Accepted competency structure. The concept of competencies and their types, and levels of development of competencies. Types of competencies in the pedagogical process. Types of competencies in education Who determines the set of 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. It is believed that the optimal number of competencies in the model is 8-12. The more competencies a model contains, the more difficult it is to apply.

The structure of the Spencer competency model is shown in Fig. 3. Distinctive competencies are organized into clusters, or groups. As a rule, there are from three to six clusters. Each cluster contains from two to five competencies, for example, which are often used together. Each competency has narrative definition and from three to six behavioral indicators, i.e. certain ways to demonstrate competence at work (behavioral indicators are standards of behavior that are observed in the actions of a person with a specific competence). 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. Each competency or behavioral indicator is illustrated with a typical example taken from interviews with top performers. Behavioral indicators can be arranged on a scale in order of increasing intensity or completeness of the action (BARS behavioral scales - behaviorally anchored rating scales - scales with behavioral indicators created for each competency and allowing for a more objective and quicker assessment and self-assessment of the employee). Thus, competencies can have such a property as the level of expression, i.e., behavioral indicators within each competency can be divided into “levels”. This is useful and necessary when the competency model needs to cover a wide range of activities, jobs and functional roles, so as not to develop separate models for each role. In this case, only the criteria for each role differ. But there are also simple competency models that cover types of work with simple standards of behavior that may have one list of indicators for all competencies. In such models, all behavioral indicators relate to all types of activities. Similar models apply to a single role.

Figure 3. Structure of the Spencer competency model

Spencer and colleagues developed a list of competencies suitable for analyzing any job. This list is presented in Table 1. The first column is the competency clusters, the second is the names of the competencies within each cluster.

Table 1

	Competence
Achievement and Action	Achievement Orientation
Concern for order, quality and accuracy
Initiative
Search for information
Helping to Serve Others	Interpersonal understanding
Customer Service Orientation
Impact and Influence Cluster	Impact and influence
Understanding the company
Relationship building
Managerial competencies	Development of others
Directiveness
Teamwork and Cooperation
Team Leadership
Cognitive competencies	Analytical thinking
Conceptual thinking
Expertise (technical, professional, managerial)
Personal effectiveness	Self-control
Self confidence
Flexibility
Commitment to the company

Spencer et al also compare the competency model to the "atomic model", where behavioral indicators are analogous to "atoms", and competencies can be compared to "elements", made up of or described by behavioral indicators, or to "molecules", combinations of several elements. (also competencies). Competence clusters thus correspond to macromolecules.

Quality standards and competency models must be developed and adopted before the competency model is drawn up. Whiddett and Halliford propose quality standards that require a competency model to:

Be unambiguous;

Describe in simple language;

Have a simple structure;

Have a coherent structural logic;

One competency should not be dependent on other competencies;

Competence and behavior indicators should appear in only one fragment of the model;

Competencies should not occur in multiple clusters;

Behavioral indicators should not relate to multiple competencies;

Behavioral indicators should not span multiple competency levels.

The competency model is most often developed by order for a specific organization and perhaps for a specific type of activity.

The stages of developing a competency model in general are as follows:

1. Receiving an order, clarifying the purpose and planning the study.

2. Creating a team, choosing an analysis technique.

3. Collection of information, analysis of information.

4. Designing a competency model.

5. Validity check.

6. Start-up.

Competency profile is a graphical display of a competency model, a digital determination of the level of manifestation of competencies in relation to a specific position. A competency model can be created for several positions, a profile - for a specific position.

Competency magazine publishes reviews annually application of competencies. The overall list of organizational needs that can be met using a competency model is very extensive. S. Whiddett and S. Halliford, in their book The Competency Guide, summarize the experience of using the competency-based approach and reduce it to three main tasks:

recruitment and selection

education and development

reward.

There are many practical applications of competencies. Competencies contribute to the formation of a company's corporate culture and the achievement of a common vision of the organization's mission and goals. They provide a clear understanding of the standards for successful performance of activities; make it possible to increase the efficiency of employee training and development by focusing all training activities on achieving corporate standards reflected in the competencies. When selecting personnel, competencies determine the structure for collecting behavioral information about candidates - in particular, they make it possible to formulate selection criteria in terms of behavior. In job performance assessment (which has replaced traditional performance appraisals in many organizations), competencies provide a framework for collecting information about an employee's job performance and assessing performance behavior. In addition, they structure the assessment interview procedure itself and the discussion of examples of employee behavior. Competencies are the basis of the assessment center method, which is designed, through the use of simulation exercises, to give an idea of ​​the candidate’s behavior in work situations.

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

Spencer and colleagues, in addition to six tasks of the human resource management service, the solution of which is based on a competency-based approach (selection, performance management, succession planning, development and career, payment, integration of the HRM information system), describe the American experience of applying this approach in schools and families .

“Competence” is a word that is used, perhaps not so often, but sometimes still slips into certain conversations. Most people perceive its meaning somewhat vaguely, confusing it with competence and using it inappropriately. At the same time, its exact meaning can serve as a powerful argument in polemics and discussions, as well as in proceedings. So what do they mean and what are they? Let's take a closer look.

Terminology

According to Efremova, competence is defined as an area of ​​knowledge and a range of issues in which an individual is knowledgeable. The second definition, according to the same source, says that this word also denotes a set of rights and powers (refers to an official). The latter comes down to the term It is somewhat stricter than the first. But this definition is much more suitable to the essence of the real question of what competencies are, since the first option has many synonyms and is not so narrowly defined.

Competence and related terms

There are two approaches to the interpretation of the terms competence and competency:

• identification;
• differentiation.

Competence, roughly speaking, is the possession of any competence. In accordance with how widely the last term is considered, and their relationship with the first concept is interpreted. By the way, it is described as characterizing the quality of an individual, his ability. Competence is interpreted differently - it is, first of all, a totality.

Structuring

Competence is an integral result of the interaction of the following elements of its structure:

1. Target. Defining personal goals, drawing up specific plans, building models of projects, as well as actions and behaviors in order to achieve the required result. A relationship between goals and personal meanings is assumed.
2. Motivational. True interest and sincere curiosity in the work in which a person is competent, the presence of his own reasons for solving every task that arises related to this activity.
3. Orientation. Taking into account in the process of work external prerequisites (understanding the basis of one’s work, having experience in it) and internal ones (subjective experience, interdisciplinary knowledge, methods of activity, specific features of psychology, and so on). An adequate assessment of reality and oneself - one’s strengths and weaknesses.
4. Functional. Having the ability not only to have, but also to actually use acquired knowledge, skills, methods and methods of activity. Awareness of information literacy as a basis for shaping one’s own development, innovation of ideas and opportunities. No fear of complex conclusions and decisions, no choice of unconventional methods.
5. Control. There are boundaries for measuring the flow and conclusions in the course of activity. Moving forward - that is, improving ideas and consolidating correct and effective ways and methods. The relationship between actions and goals.
6. Evaluator. The principle of three “selfs”: analysis, evaluation, control. Assessing the position, necessity and effectiveness of knowledge, skills or the chosen method of action.

Each of the elements can influence all the others through its behavior and is a significant factor for the concept of “competence formation.”

Categorization

The terminology made it possible to understand what competencies are in a general sense. More specifically, it is divided into three broad categories:

• self-leadership;
• guiding others;
• management of the organization.

Competencies can also be divided according to another principle: for example, based on who owns them. These types will affect professions, organizations and social groups.

Consider the following:

1. Teacher competencies. The essence of professional and pedagogical competence.
2. Students' competencies. Definition of a limited set of knowledge and skills.

Why were these chosen?

Relevance

The relationship between teacher and student is an intricate structure consisting of many elements. Lack of competence in one issue entails a similar problem in the other. As for what exactly should be within the competence of a teacher, here we can observe an even more ambiguous situation.

Student competencies

Most scientists insist that the competencies of students, or more precisely, their number, should be strictly limited. Consequently, the most important ones were selected. Their second name is key competencies.

The Europeans compiled their list approximately, without clarification. It has six points. The student must:

• learning is the main action;
• think as an engine of development;
• search - as a motivational layer;
• cooperate - as a communicative process;
• adapt - as social improvement;
• getting down to business - as the implementation of all of the above.

Domestic scientists treated the matter more responsibly. Here are the core student competencies (seven in total):

• Ability to learn. It assumes that a student who is able to learn independently will be able to apply the same skills of independence in work, creativity, development, and life. This competency involves the student choosing a learning goal or understanding and accepting the goal chosen by the teacher. This also includes planning and organizing work, selecting and searching for special knowledge, and having self-control skills.
• General cultural. Development of personal self-perception of oneself in general and in society, spiritual development, analysis of national and international culture, the presence and use of language skills, self-education of moral and sociocultural common values, focus on tolerant intercultural interaction.
• Civil. This competence includes the ability to navigate social and political life, that is, to recognize oneself as a member of society, the state, and social groups. Analysis of current events and interaction with society and government authorities. Take into account the interests of others, respect them, act in accordance with the relevant legislation of a particular country.
• Entrepreneurial. It presupposes not only the presence, but also the implementation of abilities. These include, among others, the relationship between the desired and the actual, the organization of activities, the analysis of opportunities, the drawing up of plans and the presentation of the results of work.
• Social. Determining one’s place in the mechanisms of social institutions, interaction in social groups, compliance with a social role, diplomacy and the ability to come to compromises, responsibility for one’s actions, community.
• Information and communication. Rational use of information technology capabilities, construction of information models, assessment of the process and result of technical progress.
• Healthcare. Preserving both your own health (moral, physical, mental, social, etc.) and those around you, which presupposes basic skills that contribute to the development and maintenance of each of the above types of health.

Key qualifications (basic skills)

European countries synonymize the meaning of the words “qualifications” and “competences”. Core competencies are also called core skills. They, in turn, are determined by those personal and interpersonal qualities that are expressed in various forms in various social and work situations.

List of key competencies in vocational education in Europe:

• Social. Development of new solutions and their implementation, responsibility for the consequences, correlation of personal interests with workers, tolerance for intercultural and interethnic characteristics, respect and cooperation as the key to healthy communication in a team.
• Communicative. Oral and written communication in a variety of languages, including various programming languages, communication skills, communication ethics.
• Social and informational. Analysis and perception of social information through the prism of critical common sense, possession and use of information technology in various situations, understanding of the human-computer scheme, where the first link commands the second, and not vice versa.
• Cognitive, also called personal. The need for spiritual self-development and the realization of this need - self-education, improvement, personal growth.
• Intercultural, including interethnic as well.
• Special. Includes the skills necessary for sufficient competence in the professional field, independence in this activity, and adequate assessment of one’s actions.

Competence and qualifications

For a person from the post-Soviet space, however, it is a little strange to hear the terms given in the title. The question of what competencies are is beginning to arise again and needs some clarification for a clearer definition. Domestic researchers call qualification sufficient preparation for framework activities in stable and limited states. It is considered an element of the competency structure.

But this is only the beginning of the differences. Also, key competencies in various sources have different names and interpretations.

Zeer called universal knowledge key, as well as intercultural and intersectoral knowledge. In his opinion, they help to implement more specific skills necessary for a certain professional field of activity, and also provide the basis for adaptation in non-standard and new situations and productive and effective work in any circumstances.

Professional competencies

V.I. Bidenko identified another important layer - professionally oriented competencies.

The concept has four connecting interpretations:

1. A combination of tenacity and flexibility in receiving and accepting information, as well as in applying received data to solve problems, with an openness to interact with the above environment.
2. Quality criteria, scope of use and required information used as standards design constructs.
3. Effective implementation of qualities and skills that contribute to productivity and effectiveness.
4. A combination of experience and information that allows a person to progress in his or her work life.

If we consider the terminology proposed by Bidenko, we come to the conclusion that professional competence is not only a skill, it is an internal predisposition to act expediently in one’s work sphere and in accordance with the requirements of the task being performed. A competent employee is ready to do this.

Teacher competencies are one of the categories of professional, as well as covering the area of ​​professional and pedagogical competence. More on this below.

Professional and pedagogical competence

The concept of teacher competence is an expression of the personal capabilities of the teacher, thanks to which he is able to independently effectively solve the tasks assigned to him by the administration of the educational institution, as well as those arising during training. This is theory put into practice.

A teacher’s skills come down to three main layers of abilities:

• using teaching techniques in real situations;
• flexibility in decision making, a variety of techniques for each task;
• developing oneself as a teacher, innovating ideas and improving skills.

Depending on the ownership of these layers, five levels are distinguished:

• The first level of competence is reproductive.
• The second is adaptive.
• The third is local modeling.
• The fourth is system-modeling knowledge.
• The fifth is system-modeling creativity.

Competencies are assessed based on the following requirements:

• focus on individual characteristics;
• comparison of previous assessments in order to identify;
• diagnosis - should also be aimed at developing competencies, drawing up ways and plans for improvement;
• creating motivation and opportunities for self-analysis and self-esteem.

Competency assessment relies on the following criteria:

• knowledge of the subject;
• innovation;
• attitude to work;
• knowledge of psychological and pedagogical bases;
• ability to draw up educational plans;
• effectiveness of curricula;
• pedagogical tact;
• attitude towards students;
• application of an individual approach to work;
• student motivation;
• developing students' scientific thinking skills;
• development of creative thinking among students;
• the ability to arouse interest in a subject;
• competencies in the lesson - types of work and activities;
• correctness of speech;
• Feedback;
• paperwork;
• self-education, self-improvement of personality and skills in subject activities;
• extracurricular activities:
• communication with parents, colleagues, administration.

Competence of superior organizations

Of interest for consideration are those authorities that themselves determine the management of the competencies of lower ranks. What qualifications should they have?

Competence of the authorities:

• implementation of policies (domestic and foreign);
• control of the socio-economic sphere;
• managing the competencies of lower authorities, ensuring the effective operation of a unified structure;
• the ability to maintain the integrity of connecting elements;
• formation of special programs appropriate to emerging problems, implementation of programs;
• implementation of the right of legislative initiative.

Power, as is known, is divided into executive, judicial and legislative. The competence of courts is determined based on their level. For example, the International Court can only deal with cases between states, while the arbitration court has jurisdiction over economic cases. The competencies of such organizations are determined by their charter and are also set out in the Constitution.

Competencies of business organizations, firms, etc.

The company's key competencies are the basis for its strategic development, aimed at improving operations and generating profit. Having sufficient qualifications allows an organization not only to stay afloat, but also to progress to the next level. The core competency must be closely related to the company's activities. This way it allows you to bring the greatest benefit.

Competencies of the organization using the example of a business company in the field of trade:

• knowledge of the field of activity (market) and constant updating of this knowledge;
• the ability to analyze and implement the right decisions for the benefit of the company;
• the ability to constantly move forward.

Conclusion

The concept of competence borders on two more terms: competence, the scope of which is somewhat blurred, and qualification. The first may be somewhat confused with the original one, due to lexical features and etymology, and the relationship with it is determined from the choice of the term of competence. With qualifications it is somewhat more complicated: in the European community the concepts are identified, while domestic science has tacitly agreed to differentiate them. Because of this, the situation with the designation of key competencies is not as clear as we would like.

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 activities, 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 conduct. When assessing the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can be used to identify disqualifying factors and develop a competency model. By introducing levels, you can accurately assess personal competencies without complicating the structure of the competency model.

Competency models built by level will have one set of behavioral standards for each level.

Names of competencies and their descriptions

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

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

Typical competency names:

relationship management

group work

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.

Figure 2 TYPICAL CONTENT OF A COMPETENCY MODEL

Having analyzed some aspects of such a phenomenon as, let’s look at what competencies there are.
To begin with, let’s define that any competence exists to achieve a certain goal, and not vice versa. Those. not a goal for the sake of competence, but competence for the sake of a goal. In other words, all competencies are secondary in relation to the goals that arise before a particular individual or group of individuals. As a consequence of the above, we can conclude that if it is possible to classify in some way the goals that arise for individuals, then, on the basis of this classification, it will be possible to classify and present the entire set of possible competencies in the form of a holistic mosaic.

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.

2. Personal goals:

• 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

Goal level	Type of mental structure (dominant)		Activity of energy centers (chakras)
Transcendental	Humane	Blessed
Personal	Human/Demonic	Blessed / Passionate
Professional	Human/Demonic/ Zombie	Blessed / Passionate / Ignorant
Secondary (at skills and knowledge)	Zombie/Animal	Passionate / Clueless
Momentary (skills and knowledge)	Animal	Ignorant

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. ).

2. Development of productive abilities

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

It should be clarified that since Every process in the Universe is a process of management, then every work is, first of all, a process of management. In the case of productive labor, management is carried out by the technical process of production (the turner controls the turning of a part on a machine), and in the case of administrative labor, management is carried out production process manager(the workshop manager manages the turner) and/or another administrator (the technical director manages the workshop manager).

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, in essence, 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

Now let’s briefly look at the relationships between all three levels of competencies and their differences from each other.

• 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.

Additionally, it is worth saying that all competencies are in some way mutually invested. For example, the competency “driving a nail” is nested within the competency “making stools.” Therefore, all competencies are in some way hierarchically ordered and underlie each other. For example, “developing determination” is associated with the competencies “developing determination,” “developing energy,” “developing punctuality,” etc.

Definition of competencies

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

Main themes

Two fundamental themes that give rise to controversy indefining competencies :

- Description of work tasks or expected work results. These descriptions have their origins in national training systems such as the National/Scottish Vocational Qualifications and the Management Charter Initiative (MCI).

In these systems, competence is defined as “a manager's ability to act in accordance with the standards accepted in the organization” (MCI, 1992).

- Description of behavior. This topic has arisen in the activities of researchers and consultants specializing in the field of effective management.

Various definitions of behavioral competence are different variations of essentially the same definition: “competence- this is the main characteristic of a person, the owner of which is able to achieve high results at work” (Klemp, 1980).

A specific variation is usually supplemented by an indication of what qualities the main characteristic includes. For example: to this often cited definition of competence are added - motives, character traits, abilities, self-esteem, social role, knowledge that the individual uses in work (Boyatzis, 1982).

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

Defining and Implementing Values

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

"Decoration of the month"

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

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

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

The ability necessary to solve work problems and obtain the necessary work results is most often defined as competence.

An ability that reflects the required standards of behavior is defined as competence.

In practice, many organizations include tasks, performance and behavior in their descriptions of both competencies and competencies and combine the two concepts. But it is more typical to describe competencies in terms of abilities that reflect standards of behavior rather than in problem solving or performance outcomes.

The subject of this book is competencies. And we define the concept of competence through standards of behavior.

Typical competency structure diagram

Different organizations understand differentlycompetencies. 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.

Example. Behavioral indicators “WORKING WITH INFORMATION” competencies, 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 determines the type and form of information required.

Receives the necessary information and stores it in a format convenient for use.

Competencies

Each competenceis 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.

Another distribution methodcompetenciesby level - division according to the professional qualities that are necessary for the employee. 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:

Original competencies- usually this is the minimum set of requirements necessary for permission to perform work

Outstanding competencies- level of activity of an experienced employee

Negative competencies- usually these are standards of behavior that are counterproductive 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 conduct. When assessing the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can be used to identify disqualifying factors and develop a competency model. By introducing levels, you can accurately assess personal competencies without complicating the structure of the competency model.

Competency models built by level will have one set of behavioral standards for each level.

Names of competencies and their descriptions

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

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

Typical namescompetencies:

relationship management

group work

influence

collection and analysis of information

making decisions

personal development

generation and accumulation of ideas

planning and organization

managing task completion by deadline

goal setting

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

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

Where the competency content covers a single list of behavioral criteria, this approach works very well.

The second approach is a reasonable explanation of what is briefly stated, that is, an argument for why this particular competency is important for the organization. This approach is best used when the competency model reflects multiple levels of behavior, because in such situations it is difficult to summarize everything that should cover all the personal roles that exist in the company and all the standards of behavior for different competency levels.

For example. The competency model called “Influence” can have 5 levels. At one level, influence is achieved by presenting clear arguments and facts in support of a particular product. At another level, influence involves developing and presenting one's own vision for one's company and the company's influence on the market and various professional groups. Instead of trying to summarize such a wide range of standards of conduct, a company could present it as follows:

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

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

Competency clusters

Competency cluster is a set of closely related competencies (usually from 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.

Competency clusters Titles similar to these are usually given 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,competence 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.”