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

Different incentives encourage employees to work effectively: remuneration, professional development, career prospects... The ability to perform professional duties is determined by the potential of the employee, the training he receives, in particular in the organization, as well as physical and moral condition. There are no bad employees, there are unsuitable ones for your company. Mentally or in writing with the head of the organization or the head of the department, compiling a portrait of the ideal employee, a modern and competent HR specialist selects candidates according to their competencies. How to determine the characteristics that a newcomer must have to successfully work in a position?

The concept of competence

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

From the standpoint 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 any particular group of employees. This is what they should show 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 approach is to describe the behavior of the employee. In other words, here competencies are the main characteristics of an employee, having which he is able to behave correctly at work, achieving high results.

As part of European competencies approach is considered as a description of work tasks or the expected result of work. They characterize the ability of an employee to act in accordance with the standards adopted 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 ( the ability to negotiate, identify customer needs, work in a group, communication skills, etc.), behavior patterns (typical behavior in a particular situation, adaptability, etc.).

Types of competencies

The competence of an employee 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 the tasks in which he uses it. Competence is a rather broad concept. This is the ability of the candidate to effectively cope with the main duties provided for a particular position. He must be able to solve additional tasks that will arise in front of 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 at work, as well as in the course of training and daily activities, knowledge and skills. These competencies can be assessed through aptitude tests;

2) natural- basic personality traits (extroverts or introverts, emotional balance or anxiety, constancy or spontaneity, etc.). Assessment of natural competencies is based on personality tests;

3) adaptive- these competencies allow the individual to achieve goals in a new environment for him. Assessment of adaptive competencies is also carried out with the help of personality tests. Their source is in the emotional abilities of the individual, which can be both innate and developed during life.

Depending on the level, they differ:

1) corporate competencies. They support the core idea of ​​the existence and values ​​of the company and are applicable to any position in it. These business and personal qualities should be inherent in every employee of the company;

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

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

Some organizations develop only key competencies, others develop only managerial competencies, and some companies develop 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, possession of the mechanisms of planning, analysis, self-assessment, assessment of the success of one's own activity, the ability to act in non-standard situations, etc.;

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

3) communicative. They characterize the possession of skills of interaction with others, the ability to work in a group, to act in various social roles. This competence is manifested in the effectiveness of a person in negotiating, in the strength of his influence on people.

Competencies are created by the personality itself. This is influenced by character, and temperament, and the level of intelligence, and features of thinking, and abilities, and personal motives. Individual behavior is also significantly influenced by the values ​​and principles of the organization. Therefore, many companies began to bring them to the attention of their employees, including corporate principles and values ​​in the competency model, and make sure that the behavior of the staff is in line with the accepted guidelines.

Competence Model

For effective use, it is customary to combine competencies according to common features into blocks, which, in turn, form the so-called competency model. This is a set of competencies that is necessary to successfully perform a certain job. Models may contain a detailed description of the standard of behavior for the staff 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 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 common features of an effective model:

Ease of understanding;

Simplicity in structure and description;

Relevance for each employee;

Fairness towards all participants.

You should not create models with a large set of competencies, trying to cover all the information: a complex model is difficult to implement. It is necessary that the standards of behavior included in the competencies are suitable for all users, and the intended forms of application of the model are consistent with corporate values.

Conclusion

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

Possibility to develop uniform standards of work efficiency, which, in particular, contributes to the establishment of 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 its development;

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

The ability to change the compensation package for qualified employees who successfully pass the assessment.

In turn, employees have a better understanding of what they do, what requirements are placed on them, what qualities they need to succeed in their work, and also get the opportunity to learn about their strengths and weaknesses, overall potential and career prospects.

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

"HR 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 applying competency methods, or something similar, for at least 15 years. Currently, a whole direction has been formed 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 that generated 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 links a wide range of specific activities with personnel management. The set of general criteria for personnel management has two important advantages:

  • the ability to develop a common language to describe the performance of the whole organization. A common language helps to establish understanding between employees of different departments and different levels of the organization. For example - a common understanding for all: what is good leadership and what does effective teamwork mean;
  • the possibility of achieving a high level of consistency in the evaluation of an employee, in the selection of candidates for promotion. All experts will equally understand the valuable qualities of the employee and know what needs to be appreciated and what can be ignored.

Previously, only professionals (such as recruiters and performance appraisers) defined and used competency-like criteria. These criteria served only for highly specialized applications. Line managers only encountered something similar to competency models when making reward decisions. Recent changes in the functions and organizational practices of human resources have led to much greater involvement of managerial practitioners in what used to be called "human resources". In the past, only personnel and training specialists discussed selection procedures, forms of training and incentive methods with external consultants. 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 competence method means that there are different points of view on the definition, application, structure and content of competences.
This chapter covers all that is necessary for the effective use of competencies. To achieve effective use of competencies, you need to:

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

All these tasks 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 often be used as an example in our book: in order not to confuse the examples from 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 embarrassing. Different organizations and competency experts prefer their own definitions of this concept to “strangers” that appeared earlier. But most definitions are just variations on two themes that differ in origins.

Main themes

Two fundamental themes that give rise to contradictions in the definition of competencies:
- Description of work tasks or expected results of work. These descriptions have their origins in national education systems such as National/Scottish.
Vocational Qualifications and Management Charter Initiative (MCI).
In these systems, competencies are defined as "the ability of a manager to act in accordance with the standards adopted by the organization" (MCI, 1992).
- Description of behavior. This topic originated in the work of researchers and consultants specializing in the field of effective management.
Different definitions of behavioral competence are different variations of the same definition: “competence is the main characteristic of a person, the owner of which is able to achieve high results in work” (Klemp, 1980).
A specific variation is usually supplemented by an indication of what qualities the main characteristic includes. For example: motives, character traits, abilities, self-esteem, social role, knowledge that a person uses in work are added to this often cited definition of competence (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 manifested in how effectively a person negotiates, how he influences people and how he works in a team. Behavioral competence describes the behavior of people observed when effective performers show personal motives, character traits and abilities in the process of solving problems leading to the achievement of the desired results in work.

Definition and implementation of 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 day-to-day operations. Some companies have included corporate principles and values ​​in the competency model and make sure that the behavior of the staff is in line with the accepted guidelines.

"Decoration of the month"

The municipal service released a statement on the company's values. These values ​​were not reflected in the guidelines for conduct used in staff selection and performance monitoring. For example, the stated principles of operation were: "customers and suppliers should be considered as partners." And the criteria for behavior included such instructions: "in negotiations, insist on getting the best service at the lowest price" and "set and maintain prices that bring maximum benefit." If the values ​​and principles of the municipal service determined the criteria for employee behavior, we would see such instructions: "winning in negotiations is winning the fight for high quality of service" and "provide customers with high-quality supplies at a good price." The separation of the rules of conduct and the principles of the company's activities is obvious: employees are not obliged to always and everywhere behave in accordance with the published principles, despite the good intentions of the company. This separation of values ​​and day-to-day work gave the impression that the values ​​were just "decoration 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 competence. A common belief has formed, according to which the concepts of "competence" and "competence" convey the following meanings:

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

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

Typical Competency Framework 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 presented in fig. 1, behavioral indicators are the main elements of each competency. Related competencies are grouped into clusters. Each competency is described below, starting with the main blocks - with indicators of behavior.

Figure 1 Typical Competency Structure Diagram

Behavior indicators

Behavioral indicators are standards of behavior that are observed in the actions of a person who has a specific competence. The subject of observation is a manifestation of high competence. Manifestations of weak, ineffective "negative" competence can also become the subject of observation and study, but this approach is rarely used.
IN application Behavioral indicators are presented in the book with examples of effective competence. Example. Behavioral indicators of the competence "WORKING WITH INFORMATION", that is, actions in the process of collecting and analyzing information, include the following abilities of employees:

Finds and uses fruitful sources of information.
- Accurately defines the type and form of the required information.
- Gets the necessary information and saves it in a format convenient for work.

Competencies

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

Competencies without levels
A simple model, that is, a model that covers jobs with simple standards of behavior, may have one list of indicators for all competencies. In this model, all behavioral indicators refer to all activities. For example: a model that describes the work of only senior managers of the company, in the Planning and Organization section, may include the following behavior indicators:
- Makes plans that allocate work according to deadlines and priorities (from a few weeks to three years).
- Makes plans that exactly match the goals of the department.
- Coordinates the activities of the department with the business plan of the company.

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

Competencies by levels
When the competency model covers a wide range of jobs with different categorization of requirements, behavioral indicators within each competency can be summarized in 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 should cover a wide range of activities, jobs and functional roles.
For example: the content of the "planning and organizing" competency may be appropriate for both an administrative role and a manager 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 levels makes it possible to include homogeneous indicators of behavior necessary for organizing and planning in one competency model and not develop separate models for each role. At the same time, 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 competence "ACHIEVING RESULTS: planning" contains four levels, and "ACHIEVING RESULTS: clarity of management" - only two levels. One of the ways to distribute competencies by levels is to reduce the standards of behavior into groups indicated by numbers: the more complex the required standards of behavior, the higher the level. Some companies associate levels directly with activity grades. For example, in some models, all Level 1 competencies are assigned to specific service grades, while all Level 2 competencies are included in the next job block, and so on. Usually there is a certain relationship between the levels of competencies and the complexity of the activity, but this relationship is not always direct and unambiguous. For example: the position of a senior manager requires the employee to have the highest level of “relationship management” competence, while junior managers can perform limited roles of this kind (resolving claims, maintaining accounts, etc.). For this reason, many firms avoid using the structures that have developed in them when compiling competency levels.
Another method of distributing competencies by levels is the division according to the professional qualities that an employee needs. This method is used when the competency model refers to one job level or one role. For example, the model might include a list of the following indicators:

Initial competencies are usually the minimum set of requirements necessary for admission to work
- outstanding competencies - the 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 different degrees of competence of a group of workers. Examples. Baseline (minimum) standards of conduct can be applied when evaluating job applicants. When evaluating the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can also be used to identify disqualifying factors and develop a competency model. By introducing levels, it is possible to accurately assess personal competencies without complicating the structure of the competency model.
Competency models built by levels will have one set of standards of behavior for each level.

Names of competencies and their description

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

The title is usually a very short term that distinguishes one competency from others, being both meaningful and easy to remember.
Typical competency titles:

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

In addition to the name of the competency, many competency models 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 decoded as follows:

"Achieves results through the detailed planning and organization of people and resources in accordance with established goals and objectives within agreed timelines."

Where the competency content spans a single list of behavioral criteria, this approach works very well.
The second approach is a reasonable explanation of what is summarized, that is, an argument why this particular competence 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 levels of competency.
For example. The competency model called "Influence" can have 5 levels. At one level, influence is exercised by presenting clear arguments and facts in support of a particular product. At another level, influence includes developing and presenting your own vision for your company and the company's impact on the market and various professional groups. Instead of trying to summarize such a wide range of standards of conduct, a company might put it this way:

“To persuade other people to some idea or course of action by 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 explains why the firm chooses this particular competency model, and, in addition, this description explains the special nuances inherent in the selected competency model.

Competence clusters

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

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

All phrases in the description of competency models should be written in a language that is generally accepted and accessible to the staff. IN application, to which we periodically refer, these bundles of competencies are titled:

WORK WITH PEOPLE
- WORKING WITH INFORMATION
- BUSINESS DEVELOPMENT
- ACHIEVING RESULTS.

Competency clusters are usually given names like these so 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 competence cluster "Working with information" can be represented by the following phrase:

"Working with information includes all sorts of forms of information, methods of collecting and analyzing information necessary for making effective decisions - current, operational and prospective."

Competence Model

A competency model is a term for a complete set of competencies (with or without levels) and behavioral indicators. Models may contain detailed descriptions of the standards of behavior for a particular department's personnel or standards of action leading to the achievement of specific goals, but may also include basic standards of behavior designed to fully describe a business structure or activity aimed at achieving a set of diverse corporate goals. The set of details included in the description of a competency model depends on the intended practical application of a particular model.
The number of competencies in the models of recent years has decreased. Once upon a time, models were common that included 30 or more different standards; models containing no more than 20 competencies are now common, and sometimes as few as 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 are still found. This is because some firms try to cover all the information needed for all occasions and for all roles, including detailed descriptions of tasks and performance and standards of employee behavior. 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 the general model can be used in practice.
The more competencies a model contains, the more difficult it is to apply. Experts believe that it is difficult to identify specific competencies in an overly detailed model, since the differences between individual competencies in such a model can be subtly small.

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

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

Volume is very important
A few years ago, a government agency developed a very complex competency model. The model contained about 60 competencies, each with five levels of difficulty. In addition, this model associated standards of behavior with tasks and work outcomes. This meant that each competency was illustrated with many examples (up to seven), in which different levels of competency were also considered. Users of this model found it nearly impossible to apply, and the 200-page reference document itself did not inspire any of the credibility that would have arisen if the developers had created the correct model.
The agency, realizing the mistake, reworked the model: it defined standards of behavior that are common to all roles in this 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, and the idea of ​​returning to the original model never appealed to anyone.

If all competencies included in a model apply to all activities of a company or department, then such a model is often referred to as the “Basic Competency Model”.
The core model does not include competencies that differentiate the activities of the working groups for which this 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 standards of behavior included in the core model are indeed general, so there is more work to be done to apply these standards to specific activities. For example: in the Application there is a competence "Decision Making" (in the cluster "WORKING WITH INFORMATION"). Standards of conduct of the first level of this competence:

Follows predetermined decision-making procedures.
- Collects and uses all the information necessary for decision making.
- Regularly reviews and agrees on decision limits appropriate to his/her role.
- Delegates decisions to others when it is appropriate to delegate the decision.

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

Performs customer service procedures strictly according to standards.
- Obtains and uses information from the customer service database and from customer procedures instructions; if necessary, refers to colleagues when making decisions.
- Does not make decisions that exceed the authority 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 course of a specific activity. The app is built that way. Figure 2 illustrates this using examples from the WORKING WITH PEOPLE cluster.

Application of competencies

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

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

A very similar list appeared in the same journal a year earlier. The authors of these reviews used information from readers who generally indicated five reasons for seeking competencies in their companies. In other words, the reasons for the introduction of 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 COMPETENCY MODEL CONTENT

It may seem strange that among the tasks there is no staff assessment. But there is nothing surprising here. Development and reward as volume tasks solved with the help of competencies can be divided into several separate functions of work with personnel. And the assessment of personnel and work to improve the professional qualities of employees is a single process in which all functions are closely related to each other.
In addition to a more rational and practical set of expectations from the application of the competency method, the simplified competency model reflects the changes in human resources that have occurred in the past few years.

The cure for inconsistency
The pharmaceutical company has recently opened several new lines of business. Each line of business has its own competency model, and the largest lines have more than one model. Many of these models have been developed for special purposes. This gave rise to difficulties, because people faced various criteria in certification, promotion, selection, etc. c") due to their changing 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, payment and trading, and performance management. Now this means that people are selected, evaluated, developed and rewarded according to the same criteria - regardless of their place in the company.This has led to an increase in the degree of alignment of the personnel management processes in the company, which has become obvious to employees. In addition, people from different HR functions are now talking about performance in the same language.

For example: many companies are currently developing competency models that cover a fairly wide range of professional roles. In fact, organizations use competency models to link corporate tasks and work with human resources.

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

Impact on culture

At present, the attention of companies is shifting to the main activities, but it is necessary to remember some of the "secondary" 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 from them and the requirements for the quality of work. Therefore, it should be remembered: 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 the culture of activity are not provided for in the description of the standards of behavior, then this means that the competencies are drawn up incorrectly and conflicts between what the company needs and the standards of behavior that are proposed to be adopted by employees are quite likely.
In the Cultural Conflict example, the competency model reflects exactly what employees may 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 the goals that senior managers set and demanded to be met. This model 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 mainly on the sale of electronic equipment, has introduced a competency model for junior and middle staff. Competency behavior indicators were grouped around working together in an open organization, in which opinions were allowed to be expressed, problems raised, and opinions defended. 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 a collaborative style was immediately met with resistance and coldness from senior managers. Very soon, the work plans were changed to "reflect the real state of affairs", and in other cases, the plans simply did not take into account.

If an organization intends to influence culture change by introducing a competency model, then without the consent, support and initiative of senior managers, this good intention will not bring success.

Transparency of goals and limits

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

For example:

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

The introduction of competencies can strengthen the link 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 the application of 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 staff. But on the other hand, 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 coherence of the activities of employees within the organization.

Qualities of a good competency model

For a competency model to work effectively, it must be relevant and used for its intended purpose. The competency model should at least 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 evaluating and validating the competency model. Where the 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 (activity, product, management) need to be developed and adopted before a competency model can be drawn up and implemented. The competency model must be built on the basis of predetermined standards: only then can one be sure that the competency model will correspond to the task assigned to it.
These standards can also be used as a package of requirements for the quality of the model itself during its compilation. Each of the quality standards of a good competency model is explored below.

Clarity and ease of understanding

The competency model should:
- be unambiguous
- describe in simple terms
- have a simple structure
- have a coherent 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 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 ones”. “Relevance (conformity) of the competency model for the entire staff” means: all employees recognize the indicators of behavior as requirements corresponding to the quality of work. In addition, everyone who will apply the model, and everyone to whom this model will be applied, must be aware of the need and usefulness of the competency model for the cause.
In general models, the relevance of personnel behavior standards should be perceived by the bearers of all professional roles. In special models, relevance may be limited to a narrow range of roles or to a specific application.

Relevance for all roles - common models
The maximum use of competency models can be achieved if the models are relevant for all roles of the company or department. "Relevant to all roles" means: the competency should describe in general terms the behavior that is essential for the effective performance of all the roles covered by the model. It is important that the standards of conduct are directly related 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.

Role Relevance - Special Models

If competencies are being developed for a specific application or specific role, then the competency model should be appropriate for the application and role for which it was intended. For example: a model developed specifically for the selection of personnel should be sufficient in relation to the 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 firm. Possible changes are included in the competency model as standards of behavior that describe how employees will have to cope with work in the near future or in the longer term. The relevant model should take into account the vision of the future that the company's leaders have and which 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 may be an assessment of applicants for vacancies during selection or an assessment of the success of employees in work. The structure of the competency model has an important influence on the simplicity and accuracy of assessments. Therefore, it is essential that each of the competencies has clearly defined elements. Without clear indicators of behavior, it is difficult for experts to assess to which competence they should attribute a particular example of effective performance. A few simple rules can help you avoid mixing different competencies:

One competency should not depend on other competencies.
- Competencies and behavior indicators should be contained in only one fragment of the model.
- Competencies should not be included in multiple clusters.
- Behavior indicators should not refer to multiple competencies
- Behavior indicators should not span multiple levels of competence.

Behavior indicators are the working part of the competencies used in the assessment of employees. 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 only 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 competency level to be included in
another competency or to a different level of competency.
- build from verbal expressions: indicators of behavior describe the actions of a person.
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 they perform are needed.
For example: informs colleagues about changes in work priorities; draws up detailed plans to achieve goals.

Justice in everything

If high standards of quality are included in the competency model, then the model will be fair to all to whom it is applied. However, the model may meet the above quality standards, but, nevertheless, legitimize the planting of 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 the standards of behavior that are characteristic of effective managers, but not included in the model adopted by the firm.

conclusions

Competences can be defined in different ways, but most models are now based on behavioral indicators. Clarity is important in defining the competency model in relation to a particular situation. This clarity can be achieved by defining the goals for which the developed competency model will be used.
For ease of use of the competency model itself, it should be extremely simple. Many successful companies find it easier to apply a generic competency model with clear instructions to model users than to try to build a model that captures 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 activities related to personnel management. In order for personnel management to be effective, it is necessary:

Miscellaneous Information
- a clear and well-organized process of activity
- experienced users.

Competences can increase the effectiveness of people management activities in a company, but competencies alone do not guarantee the effectiveness of management.
The quality of a competency model has a significant impact on the ease and durability of its application. A well-designed competency model is characterized 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, which is covered by the adopted model
- to modern and perspective interests of the company.

Following these requirements will result (albeit without guarantee) in the creation of a model that is valid for all to whom the model will apply. 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
- a long period of application of a particular competency model.

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

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

2. Use of competencies in the personnel management system

In the dictionary of Russian HR managers, the term "competence" appeared in the last 6 - 7 years. Work on competencies is carried out in joint Western Russian and in 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, all kinds of research and publications in specialized media are regularly devoted to them. Competencies as an HR technology have been developed in Russia on the basis of foreign theory and practice. And, as it 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 occurred incorrectly.

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, Skills, Skills) and PVK (Professionally Important Qualities). Both ZUN and PVK are close in content to competencies, are included in their composition, but are not analogues.

First of all, let us designate the difference between the concepts of "competence" and "competence". They are based on a Latin root compete*- I achieve, I correspond, I approach.

Competence- this is a certain characteristic of a person, necessary for the performance of certain works and allowing its owner to obtain the necessary results of work.

Competence- this is the ability of an individual who has a personal characteristic to solve work problems, to obtain the necessary results of work.

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

There are many definitions of the term "competence". Many experts and HR professionals offer their own interpretations. But two approaches to understanding competencies are considered to be the main ones - American and European.

American approach defines competencies as a description of the behavior of an employee: competency is the main characteristic of an employee, having which, he is able to show the right behavior and, as a result, achieve high results in 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 adopted in the organization (defining the minimum standard that must be achieved by the employee).

Competence Model- this is a complete set of competencies and indicators of behavior necessary for the successful performance by an employee of his functions, manifested in appropriate situations and time, for a particular 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 particular 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 the 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 subtly small.

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

Behavioral indicators are standards of behavior that are observed in the actions of a person who has a specific competence.

Typically, the following types of competencies are distinguished:

Corporate (or key) - 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 the presentation and information materials of companies.

Managerial competencies applicable to positions at all levels of management. Used to evaluate leaders.

Special competencies used in relation to certain groups of positions in different departments. For example, special competencies are developed for employees of each of the departments: sales, information technology, finance, etc. These are knowledge and skills that determine professional duties, the level of their possession, the ability to apply them in practice by certain categories of employees.

Personal competencies that have an over-professional nature and are 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 himself and other people, the ability to understand the underlying motives of behavior.

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

Competences are also divided into simple and detailed:

Simple - this is a single list of behavior indicators that can be developed, for example, by the head of the company;

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

The technology of creating competencies includes several stages.

The first stage: the formulation of the strategy and goals of the company. 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 success factors of the company in the market.

The second stage: highlighting 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 duties that he will be assigned or are already performing. At this stage, it is necessary to involve employees in the development of their competencies.

The third stage: the definition of directly behavioral reactions that should appear among employees in the course of solving work tasks. To do this, they study and analyze the activities of the best employees in detail, determine the effectiveness and inefficiency of their behavior by the method of critical incidents, and conduct surveys of employees at those levels for which the model is being created. Examinations of expectations from the company of external customers can be carried out. In order to reduce the subjectivity of the surveys, it is necessary to use a set of specific techniques.

Fourth stage: selection from the total mass of characteristics and grouping of the identified indicators of behavior into general categories - clusters. This is quite a difficult job, because. involves multiple comparison of the elements of the model with each other, the allocation of general and particular features. Also, one cannot do without interpretations, and here ambiguity and subjectivism may appear. You can neutralize subjectivity with the help of project teams.

Fifth stage: creating a rating scale in each competency level to describe unacceptable (unacceptable employee behavior for the organization), acceptable (minimum requirements to do a job well) and outstanding (best behavior) levels of employee behavior in the workplace.

Competence 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 on 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 represents the process of this work, and how detailed the company wants to understand the competencies so that they become a working tool and justify all costs. The result of efforts to collect data, analyze and model competencies should be a competency model for employees of a particular organization, around which the company's personnel management system is built.

Competences that have a detailed description understandable for employees of the organization, which greatly facilitates the possibility of their diagnosis, can be characterized through their levels of severity.

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

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

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

The fourth level - the leadership level (complements the basic and strong levels) - the employee sets the standards for the team, when not only he, but others begin to show this competence, the employee helps others to show 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 ways to achieve such results. Well-developed competencies will help streamline the conduct 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, a person's intentions, manifested in appropriate situations. Today, in the West, the description of activities from the standpoint of a competency-based approach is very widely used. Techniques, questionnaires for the formation of a competence profile for various types of activities have been developed.

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

It is recommended to start by defining acceptable minimum and desired maximum levels of competency development. Some competencies include a zero and even a 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 that are expected of him. As a rule, levels are assigned numbers (first, second, third) or given names (for example, levels of "development", "competence", "skill").

Next, it is necessary to check the validity of the competency levels relative to the actual activity. It is important that the behavior described in competency levels be 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

Competence "Working with clients"

It contains four levels, there is no zero level (the developers assumed that already at the stage of selecting employees, candidates who do not reach the first level are eliminated).

First level. Knows how to get along with people. Negotiates jointly with a manager or colleague. Limited in making decisions regarding work with clients.

Second level. Independently conducts negotiations with clients. Operates strictly within the established limits. Maintains a client base.

Third level. Confident negotiator. Able to influence the opposite side. Supports and actively develops the client base.

Fourth level. Able to negotiate at a high level. Can act as a consultant and mentor in negotiation. He has full authority in making decisions in working with clients.

Appendix 1 shows the whole competency model with the 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. He insists on his own in difficult and controversial situations.

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

Competence level. Shows interest and perseverance in achieving goals. Strives to finish what he started. He finds ways to overcome obstacles in achieving his goals, does not succumb to difficulties.

Skill level. Ensures timely achievement of goals and objectives. Always brings the job to the end. Persistently pursues his line and achieves the best result, demands the same from others. He does not stop at difficulties, shows enthusiasm and determination in solving the most difficult problems.

Competence "Attitude to new tasks"

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

Outstanding level. He is open to new tasks and broadcasts them to others, considers them as an opportunity for his own development, independently sets goals and looks for ways to achieve them.

Above expected level. Accepts new tasks with enthusiasm, focuses his work on their solution.

"expected" level. Accepts new tasks, discusses them constructively, requests adequate resources to carry them out.

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

Level "unsatisfactory". Actively criticizes new tasks and plans, sabotages their implementation.

Many employers invest heavily in the development of employees in leadership 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 exactly those qualities that are at a low level, or, conversely, to refuse the chosen candidate.

Professional competencies of the head - what are needed?

Before choosing a method for assessing a candidate for a managerial position, you need to decide which key competencies of a manager you will evaluate. Of course, in each company, the set of professional competencies of the head will be different. It will depend on the position for which you are hiring a candidate: line manager, top management or project manager, as well as the scope of the company. For example, for senior management, strategic and analytical thinking, the ability to manage performance and change will be important skills. For a line manager - organizational skills, the ability to delegate and set tasks, for a project manager - the ability to clearly divide a strategy into tactical tasks and set priorities. By the way, the higher the leadership position, the more personal qualities will affect the effectiveness. 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 performance indicators of employees are conducted by Aleksey Shirokopoyas, Expert in the development of managerial competencies. Trainer-consultant. Editor in Chief .

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

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

In order to understand what key leadership competencies you will need to develop, you need to identify at what level the candidate owns them. To do this, it is necessary to prescribe for each professional competence of the manager the criteria for a high and low level of proficiency, 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 leader can be manifested using the example of delegation and stress tolerance.

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

Indicators of a high level of mastery of the key competencies of the manager: the manager is not afraid to allow employees to take reasonable risks and try different solutions, encourages subordinates to go beyond the comfort zone and work on new tasks, easily delegates his authority to others, supports, even if the employee makes a mistake , etc.

Indicators of a low level of managerial competencies: the manager intervenes in the execution of the task or allows himself to cancel the decisions of employees, gives little space for initiative, delegates only those tasks that carry little risk, imposes his opinion, etc.

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

“Effective delegation requires: a clear statement of the task, empowering the employee with the necessary authority, setting deadlines, monitoring results and necessarily feedback. The presence of delegation skills can be determined during an interview with a candidate using interviews on key competencies of a manager, business cases or an assessment center. Indicators of ineffective delegation and control will be: the employee’s misunderstanding of the task, the task was not completed on time, the manager’s excessive control over each stage of the task, the need for the manager to correct the work performed, the lack of feedback from the subordinate.

When evaluating 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 relations between the boss and the subordinate. And also take into account previous work experience and the field of activity of the companies in which the applicant worked

Delegation Skill Example Case Study

Indicators of a high level of mastery of key managerial competencies: the candidate remains calm and flexible in any type of stress, considers stress inevitable in the professional sphere and is able to adapt to it, avoids the impact of stress on personal life, achieves high quality work, even under pressure.

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

Speaks: Anna Fomicheva - Candidate of Pediatric Sciences, Associate Professor, Human Resources Expert (Moscow):

“In my opinion, in the evaluation 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 the personality, tests for self-esteem, methods for studying previous experience. So, for example, the candidate has successful start-up projects, in the implementation of which he performed several roles at once (generated ideas, formed a team, organized interaction, was the “owner of the process”, 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 show 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 focus on identifying the degree of motivation and comfort, to continue working with an increase in the level of one’s own qualities and the development of managerial key competencies of a leader”

Examples of projective questions to assess stress resistance

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

The first assessment of managerial skills and personal qualities takes place in the process of studying resumes (for internal candidates - in the process of studying an application for participation in the competition for closing 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, by reading resumes and even by collecting references, this cannot be done. Therefore, the second stage of the assessment is an interview with the candidate (be sure to include projective questions in it), at which he can be offered several practical tasks (solving a case, participating in a role-playing game, etc.). The third stage of the assessment is carried out during the probationary period, for example, by observing the work of the manager (based on the results, a behavior assessment scale is drawn up), as well as through 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 the head and a scheme for their assessment, as well as the practice of compiling managerial position profiles, indicating the specific qualities necessary for successful work. Both the key competencies of a leader and personal qualities can be determined by a standard biographical interview with a number of small cases from the series “Imagine that you ...”, “What will 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 highest level, it makes sense to conduct a full-fledged assessment of the manager’s professional competencies, which also includes tasks or situations that help identify personal qualities. This approach will significantly reduce the likelihood of recruitment errors. When the assessment and interviews are done, the results need to be analyzed and agreed upon, and then an informed hiring decision should be made based on them.”

Speaks: League Blank - head of the personnel department of the Globus hypermarket (Klimovsk):

“To assess applicants for a managerial position, we use the “assessment by key competencies of a manager” method and use standardized position profiles for this, where all professional competencies of a manager, both professional and personal, are structured. In addition, you can use a structured interview, various cases, testing. The most complete assessment procedure is an assessment, since such an event includes various tests that help to 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 pronounced. In addition to various kinds of expert tests, it is important to take into account the recommendations of immediate supervisors, subordinates, colleagues, using various methods (for example, “360 degrees”). It is also necessary to analyze the result of the work, which can be expressed in economic or qualitative (work with personnel) indicators, which is quite objective”

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

Please note that case studies help to effectively assess personal qualities. You can make 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 BANK ITB (Moscow):

“You can assess the personal qualities of a candidate for a managerial position during an interview by asking him projective questions. You can also ask the applicant to solve some pre-prepared management case, where he will be asked, as a leader, to make a number of decisions. Then ask for detailed comments on them. It is also appropriate to use such a tool: the applicant is asked to recall several difficult situations from his practice that he successfully resolved, as well as 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

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