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 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 the higher 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 seizing the initiative from other manufacturers 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 competence is 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. The meaning of corporate culture is that the values of the company and its employees coincide. 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 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 human resource management to ensure employee loyalty to management and its decisions, educating employees to treat the company as their own. home on the other. 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, why 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 implies that the manager has psychological knowledge in the amount necessary and sufficient for a correct understanding of the interlocutor, ensuring their 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. Clear typology of meetings, development and subsequent compliance with relevant standards for the preparation and conduct, including the use of new information and communication technologies, for example, software product Skype can significantly increase the efficiency of intra-company communications of a top manager.
The third, purely managerial, competence is closely related to communicative competence - the ability to accurately select key employees of the company and use their strongest points in business. 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 a very difficult 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 do not properly organize work time, and during the training it turns out that the problem is not in time management, but in the 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. If there is information technology competence of the manager (this is the fifth competence) given task is greatly simplified by the introduction of time management tools in 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 the secretariat employee is recorded by him on the basis of the "Rules of the Secretariat" in unified system Outlook / Lotus Notes. 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. the Japanese language even has a 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 completion in a shorter 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 (theories for solving inventive problems), as well as TRTL (theories for the development of a 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 a large number 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
.
MINISTRY OF EDUCATION AND SCIENCE
RUSSIAN FEDERATION
BALTIC FEDERAL UNIVERSITY
NAMED AFTER IMMANUEL KANT
Law Institute
Educational-methodical complex by discipline
"Actual problems of entrepreneurial and commercial law"
for students in the direction 40.04.01.68 Jurisprudence
"Business Law, Commercial Law"
1 course 1 semester full-time learning
Kaliningrad 2014
Approval sheet
Compiled by: Head of the Department of Entrepreneurial Law, Ph.D. in Law, Associate Professor Nilov Konstantin Nikolayevich
The teaching materials were discussed and approved at a meeting of the Department of Entrepreneurial Law
Protocol No. _______ "___" ___________________ 2014
Head of Department: _________ / Nilov K.N../
PLO Manager:________ / Ezhova T.G. /
Teaching Methodology was approved by the methodological council of the Faculty of Law of the IKBFU. I. Kant
Protocol No. _______ "___" ___________________ 20____
Chairman of the Methodological Council: __________________ /Zayachkovsky O.A./
"I approve"
Dean of the Faculty of Law ____________________ / Zayachkovsky O.A. /
"I approve"
Head of Department of Educational Programs
Zhitinevich D.G.
Chairman expert council ____________________ / _____________ /
PROGRAM-PLANNING UNIT
1.1. Explanatory note …………………………………………………….. 4
1.2. Thematic plan ………………………………………………………… 7
1.4. Subjects of independent, control works and abstracts..…….…. fourteen
1.5. Questions for intermediate and final control.…………….….... 18
1.6. Criteria for assessing knowledge.….………………………………………….….. 29
1. 8. List of basic and additional literature, regulatory documents, judicial practice …………..…………….….………………... 34
EDUCATIONAL AND METHODOLOGICAL BLOCK …………………………………...... 40
2.1. Theoretical part ……………………………………………………. 40
2.2. Workshop ……………………………………………………………….. 79
2.4. Glossary ………………………………………………………….……. 114
DIAGNOSTIC CONTROL UNIT …………………..… 124
3.1. A set of test tasks ………………………………………..… 124
3.2. Questions for preparing for exams..…………………………….. 131
BLOCK OF VISUAL-DIDACTIC MATERIAL ………..…. 135
Presentations
Scheme
PROGRAM-PLANNING UNIT
Explanatory note
Course summary
In accordance with the Federal State Educational Standard of Higher Professional Education (FGOS VPO) in the field of study 40.04.01.68 Jurisprudence (qualification (degree) "Master"), the academic discipline "Actual Problems of Entrepreneurship" is a discipline of the basic part of the professional cycle of disciplines.
The initial level of training of students necessary for the successful study of the discipline requires higher education (bachelor, specialist). The student must know the main provisions of such disciplines studied as part of the bachelor's (specialist) training program, such as the theory of state and law, economics, arbitration process, business law, civil law, which determine the status of business entities, the procedure for their creation and termination of activities, bankruptcy court procedures , legal regime of property, means and main directions of state regulation of entrepreneurial activity, antimonopoly and tax regulation of entrepreneurship, legal regulation of types of entrepreneurial activity, the concept of a business contract, the concept of legal liability and sanctions applied to entrepreneurs.
Goals and objectives of studying the discipline
The purpose of studying the discipline "Actual problems of business law" is: mastering professional competencies and knowledge in the field of legal regulation of business activities.
In realizing this goal, the following tasks should be achieved:
1) knowledge formation:
On the role of entrepreneurship in a market economy and the importance of legal regulation of such activities;
On the problems of the legal status of business entities;
On the problems of the legal regime of property used in entrepreneurial activities;
On the problems of legal regulation of the privatization of state and municipal property;
On problems in the field of state regulation of entrepreneurial activity;
On the main problems in the field of legal regulation of investment activities;
On the main guarantees and problems of protecting the rights and legitimate interests of business entities;
2) the formation of skills and abilities:
Identification of legally significant circumstances in economic disputes and options for resolving disputes;
Preparation of qualified opinions on legal issues;
Representing the interests of economic entities in judicial and administrative bodies;
Application of methods of scientific research of economic and legal phenomena and problems;
3) education:
Respect for the law, the rights of citizens and business entities;
Feelings of intolerance to any violation of the law in their own professional activities;
Necessary business, emotional and volitional qualities to ensure law and order.
List of professional competencies
As a result of studying the discipline "Actual problems of business law", the student must master the following general cultural (OK) and professional competencies (PC):
OK - 3 - readiness for self-development, self-realization, use of creative potential;
OPK - 3 - the ability to use in practice the acquired skills and abilities in the organization of research work;
PC - 7- ability to competently interpret normative legal acts;
PC - 8– the ability to take part in the legal examination of draft regulatory legal acts, including in order to identify provisions in them that contribute to the creation of conditions for the manifestation of corruption, to give qualified legal opinions and advice in specific areas legal activity;
PC - 11- the ability to conduct scientific research in the field of law in a qualified manner.
As a result of mastering the discipline, the student must:
Know:
Problems of Russian business law;
Theoretical and methodological problems of the development of modern legislation on entrepreneurship;
The main trends in the development of economic and legal phenomena at the present stage;
Problems of legal awareness and legal culture of entrepreneurs;
Problems of ensuring law and order and combating offenses in the field of entrepreneurship.
Be able to:
Apply the acquired knowledge to study topical issues of business law, use them in the process of professional research activities;
Use the acquired knowledge in law-making processes;
Own:
Skills in analyzing law enforcement practice in the field of business law;
Skills for solving problems of implementation of legal norms in the field of business law
1.2. Thematic plan
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 the goal is used, even in non-standard conditions, with overcoming obstacles in the form of resistance from 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 the appropriate skills, he accurately predicts performance, see possible problems and takes timely action to address 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. Must have the ability to work with control tools and conduct necessary changes and quickly and 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;
- Ability to create psychological climate to motivate 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.
In accordance with the requirements of the Federal State educational standard students of educational institutions of primary and secondary vocational education should 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), 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.
The list of competencies of a graduate of primary vocational education, whose professional activity is mainly related to the performance of manual labor, must be supplemented with a competency that develops sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye, color discrimination, etc.).
List of competencies of a graduate of secondary vocational education, whose professional activity is related to the manifestation creativity, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional schemes thinking, willingness to innovate.
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 basic educational program by specialty:
| 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 | - ability to organize workplace for work 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; - ability to apply different kinds 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 optimal view layouts; - 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 design basis drawing, apply new information technologies: 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 of various shapes 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 product type, 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, students of the seamstress profession need to develop other competencies, especially creative and self-improvement competencies, since these competencies are not sufficiently developed 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 learning in 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 learning activities as generalized activities open up the possibility for students to have a broad orientation both in various subject areas, and in the structure of the educational 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 psychological abilities of the student.
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 moral standards 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 activity; 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, identification of the problem, search and evaluation of alternative ways to resolve the conflict, 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 communications.
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 problem solving 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 of activity algorithms 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. The problem of the child's psychological readiness for learning
21. History of educational psychology
22. Learning Theories 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 was of great importance to the Western world and has a direct bearing on all branches 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 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.
Anna Sudak
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Business nuances
Term meanings and detailed examples
American specialists in the field of occupational psychology are supporters of the "personal" approach. They limit the scope of the concept of professional competence either by personality traits or by knowledge, skills and abilities.
Article navigation
- Definition of Competence
- List of professional competencies
- Model of professional competencies
- Factors shaping the competency model
- Manager Competence
- What qualities should a sales manager have?
- What qualities should an HR manager have?
- What qualities should a Project Manager have?
- Manager's competence
- Competence assessment
In this article, we will look at the general and personal competencies needed to achieve business and career results. Let's talk about what qualities a leader should have to get what he wants without manipulation, stress and effort.
Definition of Competence
Professional competence is the skills and abilities of an employee to solve issues and tasks in the subject area entrusted to him.
Also, this concept is used in the evaluation of personnel and is a list of qualities of an employee, a group of people or a company.
We divide it into three conditional groups:
- Corporate. General knowledge necessary for all employees of the organization.
- Managerial. The knowledge and skills needed by a group of people in leadership positions.
- Narrow profile. A set of qualities necessary for a particular employee (group of employees) to solve the target problem. Examples: copywriter, sales manager, layout designer, and so on.
List of professional competencies
Regardless of the position and salary, a person must have three basic skills:
- educational and cognitive. The employee is obliged to learn new things, improve theoretical and practical skills. Read specialized literature, attend training events. Usually, the company provides an appropriate base for the development of personnel, or seeks help from a center of professional competence;
- informational. The employee must be able to find, analyze, process the information necessary for work;
- communicative. The employee must be able to communicate with the team and customers. Work in a team to get high results.
Model of professional competencies
Models of professional competence are the knowledge, skills and abilities necessary to perform a particular job. They are divided into five groups:
- personal;
- social;
- organizational;
- administrative;
- technical.
When developing a model of professional competencies for business, it is necessary to understand that it should be:
- structured;
- simple and understandable;
- adapted to the requirements of a particular company for which it is being developed.
You can create a single model for all employees with amendments for management positions. After all, they include the performance of administrative and managerial tasks to a greater extent, and functional ones to a lesser extent.
Thanks to the existence of such a document, it will be much easier to close vacancies in the company, as jobs will be occupied by people who meet pre-defined and thought-out requirements and are able to increase the efficiency of the workflow.
It is better to immediately delegate the task of developing professional requirements to an internal HR specialist. And in closing leadership positions, take a direct part, choose the best of the best and create a dream team for business development and scaling.
But if you want to control the process from beginning to end, you need to understand how a particular model is created. Its development includes the following steps:
- Project planning. In this paragraph, you set clear goals and outline future (desired) results. This stage can be called "Trying on" suitable knowledge, skills and abilities. Each position has its own model.
- Formation of the project team. To avoid falling into stereotypes and clichés, the meaning of each item on the skill scale must be justified.
- Analytics. At this stage, information is collected and the result of the work of each employee is analyzed.
- Working out the levels of the model. The core competence and the number of levels in which it is included are revealed.
- Formation of requirements for positions. The validity of the draft competency profile is tested.
- Test run analysis and troubleshooting.
- Launching the corrected project into work.
Factors shaping the competency model
A huge number of factors influence the formation of a competency model, but only two of them are decisive. We'll talk about this.
Compliance with the plan for the formation of requirements and the reliability of the facts used. The most important thing in the process is the contribution of each individual employee to the development of the company. If this is not taken into account when forming a list of professional and personal requirements, then there is no point in launching this project, since it will become just a bureaucratic useless formality.
Value and continuous encouragement of knowledge and experience. The company must understand that if it only takes, the efficiency of the staff will decrease, the motivation and desire to give all the best to 100% will disappear, and this will inevitably lead to a decrease in the performance of the enterprise. Therefore, labor should not just be paid, but rewarded with additional tangible and intangible bonuses. The company must invest in the development and training of personnel in order to get a result that exceeds expectations.
In any case, the requirements for the project manager will differ from the requirements for the personnel involved in production. Therefore, the competency model is formed for specific circumstances.
Manager Competence
According to experts, today there are 533 competency models, but they are conventionally divided into two types:
- Technical. Qualities necessary for the performance of a particular job.
- Behavioral. Personal qualities, contributing to an increase in working efficiency.
What skills and qualities should a person in this position have in order to bring the company to a fundamentally new level development, and with it to improve your career position?
Let's start with the fact that a manager is too broad a concept to define a specific competency model. Therefore, let's try to make out which managers are most often found in modern business and determine for each of them the optimal "package of requirements".
What qualities should a sales manager have?
There are 10 basic qualities that a specialist in this field possesses.
- Understanding Expansion Technologies client base. The seller must know the psychology of the client, his needs and desires.
- Knowledge of effective sales techniques. He knows several sales techniques and skillfully combines them depending on the situation. He does not shout buy, does not press. Therefore, he always exceeds the monthly plan.
- Having experience. Often, many companies look at previous work experience. They ask for characteristics and other confirmations of skills. But they always forget about one thing: what fits perfectly on one can destroy the image of another. Therefore, do not pay too much attention to this item. It is better to give the employee a chance to prove himself by talking to a “test” client or develop an exam that will confirm the information from the resume and questionnaire.
- Desire to dedicate oneself to the profession. In sales, there are a lot of “passing by” people who go to work because they don’t take anywhere else. For a long time, of course, they do not stay in companies. Staff turnover is formed, and you, as the owner of the company, are losing a lot of money on staff search and training.
- Sociability. A person, just by opening his mouth, enchants. It doesn't matter who: the recruiter, you, your clients. And a real seller should be able to find mutual language with everyone. And not just to speak well, but to listen and hear the interlocutor.
- Ability to apply sales tools in practice. For example, in the arsenal of your company, the only tool is a discount. And, of course, the employee who sells must be able to use it in such a way as to make a profit. To calculate a job seeker's sales understanding, ask him a simple task: The customer has requested a discount that the company cannot provide. How to get out of this situation by making a sale and not losing a client? A really experienced seller who had to work with discounts will provide you with 3 to 10 options for solving the situation, and one will mark it as the best one.
- Ability to resolve conflicts. This skill is highly valued. Because there are few who know how to smooth out the conflict in such a way that they also sell the most expensive product to an angry client. Moreover, the buyer will come back again and again.
- Analysis of client potential. Of course, no one can immediately identify the potential of the client. But it is enough for an experienced seller to hear a few remarks in order to put together a portrait of the client as close to reality as possible.
- Work with objections. A real seller is always on top, because he knows how to sell what a person needs here and now to solve his problem or satisfy his need. Working with objections is the basis, without which it is impossible to move up the career ladder.
- Ability to find a common language with VIP clients. It happens that customers want too much, and all because they really do not want anything. Just on this moment they have extra money and they are looking for the best options for their investments, which in the long term will bring dividends: moral, mental or financial. This is where sellers usually apply all the skill, as VIP clients are the backbone on which the whole business is based.
Many companies believe that anyone can be taught to sell, so they do not make special demands on candidates. But in vain. Not everyone can sell. If there are no inclinations and abilities, you will simply spend your energy, time and money on training, and the results are unlikely to please you.
The seller is a treasure for the company, a gold mine that brings money. Therefore, when choosing such people, it is important to discern talent and properly motivate it to get the maximum result.
What qualities should an HR manager have?
To begin with, let's take a quick look at what the responsibilities of an HR manager include.
- Labor market control and wage monitoring.
- Search, selection of personnel to meet the needs of the enterprise, creation of a personnel reserve.
- Creation of non-material system of motivation of employees of the enterprise.
- Development of corporate culture and monitoring its observance.
- Personnel adaptation.
- Training.
- Consultations for employees.
Based on this list, the requirements for knowledge and practical skills in a particular company differ significantly, but there are general provisions (basic competencies of an HR manager) that are present in all models, namely:
- The recruiter is obliged to know, understand and understand the professional qualities that candidates for a particular position should have.
- A recruiter must be able to communicate with people.
- The personnel inspector must understand psychology, sociology and have an idea of the influence of certain behavioral factors on the result of work.
- A person holding the position of a recruiter must thoroughly know the legislative labor base and the intricacies of the work process.
What qualities should a Project Manager have?
Each employee has his own specifics of work. Project managers are no exception. What skills do people in this profession need to have?
- Management skills. Project manager - leader. Therefore, he simply must be a leader and be able to manage processes and people.
- Communication skills. This is also a mandatory skill, since the project is a team effort. And in the process of launching it, you need to communicate with people: employees, customers, management.
- Good sense of humour. Ability to be both a leader and good friend- priceless. Yes, and without humor in business in any way.
- Continuous learning and implementation of new knowledge. The company values employees who can use proven project management tools. But even more of those who have knowledge in related fields.
- Implementation of corporate culture. The project manager is one of the main links in the team, so he has to not only launch and develop projects, but also pay attention to the "climate" within the team.
- Negotiation skill. Ability to operate with facts, bargain and find compromises.
- Thorough knowledge of corporate hierarchy and authoritarianism. Company management is power. Each of the superiors has an authority that has a direct influence on decision-making in a particular structural process. The project manager is a kind of link connecting the higher management with the performers. Therefore, it is important that this person has tolerance and is able to correctly convey the opinions of one side to the other.
- Settlement of conflicts. Ability to smooth sharp corners- need.
- Sales skills. Understanding the target audience is the foundation. Therefore, it is necessary to know it.
- Change management. Every company is constantly undergoing change. This process is inevitable, so you need to come to terms with it and accept it. In this case, the task of the manager is to convey these changes to employees with the least resistance and implement them as painlessly as possible.
- Be always in trend. It is necessary to know the market, monitor it and keep abreast of new products in order to give customers the best.
Manager's competence
The head of any link is a person who has a pronounced charisma and the ability to lift, "start" and lead people. He must have thorough theoretical and practical knowledge, as well as high-level professional skills. He is obliged to inspire his wards to new achievements by his own example. What key features give out a class teacher, we will analyze right now.
- Knowledge and professionalism. Anyone who occupies a high position should not be able to launch and configure individual processes, but understand their essence in the long term. Knowledge is important for a person in a leadership position.
- Strength of mind and a high level of self-organization. If the boss is weak and under the influence of subordinates, does not know how to understand the situation and see it in all planes, he has no place in the director's chair.
- Knowledge of economics. The leader must know what turnover, profit, payroll, ROI, EBITDA and so on are.
- Use of analytics and market monitoring tools. To calculate the current situation and determine the future of the company. Nothing without this.
- Planning. It is important to always have a clear plan of action and a few spare ones in case of force majeure.
- Organization of the workflow. This includes setting goals, Feedback with employees, the search for optimal solutions and compromises, the ability to respond quickly, adapt to the situation and make decisions.
- Achievement of the goal. Set a goal - achieved it with minimal energy and financial costs. This item also includes time management and self-management.
- Management skills. The leader must inspire and motivate employees to achieve a common goal.
- Oratorical skills. The boss must be able to speak correctly, competently convey information to people and be responsible for the words.
- Personal qualities. A person holding a leadership position must be positive, flexible, responsible. Develop and organize the development of employees. Be a team player and a leader at the same time.
Competence assessment
Recruiter's responsibilities include recruiting, onboarding, training and consulting employees. And now let's talk about what methods are used to evaluate personnel coming (working) to a particular company.
- Certification. The description of the certification process is placed on the shoulders of the manager, since it is he who decides which employees his company needs for development and scaling. A special document is drawn up, in which the details are prescribed: what theoretical knowledge a candidate for a particular position should have. What practical skills do you need to have in order to work at the enterprise and so on. The assessment of competence, in this way, also includes recommendations and confirmation of professional achievements from past jobs, the results of activities within the company. Employees working at the enterprise for up to a year, pregnant women and top managers do not undergo certification.
- Assessment Center (Assistant Center). This is a division that collects information about the personal and career achievements of each employee. This method compiles a comparative report on how the staff meets the goals and policies of the company. The assessment is carried out in three stages:
Preparatory. The stage at which the objectives of the assessment and its model for each individual employee are determined.
Development and testing of the procedure, including the use of techniques in practice.
Development of cases, games and exercises center assistant. Compilation of a report and feedback for certified. - Testing. Psychological and occupational tests are used for this type of assessment.
- Interviewing. The interview method is called a question-answer session. It is carried out in a free form to identify the applicant's reaction to certain questions. But there are also structured interview models. The most effective is the reproduction of behavior in a stressful work situation from the previous experience of a potential employee.
- Expert assessment of personnel. Experts who have knowledge in the field and have a deep understanding of managerial competencies are involved in the assessment. There is an internal assessment of the employee, which consists of the opinions of the direct management and colleagues of the tested person. There is external evaluation to which outside experts are involved.
- Business games. It is a simulation of an often challenging work situation in which the employee shows potential, resilience and problem-solving skills.
In each assessment method, the following are important: simplicity, reliability of the scheme, mutual understanding and trust between all participants in the process.
As you can see, competence in a particular area is a combination of personal and professional qualities that contribute to your growth.
To get the most out of your actions, don't stop there. Strive to be better. But do it in a balanced way so that the work does not become a burdensome factor, but brings pleasure.
