Introduction
Let's start with sedition. During the last, crisis year, we had a chance to get acquainted with three owners and at the same time top managers of small and medium-sized businesses. They were undoubtedly talented people, and they had much in common. So, all of them were characterized by such qualities as enterprise (which is typical) and fearlessness, incredible determination and ability to work, curiosity and sociability, and much more. Surprisingly, they did not have a higher education, while there were helicopters and real estate abroad.This circumstance prompted the author, who has worked in the education system for a quarter of a century, to be seriously puzzled by the identification of those professional competencies of managers that should be attributed to the factors of companies' competitiveness. The author tried to analyze:
- to what extent today graduate School participates in the formation and development of these competencies;
- what are the alternative educational resources used by top managers;
- what should universities do with regard to the so-called interception of the initiative from other providers of educational services and keeping the management of the formation of the required professional competencies at a level that satisfies real and potential managers and encourages them to systematically and systematically improve their qualifications in order to develop and ensure the competitiveness of the companies they lead.
Some terminology
Today in the scientific literature there is an extremely diverse interpretation of the concepts of "competence", "competence" and "competence-based approach". The most witty, in our opinion, was the famous psychologist B.D. Elkonin: “The competence-based approach is like a ghost: everyone talks about it, but few have seen it.” Without aiming to develop a discussion of terminological properties, we present only a few opinions on this matter. Representatives of the scientific and academic community believe that competence is a subject area in which an individual is well-informed and is ready to perform activities, and competence is an integrated characteristic of personality traits, acting as a result of preparing a graduate to perform activities in certain areas. In other words, competence is knowledge, and competence is skills (actions). In contrast to the term "qualification", competencies include, in addition to purely professional knowledge and skills that characterize qualifications, such qualities as initiative, cooperation, the ability to work in a group, communication skills, the ability to learn, evaluate, think logically, select and use information.From the point of view of business practitioners, professional competencies are the ability of a subject of professional activity to perform work in accordance with job requirements. The latter are the tasks and standards for their implementation, adopted in the organization or industry. This point view is very consonant with the position of representatives British school psychology of work, mainly adhering to the functional approach, according to which professional competencies are understood as the ability to act in accordance with the standards of work performance. This approach is not focused on personal characteristics, but on performance standards and is based on a description of tasks and expected results. In turn, representatives of the American school of labor psychology, as a rule, are supporters of personal approach- they put at the forefront the characteristics of the individual, allowing her to achieve results in work. From their point of view, key competencies can be described by KSAO standards, which include:
- knowledge (knowledge);
- skills (skills);
- abilities (abilities);
- other characteristics (other).
However, we intend to focus specifically on skills and abilities, because:
- they play a huge role in ensuring the competitiveness of the company headed by this leader;
- either universities do not teach this at all (unlike knowledge), or it is introduced in single universities - in the so-called entrepreneurial universities. As a result, the educational services market is flooded with educational and training structures that compensate for the gaps in higher education. By the way, corporate universities, in addition to conducting special training programs tied to professional specifics, also train the so-called soft skills (literally translated - “soft skills”, or, in other words, life skills - “life skills”). Examples are communications skills - communication skills, negotiation skills - negotiation skills, etc.
Key competencies of a modern top manager
Effective goal settingSo, the first key competency is goal setting. Every management course - whether it's general management, project management or brand management - teaches goal setting. However, nowhere do they teach personal and corporate self-identification, identifying the meaning of life and the meaning of the company's existence, the formation of the value basis of both personal life and the company's activities. Hence the crises and disappointments of middle age in his personal life, when a person thinks: it seems that he has achieved everything, but why he lived and what I will leave behind is not clear. As for the activities of the company, in the Western approach, the meaning of the company's existence is reflected in its mission. However, in Russian practice, the mission of the company is often perceived as a formal invention of the attracted image makers, posted on the website. No one is able to remember it, let alone reproduce it. Such a mission does not cement anything and does not motivate anyone. On its basis, it is impossible to set bright strategic goals that can ignite and unite the team. Meanwhile, according to practitioners, one of the most difficult tasks for the top management of companies is to organize the fulfillment of the tactical goals of departments in such a way that, as a result, the strategic goals of the organization are fulfilled. But how can they be fulfilled when the strategic goals are often not known not only to the staff, but also to the management itself. It happens that each top manager has his own vision of the company's strategic goals and general directions of its development. Not "brought together", such goals can give rise to a classic situation in the company: "swan, cancer and pike."
Without creating a value base for the company's activities, it is impossible to form its corporate culture. This is obvious, since the corporate culture is a system of values and manifestations inherent in the company's community, which reflects its individuality and perception of itself and others in the market and social environment and is manifested in the behavior and interaction with market stakeholders. Meaning corporate culture is to match the values of the company and its employees. This is not an end in itself, and there is nothing sublime about it. But this is the highest aerobatics of management, because if the goals and values coincide, the employee will “drag” the whole company forward in order to achieve his goals and in the name of his values. In turn, the company, in order to achieve its market goals, will create all conditions for professional development and personal growth of the employee.
The purpose of the corporate culture is to ensure the company's competitiveness in the market, high profitability of its activities by building an image and good reputation, on the one hand, and improving management by human resourses on the other hand, to ensure the loyalty of employees to the management and its decisions; What does corporate culture depend on? Obviously, first of all - from the management. No wonder the well-known Russian proverb says: "What is the priest, such is the parish."
Thus, the first key competence of a top manager is the ability to work with the goals and values of the company.
Communicative competence and work with key employees
The second key competence is communicative competence. An analysis of the daily activities of top managers of large corporations revealed a curious fact: from 70 to 90% of their working time they spend interacting with other people both inside and outside the organization. There was even a special term: "walking management". Thus, the professional activity of a top manager is carried out through communications. In this regard, there are two key problems of increasing the effectiveness of the manager's communicative activity. The first is related to ensuring the completeness of communications, their consistency and manageability. The second depends directly on the communication skills of the top manager, his ability to business communication as such, from the knowledge of communication technologies and the ability to apply them in the right context.
Thus, the communicative competence of a top manager is formed in two ways: on the one hand, it is an increase in the efficiency of managing communications as a business process of interaction between a company and market stakeholders; on the other hand, it is the development of personal communication skills, the ability to listen, convince and influence the interlocutor. The manager must have a clear understanding of the structure of his own business communications: with whom he needs to communicate, for what and how. Strange as it may seem, it is these seemingly simple questions that make trainees-managers think at business trainings, help to form a personal system for managing external and internal communications. Communicative competence presupposes that the manager has psychological knowledge in the amount necessary and sufficient for a correct understanding of the interlocutor, ensuring his influence on him and, importantly, to resist other people's influence.
In practice, the attitude of the head to the performance of communicative, including representative, functions is very ambiguous - from closing business contacts to himself to delegating these functions to deputies. This is not surprising, since managers, like other employees, belong to different psychological types, and what is a pleasure for some, causes severe discomfort for others. In the latter case, a person, wishing to minimize (if not completely avoid) negative feelings, tends to downplay the role of communications as such (in any case, the role of personal communications). Due to the fact that in a market environment the processes of both cooperation and rivalry are realized through communications, a top manager who tries to minimize business communications in his activities jeopardizes the competitiveness of his company. In this regard, the approach deserves attention, in which the strategy and tactics of all communications of the company are scrupulously worked out, objects of communication impact are identified, and responsible executors are appointed. A pool of contacts is formed, for which the top manager is directly responsible, the rest are delegated, but are under control. A list of communication activities with the participation of a top manager is also determined.
As you know, communications are conditionally divided into external and internal. External communications include top manager's communications with market stakeholders - partners, competitors, customers, authorities state power and management. These communications, first of all, should be objects of strategic goal-setting. Internal (intracompany) communications reflect the vertical and horizontal processes of interaction between a top manager and colleagues and subordinates. In order for them to be as effective as possible and at the same time take minimal time from the manager, it is desirable to regulate communication processes. To do this, the company must first reach agreements in terms of communications, and then, on their basis, corporate regulations (standards) of communications have already been developed. Forms and methods of assigning orders to subordinates, formulating tasks, setting deadlines for the execution of orders and dates for intermediate control may be subject to standardization. For example, at trainings, we often hear “a voice crying in the wilderness” that an urgent task is regularly “descended” by the manager just before the end of the working day.
A huge amount of time for both the leader and his subordinates is wasted due to inefficient preparation and conduct of meetings. A clear typology of meetings, the development and subsequent observance of appropriate standards for preparation and conduct, including the use of new information and communication technologies, such as the Skype software product, can significantly increase the efficiency of a top manager's intracompany communications.
The third, purely managerial, competence is closely related to communicative competence - the ability to accurately select the key employees of the company and use their most important in business. strengths. This competence acquires particular relevance in an adhocracy corporate culture that involves the formation of mobile teams and active project activities. At the same time, the question again arises: to what extent should this competence be characteristic of a top manager if there is a personnel management service? However, successful top managers, in our opinion, should be like a theater or film director: the more carefully the search for performers for the main roles is carried out, the more accurate the acting and the greater the box office. Therefore, it is advisable that the manager pays great attention to the process of selecting personnel for key positions, which by no means excludes serious preparatory work personnel management specialists.
Personal and corporate time management
The fourth key competence of the manager is the effective organization of his own time and the time of the company's employees, i.е. personal and corporate time management. The ability to plan your time in such a way as to be able to solve the most important, priority tasks for the company, the ability to systematize and structure work, motivate yourself to perform complex, voluminous, sometimes very unpleasant tasks - this is not a complete list of the results of mastering personal time management technologies. It is an excellent tool for increasing personal efficiency, but it is not enough to ensure the competitiveness of the company. The fact is that top managers can try to optimize their time for an arbitrarily long time. But the efficiency of using our time, unfortunately, depends not only on ourselves. If we work with people who do not know how or do not want to treat their own and other people's time as the most important non-renewable resource, all our efforts will be in vain. Therefore, not only personal, but also corporate time management is needed. And this is very not an easy task, because back in 1920 the director of the Central Institute of Labor A.K. Gastev convincingly proved that it is almost impossible to force people to increase their personal effectiveness. But... they can be inspired, “infected” with this idea, and then people themselves, without any coercion, will begin to optimize the expenditure of their time. A.K. Gastev even introduced the term "organizational labor bacillus", which 80 years later was adopted by the creators of the Russian time management community and transformed into "time management bacillus".
The ability to competently and “bloodlessly” introduce the “rules of the game” in the company that optimizes the time spent by all employees of the company is another important competence of a top manager. However, time management is not a panacea. In our training practice, it is not uncommon for managers to be convinced that employees organize their working time incorrectly, and during the training process it turns out that the problem lies not in time management, but in inefficient organization of business processes or chaotic communications. However, note that such a problem is at least easily detected using time management techniques.
As you know, in daily activities, the manager has to, in addition to solving a large number of tasks, remember key agreements, meetings and assignments, and quickly find the necessary information. In order to concentrate on the most important tasks that contribute to the strategic goals of the company, a top manager must correctly organize the execution of routine tasks so that a minimum of time is spent on them. This is done through the delegation of tasks and streamlining the work of the secretariat. With the information technology competence of the manager (this is the fifth competence), this task is greatly simplified by the introduction of time management tools on common office programs (such as Outlook / Lotus Notes).
Rice. 1. Interaction of the top manager with the secretariat
The scheme of interaction between the top manager and the secretariat, which minimizes the manager's time spent on routine operations, is shown in fig. one.
The entire flow of incoming information received by a secretariat employee is recorded by him on the basis of the “Regulations of the Secretariat's work” in a single Outlook / Lotus Notes system. The head, at a convenient time, accesses a single system, views information on calls, meetings, instructions and gives feedback to the secretariat, making appropriate changes. All the changes made by the secretariat staff are immediately visible in a single system, which gives them the opportunity to confirm or not the meeting accordingly, remind them of the fulfillment of the assignment, organize a meeting, etc.
As you know, contacts are the currency of business. Microsoft Outlook/Lotus Notes has a special section for storing contact information. Secretaries, receiving new business cards from the head, immediately drive their data into the "Contacts" section. The rules for recording information in this case should be determined by the "Regulations for the processing and storage of contact information". The result of this activity is the formation of a manager's contact database and minimization of time to search for the necessary contact. In addition, such a database, as a rule, contains the entire background of the contact: under what circumstances did they meet, what was discussed and outlined, what documents were sent, etc.
If the company has adopted the standard of scheduling time in the Microsoft Outlook/Lotus Notes calendar, then the manager, when scheduling a meeting with key employees whose time is very expensive for the company, can, by opening their calendars, set the optimal time for the meeting, taking into account the busyness of all participants. The development of the "Regulations for planning the manager's working day" is very useful, with the help of which the secretaries, without interrupting the leader once again, optimize his working time, organize the necessary meetings, and provide the necessary rest.
The ability to relax and the ability to create
Yes, it's rest. And the sixth key competence is connected with this - the ability for managerial orthobiosis. Orthobiosis (gr. orthos - direct, correct + bios - life) - a healthy, reasonable lifestyle. It is no secret that due to the growth of professional workloads, an increase in the number of tasks to be solved, constant overwork and overwork, stress and lack of sleep, the manager's profession has become one of the most risky and dangerous to health. At the end of the XX century. in Japanese even appeared new term"Karoshi syndrome", meaning death from overwork in the workplace. And a couple of years ago, another term appeared - “downshifting” (downshifting) - the transition from a highly paid job, but associated with constant stress and burnout, to a low-paid job, but calm, not requiring enormous effort. In fact, this is a choice between, on the one hand, income and stress, and on the other hand, peace of mind for less reward. A downshifter is a person who has reached the “hands” (nervous breakdowns, depression, exacerbation of chronic diseases, when medicines do not help and life itself is not a joy). It should be noted that downshifting does not appear in the company overnight, but, in fact, is provoked by the attitudes of top management. As an example, let's take a training on the topic of processing. We have expressed a fairly firm position on the inefficiency for the company of constant overtime of employees, since they do not have time to recover, gradually go out of a resource state, and the efficiency of their work is steadily declining. We suggested organizing working time in such a way as to leave work on time and have a good rest. During the coffee break, we were approached by a top manager who was present at the training and asked to change the emphasis: “Instead of considering the optimization of work in terms of its implementation in more short time, let's focus on a multiple increase in income with the same multiple increase in time costs. That's the whole managerial orthobiosis!
However, it must be said that at present there are very serious positive shifts in business. Thus, a number of companies have adopted corporate standards that regulate the delay time at work: for managers - no more than one hour, for ordinary employees - no more than half an hour. Even (however, this is rather an exception to the rule so far) physical education breaks are introduced similar to industrial gymnastics, which was in Soviet times and, alas, which was mostly ignored by workers.
As noted earlier, everything in the company depends on the top manager, so we focus on shaping his ability not only to properly and effectively relax on his own, but also to integrate competent rest into the corporate culture system. Otherwise - "They shoot the driven horses, don't they?"
Finally, the seventh most important competence is the ability of a top manager to search for non-standard, non-trivial solutions. Today, this trait does not necessarily have to be innate. There are technologies for finding new unusual solutions. For example, these are widely known among technical specialists, but little known in managerial circles, TRIZ technologies (theory of inventive problem solving), as well as TRTL (theories of development creative personality) . In fact, the ability to find new solutions is inextricably linked with the ability to learn and relearn in general. And the latter, back in the early 90s of the last century, was recognized by American experts as the most important competence of any modern person.
On the participation of universities in the formation of key competencies
To what extent do top managers realize the need for the formation of these professional competencies? Judging by the presence of a large number of proposals for the provision of educational services posted on the Internet, the demand for programs for the formation of soft skills (life skills) is very high. In large companies, this demand is met by the corporate university with the help of either internal or external resources. In small companies, such internal resources simply do not exist. Therefore, the following steps are being taken by the company:- a request for certain training programs is formed;
- there are providers (not universities!) that provide the required educational or consulting services;
- familiarization with the package of proposals of providers is carried out and, if necessary, a tender is held;
- organizing training and receiving feedback.
Let's pay attention to the age composition of the participants in the training seminars: most of them are young managers who have recently graduated from the university. However, if these competencies are objectively necessary and in demand, the university can ensure their formation directly during the passage of the educational program of higher or postgraduate professional education or create an educational product intended for corporate universities and organize the promotion of this product in this market segment. In the latter case, it is necessary to create educational alliances of the university with corporate universities of various companies. It should be noted that the subject of interaction is not only short-term programs, but also programs of the second higher education, including MBA, as well as training of company executives in the graduate school of the university. Practice shows that these educational needs are quite common, but they cannot be satisfied either by corporate universities or, moreover, by educational structures operating in the market.
Conclusion
Thus, among the key competencies of a top manager, we include:- ability to work with the goals and values of the company;
- ability to effective external and internal communications;
- the ability to accurately select key employees of the company and use their strongest points in business.
Concluding the review of the key competencies of a top manager that contribute to increasing the competitiveness of the company, we note that a long time ago in the Soviet film "Magicians" the main one was formulated - the ability to pass through the wall. And even recommendations were given - accurate, effective and dashing: "In order to pass through the wall, you need to see the goal, believe in yourself and not notice the obstacles!" Quite relevant, isn't it?
Bibliography
1. Altshuller G. Find an idea: an introduction to TRIZ - the theory of inventive problem solving. Moscow: Alpina Business Books, 2007.2. Arkhangelsky G.A. Corporate Time Management: Encyclopedia of Solutions. Moscow: Alpina Business Books, 2008.
3. Sidorenko E.V. Training of communicative competence in business interaction. St. Petersburg: Speech, 2007.
4. Managerial effectiveness of the head / Churkina M., Zhadko N.M.: Alpina Business Books, 2009.
5. Professional competencies. Materials of the Smart education portal 23.01.09. Access mode: http://www.smart-edu.com
Elkonin B.D. The concept of competence from the standpoint of developmental education // Modern approaches to competence-oriented education. Krasnoyarsk, 2002. S. 22.
These definitions were adopted at a meeting of the Presidium of the Educational and Methodological Council on Philosophy, Political Science and Religious Studies of Moscow State University. M. V. Lomonosov November 3, 2005 See: Bologna process. Competence-based approach // Materials of the site of the sociological faculty of Moscow State University. Access mode: http://www.sodo.msu.ru/?s=main&p=bologne&t=03
See: Professional competencies. 01/23/09 Access mode: http://www.smart-edu.com/index.php?option=com_content&view=article&id=701&Itemid=525
Shakun Yu.A. Professional competencies of employees as a tool for the competitiveness of the organization. Access mode: http://www.b-seminar.ru/article/show/93.htm
Arkhangelsky G.A. Organization of time: from personal effectiveness to the development of the company. 2nd ed. St. Petersburg: Piter, 2006. S. 19.
There.
These and subsequent regulations are corporate standards that are specially developed in the company itself, taking into account the characteristics of its activities. The rules of work described in the regulations, as a result of their rooting in the company, become elements of its corporate culture.
Karoshi is the name of the Japanese city where the first death of a worker from overwork was recorded. A 29-year-old employee of a major publishing house was found dead at his workplace. The case was not the only one, moreover, over time, the number of deaths from processing only increased, therefore, since 1987, the Ministry of Labor of Japan has been keeping statistics on the manifestations of this syndrome. They happen from 20 to 60 per year.
See, for example: Altshuller G. Find an idea: an introduction to TRIZ - the theory of inventive problem solving. Moscow: Alpina Business Books, 2007; Altshuller G., Vertkin I.M. How to become a genius: The life strategy of a creative person. Belarus, 1994.
Trainings and seminars on this topic
.
The competency model is a human resource management tool
Peter Drucker believes that 3 out of 10 hiring decisions are wrong. The reasons are simple: when selecting, it is difficult to assess the level competence specialist, correctly prioritize the selection criteria. Even if it is possible to choose the best specialist in the industry, he may still be ineffective: not adapt to the conditions of the existing corporate culture, motivation system, leadership style. If a leader seeks to recruit a team for himself, in accordance with his leadership style, then another problem lies in wait for him. It is convenient for him to work in such a team, but his “doubles” repeat not only his successful decisions, but also his limitations. It does not occur to such a leader that if in football team all were forwards, then such a team would hardly have been able to hold out on the field for one half.
Promotion decisions are also not immune to subjectivity. But their price for employees is even higher: because of unsuccessful personnel changes, the whole team is disturbed for a long time.
To provide a unified and objective system for the selection, promotion, evaluation and motivation of specialists, companies use competency models
.
Competencies- these are characteristics due to which high performance is achieved in a particular activity. They are integrated skills, personal characteristics, motivation. Their main feature is that they manifest themselves in behavior, and therefore are easily measurable.
Competence Model is a list of competencies with specific indicators of their manifestations in professional activities. The model includes competencies that are most important for the company at this stage of its development. An effective model involves the development of competency profiles - sets of competencies for different levels of management and activities (for example, production, sales, marketing, finance, etc.).
Thanks to competency models creates clearly defined expectations from the candidate for a particular position. For rate competencies appropriate methods and tools are selected. Therefore, when selecting, it is possible to assess as accurately as possible the correspondence of the candidate’s personal profile to the profile of competencies.
Competence Model- this is not only a "request for selection", but also a vision of what the company will need in the future, what is the gap between today's need for human resources and the future. Moreover, we are talking not only about the need to fill positions, but also about the development of certain competencies. For example, if a company plans to change business goals, and the top management team as a whole does not have a highly developed strategic thinking, then efforts must be made to ensure that this competence is present in the team. Competence Model allows long-term planning and forecasting of the necessary human resources, quickly and efficiently forming a personnel reserve.
Training planning is also systematized and becomes more focused. According to our observations, companies that start using competency model, training planning is changing. In general, the trend is as follows: the number of more specialized, competency-focused trainings is increasing. For example, instead of training "Sales Skills", the company orders "Assertiveness Training". The composition of the trainings "flies up" in terms of the level of management: more top-level managers, more key specialists take part in them. And this is understandable, having received a more accurate and objective assessment of competencies, key specialists are more motivated to develop.
In companies using competency model, employees are clear on what qualities and skills their promotion depends. If the promotion decision is based on clear criteria, the staff perceives it as more fair.
In fact, when an HR specialist builds all his procedures and methods on the basis of competency models, he moves from solving individual problems to real human resource management. A study by D. Karvetz showed that 67% of successful companies pay serious attention to competency management, and among unsuccessful companies, this percentage is significantly lower - 27. Competency management is now one of the main competitive advantages of a company.
When developing competency models various methods are used: repertory grid method by J. Kelly, critical incident method, interview
.
It is important not only to develop competency models but also support in the systematization of HR procedures, the creation of a unified approach to the selection, promotion and motivation of key employees. In accordance with competence model methods for their evaluation are being developed: methods of the Center for Assessment and Development, 360º, business simulations, interviews, reliable questionnaires and tests are selected.
With proper application competency models its use is not limited to evaluation. It should be the basis for developing a system for assessing, training, developing and motivating personnel. Building an integrated system of HR procedures allows you to use competency model most efficiently and get the highest return on investment in staff.
Working to improve our competencies, you can:
Set clear standards and expectations for your employees.
Align the activities of individuals, teams and managers with the strategy of the organization.
Develop development plans for yourself and subordinates.
To increase the level of responsibility and competence of managers who evaluate the activities of employees, and the employees themselves, as well as to increase the level of competence of the company as a whole.
Stages of development competencies
1. Awareness and understanding of the need to develop certain competencies
2. Correlating competencies with their own official duties and assessment of one's own level
3. Practice new forms of behavior in a "safe" environment, with the possibility of receiving feedback from others.
4. Continued practice in increasingly complex work situations more relevant to the actual nature of your work
1. Focus on results
Striving to meet or exceed established standards. The standards MAY be based on the employee's previous work experience (self-improvement) or work practices adopted by his or her predecessors. Thus, a single but significant success in one particular case also indicates a result orientation.
Level 1 Tries to do his job well (correctly). May complain about wasted costs or inefficiencies (such as wasted time), but does not take concrete steps to improve the situation.
Level 2 Creates its own quality criteria to measure results and compare them to its own standards, not those set by others.
Level 3 Continuously and gradually improves the performance of its work; constantly finds ways to perform tasks in the area of its immediate duties better, easier, faster and more qualitatively.
Level 4 Sets hard-to-reach goals for himself, as a result of which the efficiency of work significantly increases
Level 5 Sets elusive goals - while making decisions and prioritizing based on accurate calculation.
Level 6 Allocates significant resources and/or time (in a situation of uncertainty) to achieve long-term benefits and benefits
Define YOUR criteria for success. How will you decide at the end of each year whether the previous year was a success or a failure? (Think about sales volumes, meeting the planned budget, your own development, exceeding the results of the previous year, developing new systems and processes for your team.)
Once you've developed your own performance standards, share them with your boss to test their reliability and gain top-level support for your efforts.
Look for opportunities to get feedback from your manager.
Don't limit yourself to what you have already achieved. Look for examples of high achievement outside of your company.
Ask yourself how often you achieved your goals. Review your goals and analyze your strengths and weaknesses.
Always think constructively when obstacles arise. Drop the phrase: "it can't be done." Concentrate your efforts on the final result of the work and on ways
achieving this result. Focusing on a positive result will increase your chances of success and moral satisfaction.
Strive to resolve performance issues as soon as they arise. Be honest with yourself and accept criticism constructively.
Check out the most outstanding results and successes of others and apply this experience in your work for more effective solution problems.
Continually look for opportunities to improve performance by improving existing systems. When setting goals for yourself and for your subordinates, take care that most of these goals are difficult to achieve; in this case, this means that the probability of reaching the goal of a taxi is "50 to 50". Involve your subordinates in the process of setting such goals.
2. Analytical thinking
Considers situations and phenomena by highlighting constituent parts or by consistently analyzing the consequences of certain actions. Analytical thinking includes the ability to structure and systematize the constituent parts of the problem, the ability to systematically compare various factors or aspects; the ability to rationally prioritize; the ability to determine temporal relationships and sequences, cause-and-effect relationships.
Level 1 Divides problems into a number of simpler tasks or activities without assigning an order of importance. Makes a list of tasks without setting a specific order or priority
Level 2 Establishes a causal relationship between two aspects of a situation (A leads to B). Can divide these elements into two categories: pros and cons.
Level 3 Highlights multiple causal relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationship between the components of a problem, is able to anticipate obstacles, counting several moves ahead
Level 4 Draws up comprehensive plans, conducts a comprehensive analysis. Uses a variety of analytical methods and finds possible solutions, which it then compares in terms of their value.
Recommendations for self-development:
Before you start collecting information, you must fully understand the problem.
Make a list of the problems you've encountered, then take the time to analyze them and see if there are patterns.
Systematically break the problems that are important to you into component parts, each of which has a specific solution.
When planning your actions/decisions and before you do anything, analyze the reaction that most likely will trigger your action.
When faced with a number of new challenges, prioritize them and create a specific plan to achieve the desired results.
Make a list of tasks and activities for a specific day. Since priorities may change throughout the day, reorganize your list so that the most important work-related tasks are completed.
When evaluating options To solve the problem, try to identify as many interdependent circumstances and cause-and-effect relationships as possible.
Before. how to choose one or another solution to the problem, think about what will be the consequences of your choice and what next steps will need to be taken in order for the chosen option to be successful.
Before making a decision on a particular issue, collect as much information as possible on this issue. Ask questions to people who are relevant to this problem/question. Allow sufficient time for a comprehensive analysis of the problem, considering it with different parties avoiding ill-conceived actions.
3. Development of other employees
Sincerely interested in long term development other people. To do this, it analyzes development needs and makes efforts to contribute to the development of other people. It is aimed primarily at creating motivation for development and obtaining an effect in development, and not just at formal participation in trainings.
Level 1 Speaks positively about the abilities of others, encourages others to express their opinions. He believes that all people want and can learn.
Level 2 Gives directions or shows how to do something for the development of employees. Tells how the task should be done and makes specific suggestions.
Level 3 Gives directions or shows how to do something while explaining its logic and using that explanation as a teaching strategy. Provides practical support or assistance to make the subordinate's job easier (eg, on his own initiative, offers additional resources, methods, information, expert advice, etc.). When explaining complex problems, asks questions to make sure that the trainees have correctly understood his explanations or instructions.
Level 4 Provides stimulating feedback. Clearly and logically explains or shows how to do a particular piece of work. Gives constructive feedback in a timely manner, using examples of the employee's behavior, rather than a discussion of his personal qualities. Looks for opportunities to expand the range of responsibilities and capabilities of the employee within his department. Gives employees tasks or provides training to develop their working qualities. When identifying development opportunities, it takes into account the real needs of the business in its division.
Level 5 Organizes a system of long-term mentoring or training, seeks opportunities to expand and develop the abilities of other employees, provides additional tasks or training aimed at developing the skills and abilities of others; when identifying development opportunities takes into account the real? business needs throughout the organization and in the long term (2-3 years).
Discuss with your direct reports their expectations that are not directly related to their work. What exactly does this person want to do in their life?
Before you ask an employee to do something differently or in a new way, think about the rationale for why it would be in the best interest of the employee and the organization to complete the task in that particular way.
Think about the work of your subordinates from their point of view: what do they need in order to do their job well? How can I help them?
Remember that when new employees join the organization, it usually takes them 3 to 6 months to start working at their best.
When your employees encounter difficulties in their work, help them analyze their work process and identify actions that helped or, conversely, hindered the task.
When giving feedback to subordinates, avoid general phrases like "you did a good job." Give descriptive feedback - describe what actions or behaviors you value from your subordinates.
Before you start training a subordinate, remind yourself that the purpose of training is to develop the employee's long-term capabilities, not to improve their performance in the short term.
When giving feedback to a subordinate, focus on examples of behavior, and not on personal qualities.
Remind yourself that your subordinates are trying to do their best work. If they do not achieve the required indicators, they need help and support, as well as specific comments on how they can improve their performance.
4. Flexibility
Ability to adapt and work effectively in the most challenging different situations, with a variety of people or groups. It involves understanding and taking into account different, including opposing views on the problem, adapting one's own approach in accordance with the requirements of a changed situation, as well as the ability to initiate or readily accept changes in one's organization or in one's work.
Level 1 Willingly changes his own opinions and perceptions, GETTING new information or facts that radically change the state of affairs. Understands other people's point of view. Easily adapts to changes at work.
Level 2 Flexibly applies established standard rules and procedures according to the specific situation. Accepts changes in the needs of the business or work environment and begins to move in a new direction.
Level 3 He adapts his tactics. Acts in accordance with a specific situation or behavioral characteristics of a person.
Level 4 Adapts the strategy of its actions, changes approaches or strategy in accordance with the requirements of the situation.
Recommendations for self-development:
Anticipate situations in which you will feel uncomfortable, or those circumstances in which you will not be inclined to change your point of view. By identifying situations where you lose flexibility, you can develop ways to. it is better to deal with such circumstances or avoid them.
To broaden your understanding of the problem, look at each situation that arises from every possible angle. Remember that there are multiple solutions for every problem.
Seek to hear feedback from others about your ability to make decisions in unusual situations.
If a problem situation arises that cannot be resolved based on normal company procedures, talk about it with colleagues and organize a brainstorming session to find alternative solutions.
Try to find out the needs of the people with whom you regularly communicate and do business. and always be ready to adjust your approaches so that these people feel freer and more receptive to your suggestions.
Periodically review how problems are being addressed. What are the strengths and weaknesses of work processes? Are there better ways to get the job done?
5. Initiative
Assumes the ability to:
1) clearly identify problems, obstacles or opportunities.
2) take actions that take into account both current and future problems or opportunities. This is about active action, and not just thinking about what should be done.
Level 1 He sees new opportunities and uses them. Responds to emerging problems, including overcoming obstacles. When a problem arises, he pays attention to the deadlines.
Level 2 Acts quickly and decisively in crisis situations and in situations requiring urgent solutions.
Level 3 In his immediate area, makes additional efforts to create favorable opportunities or minimize potential problems in relation to situations that will arise over the next 1-3 months.
Level 4 Looks ahead for a period of up to one year. Makes improvements that affect the activities of other departments. When proposing initiatives, he considers how they will affect other departments.
Takes action to create new opportunities or prevent future crises.
Level 5 Looks to the future for up to three years. It creates the basis for improvements that will affect the activities of all departments of the company.
Recommendations for self-development
Develop a desire for excellence and outstanding results. People with a strong desire for achievement are more active in realizing their goals.
Apply methods that will force you to act (for example, some kind of regular reminder to plan).
Identify new market opportunities or other perspectives that are difficult for you to develop yourself. Gather colleagues to discuss potential solutions and choose one. that will bring the greatest benefit to the company.
In a crisis situation, assess what level and competence you need to have in order to make decisions in this situation. If your level is not sufficient for this, contact someone who meets this requirement and ask that person to make a decision.
Get into the habit of planning ahead and anticipating issues that might hinder your team's performance.
Anticipate potential problems and develop plans to address them.
Make a list of all internal and external factors that affect your team and discuss possible actions with team members
6. Team Leadership
Takes on a leadership role in a team or in a group of people. Leadership in a team usually, but not always, involves the use of formally given authority. By "team" in this case, we mean a very broad concept - any group, and in which a person takes on the role of leader.
Level 1 Effectively manages meetings. Draws up the agenda, formulates goals and objectives, monitors the regulations, distributes tasks.
Level 2 As a leader, informs people of all decisions that affect them. Ensures that the team has all the necessary information.
Level 3 Stimulates effective work of the team, acting as a leader, strives to maintain the spirit of cooperation and the desire to work effectively in the team. Takes action to strengthen team unity and collaborative spirit, shows everyone that their input is valued, and encourages interaction and collaboration among team members
Level 4 Shows concern for the team: protects the team and its reputation, ensures that, on a practical level, the needs of the group are met.
Level 5 Examines the activities of the company and the whole. Clarifies the tasks, constraints, required volume and quality of work, skills, and makes team members fired up with a desire to collectively perform the work ahead. Sets a personal example for others, demonstrating the desired behavior himself. Make sure the team gets the job done.
Level 6 Draws an attractive perspective for all, promoting enthusiasm and dedication to a common cause. He is a true "charismatic" leader, able to inspire faith in a common cause.
Recommendations for self-development:
Think of a particularly effective leader you have seen in your life.
Think about how he manages to get outstanding results from the team.
Analyze one or two key areas that are important for your development and draw up a specific development plan for them.
Consider the performance standards you set for the team: they should be challenging but realistic.
Check if your team's efforts are directed towards achieving team goals. If this is not the case, determine the causes and ways to eliminate them.
Reward the achievements of your team (financial and non-financial methods); for example, send employees to training courses, arrange parties for them, etc.
Organize regular meetings to get feedback from team members on how you are leading the group. What. in their opinion, in the methods of your leadership is effective, and what prevents them from being active.. Listen without voicing objections.
If any of your team members come to you with problems or questions:
listen to the person and show them respect.
ask him questions, and do not tell him "how to" do it. Don't answer your own questions. Let people find alternative solutions on their own - then they will feel that they are doing their own business, and not someone else's.
focus on the positive aspects: find out what is going well and talk about it to create a FEELING of satisfaction in your interlocutor, make constructive remarks" (both negative and positive).
Give examples of employee behavior and ask for examples of alternative commands that your interlocutor thinks would be more effective.
in cases where you need to express your negative reaction, start first with a positive one, then express your point of view about the shortcomings and again complete your statement with something positive.
pay attention to the strengths of the interlocutors and emphasize them.
Before making a decision, always consider the issue or situation from the perspective of others.
7. Teamwork and collaboration
The desire to cooperate with others, to be part of a single team, to work together, and not separately or in competition with anyone. This competency - teamwork and collaboration - is assessed only in employees working in a team with others. “Team”, as in the case of the previous competency, is a broadly defined concept of a group of people connected by a common task or work process.
Level 1 Works well in a team (good "team player"). Timely informs others, shares all the necessary information. Sincerely considers himself a member of the team and supports the decisions made by the group. Shows respect for others.
Level 2 Expects positive results from the team, gives positive feedback to team members who exhibit accepted team behavior. Expresses positive expectations and respect for others.
Level 3 Expresses a desire to learn from others (including learning from peers and subordinates). Encourages the expression of different points of view and proposals and uses them in the formation of the final decision.
Level 4 Stimulates and supports others, helps them feel their strength and significance. Thank you publicly. who did a good job.
Level 5 Supports team spirit. Resolves conflicts within the team. Strives to build a good reputation for the team with others. Contributes to the maintenance of a friendly atmosphere, good morale and spirit of cooperation.
Recommendations for self-development:
Become a member of work teams, project teams, committees, and more. Keep brief notes during meetings, including when you think you have demonstrated a new level of teamwork, as well as times when you failed to do so.
Initiate an informal exchange of information with your colleagues.
At every meeting or meeting, make it a practice to thank at least one team member for a job well done.
At meetings and meetings, specifically invite those people who did not take part in the discussion to express their point of view.
If at a group meeting you disagree with someone's opinion, first thank that person for their point of view, and only then present your version.
Support people who are trying to be cooperative (especially if they are not very good at it).
Communicate your team's accomplishments to everyone in an obvious and positive way.
8. Impact and impact
Competence involves the intention to convince, influence, influence or impress others in a certain way in order to obtain agreement or support for one's proposals. This competence is based on the desire to influence other people in situations where initially the interlocutor has a different opinion, desire or intention than the persuasive one.
Level 1 Expresses intention, but does not produce real action. I would like to have a certain impact: considers reputation, status, external impression, etc. important, without doing anything specific
Level 2 Takes individual actions to persuade: USES direct persuasion in a speech or conversation (eg, invokes common sense, provides data, appeals to the interests of another; provides concrete examples, demonstrates visual and other aids, etc.). Does not attempt to significantly restructure its argument depending on the interests and level of the audience.
Level 3 Takes a variety of actions to convince: Makes an impact in several ways, without trying to significantly restructure his argument depending on the interests and level of the audience. Incorporates in his argument data carefully prepared on the eve of the speech
Level 4 Carefully calculates the impact of his words or behavior. Adapts the presentation according to the interests and level of the audience. Calculates in advance what effect certain words and actions will have, what image of the speaker they create in a given audience.
Level 5 Uses indirect influence: Builds influence in the form of an indirect "chain reaction": "let A show B, then B will tell C that ...". OR has an impact in several stages, at each stage adapting it to a specific audience. Uses experts and third parties to influence through them.
Level 6 Uses complex and complex influence strategies: Forms alliances for political reasons. Provides itself with "rear support", distributes or holds information with a pre-calculated result. Manages group dynamics to achieve their own goals.
Recommendations for self-development:
Before presenting to clients with a new, just-prepared presentation, our opportunity is done. speaking in front of employees of their own organization, asking them to play the role of customers. Then ask them to give you feedback.
Try to influence people in such a way as to make them do work that is unpleasant for them. Talk to senior management about your employees' concerns by representing them. Resolve conflict between "belligerent" subordinates.
The best way to develop this competence is to think and act as if you are already a person of great influence and influence. Regular, controlled practice over a long period is important.
Analyze specific cases of interaction with other people. What was the reaction of your interlocutor? What was the result of the conversation? Were both parties satisfied with the outcome?
Address proposals to management, external and internal clients - prepare in advance, getting acquainted with the individual opinion of each.
Resolve conflict between "belligerent" subordinates or colleagues - this is a great practice.
Complete a task in which you need to inspire the other side with a complex idea, or achieve a result that the other side is not very willing to accept.
Strive to understand others - use the "Game" strategy (put yourself in the place of another, imagine that this person thinks what he wants, what he does).
Link to facts, evidence, benefits, cover all sides of the issue, show the impact you have on people, businesses and systems.
Practice formulating an opposing point of view.
Try to influence people in such a way as to get them to do the work that they clearly want to do.
Talk to senior management about the concerns of employees while representing the interests of the latter.
Do so. to make informal visits to other parts of the organization more frequently and regularly, getting to know the people and the informal structure of influence. Until it becomes a habit, schedule these visits once a month.
9. Customer focus
Competence implies the desire to help the customer, to provide him with the desired service, to satisfy his requests. This means - the willingness to focus their efforts on identifying the needs of the client and fulfilling them.
Level 1 Keeps work with the client under control Responds to inquiries, requests and complaints from clients. Informs the client about the progress of the project (but does not seek to probe for hidden issues and problems that the client MAY have)
Level 2 Clearly communicates with the client: Maintains a normal communication process with the client regarding mutual expectations, monitors the degree of client satisfaction. Provides customer friendly service.
Level 3 Takes personal responsibility. Takes direct responsibility for immediately resolving problems that arise and serving the customer without becoming defensive.
Level 4 Walks towards the client. Always available to the client, especially if the client is in difficult situation. For example, giving the customer a home phone number, letting them call while on vacation, or otherwise allowing them to contact them at any time, or spending extra time with the customer. Does more than expected.
Level 5 Works with the client's deepest needs: Knows the client's business and/or collects information about what the client really needs beyond what was originally formulated. Selects from available (or specially ordered) goods and services those that meet the deepest needs of the client.
Level 6 Uses a long-term perspective: When solving customer problems, works in the long term. May forego immediate benefits for long-term relationships Seeks long-term benefits that also benefit the client. Acts as a trusted personal advisor; included in the decision-making process on the part of the customer. Forms own opinion about the needs, problems and opportunities of the client. Acts on that opinion (eg, recommends approaches that deviate from those originally proposed by the client).
Events for self-development
Evaluate and prioritize various initiatives within the organization that directly and indirectly contribute to the improvement of customer service.
Conduct customer surveys on a regular basis.
Look for opportunities to analyze the market to better navigate it.
Set a goal to improve customer service in areas where you have competitors. Include here a needs analysis and comparative analysis service provided by you and your competitors.
Spend time with clients, observe them, actively ask questions and probe what their underlying needs are.
hide behind what has been said.
Try to get more information or probe deeper needs. Look for ways to strengthen informal connections. Watch how you interact with suppliers and customers not in a typical work setting, but in a less formal setting.
Join professional organizations. Attend meetings, conferences, and seminars. Join committees.
Actively participate in group activities to get to know people.
Seek to understand the mechanics of demand growth in your and other industries and consider what it means for your business and for your customers' businesses.
Monitor government policies for your business and analyze what long-term impacts
she may have.
Recommendations for self-development:
If you tend to pay too much attention to details, sometimes force yourself to let go of the details and see the big picture to broaden your perspective.
Get in the habit of going back to important decisions, recommendations, and double-checking to see if you've left out any significant details.
When discussing something with clients, focus on what they are saying and on understanding their comments. Ask enough questions to get the gist of what they are saying.
Once you have identified a change in a customer's needs that potentially provides you with new opportunities or, conversely, creates obstacles for your organization, systematically collect the information you need to analyze the situation and respond accordingly.
Ask other employees what ideas and suggestions they have.
When gathering information, first make sure you fully understand the issue by listening to all involved. Check your conclusions with the participants to make sure you really got it right.
Use work schedules and diagrams to break down complex projects or problems into components. to get a big picture of what kind of information you need.
Get in the habit of revisiting important decisions and recommendations if you find yourself missing something. Ask others for feedback on details you usually don't pay enough attention to.
11. Conceptual thinking
The ability to identify patterns or non-obvious connections between situations and highlight key points in difficult situations. Includes the ability for induction, logical thinking and creative thinking. The key question is whether a person is able to look at things in a new way, or to put different components into one whole in such a way. so that their meaning suddenly becomes clear.
Level 1 Uses ground rules: Uses common sense and previous experience to identify problems. Able to see that the current situation is completely identical to another situation in the past.
Level 2 Sees patterns: Analyzing information, sees patterns, trends or gaps in it. Notices that the current situation is similar to another situation in the past and in what way.
Level 3 Applies complex concepts: Relies on theoretical knowledge or knowledge of past trends and situations to judge current situations. Applies complex scientific concepts or methods, adapting them appropriately to the situation or problem.
Level 4 Clarifies complex data or situations: able to present complex ideas or situations in a way that is simple, clear and understandable. Based on ideas, problems and observations, provides a clear and useful explanation. Retells observations or knowledge in a more simplified way.
Level 5 Creates new concepts: Creates new concepts that are not obvious to others and not learned from other sources, to explain situations and solve problems.
Recommendations for self-development:
Detectives provide a useful and enjoyable opportunity to exercise your conceptual thinking skills. They are often scattered with individual details by which the reader can establish "who killed, how and why"
AT writing build a logical chain (“what if”).
By yourself or together with others, conduct a competitor analysis (collecting data, applying the rules of a market economy to them, building hypotheses and writing a report).
Create a research team or focus group. Try to identify patterns in the data, violations of these patterns, typical and atypical phenomena. Analyze the general, create a hypothesis. Suggest a conceptual model that would explain your hypothesis.
Examine sales data, note similarities and differences with past trends; create a hypothesis H, regarding future trends. Create a conceptual model to summarize your findings.
To do this, you will most likely need up-to-date marketing literature from which you can draw ideas for building a model.
Identify the key factors in the problem you are working on; come up with a new way of interpreting it.
Study the innovations of competitors, thought about the potential internal innovations that are behind them.
To acquire high-level conceptual thinking skills: Explore the paradigm in which your organization or your industry does business. Gather current and historical market data. Think of an alternative paradigm that could radically change how different companies compete for market share and how business is generally run.
12. Relationship building
Builds and maintains friendly, mutually benevolent and warm relations and contacts with people.
Level 1 Goes into informal communication: Enters into informal communication with others in addition to the contacts that are required in the process of work. Engages in unstructured conversations about work or kids, sports, breaking news, etc.
Level 2 Able to establish contact, find ground for friendly communication: Has a wide:! a circle of friends and acquaintances with whom he is able to establish personal contact. May have friendships with co-workers, clients, or others by meeting them outside of work ( sports events restaurants, etc.).
Level 3 Initiates social contact: Throws parties, trips, or other activities to strengthen relationships with others. Invites people home, accepts their invitations. ILI otherwise actively participates in the social life of his environment.
Level 4 Builds Friendships: Strikes up friendships with people, including the intimate, intimate relationships required for genuine contact. Does not hide the fact that the information was received from a friend on a personal basis, or that the goal was achieved thanks to personal connections.
Level 5 Creates and maintains stable, reliable friendships. He makes close, reliable friends, whose reliability is manifested in the readiness to always be on his side, act in his favor, support him in achieving business goals.
Recommendations for self-development:
Learn more about others by asking them about their interests.
Listen to what friends and family members have to say, they can often tell you something about yourself that others think but don't say.
Try not to judge people too harshly in your daily activities
Treat people with respect, take a personal interest in them
Communicate with colleagues from other departments and other companies.
When making decisions, think about how it will be received on an emotional level (ask people about their assignments and their responsibilities).
Improve your relationships with people (over the next few weeks, track how many times you give positive feedback, say nice things to people - evaluate what happens, be open to comments you hear).
Think about how you interact with people (your reactions, their reactions, the end result, are both parties happy with the result).
Identify which of the people you interact with you find it hardest to listen to. Think about the circumstances before and after this situation. Start by listening well, using it as the first step in building a relationship.
Learn about what matters to people and what motivates them.
Tailor your work style and approach to the needs and personality of the person you are working with. Look for subtleties and nuances in messages and issues shared with you by others.
When others ask for your opinion, treat the request with respect and provide a thoughtful response in a timely manner.
Before making contact with other people, collect information about them (what problems they have, in what areas you will have to adapt to these people).
Build a network of relationships with people who like diversity in communication, strive to create relationships with people who are not like you.
13. Integrity
Does that. what he recognizes as important in words, i.e. “The word matches the deed. He speaks openly and without intermediaries about his intentions, ideas and feelings, invites the interlocutor to be honest, and open even in the process of complex negotiations outside the organization. Feelings expressed should be directly related to the work.
Level 1 Open and honest in work situations. Admits own negative feelings or mistakes. Expresses in words. what he thinks, even when it is not required, or when the situation makes it easy to refrain from being open.
Level 2 Acts in accordance with their values and beliefs. Proud of it. that he can be trusted and that he is honest in every way. Without hesitation, declares his values and beliefs and acts in accordance with them.
Level 3 Acts in accordance with their values, even when it is very difficult. Open and honest, not afraid to speak out in cases of disagreement with management or clients. Able to publicly admit his mistake.
Recommendations for self-development:
At the end of the day, think about whether you managed to always act in accordance with your values and your personal code of conduct throughout the day.
When you make a mistake, admit it to your employees.
Be clear about what you should and shouldn't do Don't be shy.
Analyze how you share information: how open are you at the same time "" Do you always wait to be asked?
Ask yourself if you are ready to displease employees or fall out of favor with your superiors as a result of your decision or the position you have taken.
Do your own research before attending important meetings and rehearse your arguments with yourself or with a colleague.
Focus on behavior, not personalities, so that you can give honest feedback without causing offense or giving the impression of personal attacks.
Always clearly and honestly tell your team what to expect next.
Always telling the truth should become one of your values, even when it is difficult or when the other person does not want to know the truth.
Be especially careful to always keep your promises.
Try to express your beliefs, while at the same time recognizing the right to exist of the point of view of others.
Accept the fact that pursuing a business opportunity or corporate strategy may require sacrifice on the part of an individual or a group.
Think about the issues in which you are ready to act against any resistance. Find out for yourself what these issues are and whether they are worth fighting for.
14. Interpersonal understanding
It implies a desire to understand other people. This is the ability to hear the expressed thoughts, feelings and problems of others, to understand the unspoken or unspoken. For more high levels manifests as a deeper understanding and may include the ability to understand members of another culture.
Level 1 Understands either the emotion or the content of what is being said: Takes the time to listen to the person. Asks questions to understand the other.
Level 2 Understands both emotion and content of what is being said: Notices the most obvious characteristics, interests, or reactions of another. Describes others in general terms.
Level 3 Understands meaning: Understands meaning, including unspoken thoughts, problems, or feelings. When conducting a dialogue, notices non-verbal means of self-expression (for example, raised eyebrows, looking at the interlocutor, tone of voice).
Level 4 Understands the essence hidden behind external manifestations: Understands the deep problems of Others, evaluating the cause of those that have arisen in this moment or persistent feelings, behaviors, or problems. Accurately interprets the meaning of non-verbal means of expression.
15. Self-confidence
Belief in your ability to get the job done, choosing the most effective approach to do it. This includes the ability to maintain faith in one's own abilities as tasks become more complex and the belief in the correctness of one's decisions and opinions.
Level 1 Presents himself confidently. Works without outside control. Presents himself from a strong position.
Level 2 Independent in his actions: Forms his own opinion and communicates it clearly but calmly, even when others disagree. Acts independently, strives for more complex and more responsible responsibilities.
Level 3 Demonstrates confidence in his abilities by his behavior: Demonstrates confidence in his judgments. He considers himself a capable person who can achieve anything,
Level 4 Willingly goes to storm difficult tasks, not stopping before conflicts. Challenges the ordinary and already known, ready to take a calculated risk. When conflicts arise, he clearly states his position; expresses disagreement with the management, in case of conflict with higher-ranking employees he confidently defends his position.
Level 5 Chooses exceptionally difficult tasks for himself: Voluntarily takes on exceptionally difficult tasks (for example, those that involve personal risk). Directly and honestly communicates his opinion to managers or clients (individuals outside the organization), rather straightforwardly, but not aggressively, requires frankness from others, even in very unpleasant situations.
Recommendations for self-development:
Increase your self-esteem by accepting yourself the way you are. If you learn to appreciate yourself. it will be easier for you to realistically assess your strengths and areas that need to be developed. Accepting your own strengths and weaknesses is the starting point for personal growth.
Observe the behavior of those who give the impression of a confident person. See how they present themselves to others.
Work as a leader of a complex group of people or a complex project. Act as a discussion facilitator in a large and complex group discussion.
In difficult situations, stick to the facts, direct people's attention to the task at hand, and don't lose sight of the big picture.
Make friends with your own sense of humor. Turn to him for advice more often - this is what will give you peace of mind.
Whether you see it or not, you always have options. Revealing them is a great art. Knowing that you have a choice gives you freedom and self-confidence.
The following tips can help you create a positive self-image:
In your personal development, be aware of where you are and where you want to go.
Accepting yourself for who you are is the first step to change. Start by changing that. how do you think about yourself, for example, instead of "I'm terrible at speaking in front of people", think "I always enter with great enthusiasm." Control your thoughts (for example, whether they are self-destructive).
Keep track of your appearance, stand up straight, do not slouch, etc.
Look into the eyes of the interlocutor - this increases self-confidence.
Reward yourself when you make progress in developing this competency.
Write down your fears, you will be surprised how quickly they dissipate when you see them formulated on paper.
More information can be provided by:
Vashchenko Yuri
Head of Organizational Development Projects
In accordance with the requirements of the Federal State Educational Standard, students of educational institutions of primary and secondary vocational education must have general and professional competencies.
The Layout Standard (2008) defines the following lists of graduate general competencies
- initial vocational education:
OK 2. Organize their own activities, based on the goal and ways to achieve it, determined by the head.
OK 3. Analyze the working situation, carry out current and final control, evaluate and adjust their own activities, be responsible for the results of their work.
OK 4. Search for and use the information necessary for the effective performance of professional tasks.
- secondary vocational education:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 3. Solve problems, make decisions in standard and non-standard situations, bear responsibility for them.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, communicate effectively with colleagues, management and clients;
OK 7. Take responsibility for the work of team members (subordinates), for the result of the assignment.
- secondary vocational education (advanced level):
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 2. Organize their own activities, choose methods and methods for performing professional tasks from known ones, evaluate their effectiveness and quality.
OK 3. Solve problems, assess risks, make decisions in non-standard situations.
OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues.
OK 7. Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks.
OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.
In accordance with the levels of formation of the subject of activity discussed above, the lists of general competencies that graduates who have mastered the basic professional program in the specialty of primary vocational, secondary vocational and secondary vocational (advanced level) should have need to be supplemented from the list of competencies considered by Zeer E.F.
The most harmoniously compiled list of competencies of a graduate of secondary vocational education (advanced level), aimed at the formation of such personality traits as independence, mobility, the ability to perform leadership activities.
However, this list of competencies, like the rest, must be supplemented with competencies that contribute to the development of the creative qualities of an individual, such as the ability to create a product that is novel, original, unique, as well as a competency that develops aesthetic sensitivity, a sense of beauty in reality, the ability to assimilate standards beauty and design, to feel the beauty of the created product of professional activity..
Such competence as the ability to use regulatory and legal documentation by profession, SES by profession, take into account safety standards and regulations is one of the key regulatory competencies, it is necessary to replenish the lists of general competencies of graduates of both primary vocational education and secondary vocational education with it.
List of competencies of a graduate of primary vocational education, whose professional activity is mainly related to the implementation of manual labor, must be supplemented with competence that develops sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye measurement, color discrimination, etc.).
The list of competencies of a graduate of secondary vocational education, whose professional activity is associated with the manifestation of creative abilities, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional patterns of thinking, and readiness for innovation.
Self-improvement competencies are most fully represented in the list of competencies of a graduate of secondary vocational education (advanced level). It is necessary to supplement the lists of general competencies of graduates of primary and secondary vocational education with the ability to enrich their professional competence, to be ready for advanced training.
It is possible to combine the competencies of OK 4 and OK 5 into one competency by the similarity of tasks solved by students in accordance with these requirements.
In accordance with the types of basic competencies, the lists of general competencies of graduates who have mastered the main educational program in their specialty can be classified as follows:
| Types of competencies | Competences (abilities) of an NGO graduate | |
| Emotional - psychological | OK 1 | |
| OK 2 | To develop aesthetic sensitivity, to feel the beauty of the created product of professional activity. | |
| Regulatory | OK 3 | Organize your own activities based on the goal and ways to achieve it, determined by the manager (OK 2) |
| OK 4 | Use regulatory and legal documentation by profession, GOST by profession, take into account safety standards and regulations. | |
| OK 5 | Develop sensorimotor abilities (coordination, speed of reaction, manual dexterity, eye, color discrimination, etc.) | |
| Analytical | OK 6 | Analyze the working situation, carry out current and final control, evaluate and adjust their own activities, be responsible for the results of their work. (OK 3) |
| OK 7 | Search and use the information necessary for the effective performance of professional tasks (OK4), use information and communication technologies in professional activities. (OK 5) | |
| OK 8 | Work in a team, communicate effectively with colleagues, management and customers. (OK 6) | |
| Creative | OK 9 | |
| OK 10 | Enrich your professional competence, be ready for advanced training. |
| Types of competencies | Competences (abilities) of a vocational graduate | |
| Emotional - psychological | OK 1 | Understand the essence and social significance of your future profession, show a steady interest in it, enrich your professional competence. (OK1) |
| OK 2 | To develop aesthetic sensitivity, a sense of beauty in reality, to assimilate the standards of beauty and design, to feel the beauty of the created product of professional activity. | |
| Regulatory | OK 3 | Organize their own activities, choose methods and methods for performing professional tasks from known ones, evaluate their effectiveness and quality (OK 2). |
| OK 4 | ||
| Analytical | OK 5 | Solve problems, make decisions in standard and non-standard situations, bear responsibility for them. (OK 3) |
| OK 6 | ||
| Social - communicative | OK 7 | |
| OK 8 | Work in a team, communicate effectively with colleagues, management and customers. (OK6) | |
| Creative | OK 9 | Create a product that is new, original, unique. |
| Self-improvement competencies | OK 10 | Take responsibility for the work of team members (subordinates), for the result of the task (OK7). |
| Types of competencies | Competences (abilities) of a vocational graduate (advanced level) | |
| Emotional - psychological | OK 1 | Understand the essence and social significance of your future profession, show a steady interest in it. (OK 1) |
| Regulatory | OK 2 | Organize their own activities, determine methods and methods for performing professional tasks from known ones, evaluate their effectiveness and quality (OK 2). |
| OK 3 | Use regulatory and legal documentation according to the profession, State Standards according to the profession, take into account the norms and rules of safety. | |
| Analytical | OK 4 | Solve problems, assess risks and make decisions in non-standard situations. (OK 3). |
| OK 5 | Generate unusual, original ideas, deviate from traditional patterns of thinking, willingness to innovate. | |
| Social - communicative | OK 6 | Search and use the information necessary for the effective fulfillment of professional tasks, professional and personal development (GC 4), use information and communication technologies in professional activities (GC 5). |
| OK 7 | Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues (OK 6). | |
| Creative | OK 8 | Create a product that is new, original, unique. |
| Self-improvement competencies | OK 9 | Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks. (OK 7) |
| OK 10 | Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training. (OK 8) |
Lists of professional competencies formed by graduates who have mastered the main educational program in their specialty, the layout of the standard is supposed to be described based on the characteristics of professions.
Let us give an example of the classification of professional competencies. As an example, let's consider a list of professional competencies formed by students of the Regional Technical School of Design and Service in the profession of "seamstress" and "constructor fashion designer".
| Professional competencies in the profession of "seamstress" | |
| - the need for the work of a seamstress; - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing manual and machine work, eye, color discrimination, etc.) | |
| Regulatory competencies | - the ability to organize a workplace for working on a sewing machine and manually; - the ability to follow the technology when performing manual and machine work: - choose the numbers of needles and threads in accordance with the type of fabric; - choose the type of stitch and machine seam in accordance with the purpose of the processing unit; - fill the machine with threads or a roll feed mechanism; - to process the details of the product: shelf, back, sleeve, front and back panel, collar, collar; - ability to process knots and details; - the ability to use various types of equipment for wet-heat work: iron, press, steam-air dummy, steamer; - the ability to perform various types of wet-heat work: ironing, ironing, ironing, pressing, pulling, steaming, duplicating, pressing; - grind constructively - decorative lines; - processing cuts, etc. |
| Social competencies | - work with special information on sewing; - understanding of professional terminology; |
| Analytical competencies | - ability to read diagrams; - analyze instruction cards; - determine the sequence of assembly of the product; - set the temperature regime of the equipment when performing wet-heat works in accordance with the type of fabric; |
| Creative competencies | - use equipment for the manufacture of products from modern fabrics; - to process the assembly, parts of the product from modern fabrics; |
| Self-improvement competencies | - control the quality of the work performed, identifying and eliminating - identified defects; - asymmetrical arrangement of small parts; - unevenness of the edges of parts, finishing lines, seam allowances, - insufficient wet-heat treatment. |
| Professional competencies in the profession "designer - fashion designer" | |
| Emotional-psychological competencies | - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (the ability to coordinate actions when performing design work, eye, color discrimination, etc.) |
| Regulatory competencies | - remove dimensional signs; - to build drawings of the basis of the structure; - perform technical modeling; - perform technical calculations: determine the consumption of materials for the product, choose the optimal type of layout; - produce experimental model: - to make patterns; - draw up design and technological documentation; - fill in the order passport in accordance with the form; - draw up accompanying documentation for the technological processing of the product; |
| Social competencies | - the ability to take orders: to establish contact with the customer; agree with customers terms of reference for the design of garments; make a sketch of the model; determine the number of complicating elements; - when constructing a drawing of the basis of the structure, apply new information Technology: Autocad, CAD "Assol"; - present the project to the performers, motivate the team of performers to implement the project: justify the feasibility of the project, its originality, competitiveness, advise the masters of the experimental workshop on the manufacture of the product, methods of technological processing, the manufacture of a series of models; |
| Analytical competencies | - determine the requirements for a new product: constructive, technological, aesthetic; - analyze the purpose of the product being developed, taking into account the texture and structure of the materials used, processing technologies, and available equipment; - analyze the sketch of the model by constructive belts: silhouette, horizontal and vertical lines, proportions, shape and arrangement of details; - choose the most rational options for constructive solutions of the main methods of shaping and finishing details, external design of garments; |
| Creative competencies | - to offer the customer models in accordance with the direction of fashion, taking into account the properties of the fabric, the features of the figure; - carry out the design of the product, taking into account the properties of modern fabrics, - model various silhouettes of clothing and various types of sleeves; - choose the best technology option constructive solution silhouette line; - develop models and designs of products different forms and cuts for mass production; - compose a family of models based on the original model; - evaluate the level of novelty of the received products; |
| Self-improvement competencies | - check the developed design drawings: the length of the mating sections, the mating of the cuts of the neck, armholes, bottom, waist, sleeves, sleeves; - control and adjust the manufacturing process: check the quality of the cut, check the quality of the tailoring of the product; evaluate the manufacturability of the design, control the compliance of the product with the author's sample, evaluate the aesthetic appearance of the product, improve the design of the product in order to reduce technological defects. |
Analyzing the classification data of professional competencies, we can conclude that regulatory competencies predominate in the structure of a seamstress's activity. When analyzing the professional competencies of a designer - fashion designer, creative, social, analytical competencies, self-improvement competencies come to the fore, while regulatory competencies play a less significant role. It is necessary to pay attention to this when forming the basic (general) competencies of students in the educational and professional process.
This does not mean that in the training of a seamstress it is necessary to pay attention only to the formation of regulatory competencies. Personal development requires the harmonious development of all competencies, therefore, subject to the mandatory formation of regulatory competencies, other competencies, especially creative and self-improvement competencies, should be developed among students of the seamstress profession, since these competencies are not developed enough in further professional activities.
Thus, the classification of general and professional competencies makes it possible to identify the features of assessing the level of formation of the subject of a particular activity in the educational process of educational institutions of primary and secondary vocational education.
12. The personality of the teacher, the basic competencies of the teacher
13. Universal learning activities
The concept, functions, composition and characteristics of universal educational activities at the level of primary general education
Consistent implementation of the activity approach is aimed at improving the efficiency of education, more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the area under study, a significant increase in their motivation and interest in learning.
Within the framework of the activity approach, the main structural components of educational activity are considered as general educational actions - motives, goal-setting features (learning goal and tasks), learning activities, monitoring and evaluation, the formation of which is one of the components of the success of training in an educational institution.
When assessing the formation of educational activity, age specificity is taken into account: a gradual transition from the joint activity of the teacher and the student to jointly divided and independent activities with elements of self-education and self-education (in younger adolescence and older adolescence).
The concept of "universal learning activities"
The term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal educational actions as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn involves the full development by students of all components of educational activity, which include:
- cognitive and educational motives,
- learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation).
Functions of universal learning activities:
- ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
- creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.
Universal learning activities are of an over-subject, meta-subject nature; ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual; ensure the continuity of all stages of the educational process; underlie the organization and regulation of any activity of the student, regardless of its specially-subject content.
Universal learning activities provide the stages of assimilation of educational content and the formation of the student's psychological abilities.
Types of universal learning activities
As part of the main types of universal educational activities, four blocks can be distinguished: personal, regulatory(including also self-regulation actions), informative and communicative.
14. Personal, regulatory and communicative UUD
Personal universal learning activities provide a value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard to educational activities, three types of personal actions should be distinguished:
- personal, professional, life self-determination;
- meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what induces activity, for which it is carried out;
- moral and ethical orientation, including the evaluation of the content being assimilated, which provides a personal moral choice.
Regulatory universal learning activities provide students with the organization of their educational activities. These include:
- goal-setting as setting a learning task based on the correlation of what is already known and learned by students, and what is still unknown;
- planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting - anticipation of the result and the level of assimilation of knowledge;
- control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
- correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its result, taking into account the assessment of this result by the student himself, the teacher, and his comrades;
- assessment - the selection and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
- self-regulation as the ability to mobilize forces and energy, to volitional effort and overcome obstacles.
Communicative universal learning activities provide social competence and consideration of the position of other people, partners in communication or activities; ability to listen and engage in dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.
Communication activities include:
- planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, ways of interaction;
- posing questions - proactive cooperation in the search and collection of information;
- conflict resolution - identification, problem identification, search and evaluation alternative ways conflict resolution, decision making and its implementation;
- partner behavior management;
- the ability to express one's thoughts with sufficient completeness and accuracy; possession of monologue and dialogic forms of speech in accordance with grammatical and syntactic norms mother tongue, modern means of communication.
15. Cognitive UUD
Cognitive universal learning activities include: general educational, logical educational activities, as well as the formulation and solution of the problem.
General educational universal actions:
- independent selection and formulation of a cognitive goal;
- search and selection of the necessary information;
- structuring knowledge;
- conscious and arbitrary construction of a speech statement in oral and written form;
- selection of the most effective ways of solving problems depending on specific conditions;
- reflection of the methods and conditions of action, control and evaluation of the process and results of activities;
- semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
- statement and formulation of the problem, independent creation algorithms of activity in solving problems of a creative and exploratory nature.
16. Knowledge, skills, skills
17. Training and development
18. Basic principles of the study of educational psychology
19. Problems of educational psychology
20. Trouble psychological readiness child to learning
21. History of educational psychology
22. Theories of learning in Ancient Greece(Plato, Aristotle)
Plato
Plato (c. 427-347 BC) was the most famous student of Socrates. In fact, Socrates never wrote a single word about his philosophy, Plato did. This is extremely important, since the early dialogues of Plato were created by him mainly in order to show the approach of Socrates to knowledge, and were memories of a great teacher. However, later dialogues represent the philosophy of Plato himself and have practically nothing to do with Socrates. Plato was so dejected by the execution of Socrates that he went into voluntary exile in southern Italy, where he fell under the influence of the Pythagoreans. This fact had importance for Western world and is of direct relevance to all areas of epistemology, including learning theory, that have emerged since then.
The Pythagoreans believed that numerical relations govern the universe and influence the world of things. They believed that numbers and their various combinations were the cause of events in the physical world. And both events, both the number itself and the physical phenomenon caused by it, were real. Therefore, for the Pythagoreans, the abstract objectively existed and had the ability to influence physical objects. Moreover, physical phenomena were considered only as a manifestation of the abstract. Although numbers and matter interact, it is matter, not numbers, that we perceive through our senses. From this follows a dualistic view of the universe, in which one aspect of it can be known by experience, and the other cannot. Following these ideas, the Pythagoreans achieved great success in mathematics, medicine and music. However, over time, this direction turned into a mystical cult, and only the elect could become its members and partake of its wisdom. Plato was one of those people. Plato's later dialogues reflect the full acceptance of the dualistic universe that the Pythagoreans believed in. He developed a theory of knowledge based on the Pythagorean notion that the existence of the abstract is objective and meaningful.
Aristotle (348-322 BC), one of Plato's disciples, was the first to follow Plato's teachings and later departed almost completely from him. The main difference between the two thinkers was their attitude towards sensory information. For Plato, it was an unimportant hindrance, and for Aristotle, it was the basis of knowledge. Thanks to his favorable attitude towards empirical observation, Aristotle amassed an extensive collection of facts about physical and biological phenomena.
However, reason was by no means rejected by Aristotle. He assumed that sensory perceptions were only the beginning of cognition, then the mind needed to reflect on these perceptions in order to find the logical connections hidden in them. The laws that govern the empirical world cannot be known only through sensory information, but must be discovered through active reflection. Therefore, Aristotle believed that knowledge is acquired from sensory experience and reflection.
There are two main differences between Aristotle's and Plato's theories of knowledge. First, the laws, forms, or universals sought by Aristotle did not exist apart from their empirical embodiment, as they did in the case of Plato. They were simply observed relationships in the natural environment. Secondly, according to Aristotle, all knowledge is based on sensory experience. For Plato, of course, this was not the case. It is precisely because Aristotle argued that sensory experience is the source of knowledge that he is referred to as an empiricist.
Developing his empirical views on knowledge, Aristotle formulated the laws of associations. He said that the experience or memory of an object will evoke memories of similar things (the law of resemblance), memories of opposite things (the law of contrast), or memories of things that were originally associated with that object (the law of contiguity). Aristotle also observed that the more often two events are part of the same experience, the more likely it is that the interaction or memory of one of these events will trigger the memory of the other. Later in history this pattern became known as the law of repetition. Therefore, according to Aristotle, sensory experience gives rise to ideas. Ideas prompted by sense experience will stimulate other ideas in accordance with the laws of similarity, contrast, contiguity, and the principle of repetition. In philosophy, the position that the relationships between ideas can be explained by the laws of associations is called associationism. An example of how ideas are connected to each other through the law of contiguity.
In addition to raising the status of empirical research, Aristotle contributed to the development of psychology in many ways. He wrote the first history of psychology called "On the Soul" (De Anima). He wrote many works devoted to the human senses, to which he attributed vision, hearing, smell, taste and touch. He made a significant contribution to the further development of the concepts of memory, thinking and learning. As we noted, his associative principles of similarity, contrast, contiguity, and repetition later became the basis of the doctrine of associationism, which to this day is part of modern learning theory. Considering his colossal contribution to the development of science, one can forgive him for placing the mind in the heart and regarding the brain as a cooling system for the blood. Of Aristotle's great influence on learning theory, Weimer (1973) said:
Even with a moment's reflection ... it will become apparent that the doctrines of Aristotle are the core of modern epistemology and the psychology of learning. The central position of associationism as a mechanism of the mind is so generally accepted, if only in relation to observation, that no theory of learning proposed for discussion in this century has failed to base its arguments on association principles (p. 18).
With the death of Aristotle, the development of empirical science came to a halt. In subsequent centuries, scientific research, the direction of which was set by the philosophical teachings of Aristotle, did not continue. scientific research of the early Middle Ages were based on the teachings of ancient authorities, instead of looking for new ideas. The philosophy of Plato had a great influence on early Christianity. The concept of man that prevailed at the time is described by Marx and Cronan-Hillix (1987) as follows: Human beings were seen as having a soul and a free will that distanced them from simple natural laws and subjected them only to their own self-will and perhaps the power of God. Such a being with free will could not be the object of scientific research.
A leader who competently and effectively manages a company must have the appropriate competencies. We are talking about the ability of a person to perform the functions of a manager, corresponding to the position that he occupies.
List of important competencies required by a leader:
- Achievement orientation;
- Successful work with data, decision making;
- Organization of activities, control;
- Motivation, development of employees;
- Ability to influence subordinates;
- Ability to organize own work.
Achievement Oriented
This is ability person in a leadership position achieve the intended goals under certain circumstances. The competence of a competent leader focused on results includes:
- The ability to set ambitious goals that challenge the abilities of both the leader and subordinates, while focusing on the achieved level;
- Decomposition - the definition of clear final, as well as intermediate criteria that allow you to evaluate future achievements;
- Dealing with obstacles with the activation of activities that allow you to transform the problems that have arisen into tasks;
- Making unpopular decisions when the ability to move towards a goal is used, even in non-standard conditions overcoming obstacles in the form of resistance of other people.
Successful work with data, decision making
They include the ability to work with information, take the right ones in specific situation solutions. We are talking about the ability to perform structuring, analysis, systematization of the received data and make management decisions based on them.
The best candidate for the post of leader can be considered a person who is able to highlight even the most non-obvious factors that create a problem. He knows how to collect, structure information without errors, which will later be used for analysis. Such a leader bases his decisions only on accurate analysis and subsequently always monitors the decisions that he made. With relevant skills, he accurately predicts performance, sees potential problems and takes timely action to eliminate them. 
Organization of work, control
The list of competencies of the head of the enterprise includes his ability to set tasks, organize, direct, coordinate activities. At the same time, he must know the subtleties and nuances of work in order to be able to explain effective ways to solve problems. The leader must set tasks in such a way that the possibility of untimely completion of them is excluded. It is imperative to have the ability to work with control tools and make the necessary changes, and quickly, efficiently.
Motivation, development of employees
The ability of a manager to create such conditions that subordinates willingly perform their work duties. This includes:
- Knowledge of the needs, personal and professional characteristics of employees to choose the way to motivate them;
- The ability to notice the successes of subordinates in order to inspire them and inspire them to perform new tasks;
- Proper use of the training system, which is carried out systematically and planned;
- The ability to create a psychological climate that allows motivating employees to achieve desired goals.
The ability to influence
Successful manager able to influence decision making other people. In this, oratory skills help him, which allow him to achieve the support of colleagues, employees in relation to their positions and views. The image of the leader, his authority, which must be impeccable, is also important. A good leader conducts meetings regularly, constructively, and at the same time manages the group effectively and confidently. In addition, his ability to navigate unforeseen situations is important, using them as an opportunity for personal as well as professional growth.
Organization of own work
Considering the main competencies of a successful leader, examples of successful managers can be considered those who have the ability to plan, organize, and distribute their working time. A good leader can:
- Make the best use of the time allotted for the performance of his work duties;
- Clearly allocate energy, as well as resources for the implementation of current and urgent tasks, correctly prioritizing;
- Minimize the volume of current tasks without creating problems from them;
- Use delegation as a way to save time and develop the skills of subordinates.
List of important competencies required by a manager - summary
As can be seen from the above, the list of competencies that a modern successful manager should have is quite large. However, each variety of them always has the opportunity to develop. How to do it? Trainings for managers allow to improve professional competencies. Their topics are diverse, ranging from the development of systems thinking, ending with the development of effective leadership tools. In addition to the theoretical part, they include a practicum. The practical elements of the trainings allow you to work out the acquired knowledge in practice, and then successfully use them in further managerial work. What kind of training is suitable in a particular case? It all depends on what basic competencies of the leader need to be developed. If you have any doubts about the choice, there is always the opportunity to turn to competent consultants who will help you decide and undergo training that meets the needs of the manager.
Dictionary - list
competencies
1.Experience of practical work
1. There is no practical work experience.
2. Experience in practical work is very small and completely insufficient to cope with the work.
3. The experience of practical work is insufficient and it happens that it interferes with the successful fulfillment of the assigned duties.
4. Experience in practical work is sufficient for the satisfactory performance of duties.
5. Has sufficient experience in practical work, which allows him to successfully cope with the work.
6. Has extensive experience in practical work, which allows him to successfully cope with the work.
7. Has an exceptionally large practical experience, which allows him to successfully cope with the work.
2. Ability to plan work
1. Does not know how to plan even simple work.
2. Poor job planning.
3. Not good enough at planning.
4. The ability to plan work is developed to an average degree, plans work satisfactorily.
5. Ability to plan work to the extent necessary.
6. Good at planning work.
7. Perfectly knows how to plan work.
3. Selection and placement of personnel
1. Practically does not engage in the selection and placement of personnel in his unit.
2. Engaged in the selection and placement of personnel only occasionally, much less frequently than is necessary for the case.
3. He is engaged in the selection and placement of personnel from time to time, paying insufficient attention to this.
4. Questions of selection and placement of personnel are solved satisfactorily.
5. Removes enough attention to the selection and placement of personnel in his unit.
6. Systematically engaged in the selection and placement of personnel in his unit.
7.carefully prepares any personnel decision.
4. Ability to process information
1. The ability to process information is practically absent. Letters, drawings, documents necessary for work can lie on the table for months.
2. He assimilates and transmits the information he receives very slowly, the documents unnecessarily lie stale.
3. Usually rather slowly receives, analyzes and transmits information, which sometimes slows down the work of others.
4. The ability to process the information necessary for work is developed to an average degree.
5.Usually receives, analyzes, transmits, transmits information at the speed necessary for work.
6. The ability to process current information is well developed, which helps to successfully cope with the work.
7. Extremely quickly and efficiently processes the information necessary for work.
5. Use your rights and powers
1. Absolutely does not know and does not know how to use their rights and power
2. Rarely uses his rights and power.
3.Use your rights and power to a degree that is insufficient for work.
4. Knows his rights and powers, satisfactorily uses them in practice.
5. Knows well and fully uses his rights and powers, but never exceeds them.
6. He knows well and fully and fully uses his rights and powers, sometimes even somewhat exceeding them.
7. Knows perfectly, fully uses his rights and powers. Often exceeds them.
6. Knowledge of technical issues
1. Knowledge on technical issues is practically absent, does not understand this at all.
2.Knowledge on technical issues is very superficial, in technical documentation does not understand.
3. Knowledge on technical issues is rather limited, it is difficult to understand technical documentation.
4. Knowledge of technical issues of medium depth, satisfactorily understands technical documents.
5. Knowledge on technical issues is available to the necessary extent, well versed in technical documents.
6.Knowledge on technical issues is strong, deep, easy to understand technical documents.
7. He is well versed in any technical documents, so he has exceptionally deep knowledge of technical issues.
7. Knowledge of legal issues
1. Knowledge on technical issues is practically absent, complete legal illiteracy.
2. Knowledge on legal issues is very superficial and cannot be applied in practice.
3. Knowledge on legal issues is rather limited, which affects the solution of various issues.
4.Knowledge on legal issues is sufficient for a satisfactory solution of simple legal issues.5.Knowledge on legal issues is available to the extent necessary for work, solves legal issues well.
6. knowledge on legal issues is available to the extent necessary for work, solves legal issues well.
7.Perfectly versed in any legal matters because he possesses exceptionally deep knowledge.
8. ECONOMIC KNOWLEDGE.
1.Economic knowledge is practically absent, complete economic illiteracy.
2. Very superficial economic knowledge, they cannot be applied in practice.
3.Economic knowledge is rather limited, it is not always possible to understand the essence of economic phenomena and processes.
4.Economic knowledge is sufficient for a satisfactory solution of simple economic issues.
5. There are economic knowledge necessary for work, it solves economic issues well.
6.Economic knowledge is strong, deep, easily solves economic issues in practice.
7. Extremely deep economic knowledge, well versed in the essence of complex economic processes and phenomena.
9.KNOWLEDGE OF COMMERCE AND FINANCING
1. Knowledge of commerce and finance is practically absent, does not understand this at all.
2. Knowledge of commerce and finance is very superficial. They cannot be applied in practice.
3. Knowledge of commerce and finance is rather limited, it is not always possible to understand, in essence.
4. Knowledge of commerce and financing of medium depth, has an idea and practically solves the issues of self-financing, self-financing and rent.
5. There are necessary knowledge and practical skills for dealing with commercial and financing issues.
10.KNOWLEDGE OF THE ORGANIZATION AND REGULATION OF WORK.
1. Knowledge on the organization and regulation of labor is practically absent.
2. Knowledge on the organization and regulation of labor is very superficial. They cannot be applied in practice.
3. Not familiar enough with the issues of organization and labor rationing, which affects practice.
4. Knowledge of the organization and rationing of labor of medium depth, satisfactorily solves simple questions on the organization and rationing of labor.
5. There are knowledge and practical skills necessary for work in solving issues of organization and labor rationing.
6. .Knowledge on the organization and rationing of labor is strong, deep, easily solves issues of organization and rationing of labor in practice.
7. I have exceptionally deep knowledge of the organization and standardization of labor and know how to use it perfectly.
11.KNOWLEDGE OF MODERN ACHIEVEMENTS OF SCIENCE, TECHNOLOGY AND TECHNOLOGY.
1Knowledge in the field of modern achievements of science, engineering, technology is practically absent, does not follow modern achievements.
2. Knowledge in the field of modern achievements in science, technology, technology is very superficial. They cannot be applied in practice.
3. Insufficiently familiar with modern achievements of science, engineering and technology, it is difficult to understand.
4. knowledge in the field of modern achievements of science, technology, technology of medium depth, satisfactorily understands individual modern developments.
5. There are knowledge and practical skills necessary for work with modern machines, processes and technologies.
6.knowledge in the field of modern achievements of science, technology, technology is strong, deep, easy to understand the most modern equipment, processes and technologies.
7. exceptionally deep knowledge, perfectly solves any issues and understands the most modern mechanisms, processes and technologies.
12.KNOWLEDGE OF THE THEORY AND MANAGEMENT METHODS
1. Knowledge in the field of theory and management methods is practically absent, does not know either theory or management methods.
2. Knowledge in the field of theory and methods of management is very superficial. They cannot be applied in practice.
3. Insufficiently familiar with various theories and management methods, which affects practice.
4.Knowledge in the field of theory and management method of medium depth, satisfactorily understands individual management methods.
5. There is knowledge necessary for work in the field of theory and practical skills in applying various management methods.
6. Knowledge in the field of theory and methods of management is strong, deep, it is easy to understand the theory and methods of management, with the success of their application in practice.
7. Knowledge in the field of theory and management methods is excellent, he is well versed in this, very effectively applies them in practice.
13. PROFESSIONAL KNOWLEDGE.
1. Professional knowledge is practically absent.
2. Professional knowledge is superficial, does not have the necessary professional knowledge.
3.does not have sufficient professional knowledge, which affects practice.
4.Professional knowledge sufficient for a satisfactory solution of practical professional issues.
5. There are professional knowledge of the issues sufficient for the work.
6. Professional knowledge is strong, deep, makes it easy to understand practical professional issues.
7. Professional knowledge exceptionally deep and extensive, well versed in many practical professional issues.
14. ORGANIZATIONAL SKILLS
1. organizational skills are practically absent.
2. Organizational skills are poorly developed. Organized work is carried out with difficulty and errors.
3. Organizational skills are underdeveloped. Cannot always organize the work of people.
4. Organizational skills are sufficient for a satisfactory solution of organized issues.
5. Possesses the necessary organizational skills, can organize the work of people.
6. A good organizer, knows how to properly and quickly organize the effective work of people.
7. A great organizer knows how to organize effective work of people
15. ABILITY TO FIND A WAY OUT IN A STRESS SITUATION
1. There is no ability to find a way out in a stressful situation.
2. The ability to find a way out in a stressful situation is poorly developed. Obviously not enough character to find a way out.
3. The ability to find a way out in a stressful situation is not well developed. Sometimes there is not enough character to find a way out.
4. The ability to find a way out in a stressful situation is developed to an average extent. Not always enough character to find a way out.
5. The ability to find a way out in a stressful situation is quite developed. Most often enough character to find a way out.
6. The ability to find a way out in a stressful situation is well developed. Usually enough character to find a way out.
7. The ability to find a way out in a stressful situation is very well developed. It has a strong character and can escape even from a hopeless situation.
16. ABILITY TO SOLVE SUPPLY ISSUES.
1. He is completely unfamiliar with supply issues.
2. Poor knowledge of supply issues and does not know how to solve.
3. Does not know supply issues well enough, can hardly solve only some of them.
4. Satisfactorily knows and knows how to solve supply issues.
5.Knows and knows how to deal with supplies well enough and solves many of them.
6. Knows well and skillfully solves most supply issues.
7. He is well versed in supply issues and knows how to solve them very resourcefully.
17. LEADER ABILITIES.
1. Leadership abilities are practically absent. Without official authority, he cannot organize and lead people.
2. I clearly lack leadership skills.
3. Sometimes there is a lack of leadership skills to organize work with people.
4. Leadership abilities are developed to an average degree.
5. Leadership abilities are sufficiently developed to organize the work of people.
6. Possesses good leadership skills.
7. Exceptional leadership abilities. Even without official authority, he organizes the work perfectly.
18. PEDAGOGICAL ABILITIES
1. Pedagogical abilities are practically absent. He does not know how to encourage or punish subordinates.
2. Pedagogical abilities are poorly developed. He does not know how to properly stimulate the work of subordinates.
3. Pedagogical abilities are underdeveloped. Not always competently stimulates the work of subordinates.
4. Pedagogical abilities are developed to an average degree, satisfactorily stimulates the work of subordinates.
5. Pedagogical abilities are developed to the extent necessary for work. Sufficiently competently stimulates the work of subordinates.
6. Pedagogical abilities are well developed. He knows well the methods of reward and punishment, successfully applies them at work.
7.Excellent teaching skills. Perfectly owns the methods of educating subordinates, skillfully applies them in practice.
19. INDEPENDENCE
1. Cannot independently solve simple questions.
2. Obviously there is a lack of independence. Constantly in need of help, tips, guidance.
3. Sometimes there is a lack of independence and then help is needed in the work.
4. Independence is moderately developed.
5. Independence is quite developed. Solves many issues related to work.
6. Possesses great independence in resolving issues related to work.
7. Possesses exceptional independence in work. He solves all issues without waiting for anyone's help.
20. LEVEL OF CULTURE.
1. The level of culture is extremely low, primitive interests and needs.
2. The level of culture is quite low.
3. The level of culture is not very high.
4. has an average level of culture inherent in many people.
5. Has a fairly high cultural level.
6. Has a high cultural level.
7. Has a very high cultural level.
21. ABILITY TO UNDERSTAND THE ESSENCE OF THE MATTER.
1 The ability to understand the essence of the matter is practically absent. Even a simple thing needs to be explained many times.
2. The ability to understand the essence of the matter is poorly developed. Often, when studying a particular issue, he cannot distinguish the main thing from the secondary.
3. The ability to understand the essence of the matter is not developed enough. When studying a particular issue, it is difficult to distinguish the main thing from the secondary.
4. The ability to understand the essence of the matter is moderately developed, satisfactorily distinguishes the main thing from the secondary when studying various issues.
5. The ability to understand the essence of the matter is developed above the average level, can quickly understand a particular issue and highlight the main thing.
6. The ability to understand the essence of the matter is well developed. Can quickly get to the heart of the matter and distinguish from the secondary.
7. The ability to understand the essence of the matter is very well developed. He has an exceptional ability to instantly grasp the essence of the issue, immediately understand the situation, highlight the main thing.
22. ABILITY TO SOLVING COMPLEX TASKS.
1. Ability to decide challenging tasks practically absent. Can solve only the most primitive tasks.
2. The ability to solve complex problems is poorly developed, can only perform simple tasks.
3. The ability to solve complex problems is not sufficiently developed for work.
4. The ability to solve complex problems is developed satisfactorily.
5. The ability to solve complex problems is enough for the job.
6. The ability to solve complex problems is well developed. Handles high complexity jobs.
7.Has an excellent ability to perform the most complex tasks.
23. STRIVE FOR THE NEW
1. There is practically no desire for the new, it opposes any innovations.
2. Skeptical about innovations and reorganizations, tries to stay away from them.
3. sometimes can support a useful undertaking, although he does not particularly like it.
4.Relates to innovation, reorganization quite calmly.
5. Strives to support many undertakings, innovations and reorganizations.
6. Usually too fond of various innovations and reorganizations, wants to live and work in a new way.
7.Great innovator. His soul is rooting for the new, he has no idea how to live and work in the old way.
24. HAVING YOUR OWN OPINION
1. Even on trifling matters he does not have his own opinion.
2. Usually avoids expressing his own opinion even on minor issues.
3. Rarely expresses his own opinion, even when he has one.
4. Especially expresses his own opinion only when asked about it.
5. Usually avoids expressing his own opinion, sometimes even in cases where it is not well thought out.
6. Often expresses his own opinion, even on issues in which he is not very well versed.
7. Strives to express his own opinion on any issues, even on those in which he does not understand at all.
25. SKILL TO SEE PROSPECT
1. The ability to see the perspective is missing. Sees only the current moment.
2. The ability to see perspective is limited. Current issues are so relevant that there is no time to look into the distance, to see the future.
3. The ability to see the future is not developed enough for work.
4 The ability to see perspective is average, like most people.
5.Sufficiently full and timely sees the prospect.
6. He sees and understands the future well, knows how to predict developments in the future in a timely manner.
7. Has an exceptional ability to see the future and take action in advance, taking into account the development of future events.
26. ABILITY TO UNDERSTAND PEOPLE.
1. Absolutely not versed in people.
2. Obviously lacks the ability to understand people. Often mistaken in people's assessments.
3. Sometimes there is not enough ability to understand people, sometimes he makes mistakes in people's assessments.
4. The ability to understand people is expressed to an average degree.
5. Usually the ability to understand people is enough. Rarely makes mistakes in people's assessments.
6. Well versed in people. Usually not mistaken in judging people.
7. Excellent psychologist. He's great with people.
27. PURPOSE.
1. Purposefulness is practically absent. Lives without a specific goal, only today.
2. Usually he does not set any distant goal in life, any plans extend only to the next month.
3. The set goals in life and work can rather be called dreams, since they are unrealistic.
4. From time to time he sets goals for himself for several months of his life and tries to fulfill them.
5. Sets quite realistic, achievable goals, usually for the next year of life.
6. Has a system of tactical life goals for the coming years, shows sufficient perseverance to achieve them.
7. Purposefulness is exceptionally strongly developed. He sets himself both strategic goals for life and tactical goals for the coming years. Shows rare perseverance and ingenuity to achieve them.
28. DETERMINATION.
1. Decisiveness is absent, hesitates and hesitates for a long time before solving the simplest question.
2. Decisiveness is poorly developed. She is clearly not enough, she cannot make a decision in a timely manner.
3. Decisiveness is not developed enough. Sometimes he cannot make a decision in a timely manner.
4. Decisiveness is developed to an average degree. Decisiveness is not always enough, but it cannot be called indecisive either.
5. Decisiveness is quite developed. Most often, decisiveness is enough even when solving rather complex issues.
6. Decisiveness is highly developed. Makes timely decisions on complex issues.
7. Decisiveness is highly developed. Possesses exceptional speed of decision-making.
29. RESPONSIBILITY FOR THE DECISION AND ITS IMPLEMENTATION.
1. Responsibility for the decision and its execution is practically absent. Always avoids making individual decisions, afraid to take responsibility.
2. Responsibility for the decision and its implementation is poorly developed. Obviously there is not enough responsibility, therefore, usually seeks to solve nothing alone.
3. Responsibility for the decision and its implementation is not sufficiently developed
4. Responsibility for the decision and its implementation is moderately developed. Responsibility is not always enough.
5. Responsibility for the decision and its implementation is sufficiently developed. Most of the time, there is a lot of responsibility.
6. Accountability for decision and execution is well developed. Willingly takes responsibility.
7. The responsibility for the decision and its execution is very well developed. Often takes responsibility even when it is not necessary.
30. PERSISTENCE AND PERSISTENCE.
1. Persistence and perseverance is practically absent. He cannot at least to some extent show perseverance and perseverance in order to bring the matter to the end.
2. Obviously there is not enough perseverance and perseverance to bring the matter to the end.
3. Sometimes there is not enough perseverance and perseverance to bring the matter to the end.
4. perseverance and perseverance are moderately developed.
5. Most often, perseverance and perseverance are enough to bring the matter to the end.
6. Has great perseverance and perseverance, does not like to stop until the case is completed.
7. Has a very great perseverance and perseverance, will not stop until he reaches the goal.
33. SELF-ASSESSMENT.
1. Self-esteem is extremely low, he always underestimates his abilities and capabilities.
2. Quite low self-esteem, often underestimates his abilities and capabilities.
3. Self-esteem is below average. It happens that he underestimates his abilities and capabilities.
4. Self-assessment of the average level. He considers himself no worse, but no better than most people.
5. Rates himself above average. Sometimes he overestimates his abilities and capabilities a little.
6. High self-esteem. Overly arrogant, often overestimates his abilities and capabilities.
7. Very a high self-evaluation. Extremely arrogant, constantly overestimating his abilities and capabilities.
34. PERFORMANCE, DISCIPLINE
1. Diligence, discipline are practically absent. Performs orders at its own discretion, without considering itself obligated to that.
2. Obviously lacks diligence and discipline, often does not follow the instructions of the leadership.
3. Sometimes there is a lack of diligence and discipline, it happens that he does not carry out individual orders, finding various explanations for this.
4. Diligence and discipline are developed to an average extent.
5. Enough diligence and discipline, tries to accurately follow the orders of the leadership.
6. High diligence and discipline, even in small things does not want to deviate from the order of the leadership.
7. Very high diligence and discipline, he perceives any request from the management as an order and is accepted to fulfill it, even if he sees a more rational solution.
35. DEMANDING ON YOURSELF.
1. Demanding on oneself is practically absent. He forgives himself for any of his mistakes and misdeeds.
2. Obviously there is not enough exactingness to oneself.
3. Sometimes there is a lack of exactingness to oneself.
4. Self-demanding is moderately expressed.
5. Most often, he is quite demanding of himself.
6. Has high demands on himself.
7. Extremely demanding of himself, he is very worried about his minor mistakes and misconduct.
36. COMMUNICABILITY.
1. Constant isolation, focus on your thoughts and experiences makes it difficult to find mutual language with other people
2. Finds a common language with difficulty, but does not know how to win over people and work with them.
3. Sociability is not developed enough for work, it can not always win over people and find a common language.
4. Sociability is developed to an average degree. Although not always, but can find a common language with people.
5. Sociability is quite developed, in most cases it can win over people and finds a common language with them.
6. Easily wins people over and finds a common language with him.
7. Perfectly knows how to win over people and find a common language with them.
37. PROFESSIONAL DEVELOPMENT
1. He is not at all interested in improving his qualifications, refuses any form of education.
2. Usually not interested in improving their skills.
3. He is little interested in improving his qualifications, and only in forms of training that are convenient for him.
4. He considers advanced training as a matter necessary for work, although he studies without great desire.
5. Ready for advanced training, willingly studying at various courses, faculties.
6. Strives for advanced training in various forms, studies independently, willingly studies at various courses, faculties, etc.
7. He considers professional development to be his professional duty, he is intensively engaged in self-training, he is always willing to study at various courses of faculties, etc.
38. ABILITY TO BUILD BUSINESS RELATIONSHIPS.
1. He is completely unable to establish business relations with other enterprises, as well as with other divisions of his enterprise.
2. There is obviously a lack of ability to establish business relations with other enterprises and organizations, as well as with other divisions of one's enterprise.
3. Sometimes there is a lack of ability to establish business relations with other enterprises and organizations, as well as other divisions of one's enterprise.
4. The ability to establish business relations with other enterprises and organizations, as well as with other divisions of one's own enterprise, is moderately developed.
5. Ability to establish the necessary business relations with other enterprises and organizations, as well as other divisions of your enterprise.
6. Ability to establish good business relations with other enterprises and organizations, as well as other divisions of your enterprise.
7. Ability to establish excellent business relationships with other enterprises and organizations, as well as other divisions of your enterprise.
39. HELP FOR FRIENDS AT WORK.
1. Never helps, even interferes with the work of employees.
2. Does not like to help fellow workers, if he does not see it as a personal benefit.
3. Usually reluctant to help fellow workers, does not meet those in need of help.
4. Does not always help fellow workers in some cases may refuse to help.
5. Usually does not help fellow workers if they turn to him.
6. Willingly helps fellow workers.
7. Likes selflessly to help fellow workers, spares no effort, no time for this.
40. CONSIDERATION OF INTERESTS OF EMPLOYEES.
1. Does not consider the interests of employees at all, for the sake of others he will not cause himself even a trifling inconvenience.
2. Usually does not take into account the interests of employees.
3. Little consideration is given to the interests of employees.
4. Usually moderately considers the interests of other people.
5. Your actions usually correlate with the interests of other people.
6. Your actions correlate with the interests of other people to a sufficient extent.
7. Always consider the interests of other people.
41. ABILITY TO ACCEPT CRITIQUE.
1. The ability to perceive criticism is practically absent. He takes criticism as a personal insult. May pursue criticism.
2. Clearly lacks the ability to perceive criticism, Often defends against it, although this is not necessary.
3. Sometimes there is a lack of ability to perceive criticism correctly.
4. The ability to perceive, criticism is developed to an average extent.
5. Most often he knows how to perceive criticism correctly.
6. Knows how to properly perceive criticism. Usually does not defend himself against critical remarks, even if they are not entirely objective.
7. Criticism is always perceived in a businesslike way, without personal insults. He believes that it is only for the benefit of the cause.
42. JUSTICE.
1. There is no fairness in relation to other people.
2. There is clearly a lack of fairness towards other people.
3. Sometimes there is not enough fairness in relationships with other people.
4. Justice in relationships with other people is manifested as often as with others.
5. Fairness in judging other people is usually sufficient.
6. Often shows fairness in judging other people.
7. Always shows justice in dealing with other people.
43. KEEPING YOUR PROMISES.
1. Constantly does not fulfill its promises and does not even strive to do so. This word means nothing to him.
2. Often does not keep his promises and brings other people down with this.
3. Sometimes does not keep its promises.
4. does not always keep his promises, especially in important cases.
5. He tries to keep his promises, especially in important cases.
6. Usually he keeps his promises and does not let others down.
7. He always fulfills his promises, does not let other people down, having given his word, he keeps it.
44. PROFESSIONAL DEVELOPMENT AND SERVICE GROWTH OF SUBJECTS.
1. In every possible way hinders the improvement of qualifications and career growth of subordinates.
2. Interferes with advanced training and promotion of subordinates.
3. Usually little interested in advanced training and promotion of subordinates.
4. Shows some interest rather in advanced training than in the career growth of subordinates.
5. Usually shows interest, both in advanced training and in the career growth of subordinates.
6. Promotes, hinders the improvement of qualifications and career growth of subordinates.
7. In every possible way promotes, hinders the improvement of qualifications and career growth of subordinates.
45. POLITENESS AND TACT.
1. Politeness and tact are practically absent. Often rude and behaves tactlessly towards other people.
2. Obviously there is a lack of politeness and tact in dealing with people.
3. Sometimes there is a lack of politeness and tact in dealing with people.
4. Politeness and tact in dealing with people are manifested to an average extent.
5. Usually behaves with people politely and tactfully.
6. Often behaves with people quite politely and tactfully.
7. Always behaves with people extremely politely and tactfully.
46. ABILITY TO PROTECT THE INTERESTS OF THE COLLECTIVE.
1. Never defends the interests of the team, as they do not coincide with the personal.
2. Often does not know how and does not want to protect the interests of the team.
3. Especially does not seek to protect the interests of the team, and sometimes does not know how to do it.
4. Does not always know how to protect the interests of the team, although it cannot be said that he does not try to do this.
5. Usually seeks to protect the interests of the team and knows how to do it quite well.
6. He knows how to defend the interests of his team well, he tries to defend them even in those situations when nothing threatens them.
7. Protects the interests of the team better than his own, while showing exceptional resourcefulness, perseverance and courage.
1. There is no focus on the case. Interests for business always come last, they are remembered only when it is beneficial.
2. Orientation to business is weakly expressed. When solving certain issues, it is rarely guided by the interests of the case.
3. Orientation to the cause is not expressed enough. In resolving certain issues, he is not sufficiently guided by the interests of the case.
4. Orientation to the cause is expressed in the medium measure. When solving certain issues, he moderately takes into account the interests of the case.
5. Orientation to the cause is quite pronounced. In most cases, when solving various issues, he tries to proceed from the interests of the case.
6. Orientation to business is strongly expressed. When solving various issues, he is guided only by the interests of the case.
48. PERFORMANCE.
1. The performance is very low. Works very sluggishly, gets tired quickly.
2. . The performance is low. Works rather slowly, with long rest breaks.
3. . Performance is below average. Doesn't work very hard.
4. . Efficiency is not worse than others, works with satisfactory intensity.
5. . Above average performance. Works with sufficient intensity.
6. . Efficiency is high, can work much faster, more intensively and with greater returns than most people.
7. Amazing performance, almost for a few people.
49. BUSINESS.
1. Practicality is practically absent. Although the work makes a lot of noise and fuss, its results are very low.
2. Fussiness prevails in work, haste as a result of labor is negligible.
3. Often shows haste and fuss in work, personally works a lot, and the result is lower than expected.
4. In his work he is efficient and precise, although sometimes he hurries and fusses unnecessarily.
5. Usually works without haste and fuss, busily achieves the desired results.
6. Businesslike, accurate, collected, achieves good results due to the thoughtfulness of his efforts.
7. Significant results in work are achieved solely due to the utmost efficiency, accuracy and composure.
50. ATTITUDE TO WORK.
1. Does not like work at all and suffers from it himself.
2. Does not like his work, does not like its nature and content.
3. I don't really like the work, although some of its elements are attractive.
4. In general, I like the work, although I do one part of the work with pleasure.
5. I like the work, treats it with interest.
6. I really like the work.
7. He loves his work very much, devotes almost all his free time to it.
51. OBSERVANCE OF DISCIPLINE AND ORDER.
1. Ignores discipline and order, even when it is not necessary.
2. Does not strive to comply with discipline and established order.
3. Often solves personal and production issues by violating discipline and bypassing established standards.
4. does not always strictly adhere to the established order, finds excuses for violation of discipline.
5. As a rule, seeks to maintain discipline and order.
6. Strictly observes discipline and established order.
7. Exceptionally strictly observes discipline and the established order, will never violate it.
52. CONFIDENCE IN THE FINAL SUCCESS OF THE BUSINESS.
1. There is no certainty in the ultimate success of the business. Gives up at the first failure.
2. Confidence in the final success of the business is weak. Loses confidence in success if failure begins.
3. Confidence in the final success of the case is not sufficiently expressed. In case of failures, he does not always retain confidence in the ultimate success of the business.
4. Confidence in the final success of the business is expressed in the middle level.
5. Confidence in the eventual success of the business is above average. Do not lose it even in case of failures.
6. There is no certainty in the final success of the business. Does not lose it even with a losing streak.
7. Confidence in the ultimate success of the business is the principle of life. Failure only tempers his will to win.
53. BENEFITS FOR THE ENTERPRISE.
1. Performing a specific task, he never thinks about the benefits for the enterprise.
2. When performing production tasks, they usually do not think about their benefits to the enterprise.
3. Believes that working is already beneficial for the enterprise and that is enough.
4. We believe that our good work, overfulfillment of tasks, brings great benefits to the enterprise.
5. Trying to understand the necessity and usefulness for the enterprise not only of the results of labor, but also of its individual consequences.
6. Does not spare time and effort to perform tasks that are important for the enterprise.
7. The interests of the enterprise always come first. Refuses to perform a personally beneficial business if it will harm the enterprise.
54. ATTITUDE TO PUBLIC WORK.
1. Always ignores any, even simple social work.
2. Sometimes and reluctantly engaged in social work, often tries to avoid it.
3. Does not always willingly engage in social work, pays little attention to it.
4. He considers social work to be a part of production activity, he satisfactorily copes with it.
5.Gives community service, like the production enough time and attention, copes well with it.
6. Much and successfully engaged in social work.
7. He is engaged in social work a lot and with great benefit for himself and people.
55. STABILITY OF MORALITY.
1. There is no stability of morality. Does not comply with the moral requirements of society.
2. There is clearly a lack of stable moral values.
3. Sometimes gaps in moral education are noticeable.
4. The attitude to morality and values of society is the same as that of most people.
5.Characterized by moral stability, respect and observance of social values.
6. Characterized by high moral stability, respect and strict observance of social values.
7. . It is characterized by a very high moral stability, respect and very precise observance of all social values.
56. COMPLIANCE WITH THE POST.
1. Does not correspond to the position held and is subject to dismissal from the position held.
2. Does not fully correspond to the position held, is subject to transfer to a lower category or class of position with a re-evaluation in a year.
3. . Corresponds to the position held, but attention should be paid to the comments made by the experts. Transfer to a lower class or category of position.
