The essence of the military-professional competence of an officer
The need to form and develop the professional competence of military personnel is determined by the requirements of the social order for guaranteed protection of the Fatherland, ensuring military security, and solving the problems of reforming the Armed Forces.
In the process of expanding the political, socio-economic ties of Kazakhstan with other states, the role of the Border Service of the KNB of the Republic of Kazakhstan in ensuring national security at the state border is increasing. The intensification of the fight against crime, including cross-border crime, is taking place in the context of the replacement of military forms of protecting the state border with law enforcement ones. In this regard, today the requirements for the professional, psychological training of officers of the border units, for their ability to carry out official activities in the extreme conditions characteristic of it, have increased significantly. The new requirements for officers-border guards, the real results of their service indicate the existence of significant problems with their readiness for professional activities, the existing problems in their training in higher military educational institutions.
Increased attention to the issues of formation of professionalism of officers-border guards is due to a number of social, legal, scientific, organizational, psychological, pedagogical and other factors.
One of the main contradictions in the modern military pedagogical process is the discrepancy between the required and the actual level of officer training. In its process, knowledge is mainly mastered, but a holistic military-professional experience is not formed.
Despite the general trend of a sharp decline in the level of military discipline, a wave of hazing, rough pressure by officers on subordinates, up to and including assault and contrary to the declared general trend humanization and democratization of relations in military collectives, there is a noticeable stop in psychological research, a regression in publications. A significant part of the officer corps of subunits and units is now characterized by an extremely low level of psychological preparedness.
At the same time, scientists, mainly teachers, lawyers, sociologists, consider the process of improving service and combat activities mainly through the prism of personnel, organizational, legal, and managerial measures, to a certain extent without attention to the individual as a subject of frontier activity, outside of holistic systemic psychological approaches to this issue.
Unfortunately, the level of university psychological training of officers-commanders and deputy commanders for educational work, hardly meets modern requirements. He seemed to be frozen in the schoolchildren's study of some definitions in psychological functions and mental formations, which negatively affects all their work with personnel.
From scientific and psychological positions, the functions of the commander and deputy for educational work are not substantiated and even not fully indicated.
And it is no coincidence that the periodical military press has repeatedly noted that many officers, having become the head of military collectives, feel insecure when they have to solve the socio-psychological problems of leading people, timidly, cautiously apply their knowledge in practice.
Thus, the main reasons for the transition in the training of military specialists to the formation of their military professional competence should be considered as follows.
1. Intensive changes in modern society, high rates of its socio-economic development cause a continuously growing flow of social and professional information, which complicates the process of assimilation of professional knowledge. The military-professional knowledge acquired in the process of training sometimes becomes obsolete faster than military personnel are ready to perform their functional duties.
2. The tasks of modernizing military professional education, which require taking into account the needs of the personality of a serviceman and the needs of society in highly professional military specialists.
3. Increasing the importance of activity, independence, readiness of military personnel to perform their duties, the ability to mobilize their personal potential for the successful solution of various tasks of military activity. It is necessary to train a military professional who will not wait for instructions, and from the first days of service in office will successfully fulfill it, showing creativity and reasonable initiative.
Solving the problems of training specialists that meet modern requirements is possible through the formation of military professional competence in military personnel necessary for the successful fulfillment of functional duties and various tasks of military service and based on acquired knowledge, skills, abilities, experience, and readiness to carry out professional activities.
The concept of "competence" in relation to the characteristics of the level of professional training is used relatively recently. Competence and competence make V.I. Dahl single concept.
In the modern sense, competence is considered in the following 2 aspects:
Competent;
Possession of knowledge to judge something.
Competent, competent;
Knowledgeable, versed in a particular area.
It follows from this that competence and competence are complementary and mutually dependent concepts.
Therefore, for the effective implementation of military activities, it becomes important for officers to have formed military professional competence as their ability to successfully solve their professional tasks.
V.S. Bezrukova understands competence as “possession of knowledge and skills that allow expressing professionally competent judgments, assessments, opinions”.
HE. Shakhmatova professional competence means a set of professional knowledge and skills, as well as ways to perform professional activities.
In the dictionary of a practical psychologist, socio-psychological competence is defined as "the ability of an individual to effectively interact with others in the system of interpersonal relations."
Competence is formed in the course of human development of communication systems and inclusion in joint activities. The composition of socio-psychological competence includes the following components - the ability to navigate in social situations, the ability to correctly determine the personal characteristics and emotional states of other people, the ability to choose adequate ways to communicate with people and implement them in the process of interaction, the ability to put oneself in the place of another. Skills are a key component of competence.
Competence is the level of a person's skills, reflecting the degree of compliance with a certain competence and allowing them to act constructively in changing social conditions.
Professional Competence specialist should consist of such components as spiritual and moral, cognitive and creative, institutional, communicative.
The socio-psychological competence of the individual is a special knowledge about society, politics, economics, culture, etc. In other words, the socio-psych. Competence in its content resembles what was once called a worldview. It allows the individual to navigate in any social. situations, make the right decisions and achieve your goals.
The essence of military-professional competence is expressed in the formation of a complex of qualities in military personnel that meet the requirements of military labor.
The content of military professional competence is determined by the goals, tasks and nature of military activity, which has a number of specific features: the conditionality of its goals and tasks by the social order of society and their legal consolidation in laws, military regulations and orders; the versatility of the tasks of military activity and their extreme nature; the orientation of the results of military labor to ensure the national security of the state, etc.
Military-professional competence is understood as an integrative quality of servicemen, representing a set of professionally significant qualities, the ability and willingness to solve professional problems and tasks that arise in real situations of military activity, using knowledge, skills, abilities, professional and life experience, values and culture.
The competence of military personnel as military professionals is formed by a system of key, basic (general) and special competencies that develop in the process of training and develop in activity.
In a general sense, military professional competence is the military professional readiness and ability of an individual serviceman or military unit to perform combat missions and military service duties.
The concept of military-professional competence is complex and multifaceted, since military activity itself is also versatile. It distinguishes interrelated parties united by social goals and objectives: training and combat (combat) professional and service activities, everyday relations in which the development of a particular serviceman and military teams is carried out, and the results of military labor are achieved - combat readiness, the moral and psychological state of soldiers, discipline, etc. All of them reflect the procedural and resulting aspects of military labor, in which the officer acts as the main organizer.
Various types of military activities have common and features. Its psychologically complete structure includes a motivational and orienting link, an integral ensemble of professional actions, and an analytical control and evaluation element. AT general view the algorithm of this process involves understanding the goals and objectives of military service, studying the situation and making a decision; planning work on the implementation of the decision and organization of its execution; analysis of the results and correction of military professional activity.
In the range of professional functions of a modern officer-commander, along with the traditionally considered functions (command, educational and training), there are also functions that are in demand for the purpose of the extraordinary social significance of service activities:
A. Management of people and teams, which in turn includes: planning and forecasting, decision-making, setting goals and objectives for performers, B. Organization and coordination of joint activities of subordinate people and teams (divisions): command, control and authorization.
B. Formation of the socio-psychological climate of the military team.
D. Psychological and socio-psychological impact on subordinates.
D. Protection of the mental health of subordinates and the organization of the prevention of their mental and somatic diseases.
E. Management of psychological work in the regiment (battalion) - in terms of psychological support for those who need it, as well as psychological assistance, correction based on psychodiagnostics carried out by a military psychologist.
The work of a commander with his subordinates in the totality of its versatile functions necessarily presupposes, moreover, imperatively demands from him high psychological competence.
Psychological competence is a combination of a variety of deep functional-psychological and socio-psychological knowledge and skills, as well as certain (necessary and sufficient) personal qualities that allow you to work with subordinates, taking into account their individual psychological characteristics, as well as taking into account the characteristics of all social psychological processes and phenomena in military collectives, in the regiment and its subdivisions.
The psychological competence of a modern officer is one of the fundamental components (along with command, tactical, military-technical) military-professional competence.
During the training of subunits in peacetime, the service and professional activities of the commander are directed towards maintaining constant combat readiness, at the formation of combat, certain socio-moral and psychological qualities necessary for soldiers to successfully fulfill the assigned service (training) combat missions.
The activities of the commander are multifunctional. According to the book, ed. Colonel General I.N. Shkadov “Issues of education and training in military educational institutions”, as well as the book by M.I. Dyachenko, E.I. Osipenkova, L.E. Merzlyak "Psychological and pedagogical foundations of the commander's activity" reveals a number of functions of an officer (commander):
Socio-political.
Organizational and managerial.
Military special.
Military-pedagogical.
Administrative and economic.
Of course, all these functions are extremely important in the activities of the commander. At the same time, as life shows, both the list of functions and the degree of their significance and priority have a slightly different, more accurate interpretation. In times of peace in wide range duties of the commander, the defining types of activity are the organization of the border service and the management of personnel, the maintenance of high combat readiness of the unit (subunit), the strengthening of military discipline and order, the preparation of soldiers for combat operations when the situation on the border is complicated and in the conditions of modern warfare. Therefore, along with the art of managing people and teams, a commander is required to have a creative approach to solving assigned tasks, the ability to think outside the box, etc.
All this predetermines significant psychological work with people and collectives. At the same time in modern conditions the list of functions looks psychologically depleted. Consequently, a different, more in-depth approach is required to consider those functions of a commander that are determined by the nature of his activities with people and teams.
The analysis of the activities of the unit commander (head of the outpost) also shows that they are traditionally focused mainly on the substantive and methodological aspects of working with subordinates.
Psychological aspects and problems are understood rather declaratively. While today they are required not only this knowledge, but also psychological knowledge and skills, as well as a certain set of qualities, which, with a certain degree of conventionality, can be grouped into the following blocks:
1st - social and moral: citizenship, a harmonious combination of social and personal motivation, social responsibility, a sense of duty, accuracy in fulfilling obligations and other signs of decency.
2nd - intellectual: speed (efficiency), flexibility, independence and criticality of the mind - qualities that are closely associated, first of all, with the level intellectual development, reflected in the coefficient of intelligence. For one of the important features of the commander's activity is the processing of massive, often indefinite information, in order to make responsible decisions.
3rd - organizational and managerial: exactingness, combining with respect and tact for subordinates, fidelity to the word, diligence, emotional and volitional stability.
4th - communication qualities: a high level and realism of self-esteem, self-confidence, self-esteem, self-esteem, sense of humor, optimal extroversion, a high level of control in a communication situation, literacy, certainty and expressiveness of speech.
In the activities of the commander, the largest share falls not on performing actions, but on organizing interaction, establishing and maintaining contacts, and on verbal and non-verbal influence. Together, these qualities determine the image of the leader, provide him with business and informal leadership - as the main prerequisite for high influence and authority.
One of the main personal criteria of a commander's professional suitability, high predictability of effective activity, which determine the level of effectiveness of all functions without exception, is motivational readiness for activity.
Psychological education today is clearly not enough. The level of psychological development of the personality of today's officer does not allow him to easily reorient himself to a fundamentally different perception of a person (subordinate) and a team (subordinates) and his professional life. Therefore, in order to ensure the true psychological readiness of the commander for professional service activities, a transition to a qualitatively different level of professional and psychological training of command personnel is necessary. It is quite obvious that a transition is needed from psychological enlightenment to psychological preparation for service activities, as to work in which the psychological and socio-psychological aspects are very important: psychodiagnostics, psychological support, psychocorrection, activation of the mechanisms of psychological protection of the individual, etc. etc.
All the above psychological and socio-psychological knowledge and skills, as well as the personal and psychological qualities of the commander represent his psychological competence, which is one of the fundamental components (components) of his general professional competence.
The key concept of officer professionalism is a complex individual psychological education, a property that dialectically connects personality and activity and characterizes the effectiveness and reliability of the latter. The criteria for its development are professional significant personality traits, motivation, self-esteem, service interaction, the ability to self-regulate.
Negative psychological phenomena that take place in the activities of border guard officers are professional destruction (professional deformation, emotional burnout), stress, anxiety, and others. They are determined both by the service itself and by their individual characteristics (lack of experience in behavior in difficult situations, typology of the nervous system, character traits, etc.). Young officers are more prone to professional destruction.
Thus, the level of psychological competence is a sign of an officer's professional and psychological readiness. It, therefore, can be considered an important criterion for the selection and training of command personnel.
professional competence officer commander
Literature
1 Criteria and indicators of professional competence of managerial personnel of the Strategic Missile Forces // Inf. Collection of Strategic Missile Forces. - M .: VARVSN, 2005. - No. 2.
2 Tarasenko A.V. Psychological foundations optimal management activities leader. Monograph - M.: Ed. Soyuz, 2009.
3 Kovalenko A.V. Professionalism of subjects of psychological work of the Armed Forces of the Republic of Kazakhstan and directions of its development// Collection of scientific articles of adjuncts of the Military University (DSP). - M.: VU, 2009. - Issue 12. - S. 52-72.
4 Issues of training and education in military educational institutions / Under. Ed. I.N. Shkadova.- M., 1976. - S. 26.
5 M.I. Dyachenko, E.F. Osipenkov, L.E. Merzlyak. Psychological and pedagogical bases of the commander's activity. - M., 1977. - S. 8.
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5.4.3. The structure of military professional competence
The components of military professional competence have the properties of variability, interdependence, integrativity, social and personal significance. Therefore, from the correlation of individual and group and the analysis of the aspects of military activity, structural elements of military professional competence. These include:
military professional knowledge;
a system of professionally important skills and abilities;
military professional positions;
personal qualities (features);
readiness and ability to solve various tasks arising in military activity.
Assessing the level of formation of each structural element, one can judge the level of professional competence as a whole, which manifests itself in military activity and is embodied in its results. It is also possible to assess the general level of formation of professional competence of a particular serviceman and each of the parties of military activity, everyday relationships, personal development, and the cumulative result of military labor.
Structural elements of military-professional competence are in dialectical interaction and development. A professionally competent serviceman successfully serves the Fatherland, productively carries out military activities, everyday communication, builds up and realizes his creative potential, and also achieves results that correspond to the goals and objectives of military service and his own needs.
Therefore, the modern system of professional training of military specialists should form in trainees a holistic military-professional experience in solving various tasks of military service, performing functional duties as intended.
Commanders and chiefs of all ranks, in order to successfully solve the problems of educating military personnel as professionals, need to correctly represent and understand the essence, content and structural elements of their military professional competence.
For the successful formation of the military-professional competence of military personnel, it is necessary that all its structural elements be sufficiently developed. These goals are achieved in a holistic military-pedagogical process.
Military professional knowledge objectively important for the implementation of military activities. In general terms, they represent the necessary general and military-professional information, assimilated and in demand for the implementation of the practical activities of military personnel. They form the basis for the further development of professional skills and abilities, the practical application of models, algorithms and technologies for achieving the results of military activity. Professional positions and personal qualities are also drawn up. The presence of deep and solid knowledge makes a soldier theoretically ready to master the heights of professionalism - military skill.
Knowledge of everyday relations in the military team helps to achieve its cohesion. Communication as a mechanism of everyday relations ensures the conjugation of independent, original worlds of specific people, in which there are such components as cognition, participation, interaction. They are implemented in the process of official and informal (everyday) interaction. A feature of communication in the conditions of military activity is its strictly normative regulation.
Military professional skills and abilities are actions used by a soldier to implement his functional duties and official tasks in the process of military activity. They act as the initial elements of an integral system of technology of military labor and include an extensive arsenal of actions of a serviceman to perform the tasks of military service. He needs to be able to comprehensively analyze the assigned tasks, plan and productively carry out practical activities in accordance with the laws, orders and requirements of military ethics, analyze the results and achieve optimization of activities. It is important for a serviceman to be able to correctly determine and successfully carry out those stages of his activity that turn out to be decisive in the specific conditions of combat training and other types of situations.
The following skills and abilities play an important role in communication: a combination of rational and sensual in interaction; finding and maintaining an emotional state; the ability to listen and understand a soldier, to influence him in a persuasive way; providing conditions for self-realization of the individual, possession of an optimal style of communication.
Depending on the level of formation of military-professional competence, each serviceman's skills and abilities will be different in terms of the speed and quality of their application in various conditions of military activity or situations of everyday communication. Knowledge, skills, abilities and competencies are in a dialectical relationship. Competence is created by mastering a variety of military professional knowledge, skills and abilities. In the process of gaining experience in practical actions, it creates conditions for the assimilation of new knowledge and skills, but at a higher level. It is through competence that a connection is established between the available amount of knowledge and practical actions in solving professional problems, the development of personal qualities and the achievement required results. If a serviceman acts in this way from time to time on his own, we can talk about his adaptation to professional activities in general and to a specific situation in particular, and, consequently, about the formation of his military professional competence.
Psychological qualities(features) of a soldier are manifestations of all components of his psyche - processes, states, properties, formations necessary for the successful implementation of military activities. The most common of them are: an analytical-constructive way of thinking, emotional-volitional and stress resistance, adaptability to extreme conditions and factors of military service, developed empathy and reflection, general psycho-physiological activity, etc. Their nature is determined by the characteristics of the conditions and the action of factors of military service. They determine the need for well-formedness, along with general qualities, and special ones, which allow the officer to successfully perform command and staff, educational, engineering and other functions and duties.
Psychological qualities allow a soldier to realize knowledge, skills, positions in military labor and achieve the intended goals and objectives. In everyday relations, such qualities as accessibility, sociability and openness, authority, compliance with official status are important for him.
Professional position of a soldier- these are his stable attitudes and orientations, a system of relations and assessments of internal and social experience, reality and prospects, as well as his own claims, realizable (unrealizable, partially realizable)
in military work. They include general social, military and military-professional aspects.
A professional position determines the orientation, place and role of a serviceman in his professional activities. It acts as a kind of measure of awareness of such as a socially significant value, the adoption of military service as a vital priority. And if practical actions serve as an indicator of the degree of acceptance of the military-professional culture by military personnel, then the main personal interests and interests of the service are focused in the professional position, the degree of their integration into personal and collective guidelines is determined.
The professional position of a serviceman is clearly manifested in military activities and everyday communication. Its characteristics - humanism, military-professional self-awareness and orientation, leadership and communication style, service ethics - ensure success in work and make it possible to creatively resolve contradictions that arise in the implementation of the principles of unity of command and everyday relations, as well as to achieve the optimality of all aspects of military labor.
The readiness and ability of a soldier to solve a variety of tasks are such components of the structure of military professional competence that determine his activity, initiative and creativity in achieving higher results of his work. The promotion of a serviceman to the heights of military activity is ensured by a developed ability to predict, foresight, insight, personal claims, constant involvement in the decision-making process, motivation to achieve success, developed self-regulation, etc.
Key competencies ensure the success of the individual in social, economic and other types of relationships. This group includes linguistic, speech, valeological, physical, individual psychological, general cultural, social, communicative, cognitive and other abilities of military personnel. Key competencies are defining and universal for professional military activities. They are formed and improved in the process of military activity.
Basic competencies determined by the need for the normal functioning of a serviceman. But they are not enough to reflect the entire multifaceted nature of military activity. Therefore, it is necessary to identify a number of additional special (professional) competencies that have a degree of application normalized by the requirements of laws and military ethics, established patterns of performance results and requirements for their quality, and also ensure their creative application in complex and suddenly arising situations of professional activity. They include general military, professional, scientific-methodical, pedagogical, creative, constructive-technological and other components that characterize a specific type of military activity.
Thus, the military-professional activity of an officer is the most important aspect of his military labor. The considered psychological characteristics make it possible to identify the main indicators influencing the achievement of the required productive activity, as well as ensuring the strengthening of its relationship with other aspects of military labor.
Employees who have the right attitude, moving into a better work style, are considered more competent. Find out why. The concept of competencies as a condition for recruitment, selection, hiring and appraisal of employees has become very popular not only among HR practitioners, but also among decision makers.
Although this concept has been known for more than 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 work, capabilities and knowledge. In fact, the term was used imprecisely. Although this does not have of great importance when casually used to refer to physical or mental abilities, it is significant 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 eventually turns into a style of work.
Competence is a set of skills, knowledge and attitude, manifested in the style of work of an employee. This is the means to get the job done. For example, a golfer may have the skill to lead 300 yards, the knowledge of why a golf ball stops or moves slowly, but is incompetent if he is not practiced, or if he is easily influenced by his opponent's best shots. A computer service provider may be very knowledgeable and experienced at repairing computers, but if they don't arrive at the customer's place at the scheduled time, they are similarly incompetent.
For managers, competencies are essential if they want to improve the performance of their employees. Competencies should be identified or learned during the selection, admission or already in the workplace phases. It should always be remembered that the competencies required for each position differ from each other. In job analysis and writing job descriptions, quick start guides can make things easier. When determining suitable competencies, the following factors should be considered:
- The level of decision-making, responsibility and authority.
- The level of interaction of internal personnel.
- Level of contact and interaction with customers.
- The level of physical and potential skills and knowledge.
Many studies have been carried out on the topic of job competencies for administrative and supervisory positions, and they have been categorized into the following categories:
- Administrative competencies;
- Communication competencies;
- Supervisory competencies, and
- Cognitive competencies.
These competencies proved 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 includes certain procedures, clerical and manual. Common to all positions in the ordinary category are competencies that improve interpersonal relationships, physical skills and professional knowledge.
As a person rises up the ladder of organizational positions, his area of responsibility expands, his authority increases, and managing people becomes more difficult. Therefore, competencies must change, or their combination must change, in order to adapt to the requirements of the position. For example, if an accountant or bookkeeper is promoted to a senior manager position, their competencies need to 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 conduct team building. The same is true for the CFO moving up to the CEO position, whose competencies are more likely to require more risk-weighting and decision-making, setting goals and standards, planning directions, managing the organization and inspiring employees to do great work than competencies of control, resource management. and solving specific problems. In detail, these competencies could be:
Administrative competencies that provide for the management of work, namely, including:
- Time management and prioritization.
- Setting goals and standards.
- Planning and scheduling work.
Communication competencies, including:
- Listening and organization.
- Transparency of communication.
- Obtaining objective information.
Supervisory or team-building competencies covering:
- Training, mentoring and empowerment.
- Evaluation of employees and their performance.
- Counseling and discipline.
Cognitive competencies that include:
- Identification and solution of 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. It is the ability to manage your time and the time of others. It involves self-discipline, interruption management by shaping the work style of others with different priorities, and efficient and productive use of time.
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 against measurable goals and standards, and set them together with others in order to achieve clear understanding and interest.
3. Planning and scheduling work
This competence, as well as time management, should be possessed by administrative and supervisory employees and those involved in production. It provides for the control of appointments of personnel and processes using basic management tools and methods. These skills include: analyzing complex tasks and dividing them into manageable elements, selecting and managing resources appropriate for the 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 relating to 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 what to do in response to a message. These competencies are required for employees who deal with customers and those who work in a group as a leader or member. In particular, this includes skills such as identifying and testing inferences and assumptions, overcoming barriers to effective listening, summarizing and reorganizing messages for callbacks, and suspending decisions that could affect responses to messages.
5. Transparency of communication
Providing accurate information is a competency required for administrative and supervisory staff. Messages communicated verbally or in writing to an audience (internal staff or customers) must be precise and concise and must achieve the objectives. Skills include: a) overcoming physical, psychological and semantic barriers in interaction with other people; b) goal focus and deviation avoidance; c) effective use of persuasion; and d) maintaining an atmosphere of mutual benefit and trust.
6. Obtaining objective information
For positions that involve significant people management, obtaining objective information is a very important competency to ensure objectivity. It is the ability to use questions, research and survey methods to obtain objective information and interpret it properly. These skills include: effective use of directed, non-directed, projective and mirror questions, use of the funnel method in research, use of research methods to extract additional information, recognition of hidden and implied meanings, confirmation of understanding and reaching an agreement.
7. Training, mentoring and empowerment
These competencies are mandatory for managers and supervisors. It is the ability to develop people to achieve higher levels of excellence. Skills may include training, consulting, transferring knowledge and skills, and educating and emphasizing employees on what tasks can be entrusted to them.
8. Evaluation of employees and their performance
The ability to perform structural appraisal of employees, which involves joint assessment of past performance, alignment of future expectations, are administrative and supervisory competencies. Skills include the ability to develop assessment parameters, benchmarking and confronting assessed employees without any hesitation.
9. Counseling and discipline
The ability to advise and advise, as well as to discipline in a positive way, are competencies required for leadership and supervisory positions that manage a large number of employees. This includes restoring within an acceptable range of employee performance standards while maintaining respect and trust. This includes the ability to confidently and decisively impose penalties and sanctions when appropriate.
10. Identifying and Solving Problems
Identification of problems and the search for their solutions covers organizational functions and positions. It is the ability to detect barriers to achieving goals and standards. This includes applying 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 outcomes, collecting and evaluating data related to causes, building a decision matrix and making final choices and recommending the best options. This competency should be mandatory for evaluation positions at the administrative, supervisory or technical levels of positions.
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 corporate-wide implications. Like problem identification and problem solving competencies, risk assessment and decision making involves the ability to build a decision matrix to help identify and evaluate alternatives and options, identify limits, desired outcomes and risks to consider, assign a weight to each option, and select the best option achieving desired goals and standards.
12. Accurate analytical thinking
The ability to apply accurate logical thinking is a competency required for supervisory and managerial positions. Competence includes skills such as identifying valid premises, drawing logical conclusions from 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 the basic process of identifying competencies through job analysis, writing job requirements, and developing performance assessment tools, postponing positions 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 required degree and level of competencies vary depending on the area of responsibility, authority, involvement of people and decision-making authority. Representing them as a matrix can provide a visual indicator that can make tasks easier and more convenient.
No less important is the answer to the third question - what are the grounds for highlighting different types of competencies / competencies, how many such competencies, which of them are key.When considering the quantitative composition of competencies, first of all, we note that according to the ETF “Glossary of labor market terms, standards development…”, there are four models (methods) for defining competencies:
a) based on personality parameters;
b) based on the performance of tasks and activities;
c) based on the performance of production activities;
d) based on performance management.
We take the first model as the initial one with the inclusion of elements of the second one. This first model textually, according to the Glossary, includes "... the personal qualities and experience that a person possesses: knowledge, education, training and other personal characteristics that allow him to effectively carry out his activities" .
W. Hutmacher's report notes that there are different approaches to what is defined as core (key) competencies. There may be only two be able to write and think(scriptural thought (writing) and rational thought), or seven: doctrine(learning); study(search); thinking(thinking); communication(communicating); cooperation, interaction(co-operating); be able to get things done, get things done(getting things done); adapt to oneself, accept oneself(adopting oneself).
The main developer of competencies, G. Halasz, considers their formulation as a response to the challenges facing Europe (preservation of a democratic open society, multilingualism, multiculture, new labor market requirements, development of complex organizations, economic changes, etc.). Accordingly, W. Hutmacher in his report cites the definition adopted by the Council of Europe of the five key competencies with which “young Europeans should be equipped” .
These competencies are: 1
“… political and social competencies, such as the ability to accept responsibility, participate in group decision-making, resolve conflicts non-violently, participate in the maintenance and improvement of democratic institutions;
competencies related to life in a multicultural society. In order to control the manifestation (resurrection) of racism and xenophobia and the development of a climate of intolerance, education must “equip” young people with intercultural competencies, such as acceptance of differences, respect for others and the ability to live with people of other cultures, languages and religions;
competencies relating to mastery of oral and written communication, which are especially important for work and social life, with an emphasis on the fact that those who do not master them are threatened by social exclusion. In the same context of communication, knowledge of more than one language becomes increasingly important;
competencies associated with the increase in the informatization of society. Possession of these technologies, understanding of their application, strengths and weaknesses and ways to critically judge information disseminated by mass media and advertising;
the ability to learn throughout life as a basis for lifelong learning in the context of both personal professional and social life” .
Thus, one of the participants in the DELPHI project, B. Oskarsson, lists basic skills that can be interpreted meaningfully, and sometimes directly in the text, as competencies. According to B. Oskarsson, they are voluminous, “they develop in addition to specific professional ones. Such key competencies include, but are not limited to, the ability to work effectively in a team, planning, problem solving, creativity, leadership, entrepreneurial behavior, organizational vision, and communication skills.
To such basic skills, another researcher - S. Sho in 1998, according to B. Oscarsson, attributed:
"basic skills" for example, letter, account;
"life skills" for example, self-management, relationships with other people;
"key skills", e.g. communication, problem solving;
"social and civic skills" for example, social activity, values;
"skills for employment", for example, information processing;
"entrepreneurial skills" for example, researching business opportunities;
"managerial skills" e.g. counseling, analytical thinking;
"broad skills" e.g. analysis, planning, control.
We note here that within the framework of professional competence N.V. Kuzmina, A.K. Markov, back in 1990, four or five of their species were distinguished. So, professional and pedagogical competence, according to N.V. Kuzmina, includes five elements or types of competence. They are the essence:
“Special and professional competence in the field of the taught discipline.
Methodological competence in the field of methods of formation of knowledge, skills in students.
Socio-psychological competence in the field of communication processes.
Differential-psychological competence in the field of motives, abilities, directions of students.
Autopsychological competence in the field of dignity and shortcomings of one's own activity and personality".
a) “professional (objectively necessary) psychological and pedagogical knowledge;
b) professional (objectively necessary) pedagogical skills;
c) professional psychological positions, attitudes of the teacher, required from him by the profession;
d) personal characteristics that ensure the teacher's mastery of professional knowledge and skills.
In a later work, A.K. Markova already distinguishes special, social, personal and individual kinds professional competence .
An analysis of the literature, testifying to the development of the CBE approach, at the same time shows that at present education is faced not only with a rather difficult and ambiguously solved by researchers task of determining the content of the concept of key competencies, but also the very grounds for their differentiation and classification.
This is evidenced, for example, by A.V. Khutorsky the name of the main key competencies, the list of which includes: value-semantic, general cultural, educational and cognitive, informational, communicative, social and labor, personal competence or competence of personal improvement. Each of them, in turn, represents a set of no less significant competencies/competences, correlated with the main areas of human activity, identified by the developers of the "Strategy for Modernizing the Content of General Education". They offer the most general grounds for delineating competencies - by areas. They believe that the structure of key competencies should include:
“competence in the field of independent cognitive activity, based on the assimilation of ways to acquire knowledge from various sources of information, including extracurricular ones;
competence in the field of civil society activities(performing the roles of a citizen, voter, consumer);
competence in the field of social and labor activity(including the ability to analyze the situation on the labor market, evaluate their own professional capabilities, navigate the norms and ethics of relationships, self-organization skills);
household competence(including aspects of their own health, family life, etc.);
competence in the field of cultural and leisure activities(including the choice of ways and means of using free time, culturally and spiritually enriching the individual).
The theoretical basis for the selection of groups of key competencies by us was the provisions formulated in Russian psychology regarding the fact that:
a) a person is a subject of communication, knowledge, labor (B.G. Ananiev);
b) a person manifests itself in the system of relations to society, other people, to oneself, to work (V.N. Myasishchev);
c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach);
d) professionalism includes competencies (A.K. Markova).
From these positions, we have distinguished three main groups of competencies:
competence, relating to oneself as a person, as a subject of life;
competence, related to interaction human with other people;
competence, related to human activities appearing in all its types and forms.
Competencies relating to the person himself as a person, the subject of activity, communication. They are the essence:
health care competencies: knowledge and compliance with the norms of a healthy lifestyle, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and observance of the rules of personal hygiene, everyday life; physical culture of a person, freedom and responsibility of choosing a lifestyle;
competencies of value-semantic orientation in the World: values of being, life; values of culture (painting, literature, art, music) of science; production; history of civilizations, own country; religion;
integration competencies: structuring knowledge, situationally adequate updating of knowledge, expansion, increment of accumulated knowledge;
competences of citizenship: knowledge and observance of the rights and obligations of a citizen; freedom and responsibility, self-confidence, dignity, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);
competencies of self-improvement, self-regulation, self-development, personal and subject reflection: meaning of life; Professional Development; language and speech development; mastery of the culture of the native language, knowledge of a foreign language.
Competences related to the social interaction of a person and the social sphere
competences of social interaction: with society, community, team, family, friends, partners, conflicts and their settlement, cooperation, tolerance, respect and acceptance of the Other (race, nationality, religion, status, role, gender), social mobility;
communication competencies: oral, written, dialogue, monologue, generation and perception of the text; knowledge and observance of traditions, ritual, etiquette; cross-cultural communication; business correspondence; office work, business language; foreign language communication, communicative tasks, levels of influence on the recipient.
Competences related to human activities
competence of cognitive activity: setting and solving cognitive problems; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;
activity competencies: game, teaching, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in various activities;
information technology competencies: receiving, processing, issuing information; transformation of information (reading, taking notes), mass media, multimedia technologies, computer literacy; possession of electronic, Internet technology.
The analysis of various approaches to the definition of competencies (competences) made it possible, as noted above, to draw several conclusions.
Firstly, researchers note the active, actual essence of competence, emphasizing that, in contrast to the knowledge characteristic, i.e. characteristics of "what", here the method and nature of the action "how" is emphasized.
Secondly, most researchers note the personal, in particular, motivational characteristic of competence.
Thirdly, researchers fix the complex nature of this phenomenon both in its definition and in its assessment.
Taking into account all these provisions, we put forward the assumption that in the list of competencies, for example, J. Raven, there are competencies proper, for example, social ones, and there are their components, i.e. their components. If we present the relevant competencies themselves, it is obvious that they will include such characteristics as:
a) readiness to the manifestation of competence (i.e. the motivational aspect);
b) possession knowledge of the content of competence (i.e. cognitive aspect);
in) an experience manifestations of competence in a variety of standard and non-standard situations (i.e. behavioral aspect);
G) attitude to the content of competence and the object of its application (value-semantic aspect);
e) emotional-volitional regulation the process and result of the manifestation of competence.
The given interpretation of competencies in the aggregate of their characteristics (components) is presented schematically (Table 1), where the latter are considered as general indicative criteria for assessing the content of competence.
Key _competences_in_their_components_set">Table 1. Key competencies_in_their_components_set
|
indicative criteria competencies
|
Willingness to update competence |
Knowledge (cognitive basis of competence) |
Experience in using knowledge (skills) |
Attitude to the process, content and result of competencies |
Emotional-volitional self-regulation |
|
Health saving | |||||
|
value-semantic | |||||
|
Civil | |||||
|
Self-development, self-improvement | |||||
|
Knowledge integration | |||||
|
social interaction | |||||
|
Communication | |||||
|
Solutions of cognitive problems | |||||
|
Subject-activity | |||||
|
Information Technology |
In the context of our consideration, it is important to answer the question of how we understand the terms professional, social, key competence.
We fix the positions that are important for us:
All competencies are social in the broadest sense of the word, because they are developed and formed in society. They are social in their content, and they manifest themselves in this society;
Key- these are those generalized basic competencies that ensure the normal life of a person in society;
Professional and educational competencies are formed for and manifested in these types of human activities;
Social(in the narrow sense of the word) competencies that characterize the interaction of a person with society, society, and other people.
The situation with the concept of "social competence" is no less uncertain. Social competence / competence can be considered as a general collective concept, indicating the level of human socialization (see J. Delors, N.A. Rototaeva), or as a component of key competence (see V. Hutmacher), or as a personal property that ensures interaction a person with the World on the basis of his attitude to himself, to society, to others, to activity.
Recently, in psychology, social competence is often correlated with the concept of "self-confidence". So, according to G.I. Sivkova, "social competence is the presence of confident behavior, in which various skills in the field of relations with people are automated and make it possible to flexibly change one's behavior depending on the situation."
This idea is expressed even more definitely by V.G. Romek, who considers social competence "... as the result of a special style of confident behavior, in which confidence skills are automated and make it possible to flexibly change the strategy and plans of behavior, taking into account the narrow (features of the social situation) and broad (social norms and conditions) context" .
At the same time, as many researchers have emphasized, social competence is manifested in the ability to work in a team, in communication, conflict resolution, endurance, etc. It is important to note the connection between professional and social competencies.
So, according to V.I. Baidenko and others. “The list of social competencies required by employers includes, for example: communicativeness (responsiveness in communication, structured speech, persuasiveness of argumentation, handling objections, etc.); ability to work in a team; the ability to visually and convincingly present their ideas; readiness for non-standard, creative solutions; self-organization skills; flexibility in relation to newly emerging requirements and changes; resilience and perseverance."
It can be assumed that the concept of a competency-based approach in education, which has been developed in the world and since the 90s in Russia, is aimed at shaping a person who, being characterized by a socially and personally positive value-semantic worldview core, at the same time can adapt to life situations.
At the same time, it should be emphasized that when developing social key competencies, the emphasis is placed on the following positions:
competencies social the existence and interaction of a person in society are considered in the broadest sense of the concept of "social". Professional competencies are included in the concept of "social", being the object of socially oriented vocational training and accurate qualifying and quantitative assessment;
competencies in their conceptual content include knowledge of WHAT and HOW, i.e. means and methods of interaction;
social competencies have a component composition;
social competencies have age dynamics and age specificity.
If we return to the nomenclature of key competencies outlined above: health preservation, self-development, knowledge integration, social interaction, communication, problem solving, subject-activity, information technology, then on the basis of the above characteristics of social competencies proper (in the narrow sense of the word), we of these ten, we highlight the following key social competencies:
health care competence as the basis of human being as a social, and not just a biological being, where the main thing is the awareness of the importance of health, a healthy lifestyle for all human life;
citizenship competence as the basis of the social, social essence of a person as a member of a social community, a state;
information technology competence as the ability to use, reproduce, improve the means and methods of obtaining and reproducing information in print and electronic form;
social interaction competence as the ability to adequately establish mutual understanding, avoid conflicts, create a climate of trust;
communication competence as the ability to adequate situations of interaction of finding verbal and non-verbal means and ways of forming and formulating thoughts when it is generated and perceived in native and non-native languages.
Accordingly, these five key social competencies that we have defined, as well as all other key competencies, are characterized by the same five components, namely:
a) readiness for the manifestation of personal properties in the activity, behavior of a person;
b) knowledge of the means, methods, programs for performing actions, solving social and professional problems, implementing the rules and norms of behavior, which is the content of competencies;
c) experience in the implementation of knowledge and skills;
d) value-semantic attitude to the content of competence, its personal significance and
e) emotional-volitional regulation as the ability to adequately regulate the manifestations of competence in situations of social and professional interaction.
Very often in ordinary life there are many words, the meanings of which, it would seem, are clear to everyone. However, this is not always the case. Sometimes a person cannot define even the most common concept. Competence is a pretty simple word, but how many people can define it correctly? What does it include and what does the presence or absence of competence indicate in general? This article will answer these questions.
The concept of competence
In fact, the answers to these questions are very simple. They do not contain any specific explanations. Competence is the knowledge, skills, abilities that a person possesses in any particular area. All this knowledge is necessary for a person to achieve successful results in his work. It should be understood that the very presence of competence is only one of the components on the way to a successful job. All this knowledge and skills must not only be possessed, but also maintained at the proper level or updated and improved.
Of course, if a person is incompetent in his activities, then it is impossible to achieve high goals. The lack of knowledge will affect the entire process of work and, as a result, the final result. Professional competence is achieved through personal study, knowledge and development of a person. And without your own desire, a person will never become a professional in his field.
Transfer of experience
How can one judge the competence of a person? How to understand that he is generally competent in a certain field of activity? It's pretty simple. Competence is a definition that is proved by the results achieved by a person. They listen to his opinion when solving important issues, consult with him, learn from him. But these results were not achieved quickly, a lot of time is spent on this process. And, as a rule, at first any person is not strong in the knowledge of a particular activity, but he made a lot of effort, time and effort to achieve his goals.
Do not neglect the recommendations of such a person, often such a method helps to learn and understand a lot in the work. This is a kind of process of transferring experience from one person to another. Again, it is necessary not only to perceive other people's knowledge, but also to independently study the specific features of the activity in which you want to achieve professionalism.
Competition in the labor market
Professional competence is expressed in the amount of all those theoretical and practical knowledge, skills and experience that are necessary for the successful implementation of professional activities. Any firm, company or employer has a number of requirements for a potential employee, and having a basic level of competence plays a huge role.
It is one thing when a specialist who has received a special education but has no experience is hired, and it is quite another when a person has vast experience in this field. Yes, the presence of education plays an important role in employment, and somewhere it is completely impossible to find employment without it, but a lot of employers are ready to meet an employee who has real experience. And, of course, the employee who has both a special education and practical experience in the required industry will compete.
Concept differences
Professionalism and competence often replace each other, are used as synonyms. But is such a substitution really true? It should be understood that these are slightly different concepts in their meaning. Professionalism is understood not only as the presence of certain knowledge, but also the very attitude to the activity, the specifics of the work.
A professional develops his skills in every possible way, contributes to the achievement of certain results and goals, values his work and his place in it. Such people, as a rule, give long years of their lives to one cause. Competence is the possession of certain knowledge and the ability to apply it in such a way as to achieve the desired solution to the tasks. AT real life a professional can be seen immediately, but competence will still need to be confirmed. Although it seems that these concepts are interchangeable, this is not at all the case.
Competence level support
How to develop competence? How to apply your knowledge in the light of constant changes in work activity? The level of competence is maintained not only on the basis of the personal qualities and aspirations of the employee, but also with the help of the personnel service. At the present time, more and more firms and companies are creating additional services to solve many important problems.
The personnel service, in turn, not only reveals a wide range of motivations, but also conducts various business trainings, informs about innovations or changes in a particular field of activity. Naturally, for each employee of a particular position, individual approaches are needed. Information is provided and discussed in separate blocks for a specific group of employees. A simple example: the accountant will not be told how to properly clean the office area, and the cleaner will not be told how to use the 1C program.
Leading post
It must be understood that the criteria for competence differ for workers in different areas, but not so much in definitions as in the individual specifics of the profession. The employee must have knowledge of techniques and principles, specific standards, goals and objectives, as well as knowledge of the use of specific methods of influencing the labor process. If a person takes leadership position, then his set of knowledge and skills should be much more extensive than that of his subordinates.
If a simple employee must understand his duties and find ways to fulfill them, then the manager must perform an extensive list of tasks. His competence includes the selection of personnel, the ability to maintain discipline in the team, and the coordination of the work process, to defend the interests of the company and business. In leadership positions, the level of responsibility is much higher, so the personal qualities of a person, his level of stress resistance and interaction with other people play a huge role.
Benefits of Competence
The competence of the employee plays a huge role in many ways. Of course, a competent employee is always valued above those who do not have such skills. However, it is possible to get not only recognition and respect for your personality, but also financial rewards, which sometimes become a great way to motivate. In modern society it is difficult to live with a small income, it is difficult to afford some expensive things or services. And surely no one wants to give up a good life, so people consciously and voluntarily try to improve their knowledge and skills.
The assessment of an employee's competence is determined using a variety of methods and is carried out either by an HR specialist or by the head of a particular department. The competence of an employee is often noticeable even without special testing or monitoring. An experienced representative of the recruitment service is able to quite easily determine the necessary inclinations of a person even at the initial stages of the employee’s device.
business knowledge
There are many activities in which an incompetent employee can avoid liability or cause little harm to the company. But some areas of activity require absolute knowledge of the case and its specifics. The competence of specialists in such institutions, firms, enterprises plays a huge role both for the enterprise itself and for the people using its services.
It is noteworthy that a specialist should not rely only on the availability of professional knowledge, skills and experience, he should also be able to independently analyze his activities and see its results. Personal and professional qualities should be combined into a common structure that will lead to positive results, and not harm. The ability to correctly predict the results, develop a specific plan to achieve them is the main task in any activity.
Lack of Competence
Competence is the most important requirement for the activities of teachers. This profession does not allow the absence of this component, it is impossible. Specific and important requirements are put forward for educators, due to the fact that they not only control the process of obtaining new knowledge by students, but also are an example of behavior and interaction.
An incompetent teacher can provide a student with very serious problems: destroy the craving for knowledge and education, harm the quality of obtaining this knowledge, upset the student's mental health. In fact, there are much more negative consequences that may arise due to the lack of competence of a teacher. For the education system, such outcomes are absolutely unacceptable. Therefore, the competence of the teacher in this activity plays a huge role.
Competence in education
Like any other field of activity, education is undergoing constant changes. This is due to the fact that every year society requires new specialists, expands opportunities. The state controls the learning process and also influences its structure. In this regard, teachers must adapt to innovations or corrections in education.
The competence of the teacher in such a situation will bring success. The ability to adapt to changes, develop a training plan and achieve the desired results with its help is an indisputable sign of competence. Of course, there are a number of activities aimed at improving the competence of teachers: advanced training courses, certification, teachers' councils, seminars, conferences, as well as personal self-development. Thanks to all these components, students can count on receiving a quality education and successful personal development.
Professional in his field
Any student can name a teacher who he remembers. He will describe someone as a professional in his field, he will be dissatisfied with someone. What might it depend on? The students consider the competence of the teacher from their own point of view and each will give his own explanation of this term. However, the end result is precisely the knowledge gained during the training, and educational process, his results.
Very often there are children who initially did not understand or did not accept any academic subject, but over time they learned it and began to understand it well. In this case, it is worth mentioning the individual approach of the teacher. It means that he was able to create that atmosphere and that training plan that gave such a result. This is a huge work that requires both professional skills and time, and the personal perseverance of the teacher. Undoubtedly, such a teacher can be called a professional in his field.
For the benefit of society
Based on all these situations, we can conclude that competence is the most important factor affecting the quality of work and its results. In all areas of activity, employees with this quality will always be valuable. They will be set as an example, learn from them, listen to their advice and recommendations. Many professionals in their field have worked for this for years, spent great amount time and own resources.
Such people quickly make decisions, find a way out of any situation, solve the most difficult tasks that are set before them. Achieving such a high bar will also require a lot of patience and endurance. Society will always need such workers and that is why it will create new institutions to receive them. The most important thing - let it be for the good of society, for the good of the country.
