Competences and their development. Formation of professional competencies. Competent attitude towards one's own health

State institution "Svobodnenskaya secondary school"

(Speech at a meeting of the methodological association)

Head of the Ministry of Defense M. Tokhasheva

2013-2014 academic year

FORMATION OF STUDENTS' KEY COMPETENCES

One of the main tasks of modern education is to achieve a new, modern quality of education. The new quality of education is understood as an orientation towards the development of the child's personality, his cognitive and creative abilities. A general education school should form a new system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, that is, modern key competencies.

The composition of key competencies should include generalized, universal competencies, the mastery of which is necessary for a graduate for further education, personal development, life self-realization, regardless of the level of his education, development and the profession he chooses. In other words, the list of competencies, one way or another, reproduces a certain list of the main types of human activity.

What theoretical provisions should be guided by when forming key competencies in the education process. It should be noted that, seeing the shortcomings of the current content of education, teachers themselves are trying to improve it, without waiting for regulatory documents.

Studies have shown that building the content of education only on the basis of a competency-based approach is inappropriate. At the same time, the superstructure over the current content of education in the form of content that determines the formation of competencies leads to an overload of the already overloaded content of education. The way out is seen in the emphasis on the methods of activity and the creation of conditions for the emergence of students' experience of activity.

First, at the level of the pre-subject content of education, key competencies are formed and their content content is determined. Secondly, educational situations are constructed, the experience of action in which contributes to the formation of key competencies.

Given the above, it is possible to formulate didactic guidelines for the selection of pre-subject content of education (of a general theoretical nature) from the standpoint of a competency-based approach:

The idea of core competence as the ability to solve vital problems in specific situations.

A set of key competencies and their content.

The structure of key competencies, the central link of which is the experience of activity based on the acquired knowledge and skills of the individual.

Studies have shown that it is advisable to single out as key competenciesgeneral cultural, social - labor, communicative, personal self-determination.

General cultural competence - this is the ability of a person to navigate in the space of culture, it includes a knowledge component: an idea of the scientific picture of the world, knowledge of the main scientific achievements, an idea of artistic values.

The content of general cultural competence includes generalized methods of activity that allow the individual to appropriate cultural patterns and create new ones. The idea of these methods of action is formed within the competence-based approach. In general cultural competence, one can single out cognitive-informational competence, which includes the following methods of cognitive activity: intellectual skills (analysis, synthesis, comparison, classification, systematization, vision of patterns), skills of searching, processing, using and creating information, as well as observation, experiment, definition concepts, hypotheses, etc.

The experience of cognitive and informational activity is formed in conditions of a high degree of independence of students in the learning process.

Social and labor competence - the ability of the individual to interact with social institutions, perform social functions, navigate the labor market. Social and labor competence implies knowledge about society (its functions, values, development), social institutions (their functions, interaction with a person and with each other), the labor market (its needs at the moment, development prospects, requirements for a professional in a particular other industry).

The activities can be distinguished as follows:

the ability to perform social functions that belong to a certain social role:

ability to solve problems in the labor market.

The experience of students in the area of responsibility of social and labor competence is formed in business, role-playing and simulation games, social practices and projects.

Communicative competence - in the activity approach, communication is considered as a joint activity of communication participants, during which a common (up to a certain limit) view of things and actions with it are developed.

Communication is an integral part of the communication process, which is the interaction of two or more people, including the exchange of information (i.e. communication) and mutual perception, understanding of students. Communicative competence is interfaced with information, covering the receipt, use, transfer of information in the process of interaction.

The main focus should be on the methods of activity, which include:

1. ways to share information

monologue skills - perceive monologue speech, determine the main thing, make a monologue statement, analyze the perceived information, treat it critically;

dialogic skills - start communication, perceive information in the course of interaction, ask questions, analyze information in the course of interaction, ask questions, analyze information, clarify details, express your opinion;

2. ways of organizing joint activities -

goal setting, choice of methods of action, etc., supplemented by the ability to distribute responsibilities, be able to lead and obey, participate in the discussion of the problem, and summarize.

The experience of such activity is acquired in situations of perception and implementation of a monologue statement, participation in dialogues, discussions, joint solution of various problems: practical, philosophical, ethical, aesthetic, etc.

Ways of activity:

1) self-knowledge skills (self-observation, reflection, self-assessment);

2) the ability to make an appropriate choice (identify possible alternatives, analyze the positive and negative sides of each, predict the consequences, both for oneself and for others, make a choice and justify it, recognize and correct mistakes).

Since the key competence is considered as the ability of an individual to solve vital problems in specific situations, the ability to identify a problem, formulate it, analyze the available information and determine the missing, etc., arising from the stages of problem solving, should be present in each competence. Such skills are called organizational, their essence is the ability to organize one's activities to solve emerging problems.

Communicative competence is formed in the aspect of subject competences related to the teaching of monologue and dialogic speech.

In the formation of key competencies, a combination of classroom and extracurricular activities is necessary, since these competencies are formed throughout the student's life space, which is wider than school.

Various methods and approaches contribute to the formation of key competencies.

For example, how can a chemistry lesson be built in terms of the integration of subject-oriented and competence-based approaches. So, when studying the topic “Electrolytic dissociation” in the 8th grade chemistry course, during the actualization, the knowledge that students already have from the physics course is established: usually children already know what an electric current is, sources of an electric current, the effects of an electric current, etc. . The next moment in the actualization block is to clarify the expectations of students, the definition of cognitive and practical problems that they would like to solve. These may be problems associated with the operation of a particular device for experiments in chemistry with an electric current, questions in which the key word is: “Why?” The next point is to conduct elementary experiments that prove the electrical conductivity or non-electrical conductivity of certain substances and solutions.

The workshop provides an opportunity to pay significant attention to the formation of key competencies. In this block, practical problems are solved with students, including those reflecting real life situations in which there is always an element of uncertainty.

The method of projects significantly contributes to the formation of key competencies.

Value-semantic competencies - these are competencies associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.

Educational and cognitive competencies - this is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastering the techniques of educational and cognitive problems, actions in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probable, statistical and other methods of cognition.

Information competencies - these are skills of activity in relation to information in educational subjects and educational areas, as well as in the surrounding world. Possession of modern media (TV, DVD, telephone, fax, computer, printer, modem, copier, etc.) and information technology (audio - video recording, e-mail, media, Internet). Search, analysis and selection of the necessary information, its transformation, storage and transmission.

In each academic subject (educational area), it is necessary to determine the necessary and sufficient number of interconnected real objects under study, which form the knowledge, skills, abilities and methods of activity that make up the content of certain competencies. The society of the future is a society with a demanded education, so the most important task today is to develop the required level of competencies achieved by students, as well as an appropriate measurement tool, ways that will make it possible to maintain equal rights to a decent education that allows individual achievements in the form of key competencies.

The emergence of competencies is the patterns of development of the history of education, which itself is marked by changes in educational activities. The sharp change in many professional tasks, in particular as a result of the introduction of new technologies, requires new actions and qualifications, the general educational basis of which must be laid in school.

An important issue in the formation of competencies is its knowledge content. Competences cannot be reduced only to actual knowledge or to activity skills. There are people who have extensive knowledge, but at the same time do not know how to apply it at all. The question arises, what should be the minimum that all young people should know by the end of school, what elements of history, art, literature, science and technology should be included in education in order to provide an understanding of the current situation, the realities of life and the ability to adequate activities that are in demand today . Knowledge cannot remain academic, and this issue is resolved through the development of key competencies.

Let us dwell in more detail on the concept of core competencies. What can be called core competencies? In a metaphorical sense, this concept can be represented as a tool with which you can carry out various actions, be prepared for new situations. Thus, the more actions you can perform using this tool, the better it is.

It should be noted that educational self-organization and self-education should be classified as the most significant key competencies. One of the goals of education is to create educational conditions for students to master key competencies.

Using the European and Russian experience, two different levels of key competencies can be named. The first level concerns education and the future of learners and can be called “core competencies for all learners”. The second, narrower level refers to the development of personality traits, which is necessary for the new Russian society. The proposed system contains samples of competencies compiled on the basis of various domestic and foreign educational documents.

Educational competencies:

Organize the learning process and choose your own educational trajectory.

Solve educational and self-educational problems.

Link together and use separate pieces of knowledge.

Benefit from educational experience.

Take responsibility for the education you receive.

Research competencies:

Receiving and processing information.

Access to various data sources and their use.

Organization of consultations with an expert.

Presentation and discussion of different types of materials in a variety of audiences.

The use of documents and their systematization in independently organized activities.

Socio-personal competencies:

To critically consider one or another aspect of the development of our society.

See connections between present and past events.

Be aware of the importance of the political and economic contexts of educational and professional situations.

Assess social patterns related to health, consumption and the environment.

Understand works of art and literature.

Engage in discussion and form your own opinion.

Deal with uncertainty and complexity.

Communication competencies:

Listen and consider other people's views.

Discuss and defend your point of view.

Perform in public.

Express yourself in a literary work.

Cooperation:

Make decisions.

Establish and maintain contacts.

Handle diversity of opinion and conflict.

Negotiate.

Collaborate and work in a team.

Organizational activity:

Organize your work.

Take responsibility.

Master the modeling tool.

Be included in and contribute to a group or community.

Get involved in the project.

Personally - adaptive competencies:

Use new information and communication technologies.

Come up with new solutions.

Be flexible in the face of rapid change.

Be persistent and resilient in the face of adversity.

Be prepared for self-education and self-organization.

It is possible to identify key competencies without relating them to the interests of those who should acquire them. Earlier, speaking of competencies, it was noted that all students need to master them. But it is well known that educational institutions are of various types and types are organized in various directions. In this regard, it is important to determine how far it is possible to go in defining a common approach to education and meaningful competencies. Core competencies, by definition, should be considered as belonging to the general choice of qualities necessary for a person, as well as an integral part of the overall core of education.

Currently, criteria are being developed that determine the content of key competencies. They are based on the strategy of reorienting education towards the development of the student's personality.

Modern society requires a person open to communication, capable of intercultural interaction and cooperation. Therefore, one of the leading tasks of pedagogical activity is the formation of communicative competence at all levels of the educational process at school.

The competence-based approach involves the combination of the educational process and its comprehension into a single whole, during which the formation of the student's personal position, his attitude to the subject of his activity takes place. The main idea of this approach is that the main result of education is not individual knowledge, skills and abilities, but the ability and readiness of a person for effective and productive activity in various socially significant situations. In this regard, within the framework of the competence-based approach, it is logical to analyze not a simple “increase in the volume” of knowledge, but the acquisition of versatile experience. In the competence-based approach, one of the first places is taken by personal qualities that allow a person to be successful in society. From this point of view, the advantages of active, as well as group and collective teaching methods are:

development of positive self-esteem, tolerance and empathy, understanding of other people and their needs;

priority attention to the development of skills of cooperation, not competition;

providing an opportunity for group members and their teachers to recognize and appreciate the skills of others, thereby receiving confirmation of self-esteem;

development of listening and communication skills;

encouraging innovation and creativity.

Let us dwell separately on the formation of key competencies through collective forms of learning.

KEY COMPETENCES

Competence

Sphere of manifestation of competence

Activities within the competence

Subjects where this competence is the leading one

social

sphere of public relations (politics, labor, religion, interethnic relations, ecology, health)

the ability to take responsibility to participate in joint decision-making

physical Culture

story

social science

technology

economy

economical geography

ecology

self-building

sphere of social and cultural

determination of the main life goals and ways to achieve them. Active adaptation to the socio-cultural environment to achieve the main life goals

story

social science

economy

health-saving

area of healthy lifestyle

the formation of the main installations for maintaining a healthy lifestyle. A clear idea of the plan for the preservation and development of their own health and the health of others

all things

PDO

Classroom hour

communicative

sphere of communication

mastery of oral and written communication

all things

PDO

Classroom hour

informational

sphere of information

knowledge of new technologies, the ability to evaluate information

all things

PDO

educational and cognitive

sphere of science, art

the ability to learn throughout life, possession of knowledge, skills and abilities

physics

chemistry

geography

mathematics

art

Competence of professional self-determination

career guidance and pre-professional education

determination of own interests in professional activity. Valuable attitude to work and its results. Ability to design your own life program, readiness for its implementation

All things

PDO

Classroom hour

With these competencies, students will be able to freely and independently choose the goals and means of various activities, manage their activities, while improving and developing their abilities to implement them.

The introduction of the competency-based approach should be carried out in a differentiated way, taking into account the specifics of individual subjects.

The competence-based approach, which is gaining momentum in the modern school, is a reflection of the conscious need of society to train people who are not only knowledgeable, but also able to apply their knowledge.

Literature:

1. Barannikov A.V. The content of general education. Competence approach - M., HSE - 2002

2. Bodalev A.A. Personality and Communication Fav. tr. - M., Pedagogy, 1983

3. Khutorskoy A.V. Key competencies. Design technology - M., Pedagogy, 2003, No. 5

4. Competence-based approach in teacher education. Ed. V.A. Kozyreva, N.F. Radionova - S Pb, 2004

5. Lyceum education: experience, problems, prospects. Ed. ABOUT. Repinoy - M., 2007

6. New requirements for the content and methods of teaching in the Russian school in the context of the results of the international study PISA - 2000 - M., 2005

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 final 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.

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.

Most of the researchers studying the concept of competencies and their types note their multilateral, systemic and diverse nature. At the same time, the problem of choosing the most universal of them is considered one of the central ones. Let us further consider what types and levels of development of competencies exist.

General information

Currently, there is a huge variety of approaches to their classification. At the same time, the main types of competencies are determined using both European and domestic systems. The GEF glossary provides definitions of the basic categories. In particular, the differences between competence and competence are indicated. The first is a complex of certain knowledge, skills and abilities in which a person is aware and has practical experience. Competence refers to the ability to actively use the acquired professional and personal knowledge in the course of their activities.

Relevance of the issue

It should be said that at present there is no single semantic space for the definition of "key competencies". Moreover, in various sources they are called differently. Highlighting the types of key competencies in education, researchers find the blurriness and laxity of the division of these categories themselves. An example is the classification of G. K. Selevko. According to the researcher, there are such types of competencies as:

Communicative.
Mathematical.
Informational.
Productive.
Autonomization.
Moral.
Social.

The overlap of classes (non-strictness) is expressed in this classification in that, for example, productivity can be considered as a general property of any activity: communication or solving mathematical problems. The information category intersects with others, and so on. Thus, these types of competencies cannot be singled out as isolated ones. Intersecting values are also found in the classification of A. V. Khutorsky. It defines the following types of competencies:

Educational and cognitive.
Value-semantic.
Social and labor.
Communicative.
General cultural.
Personal.
Information.

Domestic classification

The most complex, according to experts, the types of professional competencies are defined by I. A. Zimnyaya. Its classification is based on the category of activity. Winter distinguishes the following types of professional competencies:

Relating to a person as a person, as a subject of communication, activity.
Concerning the social interaction of people and the environment.
related directly to human activity.

Each group has its own types of key competencies. So, the following categories are included in the first:

Health saving.
Value-semantic orientation in the world.
Citizenship.
Integration.
Subject and personal reflection.
Self-development.
Self-regulation.
Professional Development.
Speech and language development.
Meaning of life.
Knowledge of the culture of the native language.

Within the second group, the main types of competencies include skills:

Communication.
social interaction.

Competences included in the last block:

Activities.
Information technologies.
Cognitive.

Structural elements

If we analyze the types of competencies in education identified by the authors, then it is quite difficult to find the fundamental differences between them. In this regard, it is advisable to consider categories as mutually subordinate components of the subject's activity. Within any area of activity, competence includes the following components:

Important point

Types of teacher competencies, according to a number of researchers, should include two basic elements. The first is the socio-psychological aspect. It implies the desire and readiness to coexist in harmony with others and with oneself. The second element is professional. It provides for the willingness and desire to work in a particular field of activity. Each of these components, in turn, can be divided into certain types of competencies. In the pedagogical process there are basic and special elements. The former refers to graduates of all universities. The latter are important for a particular specialty.

Competencies (types in pedagogy)

A system consisting of 4 blocks has been developed for future specialists. Each of them defines the types of teacher:

General socio-psychological.
Special professional.
Special socio-psychological.
General professional.

The latter is defined as basic skills, knowledge, abilities, skills and readiness for their actualization within a group of specialties. This block may include such types of student competencies as:

Administrative and managerial.
Research.
Production.
Design and constructive.
Pedagogical.

The special category assumes the level and type of training of the graduate, the presence of the desire and readiness necessary for the implementation of a specific activity. Their content is determined in accordance with state qualification indicators. General socio-psychological competencies represent the desire and readiness for effective interaction with others, the ability to understand others and oneself against the background of constantly changing mental states, environmental conditions, interpersonal relationships. In accordance with this, the basic categories that make up this block are distinguished. It includes competencies such as:

Special socio-psychological competencies presuppose the ability to mobilize important, from a professional point of view, qualities that ensure the productivity of direct work.

Basic Skills

The types of students' competencies act as the main criteria for the quality of their training, the degree of formation of basic skills. The latter include the following skills:

self-government;
communications;
social and civil;
entrepreneurial;
managerial;
analyzer.

The base unit also includes:

psychomotor skills;
cognitive abilities;
general labor qualities;
social abilities;
individually oriented skills.

Here are also present:

personal and sensorimotor qualifications;
socio-professional skills;
polyvalent competence;
special, etc.

Specifications

Analyzing the skills mentioned above, it can be noted that the basic types of competencies in education are consistent with them. Thus, the social block consists of the ability to take responsibility, jointly work out decisions and participate in their implementation. Tolerance to various religions and ethnic cultures, the manifestation of conjugation of individual interests with the needs of society and enterprise are also referred to. The cognitive block includes readiness to increase the level of knowledge, the need to implement and update personal experience, the need to learn new information and acquire new skills, and the ability to self-improve.

Competency development levels

Characterization of behavioral indicators is undoubtedly of great importance in assessing the skills of the subject. However, it is also important to highlight the levels of development of existing competencies. The most universal is the description system used in some Western companies. Within this classification, important qualities can be identified by placing them in the appropriate steps. In the classic version, 5 levels are provided for each competency:

Leader - A.
Strong - W.
Basic - S.
Insufficient - D.
Unsatisfactory - E.

The last degree indicates that the subject does not have the necessary skills. Moreover, he does not even try to develop them. This level is considered unsatisfactory, since the person not only does not use any skills, but also does not understand their importance. Insufficient degree reflects the partial manifestation of skills. The subject seeks, tries to use the necessary skills included in the competence, understands their importance, but the effect of this does not occur in all cases. A basic degree is considered sufficient and necessary for a person. This level shows what specific abilities and behavioral acts are characteristic of this competence. The basic degree is considered optimal for the implementation of effective activities. A strong level of competency development is essential for middle management. It assumes a very good formation of skills. A subject possessing complex skills can actively influence what is happening, solve operational issues in critical situations. This level also implies the ability to anticipate and prevent negative phenomena. The highest degree of skill development is required for top managers. The leadership level is required for managers making strategically important decisions. This stage assumes that the subject is not only able to independently apply the available necessary skills, but can also form appropriate opportunities for other people. A person with a leadership level of competence development organizes events, formulates rules, norms, procedures that contribute to the manifestation of skills and abilities.

Implementation conditions

For the effective application of competencies, they must have a number of mandatory features. In particular, they must be:

exhaustive. The list of competencies should cover all elements of the activity.
Discrete. A specific competence should correspond to a specific activity, clearly separated from others. When skills overlap, it becomes difficult to evaluate work or subjects.
Focused. Competencies should be clearly defined. There is no need to strive to cover the maximum number of areas of activity in one skill.
accessible. The wording of each competency should be such that it can be universally used.
Specific. Competencies are designed to strengthen the organizational system and strengthen goals in the long term. If they are abstract, then they will not have the desired effect.
Modern. The set of competencies should be constantly reviewed and adjusted, in accordance with reality. They should take into account both the current and future needs of the subject, society, enterprise, state.

Formation features

Within the framework of the competence-based approach, the formation of basic skills is a direct result of pedagogical activity. These include abilities:

Explain current phenomena, their essence, causes, relationships between them, using relevant knowledge.
Learn - solve problems in the field of educational activities.
Focus on current issues of the day. These include, in particular, political, environmental, intercultural issues.
Solve problems that are common to various types of professional and other activities.
Focus on the spiritual realm.
Solve problems related to the implementation of specific social roles.

Tasks of teachers

The formation of competencies is conditioned by the implementation of not only the new content of education, but also technologies and teaching methods that are adequate to modern conditions. Their list is quite wide, and the possibilities are very diverse. In this regard, key strategic directions should be identified. For example, the potential of productive technologies and methods is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. Thus, the list of basic tasks of teachers includes:

To implement the above tasks, you should be guided by some rules:

First of all, the teacher must understand that the main thing in his activity is not the subject, but the personality, which is formed with his participation.
You should not spare time and effort for the education of activity. It is necessary to help children in mastering the most productive methods of educational and cognitive activity.
To develop the thought process, the question "Why?" should be used more often. Understanding the cause-and-effect relationship is an essential condition for effective work.
The development of creativity is carried out through a comprehensive analysis of problems.
When solving cognitive problems, several methods should be used.
Students need to understand the perspectives of their learning. In this regard, they often need to explain the consequences of certain actions, the results that they will bring.
For better assimilation of the knowledge system, it is advisable to use plans and schemes.
In the course of the educational process, it is imperative to take into account the individual characteristics of children. To facilitate the solution of educational tasks, they should be conditionally combined into differentiated groups. It is advisable to include children with approximately the same knowledge in them. For a better understanding of individual characteristics, it is advisable to talk with parents and other teachers.
It is necessary to take into account the life experience of each child, his interests, the specifics of development. The school should work closely with the family.
Children's research work should be encouraged. It is necessary to find an opportunity to introduce students to the technique of experimental activity, algorithms that are used in solving problems or processing information from various sources.
It should be explained to children that for each person there is a place in life if he masters everything that in the future will contribute to the realization of his plans.
It is necessary to teach in such a way that every child understands that knowledge for him is a vital need.

All these rules and recommendations are only a small part of the teaching wisdom and skill, the experience of previous generations. Their use, however, greatly facilitates the process of implementing tasks and contributes to a faster achievement of the goals of education, which consist in the formation and development of the individual. Undoubtedly, all these rules must be adapted to modern conditions. The rapidly changing life makes new demands on the quality of education, qualifications, professionalism, and personal qualities of all participants in the process. When planning his activities, the teacher must, if this condition is met, his activity will bring the expected result.

What competency development strategies exist, what are the advantages and limitations of each of them, how to improve staff skills in the most effective ways, the site told the portalYulia Sinitsyna, director of consulting Talent Q .

What are competencies?

In 1973, David K. McClelland published an article arguing that traditional aptitude and knowledge tests and educational credentials did not predict success in work and life. He urged to look for "competencies" in the properties, motivation and behavior of a person, which would determine the basic qualities of an individual, predetermining the effective behavior of a person at work. Everyone knows situations when a great professional and a recognized expert is put in charge of colleagues, but he does not cope with new tasks. This is exactly the case when, despite the presence of professional knowledge and skills, a person does not have managerial behaviors (competencies).

In his book The Competent Manager (1982), Richard Boyatzis defined competence as follows: “the basic characteristic of a person, which can be a motive,

personality trait, skill, aspect of the self-image, social role or knowledge...”. In other words, competence is the result of the interaction of such qualities of an employee as:

Capabilities

personality traits

Knowledge and skills

Motivation

We can offer a universal model that contains competencies related to three areas:

Relationship management - reflects how a person interacts with others.

Task management - reflects a person's approach to organizing activities, solving business problems.

Self-management - reflects the features of the emotional-volitional and motivational spheres.

Development of competencies and strategies for their development

Each person is individual. However, there is a certain similarity in that it is not easy for each of us to realize and agree with the need to change habitual behavior - our “image of ourselves” is supported and strengthened by habitual ideas.

The company can provide quite valuable methodological information on the development of competence. However, it is important to understand that it is the employee who is fully responsible for their development.

When you are going to develop any of the competencies (or some of its component parts), it is first of all important to assess how acutely the employee feels the lack of development of this competency for effective work or career development.

The fact is that motivation is a “competence motor”, without which it is impossible to “go” anywhere. Motivation is practically not developed. The easiest way to acquire and master new knowledge and skills. Personal characteristics and abilities are also developed, but to a lesser extent.

As a rule, the process of developing a competence takes 2 years if it is actively applied at work, but you can develop individual components, in particular those related to knowledge and skills (for example, a goal setting algorithm), in a shorter period.

To develop competence from the minimum level to the required one, and even more so to bring it to automatism, is a very difficult task. There are several competency development strategies, each with its own advantages and limitations:

Competence Development Strategies

1. Development of weaknesses

Peculiarities:

Improving the least developed competencies, in order to “pull them up” to the level necessary for the effective performance of professional tasks, reduces the likelihood of critical errors in work.

Restrictions:

It is not applicable for difficult-to-develop competencies, in which such a component as “Motivation” plays a predominant role.

2. Compensation for weaknesses through the active use of strengths

Peculiarities:

Competences developed at a high level are applied in order to offset the lack of development of other competencies.

Restrictions:

The tendency to adhere to a habitual style of behavior limits the ability to adapt to changing conditions.

The predominance of behavioral manifestations of any one competence carries risks (described in detail in Appendix No. 1 "Typical risks of excessive concentration on the development of competence" and Appendix No. 2 "Career destructors").

3. An integrated approach to the development of competencies

Peculiarities:

The combination of actions to “pull up” weaknesses and compensate for them through the most developed competencies allows you to achieve the best results by balancing the improvement of all competencies.

Thus, a comprehensive strategy is the most effective, since it allows not only relying on one's strengths, but also working on the least developed competencies, achieving balance and harmony in development, as well as efficiency in behavior.

FIRST Development Principles

In order for the competence development process to be effective, it is necessary to adhere to the FIRST principle of continuous development:

Focus on priorities(focus on priorities) - define development goals as precisely as possible, select a specific area for improvement;

implement something every day(practice regularly) - regularly perform developmental activities, applying new knowledge and skills in practice, solving more complex tasks that go beyond the "comfort zone";

Reflectonwhathappens(evaluate progress) - constantly monitor the changes taking place in your behavior, analyze your actions and the results achieved, the reasons for success and failure;

Seek feedback and support(look for support and feedback) - use feedback and support in learning from experts, experienced colleagues, listen to their opinions and recommendations;

Transferlearningintonextsteps(set new goals for yourself) - continuously improve, constantly define new development goals for yourself, do not stop there.

Competence development methods

Competencies can be developed through several methods. In order for the improvement of competencies to be most effective, it is necessary to use development methods from three main categories, each of which involves its own way of mastering models of successful behavior, is characterized by its own advantages, as well as some limitations:

1. Tell (learning theory) - identifying models of successful behavior in the process of independent study of theoretical material (business literature, video courses, searching for materials on the Internet, etc.), as well as in the course of participation in thematic educational programs (trainings, seminars courses, obtaining a second higher education in another specialty, MBA degrees and other educational programs).

2. Show (learning from the experience of others) - identifying models of successful behavior by observing people with a high level of development of these competencies in work situations, discussing with them the methods and techniques that allow them to achieve high results; as well as improving competencies with the involvement of a coach, mentor, receiving feedback from experienced people.

3. Do (practical application) - mastering models of successful behavior by regularly applying the acquired theoretical knowledge in real activities, both when performing tasks that are part of the direct duties of the employee, and when performing special tasks and projects that are additional to the main duties or not related to professional activity.

Advantages and limitations of using different development methods

1. Tell (learning theory)

1.1. self-education

(business literature, video courses, Internet, etc.)

Advantages:

Provides an opportunity to obtain the theoretical knowledge necessary for development at a convenient time

Allows you to deeply understand and work out the theoretical material necessary for development.

The regularity of self-education activities is a test of personal motivation

Restrictions:

There is not always enough time for independent study of theoretical material.

It is difficult to assess the haste of self-development due to the lack of feedback from other people.

It is not always clear how one or another technique or approach can be applied in real life.

1.2. Attending trainings, seminars and other educational programs

Advantages:

Allows you to gain basic knowledge and skills on a topic of interest.

Provides an opportunity to consult with trainers who are experts in the field.

Helps to streamline the knowledge and skills that you already possess.

Restrictions:

During the training, tasks are used that simulate specific work situations, but do not reflect the full complexity of real problems.

During the training, new skills are not fully consolidated; they need to be worked out in real practical activities.

2.1. Observing the actions of others

Advantages:

Opportunity to obtain information about specific practical techniques that are effective in real business situations (including your company).

The opportunity to learn successful behavior patterns by observing the behavior of people with a high level of competence development, regardless of whether they are employees of the company.

Allows you to consult with experienced colleagues, ask for their opinion and specific recommendations on the best ways to do the job.

Restrictions:

It is not always possible to find people in your environment who are the benchmark in the area you are focused on developing.

More experienced colleagues or others with an ideal behavior pattern may succeed in ways that are not personally suitable for you, and you will not be able to apply them.

Not always experienced performers can tell in detail about the methods and techniques that they use to achieve success, explain the scheme of actions.

2. Show (learning from the experience of others)

2.2. Getting feedback, development with the involvement of a mentor, coaching development with the involvement of a mentor, coach

Advantages:

Allows you to find out the opinion of the people with whom you interact most often in your professional activities about your behavior (colleagues, subordinates, manager).

The opportunity to discuss and, together with an experienced mentor, coach, develop action schemes that correspond to the characteristics of your activity.

Assumes an individual approach, provides the opportunity for a more targeted adjustment of your competencies.

Restrictions:

The feedback received from colleagues may not always be objective.

Your inner readiness to hear critical assessments is necessary.

It can be difficult to find employees within the company who, on a systematic and regular basis, will help develop,
carry out mentoring.

3. Do (practice)

3.1. Development in the workplace

Advantages:

It gives you the opportunity to consolidate the knowledge and skills you have gained in the course of self-study of literature, passing trainings and training programs, observing the behavior of other people, etc.

Allows you to regularly practice the necessary skills and abilities, styles of behavior in familiar work situations.

Provides high involvement in development, because you can notice an increase in work results when applying new knowledge and skills.

Restrictions:

It will not be effective enough without preliminary theoretical preparation.

Effective in case of complex application with other methods of individual development.

The use of insufficiently formed and practiced skills in real work situations can lead to errors and temporarily reduce efficiency.

Your current job responsibilities and tasks may not always allow you to develop new knowledge and skills in practice.

3.2 Special assignments/projects

Advantages:

It provides an opportunity to practice the necessary skills and behavior when there are no suitable conditions for this in your professional activity.

Allows you to work out the necessary skills and behavior in atypical situations.

Restrictions:

Such a project should be necessary and useful for the organization or for you personally.

Special tasks and projects do not allow you to regularly practice skills, because. appear from time to time.

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