Development of professional competencies: levels, methods and models. Definition of competencies

Employees are motivated to work effectively by various incentives: remuneration, professional development, career prospects... The ability to perform professional duties is determined by the employee's potential, the training he receives, in particular in the organization, as well as physical and moral condition. There are no bad employees, only those who are unsuitable for your company. Mentally or in writing, together with the head of the organization or the head of the department, drawing up a portrait of an ideal employee, a modern and competent HR specialist selects candidates based on their competencies. How to determine the characteristics that a newcomer must have to successfully work in the position?

Concept of competence

The concept of competence comes from the Latin competo (“I fit, I fit”) and means the personal ability of a specialist to solve professional problems at a certain level.

From the perspective of personnel assessment, competence is understood as a number of personal, professional, etc. qualities that are required from all employees of the company or from a specific group of employees. This is what they must demonstrate in their work.

Currently, there are many definitions of the concept of “competence” and experts offer different interpretations, but two approaches are considered the main ones.

American the approach is to describe the behavior of the employee. In other words, here competencies are the main characteristics of an employee, possessing which he is able to behave correctly at work, achieving high results.

Within European approach, competencies are considered as a description of work tasks or expected results of work. They characterize the employee’s ability to act in accordance with the standards accepted in the organization.

A set of competencies (competence) is a set of individual personal characteristics (stress resistance, propensity for teamwork, focus on results, the ability to set clear goals, plan and organize, leadership, collect and analyze information, generate and accumulate ideas, etc.), skills ( ability to negotiate, identify client needs, work in a group, communication skills, etc.), behavioral models (typical behavior in a specific situation, adaptability, etc.).

Types of competencies

Employee competence is a concept that is quite difficult to give a clear definition, since this term is not deciphered in dictionaries. Any specialist interprets this concept in his own way, depending on what problems he uses it to solve. Competence is a fairly broad concept. This is the candidate's ability to effectively cope with the basic responsibilities of a particular position. He must be able to solve additional tasks that will confront him during the work process, as well as perform specific tasks if required in the future.

Depending on the moment of their formation, the following types of competencies are distinguished:

1) acquired knowledge and skills at work, as well as during training and everyday activities. These competencies can be assessed through aptitude tests;

2) natural- basic personality qualities (extroverts or introverts, emotional balance or anxiety, constancy or spontaneity, etc.). Natural competencies are assessed on the basis of personality tests;

3) adaptive- these competencies allow an individual to achieve goals in a new environment. Adaptive competencies are also assessed using personality tests. Their source is in the emotional abilities of the individual, which can be either innate or developed throughout life.

Depending on the level they differ:

1) corporate competencies. Supports the core message of the company's existence and values ​​and is applicable to any role within the company. These business and personal qualities must be inherent in every employee of the company;

2) managerial competencies applied to leadership positions at all levels of management. They include abilities and personal qualities, a set of skills and abilities necessary for managers to successfully solve business problems;

3) special competencies (a system of special (professional) knowledge, skills and abilities required for employees to effectively perform their job duties). They are developed in relation to certain groups of positions in different departments or for specific positions.

Some organizations develop only core competencies, others - only managerial ones, and some companies - only special competencies for positions in various departments.

Depending on the area of ​​application, the following types of competencies are distinguished:

1) educational and cognitive. This is a set of skills and abilities of cognitive activity, mastery of the mechanisms of planning, analysis, self-assessment, assessment of the success of one’s own activities, the ability to act in non-standard situations, etc.;

2) informational. Determine the employee’s ability to independently search, select, analyze, process and transmit the necessary information;

3) communicative. Characterized by the ability to interact with others, the ability to work in a group, and perform in various social roles. This competence is manifested in a person’s effectiveness in negotiations and in the strength of his influence on people.

Competencies are created by the individual himself. This is influenced by character, temperament, level of intelligence, characteristics of thinking, abilities, and personal motives. Individual behavior is also significantly influenced by the values ​​and principles of the organization. Therefore, many companies began to convey them to the attention of their employees, including corporate principles and values ​​in the competency model, and ensure that staff behavior corresponds to accepted guidelines.

Competency model

For effective use, it is customary to combine competencies according to common characteristics into blocks, which, in turn, form the so-called competency model. This is a set of competencies that is necessary to successfully perform a specific job. Models may contain a detailed description of the standard of behavior of personnel of an entire department or specific positions, which predetermines the achievement of specific goals. Within the framework of the model, a set of competencies, their level and indicators of the “correct” behavior of employees are determined. It all depends on the intended practical application of a particular model.

It is important to understand whether the development of a competency model is needed specifically in your company, and not blindly follow the example of others. There is no universal solution; each organization operates according to its own rules, which means that in any case an original competency model is required. Nevertheless, experts identify several general characteristics of an effective model:

Ease of understanding;

Simplicity in structure and description;

Relevance for every employee;

Fairness to all participants.

You should not create models with a large set of competencies in an attempt to cover all the information: a complex model is difficult to implement. It is important that the standards of behavior included in the competencies are appropriate for all users, and that the intended uses of the model are consistent with corporate values.

Conclusion

Competencies can be used to evaluate or select candidates, or they can become the basis on which the entire personnel system will be built. In most cases, companies work with competencies primarily to evaluate employees, as well as when training them to increase labor efficiency, motivate, and raise quality standards. Competency-based assessment opens up a number of prospects for the company:

The ability to develop uniform performance standards, which, in particular, helps to establish mutual understanding between employees of different departments and levels;

The ability to identify the strengths and weaknesses of each employee and use this information for his development;

The ability to assess employees’ compliance with the required level and plan their career (for example, recommend for inclusion in the organization’s personnel reserve);

Possibility to change the compensation package for qualified employees who successfully complete the assessment.

In turn, employees better understand what they do, what requirements are placed on them, what qualities they need to successfully perform their work, and also get the opportunity to learn about their strengths and weaknesses, overall potential and career prospects.

The effectiveness of applying the competency model depends on the skillful use of personnel management tools. And we should not forget that formal compliance with the competency model does not compensate for poor equipment, as well as poor training and inexperience of the employee.

"Human Resources Department of a Commercial Organization", 2015, N 4

Chapter 1.

What do we mean by “competencies”?

Definition of competencies
- Typical competency structure diagram
- Application of competencies
- Qualities of a good competency model
- Conclusions

Many organizations have been developing and using competency-based methods, or something similar, for at least 15 years. Currently, a whole direction has emerged in business psychology that studies competencies and their application, as can be seen from the topics of articles, journals, conferences and consultations devoted to the use of competencies.

So what happened in the development and application of competencies to generate such interest in them? For many organizations, the answer is both simple and obvious. The performance criteria developed 10-15 years ago were created to solve a very narrow range of problems. For example, a set of criteria only for conducting trainings. And the competency model makes it possible to create a set of criteria that directly connects a wide range of specific activities with personnel management. A set of general HR management criteria has two important advantages:

• the ability to develop a common language to describe the performance of an entire organization. And a common language helps to establish understanding between employees of different departments and different levels of the organization. For example, a common understanding for everyone: what good leadership is and what effective teamwork means;
• the ability to achieve a high level of consistency when assessing an employee and when selecting candidates for promotion. All experts will have the same understanding of the employee’s valuable qualities and will know what needs to be assessed and what can be ignored.

Previously, only professionals (for example, personnel selection specialists and performance assessors) defined and used competency-like criteria. These criteria were for highly specialized applications only. Line managers encountered something similar to competency models only when making decisions about rewarding employees. Recent changes in HR functions and organizational practices have led to much greater involvement of managerial practitioners in activities that used to be called 'HR'. In the past, selection procedures, forms of training and incentive methods were discussed with external consultants only by HR and training specialists. Now it has become a rule: consultants discuss all these problems together with HR specialists and line managers of companies.
The diversity of users of the competency approach means that there are different perspectives on the definition, application, structure and content of competencies.
This chapter covers everything that is needed to effectively use the competencies. To achieve effective use of competencies, you need to:

• avoid ambiguity in defining competencies
• structure competencies so that they are easier to use
• understand the role and know the technique of applying competencies in work
• compile competencies in accordance with quality standards.

All these problems are solved on the basis of examples. A sample competency model is provided at the end of the book in Appendix 1. This appendix will be used frequently as an example in our book: to avoid confusing the examples in the appendix with other examples, we will refer to the appendix.

Definition of competencies

There are many different definitions of competencies. This should never be confusing. Various organizations and competency experts prefer their own definitions of this concept to “alien” ones that appeared earlier. But most definitions are just variations of two themes that differ in their origins.

Main themes

Two fundamental themes that give rise to differences in the definition of competencies:
- Description of work tasks or expected work results. These descriptions originate from national education systems such as National/Scottish
Vocational Qualifications and Management Charter Initiative (MCI).
In these systems, competence is defined as “a manager's ability to act in accordance with the standards accepted in the organization” (MCI, 1992).
- Description of behavior. This topic has arisen in the activities of researchers and consultants specializing in the field of effective management.
Different definitions of behavioral competence are different variations of essentially the same definition: “competence is the main characteristic of a person, the owner of which is able to achieve high results at work” (Klemp, 1980).
A specific variation is usually supplemented by an indication of what qualities the main characteristic includes. For example: to this often cited definition of competence are added motives, character traits, abilities, self-esteem, social role, knowledge that an individual uses in work (Boyatzis, 1982).

The variety of definition options indicates that although competence consists of many personal parameters (motives, character traits, abilities, etc.), all these parameters can be identified and assessed by how a person behaves. For example: Communication skills are fully reflected in how effectively a person negotiates, how he influences people and how he works in a team. Behavioral competence describes the behavior observed when effective performers exhibit personal motives, character traits, and abilities in the process of solving problems that lead to the achievement of desired work results.

Defining and Implementing Values

In addition to motives, character traits and abilities, individual behavior is influenced by the values ​​and principles adopted in the organization. Many companies have established what principles they are committed to and communicate these principles to their employees, especially emphasizing the role these values ​​should play in daily operations. Some companies have included corporate principles and values ​​in the competency model and make sure that staff behavior corresponds to accepted guidelines.

"Decoration of the Month"

The municipal service published a statement of the company's values. These values ​​were not reflected in the behavioral guidelines used in personnel selection and performance monitoring. For example, the stated operating principles stated: “customers and suppliers should be treated as partners.” And the behavior criteria included the following instructions: “in negotiations, insist on getting the best service for the lowest price” and “set and maintain prices that bring maximum benefit.” If the values ​​and principles of municipal service determined the criteria for the behavior of employees, we would see such instructions as “winning the negotiations is a victory in the fight for high quality service” and “provide high-quality deliveries to customers at a good price.” The separation between codes of conduct and company principles is clear: employees are not required to behave according to published principles at all times, despite the company's good intentions. This separation of values ​​and daily work created the impression that values ​​were just a “flavor of the month” and in a practical sense they were not that important.

What is the difference between “competence” and “competency”?

Many people want to know if there is a difference between competency and competency. A general belief has emerged that the concepts of “competence” and “competence” convey the following meanings:

The ability necessary to solve work problems and obtain the necessary work results is most often defined as competence.
- An ability that reflects the required standards of behavior is defined as competence.

In practice, many organizations include tasks, performance and behavior in their descriptions of both competencies and competencies and combine the two concepts. But it is more typical to describe competencies in terms of abilities that reflect standards of behavior rather than in problem solving or performance outcomes.
The subject of this book is competencies. And we define the concept of competence through standards of behavior.

Typical competency structure diagram

Different organizations understand competencies differently. But in most cases, competencies are presented in the form of some kind of structure, like the diagram in Fig. 1.
In the structure shown in Fig. 1, behavioral indicators are the core elements of each competency. Related competencies are combined into clusters. Each competency is described below, starting with the main blocks - behavioral indicators.

Figure 1Typical competency structure diagram

Behavior indicators

Behavioral indicators are standards of behavior that are observed in the actions of a person with a specific competency. The subject of observation is the manifestation of high competence. Manifestations of weak, ineffective “negative” competence can also be the subject of observation and study, but this approach is rarely used.
IN Application For the book, behavioral indicators are presented as examples of effective competence. Example. Behavioral indicators of the “WORKING WITH INFORMATION” competency, that is, actions in the process of collecting and analyzing information, include the following employee abilities:

Finds and uses fruitful sources of information.
- Accurately determines the type and form of information required.
- Receives the necessary information and stores it in a format convenient for use.

Competencies

Each competency is a set of related behavioral indicators. These indicators are combined into one or several blocks, depending on the semantic scope of the competence.

Competencies without levels
A simple model, that is, a model that covers types of work with simple standards of behavior, may have one list of indicators for all competencies. In this model, all behavioral indicators apply to all activities. For example: a model that describes the work of only senior managers of a company may include the following behavioral indicators in the “Planning and Organizing” section:
- Creates plans that distribute work according to deadlines and priorities (from several weeks to three years).
- Creates plans that closely align with departmental goals.
- Coordinates the activities of the department with the company’s business plan.

A single list of behavioral indicators is what is required, because all behavioral indicators are necessary in the work of all senior managers.

Competencies by level
When a competency model covers a wide range of jobs with varying categorical requirements, behavioral indicators within each competency can be compiled into separate lists or divided into “levels”. This allows a number of elements of different competencies to be brought under one heading, which is convenient and necessary when the competency model must cover a wide range of activities, jobs and functional roles.
For example: the content of the planning and organizing competency may be suitable for both an administrative role and a managerial role. The criteria for the behavior of people involved in planning and organizing activities are different for different roles, but the distribution of criteria by level makes it possible to include homogeneous indicators of behavior necessary for organizing and planning in one competency model and not to develop separate models for each role. However, some competencies will have only one or two levels, while others will have several levels. For example, in Application Several levels are considered for each competency, although most competencies include three levels. But the competency “ACHIEVEMENT OF RESULTS: Planning” contains four levels, and “ACHIEVEMENT OF RESULTS: Management Clarity” - only two levels. One of the ways to distribute competencies by level is to reduce standards of behavior into groups designated by numbers: the more complex the required standards of behavior, the higher the level. Some companies link levels directly to activity grades. For example, in some models, all Level 1 competencies relate to specific job grades, and all Level 2 competencies are included in the next block of positions, etc. There is usually a certain connection between competency levels and the complexity of the activity, but this connection is not always direct and unambiguous. For example, a senior manager position requires the employee to have the highest level of “relationship management” competency, while junior managers may perform limited roles of this kind (handling claims, maintaining accounts, etc.). For this reason, many firms avoid using their existing structures when drawing up competency levels.
Another method of distributing competencies by level is by dividing them according to the professional qualities that the employee needs. This method is used when the competency model relates to one level of work or one role. For example, the model may include a list of the following indicators:

Initial competencies - usually this is the minimum set of requirements necessary for permission to perform work
- outstanding competencies - level of activity of an experienced employee
- negative competencies - usually these are standards of behavior that are counterproductive for effective work at any level

This method is used when it is necessary to evaluate the varying degrees of competence of a group of workers. Examples. When assessing job candidates, you can apply baseline (minimum) standards of conduct. When assessing the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can be used to identify disqualifying factors and develop a competency model. By introducing levels, you can accurately assess personal competencies without complicating the structure of the competency model.
Competency models built by level will have one set of behavioral standards for each level.

Names of competencies and their descriptions

To aid understanding, competencies are usually referred to by a specific name and given an appropriate description.

A title is usually a very short term that sets one competency apart from others while being both meaningful and easy to remember.
Typical competency names:

relationship management
group work
influence
collection and analysis of information
making decisions
personal development
generation and accumulation of ideas
planning and organization
managing task completion by deadline
goal setting

In addition to the name of the competency, many competency models also include a description of the competency. The first approach is to create a set of behavioral criteria that correspond to a specific competency. For example: a competency called “Planning and Organizing” can be deciphered as follows:

“Achieves results through detailed planning and organization of employees and resources in accordance with established goals and objectives within agreed time frames.”

Where the competency content covers a single list of behavioral criteria, this approach works very well.
The second approach is a reasonable explanation of what is briefly stated, that is, an argument for why this particular competency is important for the organization. This approach is best used when the competency model reflects multiple levels of behavior, because in such situations it is difficult to summarize everything that should cover all the personal roles that exist in the company and all the standards of behavior for different competency levels.
For example. The competency model called “Influence” can have 5 levels. At one level, influence is achieved by presenting clear arguments and facts in support of a particular product. At another level, influence involves developing and presenting one's own vision for one's company and the company's influence on the market and various professional groups. Instead of trying to summarize such a wide range of standards of conduct, a company could present it as follows:

“To persuade other people to accept an idea or course of action through effective persuasion. This is very important for learning, acquiring new knowledge, for innovation, decision making and for creating an atmosphere of trust.”

In many cases, this formulation is much more useful than a brief listing of the standards of behavior included in the competency, since the detailed description reveals why the company chooses a particular competency model, and, in addition, this description explains the special nuances inherent in the chosen competency model.

Competency clusters

A competency cluster is a set of closely related competencies (usually three to five in one bundle). Most competency models include clusters related to:

Intellectual activities, such as problem analysis and decision making
- actions, for example, to achieve specific results
- interaction, for example, working with people.

All phrases in the description of competency models must be presented in a language that is generally accepted and accessible to staff. IN Application, to which we periodically refer, these bundles of competencies are entitled:

WORK WITH PEOPLE
- WORKING WITH INFORMATION
- BUSINESS DEVELOPMENT
- ACHIEVEMENT OF RESULTS.

Competency clusters are usually given names similar to these to ensure that the competency model is understood by all employees.
Some organizations present descriptions of entire “bundles” of competencies to reveal the nature of the competencies included in each set. For example, the competency cluster “Working with information” can be represented by the following phrase:

“Working with information includes all kinds of forms of information, methods of collecting and analyzing information necessary for making effective decisions - current, operational and future.”

Competency model

A competency model is a term for a complete set of competencies (with or without levels) and behavior indicators. Models may contain detailed descriptions of the standards of behavior of personnel in a particular department or standards of actions leading to the achievement of specific goals, but may also include basic standards of behavior developed to fully describe the business structure or activities aimed at achieving a set of diverse corporate goals. The detail included in the description of a competency model depends on the intended practical application of a particular model.
The number of competencies in models in recent years has decreased. Models that included 30 or more different standards were once common; Models containing no more than 20 competencies are now common, and sometimes only eight. Many users consider a set of competencies from 8 to 12 standards in one model to be optimal.
But models with a large set of competencies still exist. This is because some firms try to cover all the information needed for all situations and roles, including detailed descriptions of tasks and performance and standards of behavior for employees. The experience of recent years has shown that the most effective is the development of a general model of competencies - such as is given in our Application, with an indication of how to use the general model in practice.
The more competencies a model contains, the more difficult it is to apply. Experts believe that in an overly detailed model it is difficult to identify specific competencies, since the differences between individual competencies in such a model can be subtly small.

Experts are confused
The General Finance Directorate developed a model that included a huge set of competencies in the Negotiation and Influence sections. During the personnel assessment, the Assessment Center observers found it difficult to identify the standards of behavior required by the subject in such competence as, for example, achieving goals when working in a team. What ability is needed to work in a team - skillful negotiation or strong influence on others?

In addition, the documentation can turn into a very thick and inconvenient tome. And the volume of documentation is usually inversely proportional to the number of people studying this documentation, that is: the more pages a book has, the fewer readers it has.

Volume is very important
Several years ago, a government agency developed a very complex competency model. The model contained about 60 competencies, each with five levels of complexity. In addition, this model linked behavioral standards to task and performance outcomes. This meant that each competency was illustrated with many examples (up to seven), which also covered different levels of competency. Users of the model found it nearly impossible to apply, and the 200-page reference document itself did not inspire any of the confidence that would have been generated if the developers had created the correct model.
The agency, realizing the mistake, reworked the model: it defined standards of behavior that were common to all roles in the organization. The new model included only 12 competencies. Even the division of each competency into levels fit into a document of only 12 pages. Users found the new model to suit their needs, but the idea of ​​going back to the original model never appealed to anyone.

If all the competencies included in the model apply to all activities of a company or department, then the model is often called a “Core Competency Model.”
The core model does not include competencies that differentiate the performance of the work groups for which the model is intended. The core competency model consists of competencies that cover standards of behavior that are common to all activities or only standards for specific types of work in a particular organization. The behavioral standards included in the core model are truly general, so more work needs to be done to apply these standards to specific activities. For example: in the Application there is a competency “Decision Making” (in the cluster “WORKING WITH INFORMATION”). Standards of behavior of the first level of this competency:

Follows pre-established decision-making procedures.
- Collects and uses all information necessary for decision making.
- Regularly reviews and agrees decision-making boundaries appropriate to their role.
- Delegates decisions to others when delegating a decision is appropriate.

These are the general standards of behavior. But if an employee’s professional abilities are assessed in relation to a specific activity, then the standards of behavior appear to be examples of precisely this activity. For an employee serving regular customers, personal standards of behavior may be as follows:

Follows customer service procedures strictly according to standards.
- Receives and uses information from the customer service database and from instructions on procedures for working with customers; if necessary, consults colleagues when making decisions.
- Does not make decisions that exceed the powers established by the administration.

Model example

This structure includes clusters of competencies, that is, it describes in detail the main elements and standards of behavior of employees in the process of specific activities. The application is designed exactly this way. Figure 2 illustrates this using examples from the WORKING WITH PEOPLE cluster.

Application of competencies

Competency magazine regularly publishes reviews of the application of competencies. A few years ago, the magazine summarized the reasons why different firms use the same competencies:

efficiency and quality of work
cultural exchange
education and development
recruitment and selection
business goals (competitiveness)
career planning
ability analysis
flexibility
role clarity
general HR strategies
raising quality standards
reward
employee motivation
increasing efficiency
investments in personnel development
equal opportunities
Source: Competency (1996).

A very similar list was published in the same magazine a year earlier. The authors of these reviews used information from readers who generally indicated five reasons for addressing competency in their companies. In other words, the reasons for introducing the competencies were formulated by the users themselves, and not by the journal.
In practice, the reasons for turning to competencies can be associated with three tasks:
-recruitment and selection
- education and development
- reward.

Competency magazine used these reasons to summarize the topic. Although there are many reasons for developing and using competencies (see the first list), this set still boils down to three main tasks.

Figure 2 TYPICAL CONTENT OF A COMPETENCY MODEL

It may seem strange that staff evaluation is not among the tasks. But there is nothing surprising here. Development and reward, as large-scale tasks solved with the help of competencies, can be divided into several separate functions of working with personnel. And personnel assessment and work to improve the professional qualities of employees is a single process in which all functions are closely related to one another.
In addition to a more rational and practical set of expectations for applying the competency approach, the simplified competency model reflects the changes in human resource management that have occurred over the past few years.

The Cure for Inconsistency
The pharmaceutical company has recently launched several new business lines. Each business area has its own competency model, and the largest areas have more than one model. Many of these models were developed for special purposes. This gave rise to difficulties, because people faced various criteria during certification, promotion, selection, etc. ") due to changes in their roles in the process of business integration. The company decided to develop a core competency model in order to have a single set of criteria common to recruitment, training and development, compensation and trading, as well as for performance management. Now this means that people are selected, assessed, developed and rewarded according to the same criteria - no matter where they are in the company. In addition, specialists from different functional HR departments now talk about performance in the same language.

For example: Many companies are now developing competency models that cover a fairly wide range of professional roles. In fact, organizations use competency models to link corporate objectives and human resource performance.

Nowadays, it is common to find companies that use only one competency model that meets the standards of behavior and performance required of the entire workforce. This model contains basic standards of behavior in all types of personnel management activities, but above all in recruitment, training, development and evaluation. For example, Application based on a model composed of competencies and levels that are applicable to all activities of a trading company, which includes about 20 different professions and has a staff of about 400 people.

Impact on culture

Currently, companies' attention is shifting to the main activities, but we must also remember some of the “minor” areas that appeared in the early reviews of Competency magazine.
When organizing personnel management based on the proposed competencies, the actions of employees are determined by the standards of behavior expected of them and the requirements for the quality of work. Therefore, you should remember: the use of competencies will affect the internal culture of the company. In most cases, improving corporate culture is the main goal of introducing a competency system. If changes in business culture are not included in the description of standards of behavior, then this means that the competencies are not written correctly and there are likely to be conflicts between what the company needs and the standards of behavior that employees are asked to accept.
In the Culture Conflict example, the competency model reflects exactly what employees might consider to be the best way to work. This model does not take into account the principles of building an organization, the strict deadlines for achieving goals that senior managers set and demanded to be fulfilled. This model also did not correspond to the ideas of the senior managers themselves about what they wanted to change in the organization’s activities. Changes in the culture of activity were not included in the development of competencies; the requirements of a successful business were clearly ignored.

Conflict in culture
The company, focused primarily on the sale of electronic equipment, introduced a competency model for junior and mid-level personnel. Competency behavior indicators were grouped around working together in an open organization in which one was allowed to express opinions, pose problems and defend one's point of view. All junior and middle management personnel were assessed according to the competency model, and the company's work plans were drawn up based on the same requirements. All this was done to make the competency model work. But any junior or middle manager who tried to behave in an interactive style was immediately met with resistance and coldness from senior managers. Very soon the work plans were changed so that they “reflected the real state of affairs”, and in other cases the plans were simply not taken into account.

If an organization intends to influence cultural change through the introduction of a competency model, then without the agreement, support and initiative of senior managers, this good intention will not succeed.

Transparency of goals and limitations

As mentioned above, many companies are introducing competency models to streamline their human resource practices. The success of all efforts in such integration of management processes is associated, first of all, with the depth of understanding of the function that the competencies actually perform. Competencies can be applied in the selection and hiring of personnel, in training, developing and rewarding employees. Those companies that work fruitfully are those that use competencies as a tool to perform just such tasks. These companies clearly understand the limitations and true capabilities of competencies. Successful organizations give competencies their rightful place. And an accurate determination of the location of competencies is the basis for their productive use. It is important to have a clear understanding that competencies support effective human resource management when applied correctly.
Competencies include general requirements for personnel and standards of behavior in the form of positive models. But the effective use of competencies requires a whole block of employee evaluation criteria.

For example:

When selecting an applicant for a vacancy, the person's professional experience, past achievements and qualifications useful for performing the proposed job are taken into account.
- During training, professional tasks and results that the employee has to achieve are taken into account.
- Development takes into account the interests of both the company and the person himself.
- Remuneration depends on the actual value of the work, as well as the need to encourage and motivate the employee for quality work.

The introduction of competencies can strengthen the connection between all these tasks. However, the introduction of competencies in itself does not guarantee that this innovation will have a high effect. The effectiveness of applying the competency model depends on the perfection of the organization of activities, on the availability of the necessary personnel management tools and on the skill of experienced people. Most competency models, no matter how carefully and correctly developed, will not turn a bad process into a good one and will not compensate for poor training, poor technological equipment and inexperienced personnel. But where an effectively and properly organized process of activity is combined with good management tools and experienced employees, the introduction of competencies can help to significantly improve the structure of personnel management and the consistency of employee activities within the organization.

Qualities of a good competency model

For a competency model to work effectively, it must be true to its meaning and used for its intended purpose. At a minimum, the competency model should be consistent with the quality standards listed in Table 1.

Table 1 QUALITY STANDARDS FOR THE COMPETENCY MODEL

The quality standards summarized in Table 1 provide a good basis for assessing and validating the competency model. Where a model does not meet quality standards, it is possible to correct the situation, but the correction is not always easy and not always affordable. Quality standards (activities, products, management) must be developed and adopted before the competency model is drawn up and implemented. The competency model must be built based on predetermined standards: only then can you be sure that the competency model will correspond to the task assigned to it.
These standards can also be used as a set of requirements for the quality of the model itself during its preparation. Each of the quality standards of a good competency model is explored below.

Clarity and ease of understanding

The competency model should:
- be unambiguous
- be described in simple language
- have a simple structure
- have a harmonious structural logic.

To be clear and easy to understand, the competency model should contain the language and phrases used within the organization. The model must be built in such a way that it is easy to follow this model. If the competency model is unclear and users find it difficult to use the model, interest in the competencies is likely to be lost.

Relevance

The language used in the model must be native to the people who are going to use the model. It is very important whether the model becomes a common property or remains a tool for the “chosen few”. “Relevance (compliance) of the competency model for the entire staff” means: all employees recognize the behavioral indicators as requirements corresponding to high-quality performance of work. In addition, everyone who will apply the model, and everyone to whom this model will be applied, must understand the necessity and usefulness of the competency model for the business.
In general models, the relevance of personnel standards of behavior should be perceived by bearers of all professional roles. In specific models, relevance may be limited to a narrow range of roles or a specific application.

Relevance for all roles - general models
Maximum use of competency models can be achieved if the models are relevant to all roles of the company or department. “Relevant to all roles” means: a competency should describe in general terms behaviors that are essential for the effective performance of all roles covered by the model. It is important that standards of behavior relate directly to the requirements of the job and that they are described by examples of such behavior that contribute to the effective performance of the job.

Relevance for a specific role - special models

If competencies are developed for a specific application or role, then the competency model must be appropriate for the application and role for which it was intended. For example: a model developed specifically for personnel selection should be sufficient specifically for selection.

Accounting for expected changes
In order for the model to remain relevant, it is necessary to take into account the expected changes that may affect the organization of the company's activities. Potential changes are included in the competency model as standards of behavior that describe how employees will have to cope with their jobs in the near future or in the longer term. A relevant model must take into account the vision of the future that the company's leaders have and that is included in the company's plans. To remain relevant, the model must take into account:
- changes in the external environment
- introduction of new technology
- an image of the future predicted by managers in order to inform employees about the meaning of decisions made.

Discrete elements

One of the main ways to use competencies is personnel assessment. This could be an assessment of applicants for vacancies during selection or an assessment of the success of employees at work. The structure of the competency model has an important impact on the ease and accuracy of assessments. It is therefore essential that each of the competencies has clearly defined elements. Without clear indicators of behavior, it is difficult for experts to assess which competence they should assign a specific example of effective performance to. A few simple rules can help avoid mixing different competencies:

One competency should not be dependent on other competencies.
- Competencies and behavior indicators should be contained in only one fragment of the model.
- Competencies should not be included in several clusters.
- Behavior indicators should not relate to several competencies
- Behavioral indicators should not relate to multiple levels of competency.

Behavior indicators are the working part of competencies used in employee assessment. For standards of conduct to work, they must:

Describe directly measurable (observable) manifestations of an individual's competence.

For example: informs colleagues about changes in work priorities; draws up detailed plans to achieve goals.
- describe just one act of behavior - it is unacceptable that some indicators of human behavior are good and others are bad.
- do not allow duplication of competencies and levels - it is unacceptable for a behavior indicator included in one competency or one level of competence to be included in
another competence or another level of competence.
- build from verbal expressions: behavioral indicators describe a person’s actions.
For example: informs colleagues about changes in work priorities; draws up detailed plans to achieve goals.
- include a sufficient amount of contextual information so that the actions carry a clear meaning, that is, they explain to the person why the actions he performs are necessary.
For example: informs colleagues about changes in work priorities; draws up detailed plans to achieve goals.

Justice in everything

If a competency model includes high quality standards, then the model will be fair to everyone to whom it is applied. However, a model may meet the above quality standards, but nevertheless legitimize injustice in the company. Injustice may arise due to insufficient attention to the sources of various deformations. For example: a competency model is developed only by older (or only white, or only male) managers. Formally meeting all quality standards, such a model, however, will be unfair to everyone: it may exclude standards of behavior characteristic of effective managers, but not included in the model adopted by the company.

conclusions

Competencies can be defined in different ways, but most models are now based on behavioral indicators. Clarity in defining the competency model in relation to a specific situation is important. This clarity can be achieved by defining the goals to achieve which the developed competency model will be used.
To make the competency model itself easy to use, it should be extremely simple. Many successful companies find that it is easier to apply a general competency model with clear instructions to the model's users than to try to construct a model that covers the requirements needed to perform all tasks and all roles.
Competencies should contain a set of standards that can be applied to a wide range of HR activities. For personnel management to be effective, it is necessary:

Various information
- clearly and precisely organized process of activity
- experienced users.

Competencies can improve the effectiveness of people management activities in a company, but competencies themselves do not guarantee effective management.
The quality of a competency model has a significant impact on the ease and durability of its use. A well-developed competency model is distinguished by:

Clear structure
- phraseology used in the company.

Whatever the purpose of introducing a competency model, the model itself should relate to:
- to the current and future state covered by the adopted model
- to the modern and future interests of the company.

Following these requirements will lead (albeit without guarantee) to the creation of a model that is fair for everyone to whom the model applies. Potential sources of inequity should also be considered when creating a competency model, and high standards of behavior should be included in the model to ensure:

Justice
- relevance
- clarity
- division by elements
- long term of application of a specific competency model.

Lecture 3. Competency-based approach to the personnel management system

1. The concept of competence. Approaches. Competency structure.

2. Use of competencies in the personnel management system

In the dictionary of Russian HR managers, the term “competence” has appeared in the last 6-7 years. Work on competencies is carried out in joint Western-Russian and most large Russian companies in Moscow and St. Petersburg. But interest in this HR tool is growing everywhere.

In the practice of human resource management, modern companies actively use competencies. They are discussed at numerous HR forums, and various studies and publications in specialized media are regularly devoted to them. Competencies as HR technology have been developed in Russia on the basis of foreign theory and practice. And, as happens with many personnel technologies in Russia, in the process of integration into practice, competencies have bizarrely changed. That is, we can say that the “transfer” of this technology did not occur correctly.

Despite the popularity of using competencies in Russian business, there is significant confusion. Sometimes, unfortunately, competencies are called something that has nothing to do with them or is an integral part of them. Most often in Russian practice, competencies are identified with two concepts: ZUN (Knowledge, Abilities, Skills) and PVK (Professionally Important Qualities). Both ZUN and PVK are close in content to competencies, are part of them, but are not analogues.

First of all, let us outline the difference between the concepts of “competence” and “competence”. They are based on the Latin root compete*- I achieve, I comply, I approach.

Competence- this is a certain characteristic of a person that is necessary to perform certain jobs and allows its owner to obtain the necessary results of work.

Competence is the ability of an individual who has the personal characteristics to solve work problems to obtain the necessary work results.

In other words, competence is the standard of behavior required for a certain activity, and competence is the level of proficiency in this standard of behavior, that is, the final result of its application.

There are many definitions of the concept "competence". Many experts and personnel management specialists offer their own interpretations. But there are two main approaches to understanding competencies - American and European.

American approach defines competencies as a description of an employee’s behavior: competency is the main characteristic of an employee, possessing which he is able to demonstrate correct behavior and, as a result, achieve high results at work.

European approach defines competencies as a description of work tasks or expected results of work: competency is the ability of an employee to act in accordance with the standards accepted in the organization (defining the minimum standard that must be achieved by the employee).

Competency model- this is a complete set of competencies and behavioral indicators necessary for the successful performance by an employee of his functions, demonstrated in appropriate situations and time, for a specific organization with its individual goals and corporate culture.

Competency profile- this is a list of competencies, an exact definition of the level of their manifestation related to a specific position.

In our opinion, competence is a behavioral characteristic necessary for an employee to successfully perform work functions, reflecting the necessary standards of behavior.

An effective competency model should be clear and easy to understand, described in simple language, and have a simple structure.

Most models can be described using 10 - 12 individual competencies. The more competencies a model contains, the more difficult it is to implement it into corporate practice. According to experts, when a model includes more than 12 competencies, it becomes difficult to work with specific competencies, since the differences between individual competencies in such a model are subtle.

The competency model consists of clusters (blocks) of competencies. Competency clusters are a set of closely related competencies (usually from three to five in one “bundle”). Each cluster of competencies has levels - a set of related behavioral indicators.

Behavioral indicators are standards of behavior that are observed in the actions of a person with a specific competency.

Typically the following types of competencies are distinguished:

Corporate (or core) - competencies that support the declared mission and values ​​of the company and, as a rule, are applicable to any position in the organization; often a list of corporate competencies can be found in presentation and information materials of companies.

Management competencies applied to positions at all levels of management. Used to evaluate managers.

Special competencies used in relation to certain groups of positions in different departments. For example, special competencies are developed for employees of each department: sales, information technology, financial department, etc. This is knowledge and skills that determine professional responsibilities, the level of proficiency in them, and the ability to apply them in practice by certain categories of employees.

Personal competencies that are of a supra-professional nature and necessary in any field of activity. Personal competence means spiritual maturity, a person’s awareness of his own life goals and the meaning of life, understanding of himself and other people, and the ability to understand the underlying motives of behavior.

Practice shows that some organizations use only key competencies, others develop and use only managerial ones to assess top managers, and some companies develop special competencies only for sales department employees.

Competencies are also divided into simple and detailed:

Simple ones are a single list of behavior indicators that can be developed, for example, by the head of a company;

Detailed ones are competencies consisting of several levels (usually three or four). The number of levels is determined at the stage of developing the competency model.

The technology for creating competencies includes several stages.

First stage: formulation of the company's strategy and goals. To do this, they conduct a survey of the main persons of the company, its owners, top managers, who, as a rule, determine the strategy, competitive advantages, key performance indicators and factors of the company’s success in the market.

The second stage: identifying the key tasks of the company’s personnel, arising from its development strategy. Here it is important to understand what the behavior of employees in the organization should be, to determine what a particular employee can give to the rest of the team members and the organization as a whole within the framework of the responsibilities that he will be assigned or is already performing. At this stage, it is necessary to involve employees in developing their competencies.

The third stage: determining the immediate behavioral reactions that should appear in employees while solving work problems. To do this, they study and analyze in detail the activities of the best employees, use the method of critical incidents to determine the effectiveness and ineffectiveness of their behavior, and conduct surveys of employees at those levels for which the model is being created. Research can be conducted into the expectations of external customers from the company. In order to reduce the subjectivity of surveys, it is necessary to use a set of certain techniques.

The fourth stage: isolating from the total mass of characteristics and grouping the identified indicators of behavior into general categories - clusters. This is quite a difficult job, because... involves repeated comparison of model elements with each other, identifying general and specific features. Also, one cannot do without interpretations, and here ambiguity and subjectivity may appear. Subjectivity can be neutralized through the work of project groups.

Step Five: Create a rating scale for each competency level to describe unacceptable (organizationally unacceptable employee behavior), acceptable (minimum requirements to do a good job), and outstanding (best behavior) levels of employee behavior in the workplace.

A competency system can be created in two ways.

The first way is to adapt ready-made models to a specific company. Such standard models are created as a result of research into the management experience of leading companies, usually foreign ones.

The second way is to create a competency model from scratch. In this case, you can resort to the help of external consultants or develop competencies yourself. The choice of method will depend on several factors: what financial and time resources the organization has, how well it understands the process of this work and how much detail the company wants to understand the competencies so that they become a working tool and justify all the costs. The result of efforts to collect data, analyze and model competencies should be a model of competencies of employees of a particular organization, around which the company’s personnel management system is built.

Competencies that have a detailed description that is understandable to employees of the organization, which greatly facilitates the possibility of their diagnosis, can be characterized through their levels of expression.

The first level is the level of understanding - the employee understands the need for these competencies, he tries to demonstrate them, but this does not always work out.

The second level - the basic level - competence is developed normally, the employee exhibits the qualities necessary for work.

The third level is a strong level (supplements the basic level) - competence can be manifested in work processes, when solving complex problems.

The fourth level is the leadership level (supplements the basic and strong levels) - the employee sets standards for the team, when not only he, but also others begin to demonstrate this competence, the employee helps others to demonstrate the necessary skills.

The use of competencies in personnel assessment allows HR managers to analyze not only the results achieved by an employee over the past period, but also the ways to achieve such results. Well-developed competencies will help streamline the implementation of certification activities; if a standard competency model is chosen that is not adapted to the strategic goals and specifics of the company, it will not work effectively.

For Western specialists, competencies are abilities, capabilities, a number of related but different sets of behavior, and human intentions manifested in appropriate situations. Today in the West, the description of activities from the perspective of a competency-based approach is very widely used. Methods and questionnaires have been developed to form a competency profile for various types of activities.

At this stage, work begins with determining the number of levels (competency scale) that each competency will include. Practice shows that competencies are usually divided into 3-5 levels. A larger number of levels complicates the use of the model when conducting assessment activities.

It is recommended to start by determining the acceptable minimum and desired maximum levels of competency development. Some competencies include a zero or even negative level - this means that the employee is not only unable to demonstrate the desired behavior, but takes actions that are directly opposite to those expected of him. As a rule, levels are assigned numbers (first, second, third) or given names (for example, levels of “development”, “competence”, “mastery”).

Next, it is necessary to check the validity of the competency levels in relation to real activities. It is important that the behaviors described in the competency levels are demonstrated by employees in practice. It is also important that the levels do not duplicate each other in the description and the difference between them is quite noticeable.

Examples of competencies from different models

Competency "Working with clients"

Contains four levels, there is no zero level (the developers assumed that already at the stage of employee selection, candidates who do not reach the first level are eliminated).

First level. Knows how to find a common language with people. Conducts negotiations jointly with a manager or colleague. Limited in making decisions regarding work with clients.

Second level. Independently negotiates with clients. Operates strictly within established limits. Maintains customer base.

Third level. Confident negotiator. Capable of influencing the opposite side. Maintains and actively develops a client base.

Fourth level. Able to negotiate at a high level. Can act as a consultant and mentor in negotiations. Has full authority when making decisions when working with clients.

Appendix 1 contains a whole model of competencies with disclosed levels.

Competency "Perseverance"

Contains a definition and three levels, each of which characterizes the degree of development of competence.

Definition of competence. Shows persistence in achieving goals. Sets ambitious goals and achieves the best results. Insists on his own in difficult and controversial situations.

State of the art. May abandon planned action plans when difficulties arise and leave projects unfinished. Does not strive to overcome obstacles in achieving goals. Difficulties that arise in the implementation of plans and projects can stop progress towards the goal.

Level of competence. Shows interest and persistence in achieving goals. Strives to finish what he started. Finds ways to overcome obstacles in achieving set goals and does not give in to difficulties.

Skill level. Ensures timely achievement of set goals and objectives. He always finishes what he starts. He persistently pursues his line and achieves the best results, and demands the same from others. Does not stop in the face of difficulties, shows enthusiasm and determination in solving the most difficult problems.

Competency "Attitude to new tasks"

Contains five levels, two of which are negative. An employee whose behavior corresponds to these two levels can cause harm to the company through his actions.

Outstanding level. Open to new challenges and transmits them to others, considers them as an opportunity for personal development, independently sets goals and looks for ways to achieve them.

Level "above expected". Accepts new tasks with enthusiasm and focuses his work on solving them.

Expected level. Accepts new tasks, discusses them constructively, and requests adequate resources to complete them.

Level "below expected"". Accepts new tasks only if they are formulated in the form of an order.

The level is "unsatisfactory". Actively criticizes new tasks and plans and sabotages their implementation.

Many employers invest considerable amounts of money in the development of employees in management positions. But sometimes trainings, seminars, training programs do not bring the desired result. That is why, before developing key ones, it is necessary to conduct a qualitative assessment of the skills and personal qualities of a candidate for a leadership position. A correct assessment will make it possible to develop precisely those qualities that are at a low level, or, conversely, to refuse the chosen candidate.

Professional competencies of a manager - what are necessary?

Before choosing a method for assessing a candidate for a leadership position, you need to decide which key managerial competencies you will assess. Of course, in each company the set of professional competencies of a manager will be different. It will depend on the position you are hiring a candidate for: line manager, top management or project manager, as well as the scope of the company’s activities. For example, strategic and analytical thinking and the ability to manage performance and change will be important skills for senior management. For a line manager - organizational skills, the ability to delegate and set tasks, for a project manager - the ability to clearly divide strategy into tactical tasks and set priorities. By the way, the higher the leadership position, the more personal qualities will influence efficiency. The higher the leadership position, the more carefully you should approach the assessment of the manager’s managerial competencies and personal qualities

Trainings for managers on key employee performance indicators are conducted by Alexey Shirokopoyas, Expert in the Development of Management Competencies. Trainer-consultant. Editor in Chief .

8-926-210-84-19. [email protected]

We determine the level of mastery of key competencies of a manager

In order to understand what key managerial competencies you will need to develop, you need to identify at what level the candidate possesses them. To do this, you need to prescribe criteria for high and low levels of proficiency for each professional competence of a manager, and then evaluate the skills and personal qualities of the applicant according to them in the chosen way. We propose to consider how the key competencies of a manager can manifest themselves using the example of delegation and stress resistance.

Delegation. In management functions, this is a basic skill for a leader. These professional competencies of a manager are essential for the development of subordinates, increasing their effectiveness and significance for the company.

Indicators of a high level of proficiency in key competencies of a manager: the manager is not afraid to give employees the opportunity to take reasonable risks and try different solutions, encourages subordinates to go beyond their comfort zone and work on new tasks, easily delegates their authority to others, supports even if an employee has made a mistake , etc.

Indicators of a low level of proficiency in a manager’s professional competencies: the manager interferes in the execution of a task or allows himself to override employees’ decisions, gives little space for initiative, delegates only those tasks that carry low risks, imposes his opinion, etc.

Speaks: Svetlana Melnikova - Head of the HR Department of INEC (Moscow):

“Effective delegation requires: a clear formulation of the task, vesting the employee with the necessary powers, setting deadlines, monitoring results and always providing feedback. The presence of delegation skills can be determined during the interview with the candidate using interviews on key managerial competencies, business cases or an assessment center. Indicators of ineffective delegation and control will be: lack of understanding by the employee of the task, the task is not completed on time, excessive control of the manager over each stage of the task, the need for the manager to correct the work performed, lack of feedback from the subordinate.”

When assessing the key competencies of a manager, we recommend that you also determine his leadership style. This will help to identify the personal characteristics of the leader’s behavior in the system of superior-subordinate relations. And also take into account previous work experience and the field of activity of the companies in which the applicant worked

Example of a case for assessing delegation skills

Indicators of a high level of proficiency in the key competencies of a manager: the candidate remains calm and shows flexibility in stress of any type, considers stress to be inevitable in the professional sphere and knows how to adapt to it, avoids the influence of stress on his personal life, achieves high quality work, even under pressure.

Indicators of a low level of mastery of professional competencies of a manager: stress unsettles, under conditions of high stress a person becomes disorganized, puts unnecessary pressure on others, refuses to complete priority tasks, any changes in plans or their disruption cause tension and anxiety.

Speaks: Anna Fomicheva - Ph.D., Associate Professor, HR Management Expert (Moscow):

“In my opinion, during the assessment process it is useful to use the “joint” diagnostic work of the HR manager and the candidate himself. This complex includes tests to determine the general orientation of a person, tests for self-esteem, and methods for studying previous experience. So, for example, a candidate has successful startup projects, during the implementation of which he performed several roles at once (generated ideas, formed a team, organized interaction, was a “process owner”, etc.) in conditions of limited resources, deadlines and achieved a successful expected result . It can be assumed that the candidate, to one degree or another, was forced to demonstrate the ability to take responsibility, quickly choose the main thing and concentrate on it, and be stress-resistant. Therefore, in the process of assessing it, it is necessary to concentrate on identifying the degree of motivation and comfort, continue to work with increasing the level of one’s own qualities and developing the managerial key competencies of a leader.”

Examples of projective questions for assessing stress resistance

We choose a method for assessing the managerial professional competencies of a manager and his personal qualities

The first assessment of management skills and personal qualities occurs in the process of studying a resume (for internal candidates - in the process of studying an application for participation in a competition to fill a vacancy). There the candidate reflects what he can and knows. The task of the HR specialist is to identify the degree of mastery of the specified key competencies of the manager. Of course, this cannot be done by reading a resume and even collecting recommendations. Therefore, the second stage of the assessment is an interview with the candidate (be sure to include projective questions), during which he can be offered several practical tasks (solving a case, participating in a role-playing game, etc.). The third stage of assessment is carried out during the probationary period, for example, by observing the work of the manager (based on the results, a scale for assessing behavior is compiled), as well as using assessment activities, for example, a “360 degree” assessment, etc.

Speaks: Anna OVCHINNIKOVA - Head of Recruitment Service at Teleperformance Russia & Ukraine:

“The ideal situation is in which the company has an accepted model of managerial professional competencies of a manager and a scheme for assessing them, as well as the practice of drawing up profiles of managerial positions, indicating the specific qualities necessary for successful work. Both the key competencies of a leader and personal qualities can be determined through a standard biographical interview with a number of small cases from the series “Imagine that you ...”, “What would you do?” or “Describe a real situation in the past in which you showed your creativity.” If the company has sufficient time and resources, and the managerial position belongs to the top echelon, it makes sense to conduct a full assessment of the professional competencies of the manager, which also includes tasks or situations that help identify personal qualities. This approach will significantly reduce the likelihood of hiring errors. Once the assessment and interview have been completed, the results must be analyzed and agreed upon, and then an informed hiring decision must be made based on them.”

Speaks: League Blank - Head of the HR department of the Globus hypermarket (Klimovsk):

“To evaluate applicants for management positions, we use the method “assessment based on the key competencies of a manager” and use standardized job profiles for this, where all the professional competencies of a manager, both professional and personal, are structured. In addition, you can use structured interviews, various cases, and testing. The most complete assessment procedure is assessment, since such an event includes various tests that help identify not only theoretical knowledge, but also behavioral indicators of certain key competencies of a manager. As a rule, during the assessment, participants perform many tasks in a group, where communication skills are especially evident. In addition to various types of expert tests, it is important to take into account the recommendations of immediate superiors, subordinates, and colleagues, using various techniques (for example, “360 degrees”). It is also necessary to analyze the result of work, which can be expressed in economic or qualitative (work with personnel) indicators, which is quite objective.”

When assessing the managerial professional competencies of a manager, also pay attention to previous work experience and the field of activity of the company in which the applicant worked

Please note that cases help to effectively assess personal qualities. You can compose them yourself, the main thing is to clearly state the criteria by which you will evaluate the degree of expression of the candidate’s qualities.

Speaks: Eldar Salakhetdinov - Head of the organizational and personnel department of ITB BANK (Moscow):

“You can assess the personal qualities of a candidate for a leadership position during an interview by asking him projective questions. You can also ask the applicant to solve a previously prepared management case, where he will be asked, as a manager, to make a number of decisions. Then ask for detailed comments on them. It is also appropriate to use the following tool: the applicant is asked to recall several difficult situations from his practice that he successfully resolved, and also to analyze a case when, in his opinion, he did not cope with the situation. Through open questions, it is necessary to find out what helped or hindered the solution of the situation, what qualities he used, what conclusions he made, etc. As a rule, these tools are enough to assess the presence of personal qualities in a candidate for a leadership position.”

Source Business World