Key competencies. Professional competence

Dictionary - list

competencies

1.Experience 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 of technical matters practically absent, completely unaware of it.
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 decision 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 organization and regulation 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. Not familiar enough 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. The ability to find a way out stressful situation missing.

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, focusing on one’s thoughts and experiences makes it difficult to find a common 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 to improve skills in the most various forms, studies independently, willingly studies at various courses, faculties, etc.

7. He considers advanced training as his professional duty, is intensively engaged in self-training, 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 is good at defending the interests of his team, 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.

four. . 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 case. 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 enough time and attention to social work, as well as production, and 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.

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 general competencies alumni

- 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, needs to be supplemented with competencies that contribute to the development creative qualities personality, such as the ability to create a product that is novelty, originality, uniqueness, as well as competence that develops aesthetic sensitivity, a sense of beauty in reality, the ability to assimilate the standards of 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 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; - install temperature regime 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 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 cut 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 profession of seamstress 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 are considered as general educational actions. learning activities- motives, goal-setting features (learning goal and objectives), 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 joint activities the teacher and the student to joint-separated 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:

• providing the student with the opportunity to independently carry out learning activities, set learning goals, seek and use necessary funds and ways to achieve them, monitor 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 levels 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 to activity, for the sake of 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, teacher, 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 the grammatical and syntactic norms of the native language, 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 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 style; 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. 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. ideas Plato's philosophy had a major influence on early Christianity The concept of man that prevailed at the time is described by Marx and Cronan-Hillix (1987): Humans were seen as creatures with a soul and free will which alienated 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

# 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 project manager
• 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:

1. Corporate. General knowledge necessary for all employees of the organization.
2. Managerial. The knowledge and skills needed by a group of people in leadership positions.
3. 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:

1. 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.
2. Formation project team. To avoid falling into stereotypes and clichés, the meaning of each item on the skill scale must be justified.
3. Analytics. At this stage, information is collected and the result of the work of each employee is analyzed.
4. Working out the levels of the model. The core competence and the number of levels in which it is included are revealed.
5. Formation of requirements for positions. The validity of the draft competency profile is tested.
6. Test run analysis and troubleshooting.
7. 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, motivation and the desire to give 100% will disappear, and this will inevitably lead to a decrease in the company's performance. 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:

1. Technical. Qualities necessary for the performance of a particular job.
2. Behavioral. Personal qualities that contribute to an increase in work 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.

1. Understanding of technologies for expanding the client base. The seller must know the psychology of the client, his needs and desires.
2. 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.
3. 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.
4. 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.
5. 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 a common language with everyone. And not just to speak well, but to listen and hear the interlocutor.
6. 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 the understanding of the specifics of the sales of the applicant, ask him a simple task: the client requested a discount that the company cannot provide him. 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.
7. 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.
8. 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.
9. 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.
10. 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 corporate culture and monitoring its implementation.
• 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 (the main 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 deal with the launches and development of 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. The ability to smooth sharp corners is a must.
• 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 and also have high-level professional skills. He is obliged to inspire wards to new achievements. own example. What kind key features they give out a class teacher, we will analyze it 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 high level 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 from employees, finding 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.

1. 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.
2. 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.
3. Testing. Psychological and occupational tests are used for this type of assessment.
4. 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.
5. 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 internal evaluation employee, which consists of the opinions of the direct management and colleagues of the tested. There is an external evaluation, to which outside experts are involved.
6. 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.

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution
higher education
Plekhanov Russian University of Economics

Technical College Perm Institute(branch)

Guidelines

On completion term paper

according to MDK 02.01 "Assessment of the quality of goods and the basis of expertise"

for full-time and correspondence forms learning

Speciality:

38.02.05 Commodity research and examination of the quality of consumer goods

Guidelines reviewed and approved at the meeting
CMC of professional, special disciplines and professional modules in the specialty 38.02.05 Commodity research and examination of the quality of consumer goods and work program professional module.

Compiled by: teachers of the Perm Institute (f) PRUE. G.V. Plekhanova: Barabanova A.V., Cheremnykh M.M.

The guidelines were reviewed and approved at a meeting of the Central Committee of Professional, Special Disciplines and Professional Modules of the Technical School of the Perm Institute (f) of the PRUE. G.V. Plekhanov

Protocol No. _____ "___" _______ 2015

Chairman of the CMC ____________ G.N. Kiseleva

Explanatory note.…………………………………………………….4

1. The results of mastering the professional module……………….…..4

2. The structure of the course work……………………………………………….5

4. Registration of course work…………………………………………..6

4.1. Introduction Requirements……………………………….……………........6

4.2. Requirements for the main text ………………….…………………..…7

4.3. Requirements for technical design .............................................. 10

5. The procedure for defending the course work………………………………………….13

6. Criteria for evaluating the results of the implementation and defense of course work………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Applications ………………………………………………………………...18

Explanatory note

Course work is one of the main types of training sessions and a form of control of students' educational work.

The course work is carried out by the student at the final stage of studying the interdisciplinary complex, during which the training takes place in the application of the acquired knowledge and skills in solving complex problems related to the field of professional activity of future specialists.

Course design goals:

Systematization and consolidation of the received theoretical knowledge and practical skills in general professional and professional disciplines;

Deepening theoretical knowledge in accordance with a given topic;

Formation of skills to apply theoretical knowledge in solving the issues raised;

Formation of skills to use reference, normative and legal documentation;

Development of creative initiative, independence, responsibility and organization;

Formation of professional competencies, skills and abilities research work;

Preparation for the final state certification.

Course work in the discipline is carried out within the time limits determined by the curriculum for the specialty.

Methodical instructions are made on the basis of the collection guidelines for practical use (Organization of educational and methodological work in an educational institution of secondary vocational education / / Methodological recommendations for the implementation of course work. - M., 2006, S. 145-166; Theoretical and scientific-methodical journal "Secondary vocational education", 2006) .

MDK 02.01 "Assessment of the quality of goods and the basis of expertise" is integral part PM.02 "Organization and conduct of examination and assessment of the quality of goods"

1. Results of mastering the professional module

The result of mastering the professional module is the mastery of the type of professional activity (VPA) by students. Organization and conduct of examination and assessment of the quality of goods, including professional (PC) and general (OK) competencies presented in Table 1.

Table 1

List of professional and general competencies

The code	Name of learning outcome
PC 2.1.	Identify products by assortment
PC 2.2	Organize and conduct product quality assessments
PC 2.3.	Perform the tasks of an expert of a higher qualification when conducting a commodity examination
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 standard methods and methods for performing professional tasks, evaluate their effectiveness and quality
OK 3.	Make decisions in standard and non-standard situations and be responsible for them
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 and in a team, communicate effectively with colleagues, management, consumers
OK 7.	Take responsibility for the work of team members (subordinates), for the result of completing tasks
OK 8.	Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training
OK 9.	Navigate in the face of frequent technology changes in professional activities

2. The structure of the course work

The structure of the course work includes:

Introduction;

Main text;

Conclusion;

List of used literature.

Coursework materials are arranged in the following order:

Title page;

Assignment for term paper;

The text of the work (introduction, main part, conclusion);

List of used literature;

Applications.

The work opens with a title page, on which it is necessary to indicate:

Surname, name, patronymic of the performer of the work;

Specialty, course, group;

Surname, name, patronymic and position of the head;

Year of execution;

Details of the educational institution.

A sample title page is given in Appendix 1.

The content (plan) of the course work is a list of chapters and a detailed list of questions (paragraphs for each chapter). The work plan should cover the range of issues to be considered when presenting the topic. The student draws up a preliminary plan for the course work on his own, and then coordinates and approves it with the teacher-supervisor. In the process of work, the plan may be refined, changed, but all changes in the plan must be agreed with the teacher-supervisor.

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

it 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 needs, personal and professional features 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.