When talking about the “competency structure”, we can mean different concepts:
1) structure of competencies in the organization: types of competencies and the scheme in which they are linked;
2) the structure of the competencies themselves: the elements that compose the competency, their scheme and relationships.

Structure of competencies in the organization

First, let's look at the organization's competency structure. Different organizations develop different sets of competencies. Many of them overlap, and they are all interconnected. A set of competencies in the form of a descriptive list is not suitable for use. Therefore, the next step after forming the list is to develop a structure of competencies, which is most often presented in the form of a diagram that clearly demonstrates the levels of competencies and their interrelationships. Each type of competence, despite its independence, cannot be considered in isolation from other types.
As a recommendation, it is advisable to draw up competency structures based on the organizational chart of the organization. This will improve visibility and show the breakdown of competencies by level of the organizational structure.
The competency framework serves as the basis for developing a competency model. What a competency model is will be described in detail in the next chapter.
And now about our own structure of competencies - about what elements competencies consist of and what these elements represent (Table 4).
Table 4 Competency elements




From the table 4 it is obvious that the structure of competence is quite complex, it includes many elements, the combination of which makes, in fact, competence a universal tool. From the presented structure, it becomes clear why competency cannot only be considered as the ZUN or PIK, which are only an element of the competency.
Personal competence is “a system of interrelated knowledge, skills and abilities, personal characteristics, motivations, as well as behavioral patterns based on this, which allow an employee to effectively perform the tasks assigned to an employee in a given workplace at a given point in time.” The structure of personal competencies is presented in Fig. 8. This competence can be assessed in terms of effectiveness, compared with pre-developed standards, and improved through training.
Competence is characterized by targeting, discreteness, loyalty, and congruence with respect to the organization. This is one of the main tools of the labor and personnel management system.
Targeting - each competency must be clearly defined and cover a separate area of ​​knowledge, skills, abilities, i.e. reflect the functions at a given workplace. At the same time, the difference in functions in the workplace dictates the need to have and develop different competencies to perform different functional responsibilities.
Discretion - each competency must relate to a specific activity that can be clearly separated from other activities.
Loyalty is the focus of competencies on the implementation of the organization’s objectives and strengthening the organizational culture.
Congruence - alignment with the goals and mission of the organization.


Rice. 8. Structure of personal competencies
The bearer of competence can be an individual, an enterprise, an industry, a society, etc.
As experience - both domestic and foreign - shows, the development of a competency model presupposes an advance study of the subjects of competency: enterprises of various forms of ownership and scale, as well as employees.
It should be noted that in the theory and practice of building a competency model, there are different types of competency structures. For example, the so-called START - a complete universal structure of competencies (Fig. 9) is actively used.


Rice. 9. Full Universal Competency Framework (FUSF)

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.

Figure 1 TYPICAL COMPETENCY STRUCTURE DIAGRAM

Each competency is described below, starting with the main blocks - behavioral indicators.

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 organize work by time frame and priority (ranging from a few weeks to three years).

Creates plans that closely align with departmental performance 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 performance of an experienced employee

Negative competencies are usually standards of behavior that are counterproductive to 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 behavior. 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

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.”

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

ACHIEVE 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.”

Model competencies

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 competencies 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 almost impossible to apply it, 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 to make decisions.

Regularly reviews and agrees decision-making boundaries appropriate to the 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 customer service databases and customer procedures manuals; 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.

Definition of the concept Competence is the volume of professional knowledge and skills, and
also personal characteristics and attitudes manifested in
human behavior and required to perform immediate
job responsibilities.
Professional competencies are the abilities of an employee
perform work in accordance with the requirements of the position.
The competency model is
necessary
employees
strategic goals of the company.
set of key
For
successful
competencies,
achievements
Separate the terms “competence” and “competence”!
Competence is a necessary set
competencies,
which
has
Human
For
implementation
actions
V
specific professional field.
Competence is a more general concept that includes
competencies.
"He is competent in his field" = "He has good
developed
competencies necessary to work in this
region".

Competency structure

Example of competency

Types of competencies

British approach

American approach

Competency assessment scale

Example of competency levels

10. Rating scale (application)

11. Competency model

12. How to use the competency model

13. Instead of a conclusion

14. Conclusions:

Based on the practice of life, and analysis of the experience of generations, imprinted in the written and various other cultures of mankind, it was possible to draw up such a classification. The goals of human life can be divided into five groups in descending order of their importance for the implementation of Providence:

1. Transcendental goals:

• Establish contact and personal relationships with God and the harmony of Life, including developing a culture of feelings;
• To become a Human and through Humanity, serving God, to realize one’s destiny to be God’s viceroy on Earth to build the Divine Power;
• Having developed the ability to orient one’s behavior towards long-term goals, to act in line with one’s purpose in its concrete expression in relation to oneself;
• Find and carry Love in its specific manifestations, comprehending Providence, the purpose of existence and your place in it, as well as comprehending the mystery of Life and the cause-and-effect conditions in it.

• Develop your mental qualities, including a sense of proportion, intelligence, character, etc.;
• Preserve and maintain your physiological and psychological health;
• Create a family and develop family relationships;
• Perform public duties;
• Study the laws and methods of describing Life for adequate interaction and influence on it.

3. Professional goals:

• Receive an education according to your nature and predisposition to science and work;
• Find a job according to your nature and predisposition to science and work, making your contribution to the social association of labor;
• Take your position in society, helping to develop yourself and society.

4. Purposes of prestige:

• Comply with certain standards of fashion and prestige in society, for the most effective interaction in it.

5. Temporary goals:

• Perform temporary, daily, including immediate goals and tasks.

Transcendental goals can also be called highest , personal - vital , professional - important , prestige goals - secondary , temporary - momentary .

Let us give a brief description of each group of goals.

Transcendental(from lat. transcendens - transcending, surpassing, going beyond; can be translated as beyond) goals human life are that sacred thing for which man was created by God on Earth. These are the goals for which alone it is worth living and for the achievement of which all possible resources must be subordinated to oneself, and goals of a lower order must be auxiliary in relation to these transcendental goals. How a person strives to achieve the transcendental goals of life depends on his fate, well-being and, most importantly, the fate and well-being of the entire human society on Earth.

“The most precious thing a person has is life. It is given to him once, and he must live it in such a way that he is not painfully ashamed of the years spent aimlessly, so that he does not feel shame for a mean and petty past, and so that, when dying, he can say: his whole life and all strength is given to the most important thing in the world..." (N.A. Ostrovsky “How the steel was tempered”)

The only way to live without the excruciating pain of wasted years is to live to achieve the transcendental goals of life.

Personal goals human life are those goals that primarily help the individual achieve transcendental goals. Achieving these goals is vital in the life of any person, because... this gives him a solid foundation for functioning and interacting in this world. Developing a sense of proportion, forming an adequate character, a healthy lifestyle, improving intellectual abilities and fulfilling one’s responsibilities to society and family (it is clear that for the majority it is mandatory to create a family and procreate, although in this matter, depending on specific circumstances, it is rarely There may be exceptions) is mandatory for any adequate person.

Professional goals human life. These goals are related to a greater extent to the professionalism and education of the individual in one or another area of ​​life. And although a person can be a versatile professional, there must still be areas in which he is the most profound professional and in line with which he makes his contribution to the social unification of labor. As the saying goes, “you need to know a little about everything and everything about a little.” These areas of professionalism must be in accordance with human nature, with his innate predispositions to various types and forms of labor activity.

Temporary goals V A person’s life is a goal that arises before the individual every second, every minute and hourly. For example, right now you need to eat, sleep, go for a walk, pay off debts, buy or sell something, etc. These goals allow you to exist and function in the environment at every moment in time. The satisfaction of these goals is always included in the satisfaction of goals of a higher order (i.e. goals of prestige, professional, etc.) and therefore the correspondence of the satisfaction of these goals with Providence is determined by the correspondence with Providence of the higher goals of the individual.

If we consider all five levels of goals from the point of view of the frequency of the processes that they affect, then we can see that the frequency of processes increases when moving through goals from the first to the fifth. This means that in the ideal mode of functioning of the supersystem of people, the goal setting of each person should be structured in such a way that the transcendental goals of a person’s life run like a red thread through his entire life, and his behavior in the long term is focused precisely on maintaining low-frequency processes that make it possible to achieve these goals. In this case, the carrier frequencies for these processes will be the frequencies of processes associated with the achievement of personal goals, which in turn rely on the processes of achieving professional goals, etc. Only with such a culture of long-term strategic goal-setting of the elements of the supersystem of people, when transcendental goals include personal goals, personal goals include professional ones, etc., will it be possible to build a society of justice on Earth.

Also, some conditional characteristics of the hierarchy of goals can be seen in Table 1.

Table 1 - Characteristics of the hierarchy of goals

Relationship between competencies and hierarchy of goals

Now, based on the goals presented above, we can describe the hierarchy of competencies.

The competencies you need to have in order to achieve transcendental goals of life, let's call transcendental competencies. To date, seven have been identified transcendental competencies(TK) . In descending order of importance they are as follows:

1. Awareness and building a personal relationship with God (the basis of all other transcendental competencies);
2. Developing faith in God;
3. Development of Humanity (human type of mental structure);
4. Development of renunciation and an objectively leadership type of psyche (gaining leadership);
5. Finding Love;
6. Development of self-awareness (mastery of the universal laws of existence);
7. Development and awareness of Discrimination and conscious sensitivity.

Two of the seven TCs (4th and 7th) are paired. Discrimination And conscious sensitivity do not exist without each other separately, nor do they exist without each other separately renunciation And objectively leading type of psyche. Like light and shadow: one is a manifestation of the action of the other. Shadow is a manifestation of the action of light. And light is distinguishable due to the presence of shadow (the difference between shadow and non-shadow makes it possible to understand that there is light).

1. Development of administrative abilities

• Development of abilities to manage the processes of social association of labor and certain producers and/or other administrators to coordinate their activities and improve the quality of production management and/or administration of lower structures (shop manager, foreman, store director, sovereign, king, etc. ).

• Development of abilities to manage certain direct production processes associated with obtaining the final product or service (turner, janitor, design engineer, etc.).

The question may arise, what to do with those cases when a person contributing to the social association of labor cannot be unambiguously classified as an administrator or producer. For example, a teacher at school, who he is is an administrator or a producer. In order to get an answer to this question, it is necessary to understand that the division of professional competencies into two groups is actually not based on profession (teacher, engineer, policeman, janitor, etc.) but according to competencies (preparing a lecture, teaching students , drawing development, etc.), although for simplicity, when the connection between a profession and a group of PCs is most obvious, we often use the designation of professions. In the case of a teacher (as in the case of any other professions), his activities must be divided into a set of competencies (i.e., knowledge and skills used in practice) so that each of the competencies can be unambiguously attributed either to administrative activities or to productive activity. For example, a teacher developing a lesson plan is a productive activity. The teacher conveys information to students according to the lesson plan - this is an administrative activity. Etc. in all competencies, including in other professions. Strictly speaking, any profession can carry both those competencies that belong to the first group of PCs, and those competencies that belong to the second group of PCs.

Brief description of the levels of the competence hierarchy

Let’s look very briefly at some competencies.

Transcendental (extraordinary) competencies are essentially competencies belonging to two worlds - our world (our Universe) and the world outside our Universe (supramundane reality). Due to this property, transcendental competencies are completely unknowable for a person.

If by Life we ​​mean the so-called “material world” and supermundane reality, then according to some disseminators of Vedic knowledge, the so-called “material world” includes only 1/4 of all possibilities in Life in general. Those. Life in general possessing many properties, capabilities and qualities in the “material world” (i.e. in this case in our Universe) has only 1/4 of all possible properties, capabilities and qualities. In particular, our Universe has the property of the trinity of “matter-information-measure” (see Fig. 1).

Rice. 1 - The Triune Universe and God as a supermundane reality

These properties also exist in the supermundane reality; for example, information circulates outside our Universe. However, in the supermundane reality, in addition to “matter-information-measure”, there is something else that we cannot have. This means that outside our Universe there are properties, possibilities and qualities that are unknowable in principle from within our Universe. This is similar to how a children's cube, which is essentially three-dimensional, cannot fit on paper, which is essentially flat. This image is revealed in more detail in the animated film "Flatland". However, just as a three-dimensional object can be projected onto a plane and thus cognized, so something that goes beyond the boundaries of our Universe can be “projected” in some way into our Universe and thus cognized this something at least in some aspects.

Exactly the same difficulties exist with transcendental competencies. They, being transcendental in their essence, are completely unknowable within our triune Universe. But it is still possible to carry out a certain projection of these competencies and study them with a certain degree of detail, projecting the properties of the supermundane reality into the properties of the triune Universe, i.e. into the properties of matter-information-measure.

Having made this reservation, let us briefly examine the relationship of all seven transcendental competencies with each other.

• When we talk about God, we do not mean any of the currently created God dolls promoted by all religious denominations and other various sects. By God we mean an objectively existing supermundane reality that created this world, is a person and one way or another manifests itself in the created universe.
• God speaks to people in the language of life circumstances, which include:
• circumstances of the external world, cognizable through the external senses (vision, hearing, taste, touch, smell) and
• circumstances of a person’s inner world, cognizable through the internal senses, emotions, sensations in the body, etc.
• And man speaks to God in his own language
• thoughts,
• affairs and
• intentions.
• So it goes continuous dialogue , in most cases, today, is not realized by many people. God speaks through the circumstances of life, man responds with thoughts, deeds and intentions. And vice versa, a person speaks with thoughts, deeds and intentions, and God responds to him by changing the circumstances of the internal and external world of a person. Relationships with God become conscious when a person manages to bring this dialogue with God to the level of consciousness. Developing a relationship with God is, first of all, awareness of this relationship. The question of the existence of God for such a person is not in the category of questions of faith, but in the category of questions of knowledge based on practical experience of communication with Him.

As a result, having developed this TC, i.e. Having developed a relationship with God, a person naturally gradually develops the second TC - the development of faith in God. Those. a person, having accumulated a certain practical experience, begins to believe not in God, but in God (i.e. him, not in him). The development of the TC of Faith in God lies in the fact that a person, in all life circumstances without exception, believes unquestioningly in God and acts more and more with all his might in the mainstream of His Providence and in the mainstream of His will. It is faith in God that helps us to realize the Providence of God with all our efforts. The lack of faith in Him leads to problems of uncertainty about the future of people:

"The way of His providence
unknown because
that there is faith in Him,
but there is no faith in Him!”

So, gradually in a relationship with God, mastering faith in Him, a person begins to understand that the only correct choice in any situation of choosing between good (what God wants) and evil (what God does not want) is the choice in favor of the objective and concrete good in the channel of Providence, to the extent that we confess providence for this person. The choice between good and evil - moral choice. It is the unconditional permission of moral choice in favor of good that makes a person human. Those. In an individual of the biological species “reasonable man” (homo sapiens), a human type of mental structure is formed. And this is the third TC - Finding Humanity - the human type of mental structure. Being in humanity, the person begins to recognize more and more moral choices associated with long-term low-frequency processes. This state of affairs forces a person to orient his behavior towards long-term goals and plans, sometimes extending in duration beyond his own life, and even many generations ahead. At the same time, there is a need to break off attachments of various levels, for example, starting from small desires to sleep for another five minutes and ending with attachments to some people and things. This orientation of behavior forms the following TC in a person - the achievement of leadership - the development of renunciation and an objectively leading type of psyche. To achieve orientation of behavior toward long-term goals, you need to renounce the “petty” and at the same time, you can renounce the “petty” only if there is something worth renouncing for, i.e. goals of a higher long-term order. Thus the long-term goal gives renunciation, and renunciation orients towards the long-term goal. One of the images of setting long-term goals while renouncing short-term conveniences is given in the film "The Shawshank Redemption".

Because within the framework of our Universe, a person’s stay in love is connected with the goals that he carries within himself, then the achievement of an objectively leading type of psyche and the renunciation of “small” goals and attachments develops in a person the following TC - Finding Love (with a capital L). Love as a feeling in a person is connected with whether this person achieves the goals set in his unconscious area as a first priority or does not achieve. Achieving goals gives the individual satisfaction - happiness. Instead of achievement, dissatisfaction is suffering. Love as a feeling and happiness are one and the same. Accordingly, a stable stay in Love is impossible if a person deviates from the goals intended for him from Above, objectively written in his unconscious from birth. Accordingly, striving for Love and orienting his behavior towards long-term goals, a person begins to master the next TC - the development of self-awareness. After all, only in line with self-awareness and comprehension of one’s nature, a person is fully able to act within the framework of achieving long-term goals intended specifically for him and thereby achieving these goals to remain in a state of satisfaction, which is nothing more than a state of love. And besides, the orientation of one’s behavior towards long-term goals intended from Above for the benefit of society will be expressed as service to this society, and service is another aspect of Love. Those. Thus, the deeper a person wants to be in a state of Love, the deeper he develops self-awareness, and the deeper a person’s mastery of self-awareness, the better his manifestation of Love. Being in Love, a person studies himself, the world around him and his place and purpose in it, and this is the development and mastery of the universal laws of existence (one of the expressions of self-awareness). Through understanding the universal laws of existence, a person ultimately comes to understand and master the TC that closes the circle of transcendental competencies - the development and awareness of Discrimination and conscious sensitivity. This TC allows you to close feedback from the world, develop Intuition within yourself, distinguish Intuition from God from various egregorial suggestions, and in essence, without this TC it is impossible to develop previous TCs, because Without a culture of feelings and sensations of the Universe and its responses to our behavior, it is impossible to adequately build our activities.

So, to put it briefly, all TCs are interconnected.

LCs, in general, should be clear from their very structure, described above. A specific description of the LC requires a separate article. The same applies to the general description of the PC.

Differences between competencies at different levels

• Personal competencies are completely brought into the realm of consciousness and formalized. Transcendent ones contain both a conscious part and a part that goes beyond human understanding.
• Professional competence is nothing more than a deeply developed transcendental or personal competence that an individual brings to the social association of labor as his contribution to its development and which allows the individual to be in the environment while satisfying his needs. By and large, there are two levels of competencies: transcendental and non-transcendental (i.e. personal), and some of these competencies subsequently become professional for the individual.
• All personal competencies are a special case of the development of transcendental competence. Development of self-awareness (mastery of the universal laws of existence).
• Competencies can be both objectively vicious and objectively righteous, as well as neutral, depending on the point of application. Therefore, they are only a dowry to the type of mental structure. For example, pride in others and pride in oneself (i.e. pride) - in general, the second is objectively vicious. Transcendental competencies in their strict understanding and in their comprehensive development can only be objectively righteous. Therefore, they are associated with the human type of mental structure, and cannot fully be the property of a self-interested type of mental structure.
• The number of transcendental competencies is limited (7 were identified, some of them are paired), personal and professional - no.
• Objectively, any personal or professional competence is impossible without the background presence of transcendental competencies. For example, Grooving a part on a machine is impossible without:
• perception of what is happening (i.e. without Discrimination and conscious sensitivity);
• satisfaction from the process being implemented (i.e. without Love);
• understanding that this must be done (i.e. without Faith in God);
• etc.
• The set of mastered competencies is always unique for each individual.

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 deep 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 already performs. 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.