The meaning of the word “competence.” Competency model: structure, quality standards, stages of creation, competency profile, application Composition of competence

Different organizations understand competencies differently. But in most cases, competencies are presented in the form of some kind of structure, like the diagram in Fig. 1.

In the structure shown in Fig. 1, behavioral indicators are the core elements of each competency. Related competencies are combined into clusters.

Figure 1 TYPICAL COMPETENCY STRUCTURE DIAGRAM

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

Behavior indicators

Behavioral indicators are standards of behavior that are observed in the actions of a person with a specific competency. The subject of observation is the manifestation of high competence. Manifestations of weak, ineffective “negative” competence can also be the subject of observation and study, but this approach is rarely used.

IN Application For the book, behavioral indicators are presented as examples of effective competence. Example. Behavioral indicators of the “WORKING WITH INFORMATION” competency, that is, actions in the process of collecting and analyzing information, include the following employee abilities:

Finds and uses fruitful sources of information.

Accurately determines the type and form of information required.

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

Competencies

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

Competencies without levels

A simple model, that is, a model that covers types of work with simple standards of behavior, may have one list of indicators for all competencies. In this model, all behavioral indicators apply to all activities. For example: a model that describes the work of only senior managers of a company may include the following behavioral indicators in the “Planning and Organizing” section:

Creates plans that organize work according to deadlines and priorities (from several weeks to three years).

Creates plans that closely align with departmental performance goals.

Coordinates the activities of the department with the company's business plan.

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

Competencies by level

When a competency model covers a wide range of jobs with varying categorical requirements, behavioral indicators within each competency can be compiled into separate lists or divided into “levels”. This allows a number of elements of different competencies to be brought under one heading, which is convenient and necessary when the competency model must cover a wide range of activities, jobs and functional roles.

For example: the content of the planning and organizing competency may be suitable for both an administrative role and a managerial role. The criteria for the behavior of people involved in planning and organizing activities are different for different roles, but the distribution of criteria by level makes it possible to include homogeneous indicators of behavior necessary for organizing and planning in one competency model and not to develop separate models for each role. However, some competencies will have only one or two levels, while others will have several levels. For example, in Application Several levels are considered for each competency, although most competencies include three levels. But the competency “ACHIEVEMENT OF RESULTS: Planning” contains four levels, and “ACHIEVEMENT OF RESULTS: Management Clarity” - only two levels. One of the ways to distribute competencies by level is to reduce standards of behavior into groups designated by numbers: the more complex the required standards of behavior, the higher the level. Some companies link levels directly to activity grades. For example, in some models, all Level 1 competencies relate to specific job grades, and all Level 2 competencies are included in the next block of positions, etc. There is usually a certain connection between competency levels and the complexity of the activity, but this connection is not always direct and unambiguous. For example, a senior manager position requires the employee to have the highest level of “relationship management” competency, while junior managers may perform limited roles of this kind (handling claims, maintaining accounts, etc.). For this reason, many firms avoid using their existing structures when drawing up competency levels.

Another method of distributing competencies by level is by dividing them according to the professional qualities that the employee needs. This method is used when the competency model relates to one level of work or one role. For example, the model may include a list of the following indicators:

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

Outstanding competencies - level of performance of an experienced employee

Negative competencies are usually standards of behavior that are counterproductive to effective work at any level

This method is used when it is necessary to assess the varying degrees of competence of a group of workers. Examples. When assessing job candidates, you can apply baseline (minimum) standards of behavior. When assessing the performance of experienced personnel, more complex competencies can be applied. In both cases, negative indicators of behavior can be used to identify disqualifying factors and develop a competency model. By introducing levels, you can accurately assess personal competencies without complicating the structure of the competency model.

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

Names of competencies and their descriptions

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

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

Typical competency names:

relationship management

group work

collection and analysis of information

making decisions

personal development

generation and accumulation of ideas

planning and organization

managing task completion by deadline

goal setting

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

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

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

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

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

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

Competency clusters

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

Intellectual activities, such as problem analysis and decision making

Actions, for example, to achieve specific results

Interaction, for example, working with people.

All phrases in the description of competency models must be presented in a language that is generally accepted and accessible to staff. IN Application, to which we periodically refer, these bundles of competencies are entitled:

WORK WITH PEOPLE

WORKING WITH INFORMATION

BUSINESS DEVELOPMENT

ACHIEVE RESULTS.

Competency clusters are usually given names similar to these to ensure that the competency model is understood by all employees.

Some organizations present descriptions of entire “bundles” of competencies to reveal the nature of the competencies included in each set. For example, the competency cluster “Working with information” can be represented by the following phrase:

“Working with information includes all kinds of forms of information, methods of collecting and analyzing information necessary for making effective decisions - current, operational and future.”

Model competencies

A competency model is a term for a complete set of competencies (with or without levels) and behavior indicators. Models may contain detailed descriptions of the standards of behavior of personnel in a particular department or standards of actions leading to the achievement of specific goals, but may also include basic standards of behavior developed to fully describe the business structure or activities aimed at achieving a set of diverse corporate goals. The detail included in the description of a competency model depends on the intended practical application of a particular model.

The number of competencies in models in recent years has decreased. Models that included 30 or more different standards were once common; Models containing no more than 20 competencies are now common, and sometimes only eight. Many users consider a set of competencies from 8 to 12 standards in one model to be optimal.

But models with a large set of competencies still exist. This is because some firms try to cover all the information needed for all situations and roles, including detailed descriptions of tasks and performance and standards of employee behavior. The experience of recent years has shown that the most effective is the development of a general model of competencies - such as is given in our Application, with an indication of how to use the general model in practice.

The more competencies a model contains, the more difficult it is to apply. Experts believe that in an overly detailed model it is difficult to identify specific competencies, since the differences between individual competencies in such a model can be subtly small.

Experts are confused

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

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

Volume is very important

Several years ago, a government agency developed a very complex competency model. The model contained about 60 competencies, each with five levels of complexity. In addition, this model linked behavioral standards to task and performance outcomes. This meant that each competency was illustrated with many examples (up to seven), which also covered different levels of competency. Users of the model found it nearly impossible to apply, and the 200-page reference document itself did not inspire any of the confidence that would have been generated if the developers had created the correct model.

The agency, realizing the mistake, reworked the model: it defined standards of behavior that were common to all roles in the organization. The new model included only 12 competencies. Even the division of each competency into levels fit into a document of only 12 pages. Users found the new model to suit their needs, but the idea of ​​going back to the original model never appealed to anyone.

If all the competencies included in the model apply to all activities of a company or department, then the model is often called a “Core Competency Model.”

The core model does not include competencies that differentiate the performance of the work groups for which the model is intended. The core competency model consists of competencies that cover standards of behavior that are common to all activities, or only standards for specific types of work in a particular organization. The behavioral standards included in the core model are truly general, so more work needs to be done to apply these standards to specific activities. For example: in the Application there is a competency “Decision Making” (in the cluster “WORKING WITH INFORMATION”). Standards of behavior of the first level of this competency:

Follows pre-established decision-making procedures.

Collects and uses all information necessary to make decisions.

Regularly reviews and agrees decision-making boundaries appropriate to the role.

Delegates decisions to others when delegating a decision is appropriate.

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

Follows customer service procedures strictly according to standards.

Receives and uses information from customer service databases and customer procedures manuals; if necessary, consults colleagues when making decisions.

Does not make decisions that exceed the powers established by the administration.

Model example

This structure includes clusters of competencies, that is, it describes in detail the main elements and standards of behavior of employees in the process of specific activities. The application is designed exactly this way. Figure 2 illustrates this using examples from the WORKING WITH PEOPLE cluster.

• Competence (from Lat. competere - to correspond, to approach) - A range of issues, in which someone. well informed. (Ozhegov, Shvedova, the link is on the black list)

  Competence is the basic quality of an individual, which includes a set of interrelated personality qualities necessary for high-quality productive activity.

  Competence is a set of interrelated basic personality qualities, including the application of knowledge, skills and abilities in high-quality productive activities.

  Competence is a non-additive, synergistic system of knowledge, abilities, skills and abilities, united by its key system-forming element (configurator) and aimed at solving certain tasks of activity.

  Particular uses of the term:

  Professional competence - the ability to successfully act on the basis of practical experience, skills and knowledge in solving professional problems;

  Competence (jurisprudence) - a set of legally established powers, rights and obligations of a specific body or official; determines its place in the system of state bodies (local government bodies). The legal content of the concept of “competence” includes the following elements: subjects of jurisdiction (the range of those objects, phenomena, actions to which authority extends); rights and obligations, powers of a body or person; responsibility; compliance with the set goals, objectives and functions.

  Competence (as a category of public law) is a legal means that allows you to determine the role and place of a specific subject in the management process by legislatively assigning to it a certain volume of public affairs.

  Competence of bodies of legal entities.

  Competence (personnel management) is the personal ability of a specialist (employee) to solve a certain class of professional tasks. In personnel management, competence is often understood as formally described requirements for the personal, professional and other qualities of a candidate for admission, an employee, or a group of company employees;

  Intercultural competence - the ability to successfully communicate with representatives of other cultures;

  Competence (linguistics) (lat. competentia - consistency, proportionality; en: Competence (linguistics)) - intuitive knowledge about the language that a speaker has in his native language and which allows him to correctly express thoughts in words (words, phrases in context) in his native language language and distinguish correct (rational, consistent) sentences from incorrect ones.

  Competence (immunology) - the ability of the human body and warm-blooded animals to a specific immune response, mainly to the formation of antibodies, carried out by the joint activity of cells of several categories, mainly the so-called immunocompetent (antigen-sensitive and antigen-reactive ) lymphoid cells.

  The key competence of an organization is the totality of the organization’s competitive advantages, its main trump card in competitive or hypercompetitive struggle.

  An area of ​​competence is a set of knowledge and skills of a person or organization that they perform at a high, competitive level.

  Competency codes. According to the Federal State Educational Standard, competence is a predetermined social requirement (norm) for the educational preparation of a student, student, student. As part of the Federal State Educational Standard, competencies have codes.

  Competence is an integrative characteristic of a subject’s capabilities to carry out activities in a particular area of ​​the economy.

  Permyakov O. E. Development of systems for assessing the quality of training of specialists / Abstract of the dissertation for the degree of Doctor of Pedagogical Sciences. S.-Pb.-2009.

Main features of key competencies. Modern pedagogical literature presents a fairly large set of competencies, which actualizes the problem of their selection and systematization according to certain criteria. For example, during the Council of Europe symposium on the topic “Key Competencies for Europe” the following indicative list of key competencies was identified: study; search; think; cooperate; get down to business; adapt.

The problem of selecting basic (key, universal) competencies is one of the central ones for education. All key competencies are distinguished by the following characteristic features:

Firstly, they are multifunctional; mastering them allows you to solve various problems in everyday professional or social life.

Secondly, key competencies are supra-disciplinary and interdisciplinary, they are general in nature and are therefore easily transferable to various situations, not only at school, but also at work, in the family, in the political sphere, etc.

Thirdly, key competencies require significant intellectual development: abstract thinking, self-reflection, determining one’s own position, self-esteem, critical thinking, etc.

Fourthly, key competencies are multidimensional, that is, they include various mental processes and intellectual skills (analytical, critical, communication, etc.), know-how, as well as common sense.

Key competencies are based on universal knowledge, skills, generalized experience of creative activity, emotional and value relations. Universal, according to L.N. Bogolyubov, are fundamental knowledge, including broad theoretical generalizations and basic scientific categories. For example, in mathematics such concepts include the concept of “number”, in physics – “energy”, in history – “state”, etc., and universal skills are generalized methods of activity.

Types of competencies and their structure. In accordance with the division of educational content into general metasubject (for all subjects), interdisciplinary (for a cycle of subjects) and subject (for a specific subject), A.V. Khutorskoy proposes a three-level hierarchy of competencies: 1) key competencies; 2) general subject competencies; 3) subject competencies. Key competencies relate to the general (meta-subject) content of education. General subject competencies relate to a specific cycle of subjects, and subject competencies are associated with a specific subject. All groups of competencies are interrelated: key competencies are specified first at the level of a cycle of subjects, and then at the level of each individual subject for each stage of education.

Analysis of the component composition of key competencies within the framework of various pedagogical and psychological studies allows us to turn to the definition of the structure of key competencies of students.

I.A. Zimnyaya and Yu.G. Tatur mandatory components of key competencies include: positive motivation (readiness) to demonstrate competence; value-semantic ideas (attitudes) to the content and result of activity (value-semantic aspect); knowledge underlying the choice of how to carry out the relevant activity (cognitive basis of competence); ability, experience (skill) to successfully implement the necessary actions based on existing knowledge (behavioral aspect); emotional-volitional self-regulation.

G.K. Selevko presents a key competence as a complex of components, including knowledge (cognitive), activity (behavioral) and relational (affective) components. A.V. Tikhonenko, in addition to the listed components of key competencies, includes a social component (the ability and readiness to meet the requirements of the social order for a competent specialist).

Thus, the structure of key competencies is characterized by an integrative nature and represents the unity of its components: motivational, cognitive, value-semantic, behavioral, which should be reflected in the content of general secondary education.

Classifications of key competencies. The issue of classification of key competencies also does not have a clear solution in the literature.

“in the field of independent cognitive activity, based on the assimilation of methods of acquiring knowledge from various sources of information, including extracurricular ones;

in the sphere of civil and social activities (playing the roles of a citizen, voter, consumer);

in the field of social and labor activities (including the ability to analyze the situation on the labor market, assess one’s own professional capabilities, navigate the norms and ethics of relationships, self-organization skills);

in the everyday sphere (including aspects of one’s own health, family life, etc.);

in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual).”

Based on the provisions formulated in Russian psychology that: a) a person is a subject of communication, cognition, and work (B.G. Ananyev);

b) a person manifests himself in a system of relationships to society, other people, to himself, to work (V.N. Myasishchev); c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competencies (A.K. Markova) I.A. Zimnyaya identified three main groups of competencies:

1. Competencies related to the person himself as an individual, subject of activity, communication:

Health care competencies: knowledge and adherence to healthy lifestyle standards, knowledge of the dangers of smoking, alcoholism, drug addiction, AIDS; knowledge and compliance with the rules of personal hygiene and everyday life; physical culture of a person, freedom and responsibility of choosing a lifestyle;

Competencies of value-semantic orientation in the world: values ​​of being, life; cultural values ​​(painting, literature, art, music); Sciences; production; history of civilizations, one’s own country; religion;

Integration competencies: structuring knowledge, situationally adequate updating of knowledge, expansion, increment of accumulated knowledge;

Citizenship competencies: knowledge and compliance with the rights and responsibilities of a citizen; freedom and responsibility, self-confidence, self-esteem, civic duty; knowledge and pride in the symbols of the state (coat of arms, flag, anthem);

Competencies of self-improvement, self-regulation, self-development, personal and subject reflection: the meaning of life; Professional Development; language and speech development; mastering the culture of the native language, proficiency in a foreign language.

2. Competencies related to social interaction between humans and the social sphere:

Competencies of social interaction: with society, community, team, family, friends, partners; conflicts and their repayment; cooperation; tolerance, respect and acceptance of others (race, nationality, religion, status, role, gender); social mobility;

Competencies in communication (oral, written): dialogue, monologue, generation and perception of text; knowledge and observance of traditions, ritual, etiquette; cross-cultural communication; business correspondence; office work, business language; foreign language communication, communicative tasks, levels of influence on the recipient.

3. Competencies related to human activities:

Cognitive activity competencies: setting and solving cognitive problems; non-standard solutions, problem situations - their creation and resolution; productive and reproductive cognition, research, intellectual activity;

Activity competencies: play, learning, work; means and methods of activity: planning, design, modeling, forecasting, research activities, orientation in various types of activities;

Information technology competencies: receiving, processing, issuing information (reading, note-taking), mass media, multimedia technologies, computer literacy; mastery of electronic and Internet technology.

Let us present another point of view on the issue under consideration. Based on the main goals of general education, as well as the structure of social experience, personal experience, and the main types of student activities, A.V. Khutorskoy identifies seven groups of key competencies for general education:

1. Value and semantic competencies. These are competencies in the field of worldview related to the student’s value orientations, his ability to see and understand the world around him, navigate it, realize his role and purpose, choose goals and meaning for his actions and actions, and 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.

2. General cultural competencies. This is a range of issues in relation to which the student must be well informed, have knowledge and experience. This includes - features of national and universal culture, spiritual and moral foundations of human life, individual nations and humanity, cultural foundations of family, social and public phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in everyday life and cultural life. -leisure sphere. This also includes the student’s experience of mastering the scientific picture of the world.

3. Educational and cognitive competencies. This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. In relation to the objects being studied, the student masters the skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, and heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from speculation, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

4. Information competencies. This is a set of competencies in the field of information activities using a complex of modern information and computer technologies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technologies (audio, video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information is formed, organize, transform, store and transmit it. These competencies provide the student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world.

5. Communication competencies. This is a set of competencies in the field of communication activities. They include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills of working in a group, and mastery of various social roles in a team. The student must be able to introduce himself, write a letter, application, fill out a form, ask a question, participate in a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real communication objects and ways of working with them are recorded for a student at each level of education within each subject or educational field being studied.

6. Social and labor competencies. This is a set of competencies in various areas of human social and labor activity. This includes knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), the social and labor sphere (the roles of consumer, buyer, client, producer), in the field of family relations (son-daughter roles, father roles or mother, grandfather or grandmother), in the field of economics and law (the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, know and be able to use one’s rights, etc.), in the field of professional self-determination. By mastering social and labor competencies, the student masters the minimum skills of social and labor activity necessary for life in modern society.

7. Personal self-improvement competencies. This is a set of competencies aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the sphere of these competencies is the student himself. He masters ways of acting in his own interests and capabilities, which is expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, taking care of one’s own health, sexual literacy, and internal environmental culture. This also includes a set of qualities related to the basics of a person’s safe life.

This list of key competencies is presented in the most general form; it is specified depending on the age characteristics of the student, the content of education in educational fields and individual academic subjects.

An interesting point of view on this issue is A.M. Novikov, who talks about “basic qualifications”.

By introducing supra-subject basic qualifications, he proceeds from the fact that between general and vocational education an increasingly powerful layer of educational components begins to grow, which cannot be attributed either to general education or to vocational education itself. They are necessary today in any work activity; these are the basic qualifications. These include possession of “cross-cutting” skills: working on computers, using databases and data banks, knowledge and understanding of ecology, economics and business, financial knowledge, commercial savvy, technology transfer skills (transfer of technologies from one area to another), marketing skills and sales, legal knowledge, knowledge of the patent and licensing sphere, skills in protecting intellectual property, knowledge of the regulatory conditions for the functioning of enterprises of various forms of ownership, skills in presenting technologies and products, knowledge of professional terminology of foreign languages. In addition, here we should add sanitary and medical knowledge, knowledge of the principles of existence in conditions of competition and possible unemployment, psychological readiness to change professions and fields of activity, etc. .

“Towards general education,” writes A.M. Novikov, training cannot be classified as these basic qualifications, since it is necessary to develop skills in using databases and data banks, technology transfer, etc. is possible only in the process of any specific professional (educational and professional) activity. At the same time, basic qualifications are “cross-cutting” knowledge and skills necessary to work anywhere and in any profession. Perhaps this is precisely the area of ​​​​polytechnic education, in a “new sound”, in a “new edition”.

PROGRAM

B2.B.3. Industrial practice (research work)

Direction of preparation: 03/38/01 Economics

Focus (profile): Enterprise Economics and Entrepreneurship

Graduate qualification: Bachelor

Form of study: full-time, part-time

The work program was discussed and approved at a meeting of the Department of Enterprise Economics and Entrepreneurship on May 30, 2014.

Head of the department A.F. Shupletsov

Irkutsk 2014

The program is compiled in accordance with the Federal State Educational Standard for Higher Education in the direction of 38.03.01 Economics.

Work program update date: 06/30/2015

Work program update date: 12/10/2015

Work program update date: 06/30/2016

Type of practice: production.

Type of practice: research work.

Practice objectives

The purpose of completing research work is to prepare the student for independent implementation of research activities in the relevant field of professional activity. In addition, carrying out research work contributes to the development of skills in independent research work, consolidation of knowledge acquired within the framework of theoretical training, acquisition of the required professional competencies in terms of analytical, research activities, acquisition of experience in the study of current scientific problems, including including the subject of final qualifying (bachelor's) work.

Methods, forms and places of practice

Method of practice: stationary.

Form of practice: discretely.

Place(s) of practice: specialized organization, structural divisions of the university.

List of planned learning outcomes during internship, correlated with the planned results of mastering the educational program

As a result of completing this internship, the student must develop certain competencies and acquire certain practical skills.

Competency map of practice

Competency structure

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

Competency structure

Example of competency

Types of competencies

British approach

American approach

Competency assessment scale

Example of competency levels

10. Rating scale (application)

11. Competency model

12. How to use the competency model

13. Instead of a conclusion

14. Conclusions: