Set of competencies; the presence of knowledge and experience necessary for effective activity in a given subject area is called Competence (from the English. competence).
Competency levels
Depending on the semantic scope, competencies can have levels.
Competencies without levels– a model covering types of work with simple standards of behavior. It has one list of indicators for all competencies. Here, all behavioral indicators apply non-exclusively to all functional roles.
Competencies by level– a model that describes a wide range of work with different requirements for their implementation. Behavioral indicators within each competency are represented by separate lists (levels). This allows several different competencies to be presented under one heading, making the competency model easy to use in practice when you need to cover a wide range of functional roles. The introduction of competency levels allows for a more adequate assessment of personal competencies without complicating the structure of ideal competency profiles.
Types of competencies
The following types of competencies are distinguished:
- Educational and cognitive competence is a set of skills and abilities of cognitive activity. Mastery of the mechanisms of goal setting, planning, analysis, reflection, self-assessment of the success of one’s own activities. Possession of methods of action in non-standard situations, heuristic methods of solving problems. Possession of measurement skills, use of statistical and other methods of cognition.
- Information competence is the ability to independently search, analyze, select, process and transmit the necessary information.
- Communicative Competence is the ability to interact with people around you and the ability to work in a group. Familiarity with various social roles.
Competencies in personnel assessment
Competencies are used to evaluate company personnel. In this case, the set of competencies is a Competency Model that describes the qualities required by personnel in a given company in order to be successful. You can select corporate competencies- necessary for all company employees, managerial competencies- necessary for company managers (all or only a certain level), as well as special (specific) competencies necessary only for a certain category of employees ( For example: sales managers).
A typical mistake associated with assessing a candidate’s competence is when the recruiter closely evaluates the “can” zone and does not evaluate the “wants” zone at all. As a result, we take a tested person who has completed a trial task, and... at the same time we get a sluggish, poorly performing employee. And why? He just doesn’t want to work, his motivation doesn’t meet the company’s standards. Let’s figure out what is included in the “wants” zone.
1. "Like"
Try to hire people who genuinely enjoy most of what they can do. This is easy to check using the “three pluses and three minuses” method. For example, if a person does not like speaking in public, he will not be a good speaker. We all, even if we are very decent and responsible, want to quickly get rid of what we don’t like. And vice versa, we can be creative, we self-actualize, we work like clockwork only when we like what we do. Letting employees do what they enjoy is great motivation.
2. "Benefits"
- material (money, bonuses);
- intangible (prestige, status, recognition, relationships in the team, relationships with the manager);
- vital (everything related to physical comfort, health, safety).
A candidate's motivation is good if it matches the company's capabilities. Motivation in itself cannot be good or bad. If a person's main motive is money, then he will be an excellent employee for a company that pays more than others, where there is an opportunity to influence salary with the help of his results. And at the same time, he will be a disgusting employee who will quickly leave if the company pays below the market average. If the salaries in your company are low, but you have an excellent team, then hire someone for whom relationships in the team are important.
3. "Values"
The candidate's values should not conflict with the company's values. Otherwise, conflict is inevitable. Always take this into account when hiring.
Ethics and Practice
Proactivity instead of reactivity - this principle should guide an HR manager. Evaluate the candidate’s competence not only at the moment, but also how it will manifest itself in a year or two or three. For example, is innovation good or bad? It all depends on what happens in the future. If an employee encounters innovation all the time, that’s good. If he is faced with a routine, he will become demotivated and quit. In practice, there are no good and bad candidates and employees: there are suitable and unsuitable ones. Many stereotypes in business practice may turn out to be incorrect. Let's say, wonderful, kind, a positive person will be a disgusting auditor, because... such work will inevitably cause internal conflict in him. At the same time, a narrow-minded or rather conservative person will be excellent in the role of an employee performing the same type of operations from year to year. And if he is smart and career-oriented, he will leave this job. Pickiness, tediousness, and a negative attitude towards people can be excellent qualities, for example, for the head of a security service. Creativity is absolutely inappropriate for an HR executive, but absolutely necessary for a brand manager.
Competency model
Competency model is a set of competencies necessary to successfully perform a given job in a given organization. A competency model can include a wide variety of knowledge, abilities, skills and individual personal characteristics. The main requirement that is presented to them is that they must be described in the form of behavior indicators.
Development of a competency model includes:
1. Preparatory stage(setting project goals and objectives, project planning, creating a team to collect and analyze information).
2. Direct development of a competency model.
selection of performance criteria;
determination of criterion sampling;
selection of a specific analysis technique;
collection of information;
information analysis and competency model design;
checking the validity of the draft competency profile.
3. Putting the model into operation.
Ways to develop a competency model or profile:
1. Interview to obtain behavioral examples
The interview method for obtaining behavioral examples allows us to determine the competencies necessary for high-quality performance of work. By asking people to focus on critical situations they have encountered on the job, data can be collected on the most important competencies. The respondents tell vivid short stories about how they coped with the most difficult, most important areas their work and at the same time demonstrate the competencies necessary to perform this work.
2. Working with a group of experts
Experts can be managers, top employees, or outside experts. A group of experts, through discussion, determines the personal characteristics of employees necessary to perform work at the minimum acceptable and highest levels.
3. Competency libraries
The use of competency libraries ensures the collection large quantity data for statistical analysis in short time. However, the data from such libraries and collections is limited, and therefore, when using them, competencies that were not included in the collection by its compilers are often missed. Libraries do not provide the opportunity to identify new competencies or provide detailed information about the nuances of competencies. Competency libraries are often used as an auxiliary source of information that allows you to supplement the created competency profile with new competencies that could not be captured at other stages of profile development.
4. Repertory grid method
The manager unites employees into groups according to any of the characteristics, which he himself defines as important characteristic successful completion of the work. In this way, qualities that are unique to high-performing employees are revealed.
5. Work task analysis
Employees or supervisors list in great detail every task, function, or action the employee performs while performing the job. This method gives very detailed descriptions works useful for analyzing certain competencies when developing a competency profile. For example, specification technical assignments required by the job can be used to establish the cognitive skills needed for the job.
6. Direct observation
Employees performing work tasks are monitored and behavioral indicators they demonstrate while performing those tasks are recorded in writing. This good way identify or test competencies proposed by panels of experts in reviews or behavioral interviews. However, this method is expensive and ineffective for primary collection behavioral examples.
Notes
Links
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Recently, when developing and implementing human resource management strategies, organizations have begun to use competency management technologies.
Competency management is the process of comparing an organization's needs for personnel with available labor resources and selecting forms of influence to bring them into line with production requirements. In this case, the need of the organization is understood as the necessary quantitative and qualitative composition of personnel, determined in accordance with its development strategy. Resources mean employees of the organization with achieved levels of competence, desires, motivation, and aspirations. The result of comparing needs and resources is management decisions about rotation, promotion, hiring, personnel development.
Competency management technology integrates technologies for managing by goals, determining production requirements and provides for bringing the organization’s personnel into compliance with these requirements.
Competencies are the characteristics of personnel necessary for successful activities: a set of knowledge, skills, abilities, efforts and behavior patterns.
A body of knowledge involves having the information required to perform a job. Knowledge determines a person's intellectual potential.
Skills are mastery of the means and methods of performing certain tasks. Skills range from physical strength and dexterity to specialized training. What skills have in common is their specificity.
Abilities are determined by an innate predisposition to perform a certain type of activity. Ability can also be considered a rough synonym for giftedness.
The efforts made are associated with the conscious application in a certain direction of mental and physical resources. Effort is the core of work ethic. Anyone can be forgiven for lack of talent or average ability, but one can never be forgiven for lack of effort. Without effort, a person resembles carriages without a locomotive, which are also full of “abilities”, but stand lifelessly on the rails.
Stereotypes of behavior are visible forms of actions taken to perform certain jobs. Behavior includes inherited and learned responses to situations and situational stimuli. Our behavior reveals our values, ethics, beliefs and reactions to the world around us. When a person demonstrates self-confidence, forms a team among colleagues, or shows a tendency to take action, his behavior corresponds to the requirements of the organization.
Competencies can be characterized through their levels of expression
Fourth: Leadership level (supplements the basic and strong levels) - the manager sets standards for the team, when not only he, but also others begin to demonstrate this competence; the manager helps others demonstrate the necessary skills.
Third: Strong level (supplements the basic level) - competence can be manifested in work processes, when solving complex problems.
Second: Basic level - competence is developed normally; The manager exhibits the qualities necessary for the job.
First: Level of understanding - the manager understands the need for these competencies, he tries to demonstrate them, but this does not always work out.
The competency has a detailed description that is understandable to employees of the organization, which greatly facilitates the possibility of diagnosing it.
Here, for example, is how the “Flexibility” competency inherent in an employee is described:
Adapts quickly to work in a variety of situations, with different people and groups.
Changes his approaches to work in accordance with changes inside and outside the organization.
Understands and appreciates the merits of multiple approaches to solving a problem.
Even after choosing the optimal plan, it strives to maintain the possibility of returning to alternative solutions.
Retains the ability to work productively even in cases where hopes for the initially chosen path did not materialize
Rice. 7.4. Managing the competence of the organization's personnel
Competency models allow staff development in two directions:
1. adaptation to the current situation in the organization;
2. mastery of the knowledge, skills and abilities necessary for successful work in a specialized professional field of activity.
When developing these models, you can use the following approaches:
o analysis of the activities of the most outstanding employees (“stars”);
o comparative analysis activities of many workers;
o expert survey;
o combining models borrowed from other areas of activity.
Personnel competency management is implemented taking into account the characteristics of the core and periphery of the intra-company labor market. The need to take into account such features is due to the fact that any change in the market situation can lead an employee to a decision to change jobs. In particular, the importance of certain workers for the process of creating products does not remain unchanged due to the fact that over time they acquire new knowledge and skills, are able to solve more and more complex problems, and, therefore, it is not surprising that the work performed is less and less suits them. As a result, the management of the enterprise has to spend additional funds for search and attraction, training, expenses for social protection workers.
CONTINUOUS EDUCATION SYSTEM: GOALS AND OBJECTIVES OF TRAINING QUALIFIED PERSONNEL
Professional educational programs are aimed at solving the problems of consistently increasing the professional and general educational level, training specialists with appropriate qualifications. Currently, a system of continuous professional education for workers is being formed, which includes, in addition to main(higher, secondary specialized and primary vocational education) also additional education system(advanced training; retraining; internship; postgraduate education - graduate school, doctoral studies).
The importance of continuing education is confirmed by the following main factors:
· Implementation new technology, technology, the production of modern goods, and the growth of communication capabilities create conditions for the elimination or change of certain types of work. In this regard, the necessary qualifications cannot be guaranteed by basic education;
· The world is turning into a market without borders with high level competition between countries. Countries with modern system engineering and continuing education programs are leading the way in this competition. They have the opportunity to respond to any “challenge” in the shortest possible time by increasing the productivity of engineering work;
· Changes in all areas of life are the main element of modernity. Continuous and rapid changes in technology and computer science require continuous training of personnel;
· It is more efficient and economical for a company to increase the productivity of existing employees based on their continuous training than to attract new employees.
Additional professional education(DPO) is the object of state educational policy, which is enshrined, in particular, in such regulatory legal acts as the Law of the Russian Federation "On Education", Regulations on the procedure and conditions for professional retraining of specialists, Requirements for the content of additional professional educational programs and etc.
"Additional education - systematic improvement of qualifications of personnel, specialists and managers and, if necessary, their professional retraining(Fig. 7.5.). The main task additional education is the continuous improvement of the qualifications of workers, employees, specialists and managers in connection with the constant improvement of educational standards" (Table 7.1.).
Additional professional education programs should distinguish between:
· “conserving” education , which is aimed at mastering fixed views, methods and rules necessary for efficient work in known and recurring situations, to develop students’ abilities to solve those problems that are relevant;
· "innovative" education , which is focused on the future, preparing the organization to work in new conditions.
Table 7.1
Functions of additional professional education
| Economic functions additional professional education | Social functions of additional professional education |
| 1. Development of human potential of the individual, nation; 2. Increasing professional mobility; 3. Adaptation work force to requirements international standards; 4. Adaptation of the educational system to changing labor market conditions; 5. Elimination of structural imbalances in the labor market; 6. Increasing the competitiveness of production (labor productivity, product quality, the possibility of using scientific and technical progress achievements); 7. Savings on costs associated with replacing low-skilled personnel. | 1. Increasing the competitiveness of the employee in the labor market; 2. Growth of the scientific and cultural level of the population; 3. Creation of means to protect citizens from unemployment; 4. Promotion social status students in further education programs; 5. Formation of an active life position among the population. |
The construction and operation of the additional education system is based on certain principles : multi-stage, formation of initiative, innovative orientation of programs and their versatility, principle of production-necessary need etc.
PERSONNEL TRAINING: CONCEPT, CONCEPTS. EDUCATION AS THE GOAL OF LEARNING
Training - the main route to obtaining vocational education. This is a purposefully organized, systematically and systematically carried out process of mastering knowledge, abilities, skills and methods of communication under the guidance of experienced teachers, mentors, specialists, managers, etc.
Professional education - This is the process of directly transferring new professional skills and knowledge to employees of the organization.
Primary training carried out in schools, vocational schools, technical schools, colleges, lyceums, universities. Secondary training takes place in universities, institutes and faculties of advanced training and retraining of personnel, in training centers, specially organized courses and seminars, in enterprises, organizations, etc.
Currently, three concepts for training qualified personnel have been developed:
· Specialized training concept, focused on the present or near future and relevant to the relevant workplace. Training is effective for a relatively short period of time, but, from the employee’s point of view, it contributes to maintaining a job and strengthening self-esteem;
· Multidisciplinary training concept, which is based on multidisciplinary training of an employee with a focus on multivalent qualifications, i.e. a complex of knowledge, skills, and abilities to perform work related to different professions;
· The concept of person-centered learning focused on priority development human qualities inherent in nature or acquired by him in practical activity.
Purpose of training is getting an education.
Education- the process and result of assimilation of systematized knowledge, skills, habits and behaviors necessary to prepare a person for work.
Continuing Education– the process and principle of personality formation, which provides for the creation of educational systems that are open to people of any age and generation and accompany a person throughout his life, contribute to his constant development, involve him in the continuous process of mastering knowledge, skills, habits and ways of behavior ( communication).
Professional education as a process, it is an element of the lifelong education system. Professional education as a result – a person’s preparedness for a certain type of labor activity, profession, confirmed by a document (certificate, diploma, certificate) of graduation from the relevant educational institution. Vocational education is carried out both on the basis state standards training of specialists, and using flexible curricula and training periods.
Training of workers and employees includes four main types:
1. Vocational training, i.e. the process of filling the “gap” between the employee’s existing knowledge and skills and the knowledge and skills that he needs to perform the intended job at the present time. There is primary, secondary and higher professional training workers and specialists with receipt of an education document (diploma, certificate). Duration of training is from 1 to 6 years.
2. Advanced training, those. the process of filling the "gap" between a worker's existing skills and knowledge and the knowledge he or she must have to perform the job in the future. It is performed at professional courses, at management schools, at advanced training faculties and at business institutes. Duration of training from 1 day to 6 months.
3. Retraining of personnel, those. the process of filling the “gap” between an employee’s existing knowledge and skills and those that will be required to perform new job. Performed in educational institutions, when workers acquire a second profession, and employees acquire a second specialty. Duration of training is from 6 to 24 months.
4. Postgraduate professional education. Carried out to obtain higher professional or scientific qualifications in graduate or doctoral studies. Duration of training – 2-4 years.
7.5. IN-HOUSE TRAINING: CONCEPT, APPROACHES, DIRECTIONS. ROLE OF THE MANAGER IN THE ORGANIZATION OF TRAINING
In-house training – special shape training for adults. In the practice of domestic enterprises, two main approaches to organizing in-house training can be distinguished:
§ Expert, which assumes the possibility of implementing an organization development program with a solution serious problems organization by training management personnel based on the knowledge and experience of an invited consultant. Within this approach, the teacher-consultant acts as a bearer of expert knowledge that can be applied to specific situation prevailing in the organization. The training program should equip students with knowledge about typical problems that they may encounter in the course of their professional activities. In this case, the purpose of training is primarily the transfer of very specific knowledge;
§ Procedural, which assumes the possibility of implementing an organization’s development program only in the process collaboration teacher with the staff of the organization. Within the framework of this approach, a project of proposed actions can be created and, most importantly, implemented only with the active participation of the organization’s management personnel. Naturally, within the framework of this approach, staff are subject to Additional requirements, associated primarily with his focus on partnership interaction with the teacher-trainer and the possibility of active participation in the educational process.
A type of training in an organization is training . Training - daily training in which one instructs/trains another on the basics of his activity through intensive training, demonstration and practical work. The training does not involve the transfer of information, but training in its practical use. The concept of “training” means training, continuity. A group of students (its number does not exceed 10-12 people) is engaged exclusively in discussing the behavior in the process of work of each of its participants. The purpose of T-group work is partly to provoke shifts in the attitudes and behavior of workers by showing them what others think of them, partly to show the importance of personal behavior in the group process, and partly to improve the social interaction skills of group members.
Considering the specifics of in-house training approaches, we can highlight two directions: T traditional; integrated, combined with organizational development(Table 7.2.)
6.2.1.1.1.1.1.1 Table 7.2.
Comparative characteristics traditional and integrated in-house training
| Options | 6.2.1.1.1.1.1.1.1 Traditional training | 6.2.1.1.1.1.1.1.2 Integrated training |
| An object | Individual manager | Groups, intergroup connections, leader and group |
| Content | Fundamentals of management knowledge | Communication skills, problem solving skills |
| Students | Junior and middle managers | All managers up to senior management |
| Educational process | Based on information and rationalization | Based on information, rationalization, communication and emotion |
| Learning style | Based on the subjects and characteristics of the teacher | Based on the characteristics of the participants, their experience, problems, relationships and skills of consultants |
| Learning Objectives | Rationality and efficiency | Adapt, change, inform |
| Form of conduct | Local seminars, courses | Free choice of forms depending on need and situation |
| Responsibility for carrying out | Teachers, organizers | Participants |
| Program stability | Stable | Flexible, adapted to the situation |
| Training concept | Adaptation of managers to the needs of the enterprise | Change leaders and organization at the same time |
| Participation in the preparation of educational and other programs | Participants are not included in curriculum development | Managers take part in drawing up enterprise change programs |
| Focus | Focus on knowledge that may be useful in the future | Focus on specific change |
| Participants' activity | Typically inactive | Typically very active |
Test questions for section 7
10. Give the basic concepts of personnel training.
11. What types of training are used in the practice of domestic enterprises?
12. What is the role of the personnel service in organizing personnel training in an organization?
13. Explain the term “competency model”. What principles are competency models based on?
Topic 8. Career management
Speaking about the types of competencies, two important points should be noted:
- 1) species diversity of competencies in the absence of ///^-standards;
- 2) the existence of several classifications, i.e. species diversity. Unified classification There are no types of competencies; there are many different classifications according to for various reasons. It is very difficult to navigate this diversity of species. Many classifications are inconvenient and obscure, which makes their application in practice extremely difficult. But, one way or another, the current situation affects the practice of building a competency model.
In various theoretical and practical materials, dedicated to the topic of competencies, you can find a wide variety of typologies. In world practice, there are examples of attempts to develop universal typologies and models of competencies that claim to be a world standard. So, for example, a company SHL- a world leader in the field of psychometric assessment and solution development - back in 2004, declared the creation of a universal basic competency structure by a group of consultants led by Professor D. Bartram. The basic structure included 112 components, headed by the so-called Big Eight competencies. It is quite possible that global unification trends will soon lead to the fact that such a world standard will become uniform in //^-practice. But today, D. Bartram’s model does not meet all the specific requirements for corporate competency structures. In addition, competencies are a corporate tool, so it is almost impossible to create a single set of competencies that any company can use, taking into account all the specific requirements for positions.
We will look at types of competencies based on the corporate scale (the extent to which any type of competency is distributed) and the organizational level (the level organizational structure, on which any type of competence operates): corporate, professional and managerial. This classification was chosen as the most optimal for constructing a competency model and using it in various areas of ///^-activity. In addition, it allows you to select technological tools for assessing competencies and, accordingly, make the competency system more accessible for use.
Speaking about the competency model, it is necessary to identify the types of competencies.
1. Corporate (or key) competencies are applicable to any position in the organization. Corporate competencies follow from the organization’s values, which are recorded in corporate documents such as strategy, code corporate ethics etc. Development corporate competencies is part of working with the corporate culture of the organization. The optimal number of corporate competencies is 5-7. TO this level include corporate standards of conduct- business and personal qualities that every employee of the organization must have, regardless of their position. Corporate competencies tend to be the most clear, concise and easily identifiable. They contribute to the formation of corporate culture and the implementation of the organization’s strategic goals.
Corporate competence represents the competence of personnel at the level necessary for the organization to achieve its main goals: economic, scientific, technical, production, commercial and social (Fig. 2.5).
Rice. 2.5.
The system of corporate competencies (internal requirements for candidates) fully reflects the specifics of each organization, the goals and objectives of its production and management structures, organizational culture and the values of a given organization, other aspects of its organizational behavior.
Competences are usually regulated through the outlined terms of reference and legal activities of the holder of the competence. Perhaps this follows from the charter documents or other internal corporate rules, partly from legal and by-laws, the declarative goals of a particular enterprise, from qualification directory or job descriptions, regulations, orders, etc.
G. Cannac (France) defines corporate competence as “a rational combination of knowledge and abilities, considered over a short period of time, possessed by employees of a given organization.”
- 2. Managerial (or managerial) competencies are necessary for managers to successfully achieve business goals. They are designed for employees working management activities and having employees under linear or functional subordination. Management competencies can be similar for managers in different industries and include, for example, strategic vision, business management, working with people, etc. This type competencies - the most localized and complex look. Most often, companies develop multi-level management competencies. At the top level - competencies that all management employees of the organization must possess. Next - management competencies corresponding to the management levels of the organization. Last in this hierarchy are specific management competencies that are characteristic of a specific specific management position. Development management competencies complex. There is a great danger and temptation to create a model of an ideal supermanager, which is hardly possible to implement in practice. That is why, when developing, it is recommended to include in the list of management competencies an optimal set based on the principle of necessary and sufficient competencies.
- 3. Professional (or technical) competencies are applicable to a specific group of positions. Compilation professional competencies for all groups of positions in the organization is a very labor-intensive and lengthy process. This type of competence is a set of personal characteristics, as well as knowledge, skills and abilities necessary for effective work in a specific job position. A distinction should be made between the professional competencies of a position and the professional competencies of activities or professional areas. Professional competencies of activities and areas are of a generalized nature. And the professional competencies of the position are limited within the framework of a specific organization.
Professional competence - this is “an integrated characteristic of an employee’s business and personal qualities, reflecting the level of specialized knowledge, skills and experience sufficient to achieve the goal, as well as his creative potential, which makes it possible to set and solve the necessary tasks. In accordance with the nature of the employee’s activity and the characteristics of his work process, the following types of professional competence are distinguished” (Table 2.3).
Types of professional competence
Table 2.3
|
competence |
Includes |
|
Functional (professional, special) |
Professional knowledge, skills, education, business reliability, the ability to successfully and accurately carry out one’s official activities and plan one’s further professional development |
|
And intellectual |
The ability for analytical thinking, logic, analysis and synthesis, the construction of hypotheses, mastery of methods of personal self-expression and self-development, the ability to scientific justification and creative problem solving |
|
Situational |
Adaptive ability to act in accordance with the situation, choosing from a variety of methods of behavior the most effective in given situational production conditions |
|
Social |
Communication skills and abilities for conflict-free communication, the ability to cooperate, maintain good relationships with people, provide social and psychological assistance, interact effectively in a team, demonstrate flexibility and the art of influence, exercise informal leadership |
Individual competence“characterizes mastery of techniques for self-realization and individual development within the profession, readiness for professional growth, the ability for individual self-preservation, non-susceptibility to professional aging, the ability to rationally organize one’s work without overload of time and effort.”
The types of competence mentioned above mean the maturity of a person in professional activity, professional communication, the formation of the personality of a professional, his individuality. They may not coincide in one person, who may be a good specialist, but not be able to communicate, not be able to carry out the tasks of his development. Accordingly, it can be stated that he has high special competence and lower social or personal competence. Thus, certification of personnel competence is required, which involves assessing and confirming compliance of the specialist’s special, social, personal and individual competence with established norms, requirements and standards. By analogy with the process of skill formation, we can distinguish:
- A) unconscious incompetence- low performance, lack of perception of differences in components or actions. The employee does not know what he does not know, what knowledge and skills he needs;
- b) conscious incompetence- low performance, recognition of shortcomings and weaknesses. The employee realizes what he lacks for successful work;
- V) conscious competence- improved performance, conscious effort to act more effectively. The employee is able to consciously adjust his activities;
- G) unconscious competence-
natural, integrated, automatic activity with higher productivity. An employee is able to transfer an action to a new context and modify it taking into account the changing situation. The acquired competencies will not bring the desired effect if their bearers are not interested in maximum use these competencies. Thus, employees in relation to their individual competence pursue the following goals:
- adapting personal qualifications to the requirements of the position (workplace);
- guarantees of retention of position (job);
- basics for professional advancement;
- increasing one's own mobility in the labor market;
- ensuring high labor income;
- increasing one's own prestige.
The broadest in scope and highest in organizational level (corporate competencies as a type are inherent in all positions of the organization located at all levels of the organizational structure, including the highest) are corporate competencies. This type includes corporate standards of conduct- business and personal qualities that all employees of the organization must possess, regardless of their positions and responsibilities. In other words, these are the competencies that every employee of this particular organization must have. Corporate competencies tend to be the most clear, concise and easily identifiable; are intended to identify the employee with the corporate values and corporate culture of the organization. They contribute to the formation of corporate culture and the implementation of the organization’s strategic goals. Reading corporate policy documents, corporate codes, and simply hiring advertisements, you can often see phrases like “our employees have an active lifestyle and strive for personal development, loyal to customers, etc.” In fact, the very corporate competencies we are talking about are “hardwired” into such phrases.
As real example corporate competencies, you can quote an excerpt from the company’s Code of Ethics N.
“The company especially values:
- 1) respect the personal rights and interests of our employees, customer requirements and terms of cooperation put forward by our business partners and society;
- 2) impartiality, which involves remuneration in accordance with achieved results and providing equal rights for professional growth;
- 3) honesty in dealings and in providing any information necessary for our work;
- 4) efficiency as sustainably achieving the best possible results in everything we do;
- 5) courage confront what is unacceptable and take responsibility for the consequences of your decisions;
- 6) care, manifested in efforts to protect people from any harm or threat to their life and health and environmental protection;
- 7) confidence employees, which allows us to delegate authority and responsibility for decisions and how to execute them.”
These paragraphs list the corporate competencies of the organization. This example clearly shows that corporate competencies are often confused in meaning with corporate values in their perception. In addition, their set is almost identical in companies with completely different corporate cultures, values and business styles. When developing corporate competencies, it is necessary to separate the truly necessary competencies from slogans, and also check the competencies for non-conflict with each other (they should not contradict each other).
Corporate competencies have a total distribution, i.e. should be characteristic of every employee of the organization, which means you should know that the larger the list of these competencies, the more difficult it is to ensure that each employee has a complete set. Therefore, it is recommended to make the set of corporate competencies optimal: short, succinct, reflecting only what without which it will be extremely difficult for an employee to work effectively in a given organization.
In addition, we should not forget that competence must be measurable, i.e., when introducing a competence, it is necessary to check it for its ability to be assessed. This is important to remember when developing corporate competencies, since there is often a great temptation to include personal qualities of a social nature, for example, fairness. Measuring the presence of this competence in an employee is very problematic, since the concept of “fair” is largely relative and difficult to identify.
Professional competencies are less broad in scale (do not cover a wide range of positions, but are tied to specific positions, down to the competencies characteristic of any one specific position) and localized. Usually they are localized to specific positions (perhaps to one specific one), but a certain set of professional competencies is inherent in any job position. This type of competence is a set of personal characteristics, as well as knowledge, skills and abilities necessary for effective work in a specific job position. Given that our classification of competencies is limited to a corporate framework, we should not confuse the professional competencies of a position with the professional competencies of activities or professional areas.
Professional competencies of activities and areas are more generalized. And the professional competencies of the position are limited within the framework of a specific organization. For example, there may be the competencies of an employee in the pedagogical field - they are characteristic of all specialists conducting teaching activities, regardless of the organization in which they work, or there may be the professional competencies of a teacher in a specific educational organization. When we talk about professional competencies as a type of competencies, we mean exactly these. Most often, a set of professional competencies in an organization is formalized in the so-called job profile.
Management competencies- the most localized and complex type of competencies. These are the competencies necessary for a manager to perform leadership responsibilities. Most often, companies develop multi-level management competencies. At the top level - competencies that all management employees of the organization must have. Next - management competencies corresponding to the management levels of the organization. For example, management competencies of top managers, middle managers, etc. Last in this hierarchy are specific management competencies that are characteristic of a specific specific management position. Oddly enough, the development of management competencies is the most difficult - the temptation to create a model of an ideal supermanager is too great, which is unlikely to be implemented in practice. Therefore, it is recommended to include in the list of management competencies an optimal set based on the principle of necessity and sufficiency.
Let's look at some of the opportunities that a competency-based approach provides for an organization. effective management staff.
1. It is necessary to remember the chain “goal - activity” - competence" and apply this model to strategic human resource management. This chain means that larger goals tend to require more complex activities to achieve. More complex activities require higher specialist competence. Acquiring higher competence requires time, often considerable time. After all, even a simple skill is formed in an average of 21 days, and there may be several necessary skills. In addition, the development of personal qualities requires much more time - sometimes it takes years.
Ways to solve this problem may be the following:
- introduce a strategic management system and a strategic personnel management system into the organization. And then, knowing what goals the employee will have in a few years and how he will achieve them, you can plan a long-term program for his training and development;
- consider the employee’s current activities not only as practical, but also as educational. In this case, you can turn to experience big sport, and we will see that any competitions except the main ones (World Championships, Olympic Games), are preparatory for larger competitions, i.e. During his training, an athlete trains directly in the conditions in which he will compete in the future and win new achievements. Thus, he forms and develops a set of competencies that he will need. For example, competitions are educational. And the athlete’s task is not only to win them, but also to improve his level of skill. Moreover, the mindset of winning all competitions has long been a thing of the past - it is more profitable to lose at simple competitions, but at the same time study and prepare in order to win the main competitions.
Applying this concept to business, you can say this: “Let my employee make mistakes if they are educational errors and not due to negligence. The damage from these mistakes will be covered many times in the future. After all, when an employee improves his competence, he will begin to bring in profits that are immeasurably greater than he brings now (even if now he does not make any mistakes).”
2. Talent management can be formulated as follows: if the competence of a talented employee exceeds the competence of his position in at least one of the parameters, then the employee feels dissatisfied, and his competence begins to decline.
Moreover, in order for such an employee to feel happy, it is necessary to place demands on him above his current competence (at least in one of the parameters) for his position. Naturally, there are a number of conditions: the excess must be adequate to the position, the current tasks of the organization and the psychological type of the employee; he must be aware of this discrepancy and work with it, etc. This discrepancy is the zone of its development.
Still, despite all the difficulties, this conclusion opens up a whole range of opportunities for motivating and retaining staff. The most striking (even paradoxical) example: instead of increasing the amount of payments, you can complicate the employee’s professional activity. Of course, you need to know how to complicate it and how much? To answer this question, it is necessary to analyze the competency profile of this employee.
This conclusion resonates with the idea of realizing human potential. The idea is that strategic directions and goals are determined based not only on the decisions of the top officials of the organization, but also on the existing unrealized competencies of personnel (which, again, can be helped by an analysis of employee competencies). If people feel that the organization not only provides their standard of living, but also allows them to be more fully realized, then a phenomenon will arise that has recently been called “personnel involvement.” But employee engagement provides not only a psychological, but also an economic effect. It has already been irrefutably proven that due to low employee engagement, organizations lose huge amounts of money, incomparable in size to the costs of quality personnel management.
The attractiveness of the competency-based approach, in our opinion, lies in a special method for analyzing and assessing the development of personnel competencies, in particular managerial ones, at each level of the hierarchy in the organization, thanks to this, those qualities are determined that determine the good performance of a specific job.
The competency-based approach implies that the main emphasis is not simply on students acquiring knowledge and skills, but on the comprehensive development of the competencies of management personnel.
This can be clearly seen in Fig. 2.6.
Rice. 2.6.
Motivational competencies managerial personnel include goal orientation, initiative, self-confidence, interest in the individual’s work, responsibility, self-control, self-realization, flexibility in work, influencing personnel.
Intellectual competencies management personnel are based on knowledge related to basic principles, as well as information technology, decision-making technologies and rapid perception of innovations.
Functional competencies management personnel are manifested in the set of skills of management personnel (self-awareness, leadership, interpersonal communications, negotiation, decision-making skills, delegation, team building, conflict management, effective use of time).
Interpersonal competencies management personnel contribute to the formation of balanced relationships, interpersonal understanding, loyalty to the company, willingness to help, customer orientation, staff optimism, etc.
Many organizations do not use ready-made developments; they fundamentally go their own way and develop their own competency structures. This can only be justified if the development is carried out by experienced specialists, since for novice developers, which are often HR- managers in the organization, this task is either beyond their capabilities or threatens to create an incorrect and inefficiently functioning competency structure.
- See: Kibanov L.Ya. Fundamentals of personnel management: textbook. M.: INFRA-M, 2009.
- Odegov Yu.G., Rudenko G.G., Babynina L.S. Labor Economics: textbook: in 2 volumes /ed. SOUTH. Odegova. M.: Alfa-press, 2007. T. 1. P. 678.
- Ksenofontova Kh.Z. Competencies of management personnel and formation competitive advantages enterprises // Man and labor. 2010.№ 7. pp. 63-65.
Personnel competency management refers to a set of actions aimed at assessing and developing knowledge, skills, degree of effort, behavior patterns, and other necessary characteristics of employees. For the successful functioning of an organization, human resources with a certain level of competence, desires, motivation and aspirations are required. Management decisions in the rotation, hiring, relocation, promotion and development of personnel are aimed at achieving appropriate results.
From the article you will learn:
How the competencies of the organization’s personnel are managed
Personnel competency management assumes that when developing an organizational strategy, the level of competencies necessary for the successful implementation of the plan is determined. The totality of personnel competencies helps to achieve specific results.
Organizational competencies include:
- ability to quickly learn technological process in production new products;
- ability to work innovative technologies;
- opportunities to quickly master new technical modifications when the organization does not have to spend additional material resources to organized advanced training courses.
Personnel competency management involves carrying out work related to the analysis personnel needs of the enterprise, cash labor resources, selection of effective forms and methods of influence to meet these resources with production requirements. When determining the needs of the organization, quantitative and high-quality composition resources determined depending on the development strategy. Based on the data obtained, hiring, rotation, promotion and development are carried out.
The technology for managing the competencies of the organization's personnel determines the basic requirements of production. Human resources must fully meet these needs; the analysis takes into account:
- knowledge determines the intellectual potential of employees;
- skills are manifested in the ability to carry out assigned work with high quality indicators;
- abilities help to quickly adapt to changing conditions, master new technology;
- the efforts made make it possible to form the core of work ethics;
- behavioral stereotypes that help to perform work efficiently in the presence of certain stimuli.
Competencies in the personnel management system
The required level of competence must be clear to employees. This allows you to strive for specified standards. Helps managers carry out high-quality diagnostics taking into account basic requirements. A professionogram is a description of the level of competencies that are required when performing certain job duties.
In the first version, the descriptions of the professiogram take into account psychological characteristics, determined when analyzing the level of competence as behavioral stereotypes. When describing the second type, more attention is paid to psychophysiological requirements, knowledge and skills.
The strategy for managing personnel competence involves the development of the required level of knowledge, skills, abilities, abilities that help to perform certain activities.
When selecting and hiring personnel, take into account:
- level of education and qualifications of the employee;
- work experience in the specialty;
- skills and abilities to perform related duties;
- psychological characteristics necessary for rapid adaptation;
- ability to retrain if a change in production or technological process is carried out.
Which competency model in personnel management is the most effective?
The HR competency model corresponds to the standard of behavior, elements and functions that help to implement successful activities at a certain position. Full model describes the activities of the organizational and functional structure of the enterprise. The key areas of human resource management are to develop an optimal set of competencies.
It is worth considering that the main role of the developed model is closely related to business strategy. Therefore, the purpose is to help implement strategic goals of the organization.
The main areas of application of the competency model in personnel management:
formation of a corporate culture that is fully consistent with the goals of achieving strategic developments. During management, the necessary values are created, and then the process of developing them in the team is carried out;
assessment of applicants during recruitment. This is the most common area of application of the created model. required set knowledge, abilities, skills, abilities. Candidates for relevant positions are selected based on criteria based on competency models. Selection programs help determine suitability and gain a clear understanding of personal, professional qualities, and style of behavior manifested in certain situations;
assessing and managing employee performance. Structured information about competency models helps to obtain a comparative assessment of an employee’s performance behavior;
personnel training and development system. The competency model allows you to create a training and development plan. All activities are aimed at creating a team that corresponds to corporate competency models;
formation of a clear remuneration system. The activities of each employee are assessed and equated to a certain model. Based on this, the size is determined wages, bonuses, incentives;
forecasting human resource planning taking into account the quality corresponding to corporate models of the required set of knowledge, skills and abilities.
The effectiveness of the model depends on the quality of the content, but is not a guarantee of improved quality human resource management. However, with the developed model, the organizational performance of the company improves. It becomes easier to manage staff. A well-established system of recruitment, training, and rotation of personnel allows us to count on long-term success.
Assessment of personnel effectiveness based on developed models replaces certification, helps plan careers, and monitor the dynamics of changes in the remuneration system. A relationship is established between the process of personnel development and the growth of salaries and incentive payments. The entire system becomes more transparent and manageable.
The list of necessary knowledge, skills and abilities for each specific position can be simplified or complex. A simplified system is used when recruiting personnel. In the future, as training progresses and professional qualities develop, the competency model becomes more complex. The competency profile is not static, it changes along with business development and organizational changes. Therefore, any profile has an expiration date. Checking relevance before use and updating as necessary is the main job of HR specialists.
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What work is being done to develop staff competencies?
At the stage of developing personnel competencies, work is carried out to create and implement appropriate models. HR professionals take into account the short-term and strategic goals of the organization. Based on this, a model for effective application in practice is developed for each specific position.
PR activities are aimed at organizing personnel selection, taking into account current models. At the selection stage:
assessment of applicants;
a written or oral interview using questions to help clarify all the important points;
the level of education is taken into account;
taking into account the personal and business qualities of the applicant;
assessment of the specialist’s capabilities.
When composing an advertisement for a vacancy, it is necessary to include the requirements for the candidate for the position. A description of key competencies, developed taking into account current models, helps to attract the attention of applicants who have the appropriate knowledge, abilities, skills, level of education, business and personal qualities.
Working with employees who have been working in the organization for a long time is aimed at stimulating and developing competencies. Clear standards and a traceable relationship between the remuneration system and the opportunity for career growth make it possible to direct staff efforts to develop competencies. Desire to improve skills and gain additional education helps to count on the quality of human resources.
Personnel competency management is based on:
- implementation of appropriate models for each position;
- evaluating effectiveness based on developments;
- increasing the level of qualifications;
- enabling additional training;
- increasing interest in labor results;
- attraction the best specialists to the control system;
- pursuing a consistent policy in human resource management.
Each organization creates its own competency model and management techniques that help it carry out effective operations, maintain economic stability and follow a course of successful development. Periodic revision of the created system and models is carried out when there are changes in the organizational and technological process.
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