growth, indicating specific goals and deadlines for achieving them.
- Makes significant efforts to develop the qualities necessary to effectively perform current or future work.
Types of manager behavior
Manager:
- Ensures that employees have clear goals and responsibilities.
- Together with subordinates, establishes and agrees on specific and measurable performance standards.
- Supports employees' efforts to achieve goals (eg: provides resources, removes obstacles, acts as a buffer).
- Continuously obtains information about the progress of its employees through formal (status reports) and informal (conversations with employees at their workplace) methods.
- Immediately upon completion of a stage of work, provides positive and corrective feedback regarding the specific work done.
- Acts clearly and quickly when problems related to the quality of work arise; tells people what and when he expects them to do.
Cluster “Communications and influence”
8. Attention to communication: Ability to control the process of informing the right people.
A person with this competency:
- Ensures that all project participants are informed of work progress events and (future) plans.
- Ensures that the manager shares plans with his employees and other people involved.
- Shares ideas and information with people who might benefit from it.
- Uses a variety of channels and means to convey important messages (memos, newsletters, meetings, email).
- To avoid surprises, constantly informs the manager about the progress of work and difficulties.
- Ensures that the exchange of information is consistent and occurs continuously.
9. Oral communication: Ability to express thoughts clearly during conversations and collaborative activities.
A person with this competency:
- Pronounces all sounds correctly so that he is easily understood.
- When constructing a speech, he takes into account the level and experience of the audience.
- Uses appropriate grammatical structures and words in oral speech.
- Builds statements logically.
- Expresses ideas briefly.
- Maintains eye contact with the audience.
- To avoid discrepancies and make sure that what others said was understood correctly, summarizes or paraphrases in your own way what was said.
10. Written communication: Ability to clearly express thoughts in business correspondence.
A person with this competency:
- Briefly and concisely puts thoughts on paper.
- Puts ideas on paper coherently and provides readers with information about the campaign (through an introductory paragraph or headings).
- Constructs a written statement in such a way as to effectively convey information to the reader.
- Uses graphics and other means to clarify complex or technical information.
- Writes without spelling errors.
- Uses specific specialized language in written communication.
- Places punctuation marks correctly.
- Follows grammatical rules.
- Follows business style.
11. Persuasive Communication: Ability to organize and convey information (orally or in writing) in a way that convinces the right people.
A person with this competency:
- Able to select and convey to listeners (orally or in writing) the information or data that will have the greatest impact on them.
- Selects language and examples that are appropriate to the level and experience of the audience.
- Selects stories and analogies to illustrate material.
- Able to create graphic symbols, headings, or slides to make information easier to understand and enhance its impact.
- Provides several different arguments to justify its positions.
12. Ability to understand other people: The ability to notice, interpret and anticipate the attitudes and feelings of others, and to empathetically communicate one's understanding.
A person with this competency:
- Understands the interests of others.
- Notices and correctly interprets the feelings of others based on their expressions, tone, word choice, and nonverbal behavior.
- Guess the reaction of others in a given situation.
- Listens carefully to ideas and suggestions.
- Takes into account both the strengths and weaknesses of others.
- Understands unspoken (explicit) meaning.
- Speaks and acts in such a way as to dispel the worries and concerns of others.
- Knows how to find the right approach when it comes to a delicate problem.
- Endears himself to others, reacting with interest to whatever they say.
13. Impact on others: The ability to find support for your ideas, goals, projects and decisions.
A person with this competency:
- Offers compelling arguments and finds mutually beneficial solutions.
- Includes others in the decision-making process to gain their support.
- Offers alternative solutions and exchanges of views to reach agreement.
- Finds and proposes solutions that are beneficial for all participants in the situation.
- Involves experts or third parties to influence others.
- Develops other indirect methods of influencing others.
- Knows when to increase criticism of one's own or someone else's management style if it has not been possible to enlist the support of others.
- Knows how to structure a situation, taking into account the situation, the people present, the sequence of events, in order to produce the desired impact and increase the likelihood of the desired outcome.
- Makes an effort to make a good impression on others.
- Knows how to recognize people who actually make decisions, as well as those who can influence them, and directs his efforts to such people.
- Seeks to establish relationships with those who can provide information, intelligence, career advancement, business contacts, and other forms of assistance.
- Takes an interest in the personal lives of others (for example, collects information about their interests, concerns, family, friends, hobbies) and establishes good relationships.
- Correctly interprets the hidden meaning of events and decisions for shareholders of the organization and builds a strategy in accordance with this.
14. Establishing cooperation: Ability to develop, maintain and strengthen partnerships with those people (both inside and outside the organization) who can provide information, assistance and support.
A person with this competency:
- Asks his colleagues about their lives, concerns, hobbies, family, etc.
- Asks questions to identify something in common (interests, hobbies, etc.)
- Interested in what others say; acknowledges their views and ideas.
- Understands the business interests and perspectives of others.
- Expresses gratitude and appreciation to those who provided information, assistance and support.
- Takes the time to get to know his colleagues, develop relationships with them and establish mutual connections.
- Tries to establish relationships with those people whose help, assistance and support may be useful.
- Provides assistance, support, and information to establish the basis for subsequent interactions.
15. Customer Focus: the ability to show your interest in meeting the needs of internal and external clients.
A person with this competency:
- Resolves client problems quickly and effectively.
- Conducts interviews with clients (internal and external) to find out their requirements and determine whether they are satisfied with what they received.
- Demonstrates a willingness to partner with customers to meet their needs.
- Finds ways to identify and measure customer satisfaction.
- Demonstrates an upbeat, positive demeanor when interacting with clients.
II . Business competence
Cluster “Avoidance and problem solving”.
16. Collection of diagnostic information: the ability to recognize information necessary to clarify the situation; search for such information using appropriate sources; ask questions in such a way as to extract information from those who are reluctant to share it.
A person with this competency:
- Recognizes specific information necessary to clarify situations and make decisions.
- Finds a large amount of reliable and comprehensive information by consulting numerous sources.
- Skillfully reveals facts when partners do not want to provide comprehensive, detailed information.
- Regularly visits employees to see how things are going and listen to their problems.
- Talks to others to assess whether they have thought through their action plan thoroughly.
- Talks with others to assess their confidence in the correctness of the chosen option for solving a problem or resolving a situation.
- Asks questions to clarify the situation.
- Asks for the opinions of all participants in the situation.
- Able to find competent people to obtain information and clarify problems.
17. Analytical thinking: Ability to solve problems using a logical, systematic, consistent approach.
A person with this competency:
- Conducts a systematic comparison of two or more alternatives.
- Notices inconsistency and contradictory information.
- Identifies a number of features, parameters, factors that must be taken into account when analyzing the situation and making decisions.
- When performing a complex task, he breaks it down into its components and analyzes each component separately.
- When making decisions, weighs costs, benefits, risks and chances of success.
- Identifies many possible causes of the problem.
- Determines priorities carefully.
18. Forward Thinking: The ability to anticipate the hidden meaning and consequences of a situation, and to take the necessary actions to prepare for possible consequences.
A person with this competency:
- Anticipates possible problems and develops several plans to solve them in advance.
- Observes industry and market trends and develops plans to address opportunities and challenges.
- Anticipates the consequences of a situation and develops an appropriate plan.
- Anticipates the response of individuals or groups to situations and information and develops an appropriate plan.
19. Conceptual thinking: Ability to find effective solutions using holistic, abstract or theoretical thinking.
A person with this competency:
Finds correspondences between completely different and relatively unrelated situations.
Quickly identifies the main problems from a complex situation.
Creates graphs and diagrams that would show a systematic vision of the situation.
Selects analogies or metaphors to explain the situation.
Applies theory to understand a specific situation.
20. Strategic thinking: Ability to analyze an organization's competitiveness by considering market and industry trends, existing and potential customers (internal and external), and the organization's strengths and weaknesses relative to competitors.
A person with this competency:
Sees the strengths and weaknesses of the organization compared to competitors.
Understands market and industry trends that impact the organization's competitiveness.
Has an in-depth understanding of what products and services are becoming competitive in the market.
Develops and puts forward a long-term (3-5-year) strategy based on an analysis of the industry and market, as well as the existing and potential capabilities of the organization in comparison with competitors.
21. Competence in technical areas: Ability to demonstrate deep knowledge and skills in a technical area.
A person with this competency:
Effectively applies technical knowledge to solve a range of problems.
Possesses in-depth knowledge and skills in any technical field.
Develops technical solutions to new or very complex problems that cannot be solved using existing methods or approaches.
Such a person is approached as an expert to obtain advice or a solution in the area of his technical competence.
Constantly monitors information about the latest technological advances in his technical field.
Cluster “Achieving results”.
22. Initiative: The ability to see what needs to be done and do it before receiving appropriate instructions or before an urgent need arises.
A person with this competency:
He sees what needs to be done and acts before he is asked to do it and without waiting until the current situation requires it.
Does more than is usually required in a particular situation.
He is interested in other participants in the situation and their vision of prospects.
Takes independent steps to change the course of events.
23. Entrepreneurial spirit: Ability to search for and find profitable business opportunities; willingness to take reasonable risks to achieve business goals.
A person with this competency:
Notices and does not miss profitable business opportunities.
Keeps abreast of all business, industry and market developments that may lead to new opportunities for the enterprise.
Demonstrates a willingness to take reasonable risks to achieve business goals.
Offers innovative deals to potential buyers, suppliers and business partners.
Encourages and supports entrepreneurial behavior in other employees.
24. Cultivating innovation: Ability to develop, sponsor, or support the introduction of new and improved methods, products, algorithms, or technologies.
A person with this competency:
Independently develops a new product or service.
Independently develops a new method or approach.
Introduces the development of new products, services, methods or algorithms.
Offers new approaches, methods or technologies.
Develops a method of producing goods that turns out to be better, faster and less expensive.
Works with other employees to find innovative solutions.
25. Focus on results: The ability to focus on the desired results of one's own or team's work, set difficult but achievable goals, focus efforts on them, and achieve or even exceed those goals.
A person with this competency:
Sets difficult but achievable goals.
Clearly articulates goals for meetings and projects.
Maintains commitment to goals even in the face of difficulties and obstacles.
Finds or creates ways to measure what has been achieved and the goal.
Makes strong and sustained efforts to achieve a goal.
Firmly insists on solving problems and getting the job done.
26. Integrity: confidence that one’s own or someone else’s work has been completed in full and that the information has been verified; thorough preparation for meetings and presentations; Together with other employees, he ensures that contracts and obligations are fulfilled.
A person with this competency:
Finds ways to check the quality of the work performed (for example, holds meetings to analyze the checked work).
Monitors the quality of work.
Checks information.
Checks his own and others' work for accuracy.
Develops and implements organizational systems for tracking information or work progress.
Thoroughly prepares for meetings and presentations.
Collects and organizes information or necessary materials for other users.
Carefully reviews and verifies the accuracy of information in work reports (e.g., production, sales, finance) of managers, management information systems, or other groups of people or individuals.
27. Determination: Ability to quickly make complex decisions.
A person with this competency:
Willing to make decisions in complex or unclear situations when time is limited.
Assumes leadership of a group when it is necessary to promote change, overcome impasses, solve problems, or ensure decisions are made.
Makes difficult decisions (for example, closing a department, downsizing, accepting or refusing a risky deal).
III. The ability to manage yourself.
28. Self-confidence: Belief in your ideas and the possibility of success; willingness to take an independent position in the face of opposition.
A person with this competency:
Confident in your own ability to achieve goals.
Presents itself freshly and impressively.
Willing to support the right person or group at the right time if there is disagreement about a decision or strategy.
Able to approach complex tasks with complete confidence in his abilities.
29. Stress management: The ability to control oneself when under pressure or when faced with hostility or provocation.
A person with this competency:
Remains calm in a stressful situation.
Effectively copes with multiple tasks or problems simultaneously.
Controls himself during criticism, attacks or provocations.
Maintains a sense of humor in difficult circumstances.
Manages own behavior to prevent or reduce stress.
30. The ability to inspire confidence in yourself: The ability to show oneself to be responsible, reliable and trustworthy.
A person with this competency:
Brings what he starts to completion.
Treats confidential information or concerns shared by employees with respect.
Honesty and directness in relationships with other people.
Does his part of the job conscientiously.
Takes responsibility for his mistakes; does not blame others.
Shares knowledge, relevant facts and information with other employees.
31. Flexibility: Openness to other new ways of working; willingness to modify your favorite ways of working.
A person with this competency:
Sees merit not only in his own work, but also in the work of other employees.
Demonstrates openness to new structures, methods, and technologies of the organization.
Switches to another strategy if the initially chosen one was unsuccessful.
Demonstrates a willingness to abandon a strong position if the facts convince him that the opposite position is correct.
- Personnel assessment, assessment
Keywords:
1 -1
Employees who have the right attitude, which translates into a better work style, are considered more competent. Find out why. The concept of competencies as a condition for recruitment, selection, hiring and certification of employees has become very popular not only among HR practitioners, but also among management authorities.
Although this concept has been known for over three decades, many are still not familiar with the details of this concept. This is especially true for its proper use.
Competence is still defined as skills, ability to perform, capabilities and knowledge. In fact, the term was used imprecisely. Although it has little meaning when used casually to refer to physical or mental ability, it does have meaning when used in job analysis to describe job requirements and performance standards. Competence requires more than skills and knowledge. It requires the right and proper attitude, which ultimately turns into a working style.
Competence is a set of skills, knowledge and attitude that are manifested in an employee’s work style. It is a means to get the job done. For example, a golfer may have the skill to drive 300 yards, knowledge of why a golf ball stops or moves slowly, but he is incompetent if he does not practice, or if he is easily influenced by his opponent's best shots. A computer service provider may be very knowledgeable and experienced in computer repairs, but if he does not reach the customer on time, then he is similarly incompetent.
For managers, competencies are essential if they want to improve the performance of their employees. Competencies must be identified or learned during the selection, intake or on-the-job phases. You should always remember that the competencies required for each position differ from each other. In job analysis and writing job descriptions, quick guides can make things easier. When determining appropriate competencies, the following factors should be considered:
- Level of decision making, responsibility and authority.
- Level of interaction between intra-company personnel.
- Level of contact and interaction with customers.
- Level of physical and potential skills and knowledge.
Much research has been carried out on the topic of job competencies for administrative and supervisory positions, and they have been categorized into the following:
- Administrative competencies;
- Communication competencies;
- Supervisory competencies, and
- Cognitive competencies.
These competencies have proven to be the most important for effective management and control.
For ordinary employees, the level of physical and potential competencies forms a significant part of their consideration. This is due to the lack or absence of decision-making tasks that require significant physical and human resources of the company. Often their work involves certain procedures, clerical and manual. Common to all positions in the enlisted category are competencies that improve interpersonal relationships, physical skills, and job knowledge.
As a person moves higher up the organizational ladder, his responsibilities expand, his authority increases, and managing people becomes more difficult. Therefore, competencies must change, or their combination must change, to adapt to the job requirements. For example, if an accountant or accountant is promoted to a senior manager position, his competencies should be improved. In addition to maintaining his technical numeracy and accounting skills, he will need to be able to train, mentor, plan work, monitor, evaluate staff and carry out team building. The same is true for a finance executive moving up to a CEO position, whose competencies are more likely to require weighing risks and making decisions, setting goals and standards, planning directions, managing the organization and inspiring employees to do excellent work, rather than the competencies of control, managing resources and solutions to specific problems. In detail, these competencies could be:
Administrative competencies that involve managing work, namely including:
- Time management and prioritization.
- Setting goals and standards.
- Planning and scheduling work.
Communication competencies including:
- Listening and organizing.
- Transparency of communication.
- Obtaining objective information.
Supervisory or team cohesion competencies covering:
- Training, mentoring and delegation.
- Evaluation of employees and their performance.
- Counseling and discipline.
Cognitive competencies, including:
- Identifying and solving problems.
- Risk assessment and decision making.
- Accurate analytical thinking.
1. Time management and prioritization
Spanning all job levels, time management is a must-have competency that everyone should have. This is the ability to manage your time and the time of other people. It involves self-discipline, managing interruptions by shaping the work styles of others with different priorities, and using time effectively and efficiently.
2. Setting goals and standards
Setting goals and standards is a competency required for administrative and supervisory positions. It is the ability to define actions and projects in relation to measurable goals and standards, and set them in collaboration with others to achieve clear understanding and buy-in.
3. Planning and scheduling work
This competency, like time management, should be possessed by administrative and supervisory employees and those involved in production. It involves controlling personnel assignments and processes using basic management tools and techniques. These skills include: analyzing complex tasks and breaking them down into manageable elements, selecting and managing resources appropriate for tasks, using systems and methods to plan and schedule work, and setting milestones and controls to monitor the project.
4. Listening and organizing
Listening and organizing are communication competencies that concern relationships with people in an organization. It is the ability to understand, organize, and analyze what a person hears in order to decide what to think and do in response to a message. These competencies are required by employees who deal with customers and those who work in a group as a manager or member. Specifically, these include skills such as identifying and testing inferences and assumptions, overcoming barriers to effective listening, summarizing and reorganizing messages for follow-up calls, and suspending decisions that could affect responses to messages.
5. Transparency of communication
Providing accurate information is a competency required of administrative and supervisory staff. Messages conveyed orally or in writing to audiences (internal staff or customers) must be accurate and concise, and must achieve objectives. Skills include: a) overcoming physical, psychological and semantic barriers in interaction with other people; b) focus on the goal and avoidance of deviations; c) effective use of persuasion; and d) maintaining an atmosphere of mutual benefit and trust.
6. Obtaining objective information
For positions that involve significant management of people, obtaining objective information is a very important competency to ensure objectivity. It is the ability to use questions, research, and survey techniques to obtain objective information and interpret it appropriately. These skills include: effectively using directed, undirected, projective and mirror questions, using the funnel method in research, using research methods to extract additional information, recognizing hidden and implied meanings, confirming understanding and reaching agreement.
7. Training, mentoring and delegation of authority
These competencies are required for managers and supervisors. It is the ability to develop people to achieve higher levels of excellence. Skills may include training, consulting, imparting knowledge and skills, and educating and sensitizing employees on what tasks can be entrusted to them.
8. Evaluation of employees and their performance
The ability to perform structural assessment of employees, which involves a joint assessment of past performance and agreement on future expectations, are administrative and supervisory competencies. Skills include the ability to develop appraisal parameters, benchmarking, and confronting appraised employees without any hesitation.
9. Counseling and Discipline
The ability to advise and consult, and to discipline in a positive manner, are competencies required for management and supervisory positions managing large numbers of employees. This includes restoring employee performance standards to within an acceptable range while maintaining respect and trust. This includes the ability to confidently and decisively impose penalties and sanctions when appropriate.
10. Identifying and solving problems
Identifying problems and finding solutions spans organizational functions and positions. It is the ability to identify barriers to achieving goals and standards. This involves the application of systematic sets of procedures to eliminate and reduce the causes and origins of problems. It requires skills such as distinguishing between problems, symptoms and indicators, inputs and outputs, collecting and evaluating data related to causes, constructing a decision and final selection matrix, and recommending the best options. This competency should be mandatory for assessment positions at administrative, supervisory or technical levels.
11. Risk assessment and decision making
Risk assessment and decision making are competencies required for senior management positions where decision making may involve the use of company resources and processes that may have overall corporate implications. Like problem identification and problem solving competencies, risk assessment and decision making involves the ability to construct a decision matrix to help identify and evaluate alternatives and options, identify limits, desired outcomes, and risks to consider, assign weights to each option, and select the best option to achieve desired goals. and standards.
12. Accurate analytical thinking
The ability to apply accurate logical reasoning is a competency required for supervisory and management positions. Competency includes skills such as identifying valid premises, drawing logical conclusions based on them, separating facts from rumors, unfounded assumptions and false conclusions, applying inductive and deductive logic appropriately, rejecting logical errors, erroneous premises and conclusions based on insufficient information.
By applying a basic process of identifying competencies through job analysis, writing job qualifications, and developing performance assessment tools, job assignments can be guided by the 12 core competencies previously mentioned. When choosing which competencies and their combinations to pursue, the most important competencies should be placed ahead of all others. The degree and level of competencies required vary depending on the scope of responsibilities, authority, people involved and decision-making authority. Presenting them in matrix form can provide a visual guide that can make completing tasks easier and more convenient.