Use of competencies for training and development. Formation of key competencies of students Areas of activity for the formation of competencies
At the moment, the gap between the knowledge acquired by students at the institute and the real knowledge and skills that are required at the enterprise is still large. This is connected not only with the level of education, but also with problems at enterprises. A rare HR specialist can formulate a profile of professional competencies for a particular position. It is demand that gives rise to supply, it is enterprises that must form a set of required knowledge and skills that an employee must possess when applying for a job.
What are professional competencies? How is the development and formation of professional competencies carried out? It is these questions that are answered in this article.
Rules for developing a profile of professional competencies
Professional competencies - competencies that characterize a group of positions
The development of a profile of professional competencies is a very time-consuming process that starts with the main groups of positions. For example, if the Company is engaged in sales, development should begin with the positions of Sales Managers.
There is no standard competency model. For each company for similar positions, it can be radically different.
It is possible that when compiling a competency profile, data from other companies is taken as a basis, but this must be approached thoughtfully. If, for example, we take managers of the sales department, then it should be borne in mind that for the sale of complex technical products and ordinary goods and services there will be some similarities in profile, but there will also be significant differences.
An HR specialist and line managers and top managers should be involved in the development of a competency profile. It is important that everyone, at their level, stick to the creation stage and actively participate. Before starting, you need to arm yourself with literature on this topic.
When forming a profile of professional competencies, it is important to involve employees of departments in order to reduce resistance to implementation. This does not have to be done at every stage, but the more regularly this happens, the easier the implementation phase of the new system will be.
Project plan.
Vision of the end result, how can the organization apply the result of the work in the future? Implementation deadlines. It is important to decide for what purpose the competence model is being created. In this case, two options are possible.
- In the future, the entire system of personnel management and development will be implemented through the competence profile. Assessment of the level of development, as well as the learning process will take place through a model of professional competence.
- The construction of the model is necessary for the reception of a large number of personnel and is necessary for the standardization of selection methods.
After we have decided on the purpose of the project, it is necessary to convince the line managers of its necessity.
After that, it is necessary to determine the time for the implementation of this project. On average, the formation of a profile of professional competencies takes from 2-4 months.
Creation of a project team
A team leader needs to be identified. Consider who needs to be included additionally, who will be an expert opinion. What literature will be used.
Designing a competency model: collecting and analyzing information
At this stage, it is important to pay attention to the work of units. Collect all examples of standard behavior that are successful. Based on the data collected, formulate examples of standards of behavior that will bring positive results in the future.
The sources of information are employees, managers, colleagues, clients, partners, mentors, coaches.
The following methods can be used to collect information:
- Analysis of the work of the unit
- Conducting focus groups
- Compilation of questionnaires, conducting surveys of department employees
- Design team brainstorming
- Working groups with employees and managers
Definition of levels of competency models
At this stage, it is necessary to draw up a matrix of priorities, what is important, what is not. To carry out this work, it is necessary to divide into several groups. Each group works on each item individually. Next, you need to get together and combine the result of the work.
It is important to remember that the model should contain a limited number of competencies and levels, the more there are, the more difficulties arise with implementation and application.
There is no exact recommendation on how many levels are optimal. In the competency models implemented at enterprises, there are both 3-stage and models that contain 7 stages. Most often, a 4-stage is used. Next, you need to determine the values for each level of development, prescribe the standard.
An example of building competence development levels.
As an example, we suggest considering the competence of a key account manager.
Competence: Service with the maximum consideration of the needs of the client.
Definition:Desire to help and serve the customer in a way that best meets their needs. This quality is expressed in the efforts that a person makes to understand exactly what the client expects and wants, and to provide him with high-level service, which will become the basis for long-term mutually beneficial cooperation. A client is any person or organization that provides services (this can be an internal client, colleagues at any level, customer partners, etc.).
- Level 1. The employee is personally responsible for the quality of service
- Responds to customer inquiries.
- Keeps the client updated on the progress of a project or task.
- Personally makes sure that the client receives what he asked for.
- Takes action to resolve any issue.
- Fully puts himself and his time at the disposal of the customer (for example, spend extra time and effort when the customer needs it)
- Level 2. Knows how to identify the true needs of the client, underlying everything else, and take the necessary actions.
Behavioral signs of this level.
- Strive to learn more about the business and customer needs.
- Matches already existing products or services (which can be tailored to the individual needs of the client) to the needs of the client, which are at the heart of everything.
- Anticipates what the client will need in the medium and long term.
- Spends a lot of time in communication with the client, trying to better understand his needs.
- Level 3. Acts from a position and in the interests of long-term mutual benefit.
Behavioral signs of this level.
- Able to earn the trust of the client, which will allow him to give advice or guide the client in his choice.
- Pay more attention to building long-term relationships for the future and future profits than to today's interests.
- Offers mutually beneficial actions to build long-term relationships with the client. Involves with the client in the decision-making process.
Formation of competency profiles for specific positions.
At this stage, the task is to check the compliance of competencies with roles. This must be done by the immediate supervisor of the department. If he understands everything, then the system can be implemented. If not, it needs to be finalized with the HR department. Below is a profile of competencies for the position of regional manager.
Training and Development Goals
- Factors that affect learning and development
- The contribution of competencies to learning and development
- Conclusions
In this chapter, we consider training as a method of personnel development. We present "training" as an "immersive" activity that focuses on learning and practice and is carried out using specific techniques. We define "development" broadly - as a process of learning, deepening knowledge and transferring learning outcomes to activity skills.
This can be illustrated with the following example:
"Training" and "Development"
Joe decides he needs to learn how to drive. He takes lessons from a driving instructor. In addition, he goes out with his mother, an experienced driver, to practice driving between lessons with an instructor. Joe passes his driving test on the first try. Driving lessons and driving practice is "training". Joe learns and practices driving techniques. The fact that Joe passed the test does not mean that he is already a skilled driver. In reality, this only means that he is able to demonstrate the knowledge and practical application of safe driving techniques.
In subsequent years, Joe "developed" his driving skills and abilities. He achieved this by applying the technique he had been taught to various conditions and situations. Joe learned by doing, so he became an experienced driver.
Training and Development Goals
There are many reasons for the effectiveness of training and development, which seem to be important for two parties - for the organization and for the employee. These reasons include:
mi factors of constant working capacity and continuous employment
Therefore, training and development are fruitful both for the successful operation of the organization and for the career advancement of staff:
- ensuring that the equipment and skills of the employees' activities correspond to the current needs of production
- the preparedness of equipment and skills of employees for the future needs of production is ensured.
Factors that affect learning and development
Educationand development provided by the organization itself
Factors that influence learning and development within the organization itself:
- organization's strategic plans - especially upcoming changes in mastered levels and types of business
- organization policy, which may include determining the required levels of staff competencies (for example, holding Development Centers), or a policy that inspires staff for self-development
- providing employees with opportunities to advance in a personal area (for example, supporting promotion in a profession according to established state qualifications) or within the entire organization (for example, supporting promotion through corporate hierarchy levels through management training)
- future needs - the need to develop staff for new roles and the need to achieve such a professional level of the entire staff that people's skills anticipate changes in the business (introduction of new technologies, improvement of production culture, etc.)
- lack of skills, that is, the discrepancy between the skills of existing personnel and the requirements of production
- the need or desire to meet external requirements - in order to acquire the status of a "firm that invests in people" in order to comply with laws and professional rules (for example, Personal Investment Authority, Control of substances Hagardous to Health) or
to protect funds (for example, through the Training and Enterprige Councils for National or Scottish Vocational Qualifications).
The challenges of learning are forcing many companies to adopt special programs to provide their staff with real opportunities to learn and develop. As we will see below, there are many factors that influence which training and development opportunities are appropriate for employees.
Training and development carried out by an individual.
The factors influencing what kind of training actually takes place depend both on the environment and on the individual himself. Environmental influences include:
- the availability of resources, i.e. how many employees can be "released" at a certain time to attend training events, as well as the sufficiency of funds to pay for training events
The quality of the course of study - how formal or informal, structured or unstructured the course is and whether it meets the objectives of the learners
- the quality of employee support after completing the training course, that is, the level of support and assistance to the employee in transferring the acquired knowledge and skills to the workplace
- a culture that promotes learning - how much the organization helps learning by noticing errors in work, inspires staff to avoid mistakes in the future through training, and does not eliminate miscalculations in work with repressive measures.
The influence of the worker himself on training includes:
- learning styles, preference for different types of learning activities and previous experience indicating what is best learned by the employee in learning
- motivation based on positive and negative assessments of the standards of behavior adopted in the organization
- personal goals - for example, ambition, the desire to learn in order to increase the chances of professional growth in one's own or outside one's organization
- personal interests based on what the person likes to do and what they want to do to challenge themselves (remember the analogy of learning to drive a car).
- employee's personal situation (i.e. what else is on the person's mind) - personal circumstances can affect how much an individual can focus on learning and development
- potential and actual knowledge - whether the employee has the basic body of knowledge required as a prerequisite for training
These lists do not exhaust all the factors influencing learning, but they show that whatever learning and development is offered and carried out, the actual situation in the field of learning and development is determined by a variety of factors.
The contribution of competencies to learning and development
Education and training are usually carried out due to the lack of technical skills of employees. Therefore, training is always aimed at the competence necessary to perform tasks and achieve specified work results. In addition, training always refers to the technical competence required to advance towards a specific goal. For example: training in presentation skills, training in conducting interviews in the evaluation of work, as well as in the selection of candidates, training in keyboard skills. The use of the term "skills" can cause some confusion, because employees are usually trained not in skills, but in working methods. Training does not make an employee skillful - the skill is developed through the practical application of the methods mastered in the training process.
Competence is the result of the skillful application of different methods in combination with a specific situation, values, abilities and knowledge. For example, successful team leadership can be the result of effective training in the use of methods such as interviewing for performance evaluation, holding workshops, providing feedback, managing performance. But management, along with other factors, is based on the interest of employees in development, on respect for the interests of each employee, on the knowledge of team members and personal motivation to perform work.
The narrow concept of "technical training" does not refer to competencies in their entirety, but to individual elements of competencies. This type of training is carried out through:
- identifying elements of the competency that can be developed through training - for example, filling gaps in knowledge or work practices
- the focus of training on standards of behavior when the correction of behavior is achieved by training.
For example, in the Application there is a competence "Decision Making", which is a part, an element of the cluster "WORKING WITH INFORMATION". The basic elements of a Level 1 competency may include training in such skills as: decision making, procedures, boundaries of authority, transfer of individual decisions to other performers, etc. Training in individual elements of competence may include training in behavioral standards, for example, information retrieval and intelligible communication of a decision to performers.
Focusing on the basic elements and standards that fall within the purview of behavior is the main approach to learning and development. But there is another attitude to learning and development - focusing on competence in general. Competency training as a whole allows you to combine and use in practice all the elements - knowledge, skills, values, abilities, experience, etc. For example: development of the "Decision Making" competence to such a level that would allow making effective daily decisions - in a real situation and directly at the workplace.
Competences provide a fruitful model for learning and development that is applicable to all three approaches (methods, behaviour, competencies in general). This model can help you:
- an objective assessment of the need for training and development
-development of the structure of training and development activities
- selection of effective types of training and development
- evaluation of training - to ensure that it is in line with the assigned learning and development goals and the organization's strategy
- management of progress towards the goal of training and development.
objectiveassessing the need for trainingand development
There are several reasons for recognizing the need for learning and development. These grounds include:
- formal and informal performance appraisals
- evaluations with 360° feedback
- assessment exercises in personnel selection
- assessment exercises for employee development
- self-esteem
- career management interview.
Whatever system is used, the main principle remains the same. Determination of the need for training and development occurs through a comparison of a set of requirements for the successful performance of work with the personal quality of the employee's performance of this work, regardless of whether the person is working or only applying for a job. In other words: through a comparison of the level of work performance achieved by the employee with the reference performance of the same work.
It is important to know what is needed - training or development. This may seem like a small thing, but there is an important difference here. The question to be asked is: does the employee know everything that is required in order to do a particular job? If the answer is “no”, then training in working methods will be required. If the answer is “yes”, then you need to teach skills in order to develop the employee. For example: if an employee fails to complete the work by the required deadline, then this may not be because he did not attend the “time management” training, but because he is irresponsible about completing the work on time. Most of the methods for determining the need for training and development are given in the chapter on selection (assessment for selection: chapter 3) or in the chapter on performance assessment (performance assessment, 360° feedback assessment, self-assessment: chapter 4). The career development and management interview has a certain peculiarity: it is necessary to find high-level standards and compare the level of performance achieved by the employee with standards of precisely this quality.
Career Development Interview
Such an interview is a structured discussion (dialogue) between an employee and another person about the aspirations and plans of the employee. We use the term "career" in this sense: the promotion of an employee from job to job, which is accompanied by an increase in existing competencies and the development of competencies useful in the future. This path may be different from past career paths where the focus was on advancement in one's company or one's profession. But a career can be built on transitions to new companies, on changes in profession or industry. Career development interviews are conducted by different people:
Training and Development Specialists
- mentors
- line managers
- external consultants
- consultants from the employment office.
The key factor is that each of these people has extensive knowledge of different types of work within their organization or outside it. At the same time, they may or may not know the person who needs advice.
In the past, career interviews typically focused on interests, qualifications, and experience. But this, especially in interviews conducted by people inexperienced in career management issues, is not necessary if the employee is given a wide choice of career options.
Example. Susan has the following experience, qualifications and interests:
An inexperienced consultant may focus on Susan's accounting experience, and her career choice will be limited to finding a "good" job in the accounting field. This may be a job that requires regular working hours so that Susan can play sports and participate in competitions. Although these are significant things, focusing only on these factors is unnecessarily limiting Susan's career choices.
Competencies can add a lot to a career interview. This is also the case with Susan: she recently visited the Center for Development Assessment, which showed that Susan excels in the following competencies:
- Teamwork (Level 3).
- Collection and analysis of information (Level 2).
- Planning (Level 2).
- Managing deadlines (Level 2).
- Generating and putting forward ideas (Level 1)
Introducing this data into a career interview opens up a wider range of job opportunities. The list will cover jobs that are not necessarily related to accounting, but that match Susan's ability to manage a team.
People conducting in-depth career interviews need information about the interviewee's competency profile. This information can be obtained through:
- formal and informal assessment of the level achieved
- multilateral evaluation
- evaluative selection exercises
- assessment exercises to develop
- self-esteem
- questionnaires
Any information obtained by these methods should be considered taking into account certain factors:
- How objective is the information received? That is, does it come from the employee himself or does it reflect the opinions of people observing the behavior of the employee?
- How comprehensive is this information? Selection or development assessment exercises limit competencies to those required to achieve job objectives or to some fixed level, so many competencies are missed in this model.
- For what purpose was the information collected? For example: information for selection is concentrated on comparing performance with prescribed standards, and "feedback"
may not contain a complete picture of the level of competence achieved.
Whatever the career interview, the outcome of that interview will be a determination of the need for training or development and a suggestion of how to implement the training or development. This is described a little further in this chapter.
Organization of training and development courses.
Learning training is any activity in which a person learns something new. Development activities cover any activity in which learning is translated into practice, that is, skills are developed.
Table 21 illustrates what these learning activities might be. Less structured and more informal are events that are not specially organized - most often developmental events.
Table 21
EXAMPLES OF STRUCTURED AND UNSTRUCTURED LEARNING AND DEVELOPMENT
But many of the points we put below can be equally applicable to both structured (formal) and unstructured (informal) learning activities. For clarity, let's agree that the term "activity" is used to describe the element of teaching (which, from the participant's point of view, is reactive), and the term "activity" will be used to describe the element of learning (which, from the participant's point of view, is active). An event includes or is accompanied by an activity. The activity, however, should not be prompted by an event and should not be preceded by an event. Since there are various ways of organizing and conducting training and development activities, the planner of this work should take into account:
Learning objectives for employees, teams, departments or organizations
- achieved levels of competence of the participants
- situations in which learning will be translated into practice
- recommendations from internal and external training specialists
- available resources (money, time, training materials and facilities).
With the exception of resources, a competency model can help develop all of these learning components.
Learning objectives
The very first reason for conducting learning and development activities is that there is a need for it - for an individual or for a group. Such events should meet the needs of people, but they are not always successful, because even with the right goal, the content of the events themselves may not correspond to it.
Chasing time
A large financial institution was training staff on how to communicate on the phone with customers. The training activities focused specifically on the element of customer service. But the objectives of the training were never fully achieved because the organizers did not take into account the technique and did not train the staff in the technique of communicating with clients in the conditions of daily stressful real situations. And workers simply didn't have time to ask customers if they understood what they were told. Employees did not have time to ask customers if they needed help with anything else. Employees were under constant pressure of running out of time: they had to answer as many calls per hour as it is difficult to even imagine.
Both at the level of the entire organization and at the level of the department, improvement of specific competencies may be required. The competency model will help to accurately set the goals of the activities necessary to eliminate the missing competency. The model is useful because the behavior of workers who are already successfully working at a certain level of competence is known. For example: you may need to improve your skills in managing a team, an entire organization or a department. Relying on a competency model will give an idea of what standards of behavior are required to display successful team management skills. V application("WORKING WITH PEOPLE: Teamwork. Level 3") it might look like this:
Uses knowledge of the strengths, interests and qualities that need to be developed in team members to determine personal tasks in teamwork.-
Provides regular feedback to team members.
- Achieves understanding of team members of personal and collective responsibility.
- Provides constant "feedback" to all team members.
- Ensures that team members understand their individual and collective responsibilities.
But since the Model application is built on the basis of increasing competences (that is, competence at a certain level includes the competences of all previous levels), then the behavior for Levels 1 and 2 will also be included in the competence of Level 3.
The more specific a model is needed in a particular situation, the more appropriate training based on behavior indicators. But if a generic model is used, then some work will be required to adjust the behavior for the appropriate context. How to do this, read the chapter on compiling a competency model (Chapter 2). The learning objectives of individual workers are discussed later in this chapter in the section on evaluating learning and development activities.
Achieved level of competencies
Although the learning event is conducted to meet specific learning objectives, the level of competence of the trainees will help structure the learning material. Material that is too complex or too simple will quickly alienate participants, no matter how well it is presented.
Ways to determine the competence levels of training participants include:
- a preliminary questionnaire for participants and line managers
- performance rating
- skill test
- personal knowledge of the participants.
The competency model will help to establish the competency levels achieved through questionnaires and audits. The main purpose of the preliminary use of the questionnaire is to establish at what level the participant is trained or what level of development he has reached. The questionnaire includes questions about the participant's knowledge and experience. The questionnaire can be built on the basis of the competencies to which the event is dedicated. Table 22 is an example of a questionnaire used prior to the Influence Course, based on the Competency Model from the WORKING WITH PEOPLE: Influence Level 2 application.
The results of this survey can help the participant identify areas they need to focus on during their course of study. The problem may arise with one or two standards of behavior that will be different for different groups of participants in the training.
Table 22
EXAMPLE OF A QUESTIONNAIRE USED BEFORE TRAINING
Listed below are standards of conduct relating to influence. Review each standard of conduct and determine the rating: how often do you feel that your behavior meets the standard shown in the table. Rating determine the proposed scale. |
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1 - always 2 - often 3 - sometimes 4 - rarely 5 - never |
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Presents clear oral and written information, taking into account its impact on the recipient |
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Behaves in a manner appropriate to the situation |
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Has a positive attitude towards the organization, its people and services |
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Presents persuasive and well-founded arguments |
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Persuasively expresses own point of view |
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Adapts and develops arguments to achieve desired results |
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Other information may also be required: previous training in a related field, development activities carried out in the past, etc. But it is very important to remember that long and complex questionnaires give less useful results than short and simple ones.
Another source of information about the employee may be the results of a formal assessment of the level of performance achieved. But the performance rating is only a commentary on the achieved levels of competencies (if competencies were assessed). For example: knowing that an employee has a low sales score will not help the instructor, because sales failure can be due to various reasons. But if an organization does use its competency model to measure performance (see Chapter 4), then a low sales score combined with a low influence score can give the instructor a better understanding of the participant.
Performance ratings may not be an accurate indicator of competency due to their confidential nature and their connection to fees. In addition, the results of the study on ratings depend on how the ratings are obtained and how they are used. And here there is a possibility of incorrect conclusions if there is no other information (other characteristics, except for ratings). For learning and development purposes, it is better to use other bases (for example, the result of the Assessment Center) or to expand the ratings with additional information (if there are no full-fledged performance analysis ratings).
A skills audit is a snapshot of the momentary competencies of a team or an entire organization in a specific area of the business. A review is usually carried out to establish the consistency of existing competencies with competencies that will be required in the future. A competency model can help collect this kind of information.
Depending on the number of people included in the audit, information gathering methods may include:
Examining the training documentation
- questionnaires
- seminars
- interview.
In order to collect the right amount of information, it is important to determine the purpose of the audit before the start of the audit. For example, if a quick check is required to highlight a company's major problem areas, then a skills audit in which every employee is interviewed may not be needed, unless very abbreviated. Questionnaires, seminars and interviews with leading experts in the operational study of the state of the company is preferable to a rigorous audit.
An analysis of materials from a wide variety of training areas can reveal a major skill gap among employees. At the same time, if the training documentation does not include all the activities carried out, then this information must be supplemented with other data. The training documentation, which includes only the most popular courses and core learning material, does not take into account on-the-job training. In addition, the analysis of documentation and training materials will not clarify whether the effect of training has been achieved and whether the need for developing the skills of employees is satisfied.
Questionnaires that provide additional information about the effectiveness of training are similar to the questionnaire in table 22. Such questionnaires can be offered:
To individual employees to describe their own skills and the skills of colleagues
- line managers to answer questions about the skills of their teams.
Since questionnaires focus on perceived "weaknesses", it is important to maintain anonymity. This is necessary even in cases where managers evaluate their team members. It is understandable that managers can be lenient in evaluating their team, especially if they feel that the team is lacking in key skills and if it is the managers who are responsible for training and developing their employees. The purpose of the questionnaire should be clear and maintained throughout the process. The promise that the review process will not be used to evaluate employees must not be broken, so that people do not feel that the finger of judgment is directed at them and that the results of the audit will serve to blame employees.
The results of the questionnaire can be further explored in interviews and workshops. Both methods are able to uncover the reasons behind high and low audit scores. Since the purpose of interviews and workshops is to explore the causes that explain results, the results themselves should not be based on assumptions, but on the real experience of the people interviewed or workshop. For example: if at a seminar a manager puts forward the opinion that the reason for a poor result in teamwork skills is a poor course of study, then this opinion should be supported by factual evidence, such as the results of staff skills assessment exercises. If an opinion is not supported by convincing arguments, then there is a danger that any plans based on the results of the seminar or interview may be misdirected.
The personal knowledge of the trainees helps the instructor to prepare the training event. Especially where the instructor (coach) is already part of the team (for example, a line manager). However, even in this case there is a danger: assumptions can replace the analysis of facts. The competency model can again become a guiding framework for research into areas of activity that require learning and development. The structure will help focus learning on key standards of behavior. This problem can be solved by the methods described above. For example: if the whole team will be trained, then the questionnaire method can be used before the start of the course; if one of the employees is being trained, then an informal discussion of the training program based on the competency model can be held.
Situations where learning can be put into practice
The best option for learning and development is a course that refers not only to specific skills, but also to real situations in which the participant has to demonstrate professional skills. How many times has it happened this way: employees have sat in courses, lectures, seminars and thought: “This is all interesting, but what does this have to do with my work?”! It is a very difficult task for the trainee to accurately reproduce the workplace environment, since it is rarely the case that any two situations are exactly the same. However, the closer the connection between learning and "reality", the better.
Now that's chemistry!
A job satisfaction survey of the employees of an international oil and chemicals company revealed their concern about how they were managed. There was only one way out: to teach managers how to manage according to some standardized training program. But it was very difficult to take into account the various circumstances in which leadership skills were applied. In addition, it was necessary to determine the different levels of ability of managers who were to attend classes under a single program.
We decided to organize a development workshop that would give supervisors the opportunity to observe managers, and managers to receive "feedback" (opinion about themselves and how they manage people). Five competencies in people management were chosen as benchmarks for the seminar. The workshop activity consisted of simulating situations in which people management competencies are applied within the company itself. For example, briefings and meetings to inform the team of some changes. Actors were even invited to play the roles of team members of inspectors and managers.
The structure of the seminar was such that every problem of the individual manager was identified and discussed in the interests of further development. The program, although common to all managers, was addressed to each manager with his personal problems.
Although before the course some managers and supervisors thought that they would get nothing from "training in people management", everyone who attended the seminar (more than 200 supervisors and managers from all over the world) praised this seminar for being necessary and useful. The most cited reasons for the high score were the realism of the training and the quality of the feedback from the actors and observers.
The competency model helps learning and development with its realism. The more specialized the model, the closer it is to reality. The standards of employee behavior in situations specific to the organization, department, business group, etc., should reflect what is really happening in the organization. Those who organize the course and plan the training and development program using the competency model have a ready-made basis for compiling training exercises. To illustrate this point, we refer to our Appendix. The training workshop, organized to assist managers in setting the goal of training and development of subordinate employees, will be closely related to the competence "ACHIEVING RESULTS: goal setting". From the standards of behavior highlighted in this competency (for example: our goal is to achieve Level 2), it follows that any simulation exercises should ensure that managers receive training in:
- defining and setting clear goals
- establishing criteria for success and performance evaluation
- engaging colleagues to support goal achievement
- analysis and adaptation of goals to changing production requirements.
Level 1 standards of behavior can be included in the exercises:
- definition of goals achievable within the agreed parameters of activity
- discussion of success criteria and evaluation
- Identification of potential barriers to achieving goals.
These requirements for the exercise must be correlated with reality, because these requirements themselves are dictated by reality.
But one cannot rely entirely on the competency model to obtain information about the context of activity. Each team needs to develop its own scenario, its own course of learning and development, which are reinforced by such details as the current situation in the team, upcoming changes in the procedures of activities or in the structure of the organization, etc.
Special mention should be made of the Development Centers. There is an important difference between centers that assess individual competencies against predetermined benchmarks and centers that give the worker the opportunity to practice a technique (example: "That's chemistry!"). The first type of centers is based on a process aimed at specific work in the future. The Evaluation and Development Centers are the same in effect as the Evaluation Centers for the day of selection of personnel, but in the Evaluation and Development Centers for existing employees, a different type of feedback (more meaningful) and a different result: participants are not selected for employment. Evaluation and Development Centers are described in the chapter on Performance Review (Chapter 4).
The second type of center is aimed exclusively at the development of already working personnel. He is engaged in the creation of "real" situations in which the behavior of the participants is observed. The performance by the Development Centers is not assessed.
The event guides employees to realize what they were doing and to compare their standards of behavior with what was expected of them. Action plans and recommendations on what to study, obtained through both types of Centers, were used in the development of personnel necessary for the current job or for the role for which the employee was originally selected.
Both types of Centers are similar in essence, but the goals, results and processes themselves in different Centers are different.
Conclusions of training specialists
Not all trainers are capable of conducting all types of training, not all managers are experienced enough to carry out development activities. Competences set the basis for a system that determines who can do what in the field of personnel training and development. For example: senior management training may require a higher level of “influence” than junior staff training events. And development activities that include a mentoring relationship require a higher level of managerial relationship than mere support.
The distribution of competencies into categories necessary for carrying out specific activities and for the implementation of specific activities can work well in a learning process that links competence with development, promotion. Teaching activities in general or complex activities is a much more difficult task than organizing training in specific competencies.
Selecting an appropriate event or activityfor learning and development
When a need for training or development is identified, a way of learning must be found to meet that need. With regard to training and education, this can be done by organizing formal events; and for the qualitative development of personnel, informal activities are required. There are many ways in which it is not difficult to select training activities for specific competencies (for example, directories of courses and trainings), but choosing the methods of personnel development activities is more difficult.
Competency models can be used to identify appropriate forms of development according to the required level of competencies and even standards of behavior. This information can be brought to each employee of the organization through a special directory. Table 23 is a sample page of a fictitious reference book based on the competency model.
A competency model can help develop such guides, as behavior indicators define exactly what activities are performed and how they are performed.
"Inclusion" in the system
A development plan was drawn up in a life insurance company. This plan became very popular with the sales people, for whom it was drawn up. Other departments also wanted something similar. This led to the creation of several plans - standards. Each plan needed to be reworked when adapted to a specific department or when some kind of modernization.
Many activities in the development plans of different departments were similar. And the core competencies were contained in all standards. Therefore, the company developed a single plan that covered all the work. The overall plan combined all the existing plans and "plugged" them right into a specially designed computer software package. The improvement and adaptation of specific development plans has become much easier. The software package provides more flexibility because it can "include" any new standards in its content. Moreover, the unified development plan is linked to performance evaluation, also based on computer technology.
This enables those who describe the technique of work execution to simplify and speed up the process of collecting a variety of information, evaluating performance and providing feedback. The company has created a basis for development activities and the organization of the activities themselves that meet the needs of development.
Table 23
EVENTS AND ACTIVITIES FOR LEARNING AND DEVELOPMENT
Theme and purpose: Learning to plan |
||
Level 1: Daily Work Priorities |
||
Suggested training activities |
||
How to use the diary |
0.5 days at work |
|
Time Management |
2 days away from work |
|
How to prioritize |
Distance learning course (video and seminar) |
Estimated 5 hours |
Priorities, Priorities |
||
Proposed events and activities for development |
||
Note: You may find it helpful to participate in this activity with the consent of your line manager. Make a timeline to follow the learning process. Discuss the results with your line manager and agree on the next course of improvement. |
||
In table 23 there is a reference to the video "What it means to be a team member". At first glance, the video does not appear to be the right material for a Development Planning theme. But one of the standards of conduct in the "Planning, Level 1" section says: "Avoid the negative impact of his actions on other employees." The second section of this video highlights the impact on team members of a lack of job planning for daily tasks.
Drawing up a training and development plan is a time-saving task. Such a plan-pointer must be comprehensive, it requires constant improvement in order not to lose its creative value. Many companies are now using sophisticated indexing technology, which includes not only training and development, but even communication between employees. All this makes life easier for all those employees who are concerned with training and development.
Which event or activity to choose for learning and development depends on environmental factors and the learner himself.
Evaluation of training events and activitiesand development
In a short time, participants learned the technique (methodology) that they were supposed to learn (i.e., the event achieved its goal)
- within the allotted time, while engaging in activities intended for development, the participants successfully introduced the new technique (methodology) into practice (i.e. the participants realized the learning goal).
After some time, it will become clear: the organization has achieved its development goals or training and development has brought it only a headache.
It is also not easy to assess whether the improvement in the skills of employees is a consequence of training or it was due to circumstances that developed independently of training; it is especially difficult to measure the improvement in the performance of large numbers of people. For example: it is difficult to assess the reason for the increase in profits in recent months - whether it is the result of training of personnel in customer service, or whether it is the effect of an article in a daily newspaper that called the company's products one of the best.
It's important for an organization to know that it's spending money on training and development well, but financial valuation is out of the scope of this book. However, an assessment of whether the learning objectives have been achieved and what is the value of the learning activities given time and effort can be made using a competency model.
Evaluating the success of an activity in meeting objectives is relatively easy if the training had clear objectives. Traditionally, such an assessment is determined by a questionnaire issued at the end of a course of study. These questionnaires examine various factors of the entire learning event. Questionnaires highlight the following factors:
- used materials
- submission of materials
- opportunity to ask questions
- Q&A quality
- compliance with the real situation
- the pace of the event
- whether the stated objectives have been achieved.
This information may also be verbal, although confidentiality issues arise with oral interviews, especially if the information is collected by the instructor himself. Even the most self-confident person may have difficulty giving negative feedback about an event to the person who hosted the event.
While this type of assessment can provide useful information about the event itself, it is a mistake to attribute assessment to the success (or failure) of the training itself. In other words, getting good feedback on a course does not mean that all trainees have reached expert level. To revisit the driving test analogy, the picture is that a series of excellent driving lessons that the learner enjoys does not mean that the learner will become a skilled driver.
A more complete assessment, while taking into account time and effort, will be the success of the trainees in achieving significant goals. But here, when assessing the quality of training, it is necessary that the objectives of training be discussed in advance and accurately.
Learning objectives
The goals of employee training are basically the same as the goals of doing the job itself: what does the person want to achieve and how is he going to do it? After training, a skills development action plan is also needed, which includes supporting the person in transferring learning outcomes into practical activities. The learning objectives should be discussed between the employee and the line manager before the learning and development course begins. Ideally, no activity should take place until the learning objectives are defined.
A competency model can help define learning objectives. Behavioral indicators will help the employee and line manager identify what needs to change after the learning process is successfully completed. For example: if an employee needs to learn the methodology of creative thinking (competence "BUSINESS DEVELOPMENT: Generation and justification of ideas, Level 2" from Applications), then the learning objectives will include one or more of the standards of conduct from Level 2. Table 24 provides an example of learning objectives and an action plan for this case.
After a certain period of time after training, progress towards the goal should be assessed. Focusing exclusively on standards of behavior may not only focus training on a questionable technique (e.g., did Chris learn three approaches to creative thinking?), but also obscure the question of whether the techniques learned highlight the difference in standards of behavior before and after training (i.e. Has Chris's behavior really changed?).
An important question: who collects the evaluation information? At the line manager level and at the department level, “global” information is lost, and “local” information is lost at the central office. A better system would be one that makes managers accountable for collecting information (after all, managers are in the best position to measure learning progress), and the central office (usually the training department) would be responsible for comparing inputs (up to training) and final (after training) results.
Table 24
EXAMPLE OF LEARNING OBJECTIVES AND ACTION PLAN
Learning Goals for Chris Smith
- technique for the development of creative thinking.
What
- Learn three different approaches to creative thinking.
- Learn the process of evaluating the feasibility of ideas.
- Learn the procedure adopted in the company for the nomination of fruitful ideas.
How
- Develop new methods and practices for implementing new ideas.
- Evaluate the feasibility of ideas in business.
- Promote the main ideas with energy and enthusiasm.
Action plan
- Attend a workshop on creative thinking techniques.
- Once a week attend a seminar "New Ideas" in the marketing department.
- Put forward at least three new ideas at the workshop at the end of the month.
- Ensure that at least one idea is accepted by the workshop.
- Meet once every two weeks with the line manager to get support and discuss further development.
In this way, not only can managers keep track of their team members' time usage and effort, but the company as a whole can be confident that learning and development activities are reaching the level required by the firm's strategy.
It must be understood that low learning and development results do not mean that the training event was weak - it can only mean that the staff needs to be trained in something else or that the training did not adhere to the action plan. With well-defined goals and well-defined standards of behavior to learn (such as, for example, in Table 24), it is not difficult to answer questions about the value of attempting a learning event (i.e. did Chris achieve her intended goals?) and about why something is not achieved.
Checking learning outcomes provides useful information about how well a particular business group is pursuing its strategic plans. For example: a company introduces a program for changes in culture, especially in the work of individual teams. The company looks forward to learning and development activities built around the "teamwork" competencies. The company expects to get the desired effect. Exploring the reasons for non-fulfillment of the plan can highlight those areas that require active support and further training and development.
Setting standards for progress
There are three main forms of employee learning and development management:
- in the workplace (e.g. mentoring)
- within the structure of the organization (e.g. management training program)
- in the structure of the profession (for example, mastering different levels of accounting).
Development is traditionally tested by how an employee performs regular duties and how they pass various exams and tests. These are quite simple criteria that determine, first of all, the special knowledge of the employee, but this system of development assessment lacks the assessment of standards of conduct. This is where competencies can help.
Moving towards a goal in the workplace
This type of control evaluates the ability to move towards a specific goal, if the goal is to understand the achievement of the level of competence required for the successful performance of the work. This goal is usually expected to be achieved within a certain time frame. Progress towards the goal is often encouraged (for example, by increasing salaries for achieving certain levels of competencies), but this kind of progress, as a rule, concerns a specific job.
Classes within classes
The collateral company introduced a competency-based training and development program for multifunctional office staff. Let's call this class of employees grade "C". It took about two years to go from a beginner (C1) to a fully competent office worker (C3). The training and development program included three key modules. The first module is an introductory course that had to be completed first. The next two modules could be taken in any order.
After successfully completing the introductory course and one of the two more advanced modules, the worker moved from C1 to C2 and received a pay increase. After the successful completion of the third module, the worker moved to the NW, again with a pay increase. These promotions and pay raises not only motivated employees, but also distinguished between different grades within a whole class of jobs and different levels of achievement.
The acquisition of new skills includes learning the necessary work techniques and conducting special events for the types of activities. This process is based on a combination of various methods and takes some time. This path of development is universal and does not depend on the initial qualifications of the employee: that is, the trainees go through the same program as an experienced employee mastering new competencies. Competences can help in designing a training program as they clearly indicate the objectives of the training (which has already been discussed in the section on learning and development activities). But, in addition, competencies build the structure of development that takes place in the workplace.
It is also important to use standards of conduct when creating a development program, but first you need to decide which competencies will be assessed in the process of developing and promoting an employee. And these are the competencies that are recognized as decisive in the successful completion of the work. If competencies are listed and disclosed in job descriptions and profiles, then it makes sense to use the competencies in development planning, since the work to define the required competencies has already been done.
If role profiles are not established, one way to identify critical competencies or competency levels may be to use a process similar to that used to identify critical competencies for recruitment. For instance:
- List the most important tasks that meet the objectives of the work.
- List the competencies (or competency levels) that are required to complete these tasks.
- Arrange the competencies (competency levels) in order of their importance for the fulfillment of the whole range of work tasks.
Another approach that can be very effective is called "pairwise comparison". This approach provides a more accurate assessment of the importance of competencies. In this approach, competencies are scored according to their need for each key task or activity. The “pair comparison” technique: each competency is compared in turn with each of all other competencies and it is determined which of the competencies compared in each pair is more important for performing a particular task or the entire activity as a whole. In this way, you can determine points for the importance of each competency for each task. This is not the place for a full description of this method (“pair comparison”), but a brief example is given in Appendix 2. In addition, many books on developmental problem solving techniques describe this technique in detail.
The method itself can be developed in detail with employees and their managers, because these people have the most realistic view of the work being done. In many cases, the competencies required for the job are determined during the process of compiling the competency model, or later if the selection of personnel for vacant jobs was carried out using competencies.
It is useful and easy to use indicators of behavior that correspond to the work for which the employee is being trained and developed. This makes it easier not only to understand the importance of training activities, but also to understand the goals of the program by the person who develops programs and evaluates the results of worker development activities. If a general model is used, then the behavior indicators should be related to the structure and content of this model. Guidance on how to do this is given in the chapter on compiling a competency model (Chapter 2).
When using behavior indicators to evaluate the process of improving personnel, additional useful information can be obtained. This information can be obtained in the process of customization (i.e., adapting the general model to individual requirements] or as an addition to the process of adapting the general model to individual competencies. This work includes the following components:
The context in which the standards of conduct should be exhibited (for example: define the term "organization" precisely in the standard of conduct "Forms own opinion about the organization, its models and its services")
- the limits that the standards of conduct are not expected to violate (for example: what decisions would not be included in the standard of conduct "Receives and uses the necessary information to make decisions"?)
- the necessary basic knowledge (for example: what does an employee need to know before he can develop the skills that are manifested in the “Gathers and replenishes information” competence?)
Once the competency profile is agreed upon, the learning and development program should provide trainees with the necessary techniques and the opportunity to demonstrate the required standards of behavior in the development process. This means that developmental activities should allow the practice of the studied methods in a variety of work situations. Therefore, developmental activities should include a range of methods such as on-the-job training and special training. Factors to consider when deciding how to evaluate an employee's development process include a series of specific questions:
What will be evaluated? Will it be an assessment of knowledge, behaviour, skills or a combination of some of them?
- How will skills, knowledge and behavior be assessed? For example: skills and standards of behavior can only be manifested when performing a task or in the course of an activity.
How will objectivity be ensured?
- When will the employee be “evaluated”? Will this happen at a fixed time or when it is clear that the worker has reached a certain level of skill?
Who will evaluate performance? Will it be a line manager or someone not from “their” team, or even someone not from “their” company?
How will the consistency of the assessment be ensured?
What result after the completion of each stage will be considered successful? Will academic success be followed by an increase in pay or class of work?
What result of the stage completion will be considered unsuccessful? Will there be additional, repeated training? How many times will it be possible to retake a particular stage of training? How long can the trainee master the full course of the training program and
development?
The competency model helps in many ways, especially in building those factors that influence the assessment process (they are described in the first three points of the above list of guiding questions).
Once the competencies that are included in the training and development program are established, the evaluation of learning outcomes should be consistent with the learning objectives of the employee. Setting learning objectives was described earlier in this chapter. However, it is necessary to clarify the scheme for assessing the achievement of the goal of training in improvement programs in order to ensure the consistency of this work.
This scheme may cover the following issues:
- what parameters are suitable for assessment (for example: copies of written works, random control of telephone conversations with clients)
- how many times an employee must demonstrate the specified standards of behavior to ensure that the employee has mastered a particular competency
- what evidence of successful learning should be recorded in cases where the manifestation of a specific standard of behavior by the work itself is infrequently required.
These instructions should be available to both trainees and observers. The employee needs to know for what and how he is evaluated. Even with the introduction of surprise control tactics, employees must be informed that surprise inspections will be carried out at some interval. Without such openness, there is a danger of treating training programs and trainings as "spy" activities, and it is almost inevitable that fantasies about the real purpose of the assessment will emerge.
The success of the learning and development program should be a key goal for everyone involved in the program, and everyone should know what will happen if they fail. For example: if the continuation of the trainee's work depends on the successful completion of the program, then this should be clearly explained to him at the very beginning of the training.
Evaluation of individual progress in studies (especially in programs on which salary increases depend) must be objective and fair. This is necessary not only to confirm that the organization is properly directing its efforts, but also in order to avoid accusations of unfair treatment - from the team in which the people work, or from the managers for whom the assessed employees work. The use of a competency reference model, which evaluates the progress of an employee in training, is an effective way to achieve objectivity.
NVQ/SVQ is based on competency assessment. Companies can use this type of model to monitor employee progress at work. If the competency model is developed within the organization, care must be taken to ensure that the competencies in-house do not diverge too much from the NVQ/SVQ reference competencies. The key question is: how to evaluate the behavior of an employee in terms of the “goal achievement” competency, measured by specific results?
Progress within the organization
This type of control usually focuses on the promotion of the employee to the next level in the structure of the organization, and not in a particular profession. This situation is worked out in management training, when in the final part of the exercise the employee is asked to perform work that is unknown to him at the beginning of the training program. As a result of such a professional development program, a difficult situation arises: the skills of employees develop, but the employees themselves do not always know how and in which department the new skills can be applied. In the improvement of an employee's skills, carried out according to the company's plan, the time frame for practical "success" is not clear enough, if at all, so the learning objectives take on a sense of shared value.
The assessment of progress in management training is often superimposed on progress in a particular job. For example: if the development program includes a short-term internship in various departments of the company, then the intern can "automatically" go through a management training program. It is important that the trainee has complete clarity about what specific goals he/she is to achieve, who is conducting and who is evaluating the results of the training. Without such clarity, there is likely to be a danger that a management student will become a wandering team player, that is, a person who does odd jobs that no one else wants to do. Such training will teach you little, except how to make coffee and how to use a photocopier! The assessment of development according to the employee's career planning program varies depending on how the awareness of the need for the employee to acquire new competencies arose and what type of training should be carried out in the development process. For example: if the need for development was identified through the Assessment and Development Centers, then the assessment should be linked to the training goals of employees who passed the corresponding Center. If the need for development is due to information that the organization does not have enough specialists with the required qualifications (for example, as a result of internal recruitment), then the assessment can be based on the results of training and practical development, on the quality of work performance and on plans for future recruitment. However, the programs that most successfully solve the problems of increasing the competencies of employees are distinguished by the clarity of goals and a precise approach to solving personnel problems. Hoping that people will improve without a clear development goal is an overly optimistic approach to the problem.
The factors mentioned in the previous section, which considered the assessment of the development of an individual employee in his profession, are applicable to development in the structure of the entire company. This is where competencies can help in the same way. But there are some features in the process of corporate training. In the company, the learning objectives are more general, that is, they concentrate mainly on managerial competencies. Corporate training is characterized, first of all, by something common to the entire business (at a certain level), but not by the competencies necessary to perform a specific role. If the competency model is built for the entire organization (and not for just one part of it), then the behavior indicators will also be characterized by a common form. Therefore, general indicators of behavior can serve as standards to be achieved and which determine the success of corporate development. For example: a management trainee program may include such management competencies that are applicable to any position, in any position, to any fragment of the general standards program.
Special work needs to be done to ensure that there is a clear understanding of the assessment of the required standards of conduct.
The basic requirements mentioned in the description of performance assessment against given learning objectives apply here as well. In this case, it should be determined whether there has been a change in levels within the competence. For example: during the training of trainees in the Management program, trainees in some competencies can advance from Level 1 to Level 2 (or beyond). If so, how to evaluate this progress?
Skills development planning and employee training in “management” have dual goals. There are targets for improving the quality of work currently being done, and there are targets for a new level that the employee is striving for. When organizing development activities, care must be taken to ensure that the standards of conduct necessary for future competencies are being practiced. The competency model reveals only the goal of development, but other factors also play an important role in achieving optimal results of training programs for improving the profession and training in management - the desire of the employee, the support of the manager, etc.
Progress within the profession
Most often, the assessment of an employee's progress in their profession is carried out and monitored by external experts. Progress in the profession is measured against a model that is established by the professional structure and then applied throughout the country. This means that the improvement of an employee is usually measured by the results of professional examinations and tests. In this state of affairs, competency models may well play the role of criteria, following which promises success. But usually in professional development, the emphasis is on knowledge rather than patterns of behavior.
If an employee has a profession (this includes interaction with colleagues), then it is natural that he is expected to behave in a way that is characteristic of this profession. These expectations are often articulated in professional codes. In some professions, you can be struck off the list of recognized professionals if you do not follow the code of the profession. An organization may establish corporate success criteria that an employee must adhere to in order to advance professionally in the internal hierarchy. For example: obtaining a corporate membership of the Institute of Personnel and Development may be a requirement that must be met in order to advance to a certain level, but such membership alone is not enough for automatic promotion. If an organization, wishing to meet internal needs, is going to add its own special requirements for advancement in the profession, then it is necessary that corporate and general learning objectives are coordinated with each other. If learning objectives are not coordinated, this can lead to conflicts between what the organization requires and what the professional community requires. If an organization follows a general professional program, then it must resolve all conflicts before the trainee has problems. This is especially important in the set of competencies that are imposed on the development program. Often the culture of a particular company requires an employee to behave differently from that established by the professional community to which the employee belongs. For example: HR managers may be pressured by the organization to choose recruitment methods that are contrary to the practice proposed by the Institute for Personnel and Development.
Professionals have to deal with such situations, so it is necessary to provide for conflicts of this type. What would be a development program that contains learning objectives based on standards of conduct if those standards conflict with a professional code of conduct?
This controversial issue, setting learning goals and evaluating the progress of an employee in accordance with the set goals - all these problems are similar to those described in the first part, in the section on assessing a person's progress within their work.
conclusions
The two key objectives of training and development are to ensure that the competencies of the staff are sufficient to meet the current and future needs of the company. Many factors affect both training and development programs and how successful real-world training is. The organization's strategic plans and policies will influence learning and development programs. Environmental factors (especially corporate culture] and personal qualities of an employee (learning style, motivation, abilities) will affect what and to what extent a person learns.
Training is learning techniques. Development is the purposeful introduction of the mastered methods into practice. As a result of training, new skills and special knowledge are acquired. The ways to achieve the desired learning outcomes are many and varied, but all parts of the personnel improvement equation must be correct to ensure success. If learning (training) activities are not followed by activities to develop (put into practice) skills, then the theoretically learned methodology will soon be forgotten. But also developmental activities (practical exercises), ignoring the methods that determine success, will inevitably lead to errors. Both of these damages will lead to employee frustration and the company to no progress on long-term plans.
Competency models help at all key stages of training and development - from determining the need and developing development programs to assessing the success of training and subsequent professional growth of an employee. But competencies alone will not lead to success at any of these steps. The use of competency models helps to clearly build each stage, but without experienced people to plan, implement and deliver development activities, competency-based learning and development is no better than any other poorly designed process.
Material from the site
What is the essence of the concept of "competence"?
The productivity of the organization directly depends on the professional and business qualities of employees. These qualities and job fit are also known as competencies. Competence is the individual ability of a specialist to solve a clearly defined list of professional tasks.
For each specialist there is a separate level of competence, because for each profession there is a different list of tasks and business qualities.
Needless to say, the competence of employees should be regularly assessed. Moreover, this should be done not only when hiring, but also after a certain period of professional activity, in order to understand how much the subordinate has grown as a professional, or is there no development?
Types of competencies
Theoretically, competencies are of the following types:
1) Educational and cognitive competence is a set of those skills that an employee has developed in himself through cognition. How developed are the skills of goal-setting, actions in non-standard situations, planning, analysis, self-assessment of professional success.
2) Information competence is the skills of independent search, analysis, selection, processing and transmission of the necessary information.
3) Communicative competence is the ability to interact with other people and work in a team. Trying on various social roles, etc.
Assessment of employee competencies
Competence assessment is the process of determining the priority professional qualities necessary for the effective work of employees, their analysis, diagnostics, calculation and formation of employee development plans.
Competence assessment is usually determined by the method of conducting special HR tests and solving cases. Based on the results of the competency assessment, it is possible to get answers to the following questions:
- How effectively do subordinates cope with their job responsibilities?
- Does the level of knowledge and qualifications of employees correspond to the goals and objectives set?
- What teaching methods or trainings can help staff to develop them?
- How to motivate employees for productive work?
What methods of personnel assessment are used to form a competency model?
The following methods are used to assess competence:
1) creation of certain business situations encountered in daily practice, their expert assessment.
2) an in-depth interview structured in a special way, supplemented by elements of the employee's self-assessment.
3) Determining the behavioral portrait of an employee (success, displaying the necessary qualities and characteristics inherent in each respondent).
The main sources of competence development.
After a precise determination of the level of competence of each of the employees, it is customary to draw up a plan and methodology for increasing this level, its development.
The most common methods for developing competence:
1) Learning on the job, without interruption, from the experience of others.
2) Fulfillment of special developmental tasks aimed at increasing the level of competence.
3) Participation in trainings and seminars, reading special literature.
4) Solving practical joint tasks in a dynamic mode, to develop skills to interact in a team.
Sections: School administration
Appendix 1 , Appendix 2 ( can be viewed by contacting the author of the article)
The goals of education for the 21st century, formulated by Jacques Delors:
- learn to know;
- learn to do;
- learn to live together;
- learn to live"
defined in essence the main global competencies.
Traditionally, the goals of school education were determined by a set of knowledge, skills and abilities that a graduate should master. Today, this approach is not enough today, society (vocational schools, industry, family) needs not know-it-alls and talkers, but graduates who are ready to be included in further life activities, able to practically solve the life and professional problems that they face. Today, the main task is to prepare a graduate of such a level that when he gets into a problem situation, he can find several ways to solve it, choose a rational way, substantiating his decision.
And this largely depends not on the received ZUNs, but on some additional qualities, for the designation of which the concepts of “competence” and “competence” are used, which are more consistent with the understanding of the modern goals of education ..
The main task of the modern education system is to create conditions for quality education. The introduction of a competency-based approach is an important condition for improving the quality of education. According to modern teachers, the very acquisition of vital competencies gives a person the opportunity to navigate in modern society, forms the ability of a person to respond quickly to the demands of the time.
The competence-based approach in education is associated with student-centered and current approaches to education, since it concerns the personality of the student and can be implemented and verified only in the process of performing a certain set of actions by a specific student.
In this regard, in the modern pedagogical process, the role of professionally competent teachers in the educational activities of students organized by them is significantly increasing.
Competences are “embedded” in the educational process through:
- Technologies;
- educational content;
- OS lifestyle;
- The type of interaction between teachers and students and between students.
So, what is “competence” and “competency”?
Competence- 1) the range of issues in which someone is well aware; 2) the circle of someone's powers, rights.
Competent- 1) knowing, aware; authoritative in a particular industry; 2) a specialist with competence
Competence- this is a range of issues, phenomena in which a person has authority, knowledge, experience.
For example: educational competence of students, pedagogical competence of a teacher, medical competence of a doctor, etc.
In other words, competence is the ability to establish and implement the connection between “knowledge-skill” and the situation.
I. Hasan notes that competencies are goals (set before a person), and competencies are results.
A competent specialist, a competent person is a very profitable prospect. The formula of competence is offered. What are its main components?
Firstly, knowledge, but not just information, but that which is rapidly changing, diverse, which must be able to find, weed out from unnecessary, translate into the experience of one's own activity.
Secondly, the ability to use this knowledge in a particular situation; understanding how to get this knowledge.
Thirdly, an adequate assessment of oneself, the world, one's place in the world, specific knowledge, whether it is necessary or unnecessary for one's activity, as well as the method of obtaining or using it. This formula can logically be expressed in this way:
Competence= mobility of knowledge + flexibility of the method + critical thinking
Of course, a person who embodies such qualities will be a fairly competent specialist. But the mechanism for achieving such a result remains not yet developed and seems rather complicated. As an option, they offer a model of psychological and pedagogical support for the development of students, aimed precisely at the formation of their competence.
Competence is a complex formation, an integrated result of learning, there are types or areas of competencies. They can be divided into three groups.
1. Social competencies associated with the environment, the life of society, the social activity of the individual (the ability to cooperate, the ability to solve problems in various life situations, the skills of mutual understanding, social and social values and skills, communication skills, mobility in different social conditions).
2. Motivational competencies associated with internal motivation, interests, individual choice of a person (learning ability, ingenuity, skills to adapt and be mobile, ability to achieve success in life, interests and internal motivation of a person, practical abilities, ability to make one's own choice).
3. Functional competencies associated with the ability to operate with scientific knowledge and factual material (technical and scientific competence, the ability to operate with knowledge in life and learning, to use sources of information for one's own development)
Formation of students of key competencies in the educational process called the competence approach.
The complex of these life skills is central in the system of the competence-based approach, as well as the end result of training.
The model covers all levels and types of education: preschool, basic and complete secondary, vocational and higher, extracurricular, postgraduate and distance education with access to continuous education, to the ability of the individual to learn throughout life.
The subjects of activity in the system of the competence-based approach are, first of all, the student, parents and state structures, which, both directly and indirectly, through the state education policy, influence the formation of the individual. These are also the subjects of the pedagogical process in the education system - an educator, a psychologist, a teacher.
Subjects of activity in the system of competence-based approach:
Subjects of the pedagogical process in the education system -
The main groups of competencies are largely interconnected. Therefore, each subject of the system can influence the development of social, motivational, and functional competencies.
The graphic division of the subjects was made according to the priority of influence: the family and primary education motivate for learning and development (motivational competence), school and higher education create conditions for development and contribute to the acquisition of knowledge (functional competence), other subjects of the system contribute to the social development of the individual ( social competence). The dialectic of development in this respect can be designated as follows:
Motivation Functional skills Socialization Motivation
This scheme can be viewed as a path from motives through the acquisition of the necessary functional baggage to socialization; in the process of socialization, new motives are formed, the chain of transformations is carried out at a higher level. Therefore, the core competencies are necessarily interconnected. At the same time, the mechanism of psychological and pedagogical support for the development of students does not fundamentally change, provided that a different classification is used and other main groups of competencies are identified.
Competences are classified:
- Key ones include (working with numbers, communication, information technology, self-learning, teamwork, problem solving, being human).
- By type of activity (labor, educational, communicative, professional, subject, profile)
- By spheres of public life (household, civil society, art, cultural and leisure, physical education, sports, education, medicine, politics, etc.).
- In the branches of public knowledge (in mathematics, physics, in the humanities, in social science, in biology).
- In the sectors of social production.
- According to the components of the psychological sphere (cognitive, technological, motivational, ethnic, social, behavioral).
- In the areas of abilities (in physical culture, mental sphere, public, practical, executive, creative, artistic, technical, pedagogical, psychological, social).
- In areas according to the levels of social development and status (readiness for school, competence of a graduate, young specialist, specialist - trainee, manager).
As you can see, there are a lot of competencies, but as you noticed, key (main) ones are distinguished among them.
Hierarchy of competencies:
- key competencies - relate to the general (meta-subject) content of education;
- general subject competences - belong to a certain range of subjects and educational areas;
- subject competencies - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.
Key competencies include:
- Social competence is the ability to act in society, taking into account the positions of other people.
- Communicative competence is the ability to communicate in order to be understood.
- Subject competence is the ability to analyze and act from the standpoint of certain areas of human culture.
- Information competence is the ability to master information technologies, to work with all types of information.
- Autonomization competence is the ability for self-development, self-determination, self-education, competitiveness.
- Mathematical competence - the ability to work with numbers, numerical information.
- Productive competence is the ability to work and earn money, be able to create your own product, make decisions and be responsible for them.
- Moral competence is the willingness, ability to live according to traditional moral laws.
According to the program for introducing a competency-based approach to the educational process, the following key competencies are distinguished.
1. Cognitive competence:
– educational achievements;
- intellectual tasks;
- the ability to learn and operate knowledge.
2. Personal competence:
– development of individual abilities and talents;
- knowing your strengths and weaknesses;
- the ability to reflect;
- the dynamics of knowledge.
3. Self-educational competence:
– ability to self-education, organization of own methods of self-learning;
– responsibility for the level of personal self-educational activity;
– flexibility in applying knowledge, skills and abilities in conditions of rapid changes;
- constant self-analysis, control of their activities.
4. Social competence:
- Collaboration, teamwork, communication skills;
- the ability to make their own decisions, to strive for awareness of their own needs and goals;
- social integrity, the ability to determine a personal role in society;
– development of personal qualities, self-regulation.
5. Competent attitude to one's own health:
– somatic health;
– clinical health;
– physical health;
- the level of valeological knowledge.
It is necessary once again to emphasize the main feature of competence as a pedagogical phenomenon, namely: competence is not specific subject skills and abilities, not even abstract mental actions or logical operations, but specific, vital, necessary for a person of any profession, age, related state.
Thus, key competencies are specified at the level of educational areas and subjects for each level of education. The list of key competencies is determined on the basis of the main goals of general education, the structural representation of social experience and the experience of the individual, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in society:
- Value-semantic competence.
- General cultural competence.
- Educational and cognitive competence.
- Information competence.
- Communicative competence.
- Social and labor competence.
- Competence of personal self-improvement
The level of education, especially in modern conditions, is not determined by the amount of knowledge, their encyclopedic nature. From the standpoint of the competence-based approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. The competency-based approach does not deny the importance of knowledge, but it focuses on the ability to use the acquired knowledge. With this approach, the goals of education are described in terms that reflect new opportunities for students, the growth of their personal potential.
WITH positions of the competency-based approach, the main direct result of educational activities is the formation of key competencies
From this point of view school goals in the following:
- teach to learn, i.e. to teach to solve problems in the field of educational activity;
- to teach to explain the phenomena of reality, their essence, causes, relationships, using the appropriate scientific apparatus, i.e. solve cognitive problems;
- to teach to navigate the key issues of modern life - environmental, political, intercultural interaction and others, i.e. solve analytical problems;
- to teach to navigate in the world of spiritual values;
- to teach how to solve problems related to the implementation of certain social roles;
- to teach how to solve problems common to different types of professional and other activities;
- to teach how to solve the problems of professional choice, including preparation for further education in educational institutions of the system of professional
The formation of students' competencies is due to the implementation of not only the updated content of education, but also adequate teaching methods and technologies. The list of these methods and technologies is quite wide, their capabilities are diverse, therefore it is advisable to outline the main strategic directions, while determining that, of course, there is no recipe for all occasions.
The potential, for example, of productive methods and technologies is very high, and its implementation affects the achievement of such a learning outcome as competence.
Allocate the main tasks:
- creating conditions for the development and self-realization of students;
- the assimilation of productive knowledge and skills;
- the development of the need to replenish their knowledge throughout life.
What should be guided by the teacher for their implementation? First of all, regardless of the technologies that the teacher uses, he must remember the following rules:
- The main thing is not the subject you teach, but the personality that you form. It is not the subject that forms the personality, but the teacher through his activity related to the study of the subject.
- Spare neither time nor effort on the upbringing of activity. Today's active student is tomorrow's active member of society.
- Help students to master the most productive methods of educational and cognitive activity, teach them to learn. .
- It is necessary to use the question “why?” more often in order to teach to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning.
- Remember that it is not the one who retells that knows, but the one who uses it in practice.
- Encourage students to think and act for themselves.
- Develop creative thinking by comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.
- It is necessary to show students the perspectives of their learning more often.
- Use diagrams, plans to ensure the assimilation of the knowledge system.
- In the learning process, be sure to take into account the individual characteristics of each student, combine students with the same level of knowledge into differentiated subgroups.
- Study and take into account the life experience of students, their interests, features of development.
- Be informed about the latest scientific developments in your subject.
- Encourage student research. Find an opportunity to familiarize them with the technique of experimental work, algorithms for solving problems, processing primary sources and reference materials.
- Teach in such a way that the student understands that knowledge is a vital necessity for him.
- Explain to students that each person will find his place in life if he learns everything that is necessary for the implementation of life plans.
These useful rules-tips are only a small part, only the tip of the iceberg of pedagogical wisdom, pedagogical skill, and the general pedagogical experience of many generations. To remember them, to inherit them, to be guided by them - this is the condition that can make it easier for the teacher to achieve the most important goal - the formation and development of personality.
Formation of general and professional competencies in practical classes in the discipline "Physiology of nutrition with the basics of commodity science of food products" by profession 260807.01 Cook, confectioner. Vinokurova Natalya Anatolyevna, teacher of professional modules and special disciplines G. D. Zuikova, Omsk Direction of the festival: Organization of practical training in vocational education by profession, practice-oriented training plays, one of the forms of implementation of which is practical classes. These classes should enrich the theoretical knowledge of students, awaken their creative activity and bring them closer to practical life and future work. Of particular importance is the use of practical exercises during the transition to the Federal State Educational Standard, since during practical work, not only professional skills and abilities are formed, but also the following abilities are developed: organize one's own activities, analyze the working situation, exercise current and final control, evaluate and correct one's own activities, be responsible for the results of their work, search for the necessary information, work in a team, communicate effectively. All this contributes to the understanding by students of the essence and social significance of their future profession, a steady interest in their future profession and, therefore, increases the readiness of students to solve various professional problems. Thus, the development of commodity science of practical classes in the course "Physiology of nutrition with the basics of food products" is an urgent pedagogical problem, the solution of which is one of the conditions for the transition to the Federal State Educational Standard of secondary vocational education in the profession 260807.01 Cook, confectioner, on which general and professional competencies are formed. Competence (from Latin competere - to fit, fit) - the ability to apply knowledge, skills, successfully act on the basis of practical experience in solving problems of a general kind, also in a certain wide area. Competence cannot be "owned", as it is not the sum of knowledge, skills and abilities. Competence can be formed (in the process of mastering a particular type of activity) and can manifest itself in how successful this activity mastered by a person will be. The concept of "competence" as a pedagogical problem is relatively new and is defined as the ability of a student to apply knowledge, skills, personal qualities and practical experience for successful activities in a particular area. The following essential features of competencies have been identified in the scientific literature: 1. Competence is what gives rise to skill, action. It is necessary to distinguish between competence and skill. Skill is an action in a specific situation, competence is a characteristic that can be derived from observations of actions, of skills. Thus, skills are presented as competencies in action. 2. Competence is formed as a result of conscious activity. Some educators talk about motivation or interest, others about values, and still others about emotional charge or moral obligation. 3. The acquisition of competencies depends on the activity of the trainees. In order to learn how to work, you need to work. You cannot learn French without speaking French; use a computer without resorting to practice. Thus, in order to acquire competencies, the student must become the subject of this conscious activity. 4. The nature of competencies is contextual. “Competence cannot be isolated from the specific conditions for its implementation. It simultaneously connects the mobilization of knowledge, skills and behavioral attitudes, tuned to the conditions of a particular activity. Sometimes there are people who have extensive knowledge, but do not know how to mobilize them at the right moment when the opportunity presents itself. It is necessary to be able to demonstrate the appropriate competence in these conditions. Thus, for the formation of certain competencies, appropriate conditions are necessary in which they manifest themselves. 5. The process of improvement is important for the formation of competencies. Competence is developed, enriched, expanded or strengthened, starting from the initial level. To be competent means to have a certain level of skill, perfection in the activity. 6. All researchers who have studied the nature of competence note its multifaceted, diverse and systemic nature. Thus, competence is an integral characteristic of the process and result of education, which determines the student's ability to solve problems, incl. professional activities arising in real situations using knowledge, life and professional experience, values and inclinations. 1. Formation of competencies among students in educational institutions of the NPO system Competences are divided into two main groups: general (universal, "over-professional", key) and professional (subject-specialized). The new state educational standards enshrine the same set of general competencies for one area of education. There are seven general competencies in the standard for SVE professions: OK 1. Understand the essence and social significance of your future profession, show a steady interest in it. OK 2. Organize their own activities, based on the goal and ways to achieve it, determined by the head. OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work. OK 4. Search for information necessary for the effective performance of professional tasks. OK 5. Use information and communication professional activities. technology in OK 6. Work in a team, communicate effectively with colleagues, management, customers. OK 7. Perform military duty, including using the acquired professional knowledge (for boys). The formation of each professional competence is provided by a certain set of disciplines (or practices) combined into appropriate modules, and the content of the modules fully corresponds to the level of these competencies. The formation of competencies requires the creation of certain learning situations that can be implemented in special learning environments that allow the teacher to model and exercise effective control over the student's activities in a model environment. Employers will be involved in identifying general and special competencies, as a result, the education system will be able to respond more quickly to labor market demands and will attach much more importance to the employment prospects of its graduates. 2. The technology of the competency-based approach in vocational education The competency-based approach is the methodological basis for developing a graduate model that determines the types, structure and specifics of competencies based on the new generation of the Federal State Educational Standards for institutions of secondary vocational education. The results of education in the competency-based approach are understood as sets of competencies that express what exactly the student will know, understand and be able to do after completing the discipline, educational module or the entire educational program. Defining the results of education in the form of a target, basic function of the vocational education system means a transition to a new model of graduate training, when the emphasis is shifted from the content (what is taught) to the result (what competencies the student will master, what he will know and be ready to do). It is this training model that is recognized as a priority by the countries participating in the Bologna Process in building the European space for vocational education. The introduction of a new federal state educational standard exacerbates the need, within the framework of ensuring and evaluating the quality of graduate training in a competency-based format, to analyze: the methodology for the development and implementation of a modern system of tools and technologies for attesting students; - modernization of the system of final state certification (assessment tools and certification technologies) of graduates of primary vocational education institutions. Consider the process of formation of basic competencies in adolescents. In adolescence, communication with peers plays a more significant role in the personality formation of a teenager, but communication itself is not capable of forming the subject of any activity. A teenager's awareness of his own capabilities in learning and changing the world around him forms his experience of creative activity in the form of the ability to make decisions in problem situations, i.e. creative competencies. At the age of 16-18 there is a new change in the type of leading activity - the transition to professional activity. The main way of activity during this period is the assimilation of professional methods of activity with objects and people. The motive of this activity is not “I am today” as in the creative activity of adolescence, but “I am tomorrow”, a subject capable of performing professional activities. Speaking about the developing role of professional activity, it must be borne in mind that not every professional activity is developmental. If a worker has been performing a monotonous job for many years, it is unlikely that such an activity will be developing for him. It is necessary to take into account the developing nature of labor, which contributes to the growth and self-improvement of the existing subject of professional information and communication activities. competencies, and let's add to higher professional motivation and developing activities. The organization of such professional activity requires constant professional growth of the subject, optimization and improvement of production processes, the introduction of new, more advanced technologies of professional activity. As you know, children and teenagers are more malleable to the new and modern. Already having general skills in the use of computer electronic devices, they are ready to perceive complex information and independently find the sources of this information. This is what a mentor should do. The teacher and master of industrial training should give the student the opportunity to use the most advanced technologies. At the same time, the teacher himself must master the basic methods of working on a personal computer and navigate the Internet. It is no secret that the effectiveness of mastering any new technologies is associated with the qualifications of personnel, but the decisive factor in the successful implementation of information technologies in the educational process is still the willingness and ability of teachers and masters to master information technology tools and offer new teaching methods using these tools to their students. As a result, experience is being formed in the implementation of complex culturally appropriate activities, i.e. key competencies of self-improvement. The attitude of students to future professional activity is largely determined by the nature of the educational work, in which future professional activity should be modeled in a certain way. Modeling of future professional activity in educational activity ensures the transition of cognitive activity into professional activity with a corresponding change in motives, goals, means, learning outcomes and involves the inclusion of students in the study of the material. For any group of students in the classroom, a production situation is created (setting production goals or a production problem), an algorithm for solving the current situation is built, which leads to the development of professional competencies. Preparing for classes is a rather laborious process that takes a lot of time. It is necessary to have a selection of professional tasks and the ability to simulate a working situation during the course of the lesson. Implementing the competence-based approach, it is necessary to use active forms of conducting classes in the educational process and in extracurricular activities. A problematic lesson, creating a dialogue or a game, using the modeling method or creating a critical situation, using the case method, etc. - these forms of learning will always be aimed at developing students' independent thinking and the ability to competently solve non-standard professional tasks. By developing the thinking of students, involving them in solving problems, expanding and deepening knowledge and at the same time developing practical skills and the ability to think, reflect, comprehend their actions, we can be sure of effective work on the formation and development of both general and professional competencies of our students. There are several stages in the professional training of students. The initial stage is the first year of study. The goal is the adaptation of students to new conditions, the formation of initial professional skills. At this stage, learning skills are also formed: planning and organizing one's time, analyzing educational material, analyzing and correcting one's learning activities, setting goals and choosing ways to achieve them. We consider this stage the most important, since the foundation for the professional training of students is being laid, and general and professional competencies are beginning to form. The main stage is characterized by the implementation of mainly educational and production activities, the solution of educational problems of a production nature. This stage includes the second year of study. The goal is to teach students how to solve educational and production problems during the period of training practice, to continue the formation of general and professional competencies. At the final stage (3rd year), educational and professional activity is the leading one: educational tasks are predominantly in the nature of professional activity. The goal is to teach how to solve educational and professional problems, to form the following skills: planning and organizing professional activities, the ability to build relationships in professional groups, analysis of production and technological situations. At this stage, an internship is organized, where professional competencies are most actively formed. To assess the level of competency formation, the following are used: observation, testing, evaluation of the activities of students in practical classes, analysis of the performance of work in educational and industrial practice. N. A. Moreva believes that "the main purpose of practical classes is the transformation of knowledge into skills and abilities, mastering the methods of activity and, on this basis, preparing students for their future profession." , professional materials, skills, abilities to compile reference books, objects, phenomena, use technical documentation, fill in production protocols, solve problems with various kinds of devices From the point of view of L. G. Semushina and N. G. Yaroshenko, the content of practical classes is: - analysis of production situations; - solving problems of various kinds; - familiarization with the technological process; - study of the structure of machines; - work on various devices, with measuring instruments; - diagnostics of the quality of products, manufactured goods. The authors (L.G. Semushina and N.G. Yaroshenko) present the structure of the practical lesson as follows: 1. Communication of the topic and purpose of the work; 2. Actualization of theoretical knowledge that is necessary for the implementation of the experiment; 3. Development of an algorithm for conducting an experiment or other practical activities; 4. Safety briefing; 5. Familiarization with the methods of fixing the results obtained; 6. Direct experiment or practical work; 7. Generalization and systematization of the obtained results (in the form of graphs, tables); 8. Summing up the lesson. Pedagogical leadership plays an important role in practical classes. At the initial stages of training, a clear statement of the cognitive task, as well as preliminary instruction, is of great importance. The teacher should check the theoretical and practical preparedness of students, pay attention to the difficulties that may arise in the process of work, and orient students to self-control. When students begin to complete a task, they need the help of a teacher, correcting actions, checking intermediate results. Observation of the work makes it possible to direct the student's train of thought in the right direction, develop his cognitive independence, creative activity, and regulate the pace of work. When studying the discipline "Physiology of nutrition with the basics of commodity science of food products" the following forms of organization of the educational process are used: training sessions (in the classroom); workshops; differentiated credit (in the 2nd semester). Table 1 The volume of the discipline "Physiology of nutrition with the basics of commodity science of food products" and types of educational work. Type of study work Volume of hours Maximum study load (total) 78 Mandatory classroom study load (total) 52 including: practical classes 20 tests 4 Independent work of the student (total) 26 Final certification in the form of a differentiated credit TOTAL per discipline: 78 Number of hours for practical classes - 20 hours (which is 2.5% of the block of general professional disciplines for compulsory study), for independent work - 26 hours (which is 3.3% of the block of general professional disciplines for independent study), for classes in the classroom - 52 hours (which is 6.6% of the block of general professional disciplines for compulsory study). In total, 78 hours are allotted for discipline. As a result of mastering the discipline "Physiology of nutrition with the basics of commodity science of food products", the student should be able to: conduct an organoleptic assessment of the quality of food raw materials and products; calculate the energy value of dishes; formulate diets. As a result of mastering the discipline "Physiology of nutrition with the basics of commodity science of food products", the student should know: the role of food for the human body; basic metabolic processes in the body; daily energy consumption; composition, physiological significance, energy and nutritional value of various food products; the role of nutrients and minerals, vitamins, microelements and water in the structure of nutrition; physical and chemical changes in food during digestion; digestibility of food, factors affecting it; the concept of diet; daily rate of human need for nutrients; norms and principles of rational balanced nutrition; methodology for compiling diets; assortment and characteristics of the main groups of food products; general requirements for the quality of raw materials and products; conditions of storage, packaging, transportation and sale of various types of food products. The field of professional activity of graduates in accordance with the Federal State Educational Standard is the preparation of a wide range of simple and main dishes and basic bakery and confectionery flour products, taking into account the needs of various categories of consumers. The objects of professional activity of graduates are: - the main and additional raw materials for the preparation of culinary dishes, bakery and confectionery flour products; - technological equipment for food and confectionery production; - crockery and equipment; - processes and operations for the preparation of food products. Let's analyze the Federal State Educational Standard by profession 260807.01 Cook, confectioner, where we will consider the formation of general and professional competencies in the course of practical exercises (tab. 2). Table 2 Competences formed in the course of practical exercises. Components of PC that can be formed Components during the implementation of practical exercises QC, which can be formed during the implementation of practical exercises of knowledge of the knowledge of the knowledge of the Process of PC 1.1. To prepare, process, prepare dishes: traditional types of vegetables and fruits, the importance of 1. slicing and own mushrooms and PC 1.2. Prepare and decorate the main future and simple dishes and OK 1. Understand the shaping and social essence and from the preparation of spices and seasonings. vegetables 2.from the primary 1. The essence of skill garnishing cereals, traditional types of vegetables and mushrooms. from the profession. the social significance of their future profession, 2. Organizations show to legumes and PC 2.1. Produce pasta cereal products, preparation of u fat, sugar, its own sustainable x products, flour, eggs, milk for cooking activities of interest. eggs, dishes and side dishes. OK 2. Organization of cottage cheese, PC 2.2. Cooking and decorating porridge and 3. The results of the test are garnishes of cereals and rice, simple dishes of their own. 3. soups and from legumes and corn. work. activities, sauces PC 2.3. Prepare and arrange simple dishes based on the purpose 4. from fish and its methods and side dishes from pasta 5. from meat and products. achievements, home PC 2.4. Prepare and decorate simple certain bird dishes from eggs and cottage cheese. head 6.cold PC 2.5. Prepare and arrange simple OK 3. Analyze dishes and flour dishes from dough with minced meat. snacks PC 3.1. Prepare broths and decoctions. to create a working 7. sweet PC 3.2. Prepare simple soups. situation, dishes to carry out and PC 3.3. Prepare individual components of drinks for sauces and sauce semi-finished products. current 8.baker PC 3.4. Prepare simple cold and final full-time, hot sauces. control, flour and PC 4.1. To process fish with and evaluate and confectionery bone skeleton. correction of their products. PC 4.2. Produce cooking or self-preparation of semi-finished products from fish with activities, a bone skeleton. carry PC 4.3. Prepare and decorate simple fish dishes with a bone skeleton. b for the results of SC 5.1. Produce your work. semi-finished products from the preparation of meat, meat products and poultry. PC 5.2. To prepare OK 4. To carry out the processing of search and information, the main necessary semi-finished products from meat, meat products for efficient and poultry. th PC 5.3. Prepare and decorate simple dishes from meat and meat products. PC professional 5.4. Prepare and execute simple tasks. poultry dishes. OK 5. Use PC 6.1. Prepare sandwiches and eat gastronomic products in portions. information PC 6.2. Prepare and decorate salads. o- PC 6.3. Prepare and arrange simple cold appetizers. PC data 6.4. Prepare and decorate simple technology cold dishes. PC Professional 7.1. Prepare and decorate simple noah cold and hot sweet dishes. activities. PC 7.2. Cook OK 6. Work simple hot drinks. in PC 7.3. Prepare and serve simple, efficient cold drinks. communicate PC 8.1. Prepare and decorate simple co-workers, baked goods and breads. management, PC 8.2. Prepare and arrange major clients. flour confectionery. OK 7. Preparing PC 8.3. Cooking and decorating cookies, gingerbread, gingerbread. production PC 8.4. Prepare decoration and use simple and basic finishing semi-finished products. PC 8.5. To prepare the team for the work area and support the design of domestic classic cakes and its sanitary condition. cakes. PC 8.6. Prepare and decorate fruit and light fat-free cakes and pastries. The following is a practical exercise
