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2CAREER COMPETENCES
Abstract
The prevailing factor in career development is education. Before higher educational institutions students should - give an enormous task necessary knowledge and abilities which they will use in case of the solution of the tasks set for them to provide career development. Young specialists even during training of an institution shall be sure of educational that their intellectual potential will be demanded. At them it shall be well created requirement to self-realization and self-expression. The research purpose consists in development of the methodical tools aimed at assessment of career competences of the personality. The leading approach in case of a research of this problem it is chosen competence-based as it is not only the leader now, but also promotes more complex studying of professional activity of the individual. In article the sociological problem of career development of the personality is considered and the main component of this process are career competences. Availability of career of the worker partially depends on the level of their formation. Objective assessment of this phenomenon is necessary for the correct career development. Results of the provided research can serve as material for evaluating at the entities for the purpose of identification of the worthy applicant for a post.
Keywords
competence, managerial competence, competence, young specialist, career, professional development, official growth
AUTHORS Elena Bavykina
Associate Professor, Biysk Institute of Technology, the branch The Altai State Technical University after I.I. Polzunov, 27, Str. after the Hero of the Soviet Union Trofimova, Biysk, 659305, Russia.
E-mail: bawikina.82@mail.ru
Svetlana Gushina
Associate Professor, Biysk Institute of Technology, the branch The Altai State Technical University after I.I. Polzunov, 27, Str. after the Hero of the Soviet Union Trofimova, Biysk, 659305, Russia.
E-mail: svetik-ru@list.ru
Tatyana Koretskaya
Associate Professor, Biysk Institute of Technology, the branch The Altai State Technical University after I.I. Polzunov, 27, Str. after the Hero of the Soviet Union Trofimova, Biysk, 659305, Russia.
E-mail: koreckaya77@mail.ru
Introduction
The personnel are an important link of any organization. From personnel, its qualification, personal installations, knowledge and abilities finally success of the entity can depend. In this regard development of such model of staff evaluation of the organization which could be used for the different directions of personnel management is represented very urgent: selection and acceptance of personnel, its certification, job development, etc.
The happening changes in a field of activity of the companies require increase in the level of development of employee competences. But actually the system of professional development existing in most the Russian companies not fully provides requirements of the organization for a personnel with a certain level of development of competences. The majority existing today at the Russian entities of systems of professional development
have no sufficient succession with the higher and secondary professional education of employees, are fully not capable to provide implementation of continuous professional development of employees. The management isn't considered by professional and creative bents of employees, don't observe their private interests that eventually doesn't allow the employee to realize fully itself and the professional opportunities, don't promote his individual creative development.
It follows from this that at the present stage the management of most the Russian companies needs to review own approach to the organization of process of the professional development aimed at improvement of quality of a labor power to problem definition and is more whole than professional development, its priorities
It most full, in our opinion, professional qualities, knowledge and abilities of the specialist can be determined on the basis of competence-based approach, i.e. on the basis of identification at each specific employee of competences and assessment of their level.
Competence-based approach appeals to a modern paradigm cross-disciplinary (post-disciplinary) science and education. Therefore it isn't surprising that the principle of competence arose within one of specific sciences and subsequently it was extrapolated as the scientific method applicable to various spheres of knowledge. Competence-based approach represents system of the indicators which are based on an employee competence rating. This approach has the professional oriented nature and unlike traditional approach is intended to estimate the level of formation of capabilities to solve professional problems, but not set of standard knowledge, skills.
Value of competence-based approach is very important for education and the employer as it is a basis for development of the system of employment relationships which would connect requirements of business, the work of personnel and a task facing a modern education system. A considerable part of the entities already implement own approaches to assessment of labor potential of personnel which are very similar to personnel management methods on the basis of assessment of competences.
Thus, competence-based approach is the base allowing to develop the system of employment relationships connecting requirements of a workplace and a task of modern educational system.
Methodological Framework
Interest in competence-based approach is caused by a number of the objective reasons, one of of which change of the production sphere is. Changes in production demand from the worker a number of the following qualities, such as the high education level, a work experience, universality, competence.
Competence as a basic element of competence-based approach represents a multilevel and multidimensional concept. For the most complete disclosure of its essence and content we will consider the main approaches, characteristics competence, its structure, we will reveal identities and distinctions with related terms.
The first approach to determination of competences is based on correlation of this concept with a certain sphere of activity of the subject and characterize borders of these activities, i.e. an activities implementation condition.
According to Yu. G. Tatur competence represents the single property of the individual causing it desire and capabilities to realize the equity for a successful labor activity in a certain professional area. According to S. Uiddet and S. Holliford, competence represents no other than the description of working tasks. From the point of view of R. Boyatsis, competence is a set of capabilities by which are created at the specific individual and which determine his behavior according to requirements of work and achievement of desirable results.
Thus, proceeding from the analysis of determinations becomes obvious that competence is a set of knowledge, skills of rather professional activity. Let's agree the first approach to call "objective".
Within the second approach competence is identified with personality characteristics workers. The most general definition of competence is given by A. V. Rastyannikov. He considers competence as "a capability of the subject to work adequately, in compliance with situation conditions, and in the direction of receipt of the results having a certain value" (Rastyannikov, Stepanov, Ushakov, 2002).
The analysis of the points of view of supporters of this approach, it is necessary to allocate the fact that, formulating competence determination, each author opens not only a substantial part of this concept (certain structural components, their interrelation), but also intrinsic (operating with characteristics of this structure).
So, according to A. V. Rastyannikov feature of a substantial part of competence is the subject's capability, and the intrinsic basis of this concept is determined through the characteristic of adequacy of competences in relation to a certain situation, operating already with such term as competence sales terms (that in our understanding is characterized by the term of competence).
Other authors expand a concept of competence, supplementing a substantial part with other elements. O. V. Ivanov turns on behavioural indicators (Ivanov, 2004) in structure of a concept. The capacious substantial part including several elements is reflected at such authors as E. F. Zeer, O. N. Shakhmatova, V. S. Bezrukova, M. A. Choshanov: they include professional knowledge and abilities, methods of accomplishment of professional activity in structure of competence.
The researcher in the field of management of personnel G. Kannak (France) (Kibanov, 2012) treats competences as a rational combination of knowledge and capabilities considered on a small period which are possessed by employees of this organization. One of the main conditions of successful implementation of these elements is compliance of employee competences to the current tasks of the organization.
I.A.Zimny determines competence as the internal, potential, hidden psychological new growths which include knowledge, representations, programs (algorithms) of actions, and also systems of the relations. Competences are shown and staticized in behavior, activities of the person
Thus, within the second approach - "subjective" - competences are identified with personality characteristics and capabilities of the subject of activities.
In this work not all points of view of scientists on the concept "competence" are provided. But even this small list of determinations shows that there are different views on this concept and general in them is the understanding of competence as capability and readiness of the individual on the basis of the acquired knowledge and abilities to cope with various tasks. This determination would be not complete if wouldn't be included set of knowledge in structural content of the concept "competence", skills which are necessary for readiness for the solution of a specific objective, for action in a specific situation.
Generalizing the above, we note that competence has resource character, i.e. is a component of set of combinations of properties of the subject of activities by means of which application the effective objective is achieved. Competence carries, on the one hand, conditional nature, i.e. designates operating conditions of the subject of activities as is the characteristic of interaction of the environment and the subject, and with another - resultant nature, i.e. is a result of manifestation and use of resources by the subject of activities determining efficiency of these activities. Apparently from the analysis, competences and competence - the concepts interconnected and interdependent, but not identical.
Allocated in the course of the analysis essence and distinctions of concepts of competence and competence will allow to build competently interrelation of subsystems of personnel management for the purpose of creation of a single effective personnel management system.
According to authors, the concept of competence needs to be considered in a complex, uniting two approaches in single it is subjective also objective as competence includes along with availability of knowledge, abilities, skills motivational, ethical, social and behavioural components, concerning a workplace. If knowledge, abilities, skills assuming action by analogy with a sample, then competence assumes experience of independent activities on the basis of encyclopedic knowledge.
Competence is a related concept of competence. Most of scientists understand a set of competences as competence. From the author's point of view competence represents the resultant parameter received as a result of interaction of two elements: sets of competences and motivational component.
In forming of qualities and abilities, important for future career, competence-based approach helps with an education system. Orientation to forming of professional competence acts as a main goal of the higher school today. In modern conditions competence-based approach of level of education is determined not so much by amount of knowledge, how many a capability to solve professional problems and problems of various levels of complexity on the basis of already available knowledge. Such principles as are the cornerstone of competence-based approach:
- the educational program includes not only development of a certain profession, and, in more degree, core basic competencies which will allow young specialists to react to work market changes quickly;
- a continuity of improvement of professional knowledge during all human life;
- flexibility of professional education.
Differences of competences from other results of educational process consist that they: are the integrated result; allow to solve the whole class of tasks; exist in the form of activities, but not just in the form of knowledge of activities methods. All competences are expressed through actions. They imply that the student will acquire necessary skills and knowledge in practice, and not just theoretically, that is through the analysis, estimation, planning, designing, etc. In forming of key qualities and abilities competence-based approach very well helps with an education system. Therefore it is very important to strengthen a practical orientation of timely education. Therefore it is very important to strengthen a practical orientation of modern education.
Results
The result of professional readiness of future specialist within competence-based approach will be considered as "a capability to activities" which assumes a capability to set the purpose and to reach it in activities, to solve problems, to be able to analyze, estimate the activities, a capability to a reflection.
Discussions
In literature the set of classifications of competences is described. For different activities allocate different types of competences (N. V. Kuzmina, A. K. Markov, L. A. Petrovskaya, etc.). However I. A. Zimnyaya in the article "Social and Professional Competence as Complete Result of Professional Education (Idealised Model" emphasizes that any of classifications can't be perfect.
Also general are most often allocated professional (professional oriented) (key, basic, universal, nadprofessionalny, etc.). This approach found reflection in educational
standards of the higher education in Russia. In new FGOS IN competence are broken into three groups: common cultural, professional, all-professional.
Most precisely about a role of common cultural competences of training of university graduates, and, above all for their follow-up labor activity and personal development E. V. Leonova wrote: "In modern post-industrial society for professional success the university graduate needs to be ready to life-long education during all life, to activities in constantly changing work market conditions. He shall be able to analyze quickly information, to make creative decisions in an uncertainty, to have communicative competence. All these qualities are a part of professional and common cultural competences which formation, along with the acquired knowledge, skills, is result of higher education".
The tool basis of professional competences is sokstavlyat by professional knowledge, abilities, skills (qualification) - cTe-neHb and a type of professional training of the graduate for accomplishment of opkredelenny work.
The motivational basis of professional competence is aspiration to a labor activity in this professional sphere, aspiration to enhancement of these activities. The professional ethics express a valuable and semantic basis of prokfessionalny competence of the subject of activities as a priverzhenknost to professional values, responsibility for social poksledstviye of professional activity.
Forming of all-professional competences implies mastering knowledge, abilities and capabilities necessary for work on a certain specialty (profession). However now the role of management of people and the relations which becomes a special type of professional activity increases in all types of professional activity.
According to authors, the classification given above is peculiar to the educational environment. When moving from the educational environment to production the individual faces the specific competent environment. We consider it expedient to carry out classification of the competences widespread in the production environment. Thus, in the production environment basic competences, specific competences, career competences are distinguished.
Basic competences - a set of knowledge, skills necessary for implementation of simple labor functions. Receipt of such skills is confirmed by official documents (the diploma, the certificate, the certificate, etc.) which require employers in case of employment. Basic skills are closely connected with features of mentality and social skills. They help to achieve success in career.
Specific competences - set necessary for implementation of professional activity. It is possible to refer knowledge, abilities, skills of the worker to specific competences, for example, knowledge of foreign languages, skills of work on the computer and other purchased capabilities.
Career competences represent set of knowledge, abilities, skills necessary for implementation of the professional and career development. Also it is possible to refer qualities of the personality to managerial competences, for example, skill to communicate, leadership skills, analytical skills, ability to create and perform projects, a capability to set the purposes and to reach them, etc.
In this context deserves a special attention career competences as a set of the qualities necessary for career development. Often in higher education institutions don't pay a due attention to purposeful forming at students of this competency group.
Group of scientists under the leadership of E. A. Mogilyovkin understand meta-ability of the specialist to operate masterly with knowledge and tools giving the chance to solve, in addition to the main, atypical and non-standard career tasks and also to effectively build a career way as career competence.
It should be noted that career employee competences are the qualities necessary for effective implementation of professional activity on higher (in comparison with taken at present) official position.
Many employers put in employee development, the occupied on executive positions, considerable funds. But sometimes the trainings, seminars training programs don't bring the necessary result. That is why, before developing career competences of the head, it is necessary to carry out quality standard of skills and personal qualities of the candidate for an executive position. The correct assessment will give the chance to develop those qualities which are at a low level, or, on the contrary, to refuse the chosen candidate.
Management represents process of development, acceptance and implementation of management decisions and is directed to optimization of activities of people by means of economic, administrative, psychological and pedagogical influences on requirements, valuable orientations, installations of the personality, group, collective and, finally, -increase in effectiveness of professional activity.
Career competence acquires high relevance, and forming of career competences is one of tasks of professional education realized in case of development of various educational programs.
Basic principles of determination of career competences:
- competences are determined, proceeding the purposes and tasks of the company, show what abilities and business qualities the managerial structure of the company for business goal achievement shall have;
- all competences shall be described in the form of behavioural indicators.
Competences are usually designated by a certain name which is given the
corresponding description.
Career competence allows to focus periodically in the perception own career practices, and then it is correct to calculate and in time to make the career transition removing it on the expected level in career. It does it successful in a career field in comparison with those at whom the level of managerial competence is lower, and they don't know when to concentrate and when it is necessary to be resolute and prompt in career. The combination of the career competences which are available for the person determines his further way of development including a certain career scenario.
Before choosing an evaluation method of the candidate for an executive position, it is necessary to be determined what career competences of the head will be estimated. Certainly, at each entity a set of professional competences of the head will be a miscellaneous. It will depend on to what position you take the candidate: line manager, top management or project manager, and also fields of activity of the company. For example, for the top management of important skills there will be strategic and analytical thinking, ability to manage efficiency and changes. For the line manager - managerials ability, ability to delegate and set tasks, for the project manager - ability to accurately divide strategy into tactical tasks and to place priorities. By the way, the leading line item is higher, the stronger personal qualities will exert impact on efficiency. The leading line item is higher, the more attentively it is necessary to approach assessment of managerial competences of the head and personal qualities.
The model of career competences includes a number of competences, such as:
- communicativeness;
- a capability to perceive and process information;
- high level of mobility and adaptation;
- organization; confidence;
- commitment;
- resistance to stress;
- ability to work in team;
- ability to delegate powers;
- creative capabilities.
The aspects which are marked out above give the chance to create a set of criteria for assessment of career competences of the head as covers a wide range of the certain types of activity connected with a management activity.
Conclusion
In modern economic science there is a problem of competency evaluation of personnel. The existing techniques differ in labor input of accomplishment. Authors, during the research made an attempt to develop universal methodical tools, aimed at assessment of career competences. This technique is based on a method of rating estimates. The importance of competences is estimated in the expert way. Final values of rating are determined by summing of the work of values of criterion on its expert evaluation. The technique of assessment of level of formation of career competences consists of a number of stages:
1. Development of the polling questionnaire, two-piece. The first part of the questionnaire is aimed at receipt of social and demographic information about the respondent. The second part of the questionnaire is aimed at assessment of level of formation of career competences at employees of the company.
2. Poll of respondents.
3. Calculation of the individual level of career competences.
4. Poll of the employer or direct head for the purpose of identification of level of formation of career competences at the worker.
5. Comparison of the received estimates of level of formation of competences by the worker and the employer.
6. Creation of an average profile of career competences.
7. Based on the obtained data planning career employee development of the company.
Let's provide more detailed assessment procedure by the worker of level of formation of career competences. Assessment is carried out on five to a ball scale from 0 to 5. 0 points - competence are absent; 1 point - competence is shown not considerably; 2 points - competence are shown poorly or in rare instances; 3 points - competence are shown sometimes and is expressed brightly; 4 points - competence are shown often and is expressed brightly; 5 points - competence is created completely, is shown always and is expressed brightly.
TABLE 1. EXAMPLE OF ASSESSMENT OF CAREER COMPETENCES
Career competences Assessment of level of formation of competence
skill to communicate
ability to perceive and process information
high level of mobility and adaptation
organization
confidence
commitment
resistance to stress
ability to work in team
ability to delegate powers
creative abilities
Total
Assessment of career competences is carried out not only by the worker, but also the employer (the direct head). Assessment the employer is carried out to reveal and eliminate disagreements, subjectivity of assessment from the worker
In a consequence the profile of formation of career competences is built. The developed technique underwent approbation at leading enterprises of Altai Krai. More than 1560 employees of the entities participated in a research. The example of results of i-go of the worker is representable in table 2.
TABLE 2. RESULTS OF THE RESEARCH "X" OF THE WORKER
Career competences Assessment of Assessment of Divergence of
the level of level of Values
formation of formation of
competence competence
worker employer
skill to communicate 4 4 0
capability to perceive and process information 5 4 -1
high level of mobility and adaptation 4 3 -1
organization 3 3 0
confidence 4 3 -1
commitment 4 3 -1
resistance to stress 5 4 -1
ability to work in team 4 4 0
ability to delegate powers 4 3 -1
creative capabilities 3 3 0
Average value of level of formation of 4 3,4
managerial competences
On a graphics the competence-based profile of the worker is built (in particular career competences) and proceeding from it the applicant for career development is determined.
According to a research it is possible to draw a conclusion that the most important show such competences as high level of mobility and adaptation; resistance to stress; ability to work in team, ability to delegate powers, creative capabilities.
Recommendations
Considering the possibility of development of career competences in students of older years and young specialists who develop further in career competence, it is necessary to determine at the first stage:
1) to what professional sphere the received specialty belongs;
2) availability of business and personality characteristics which would allow to realize the chosen career scenario and to reveal in the chosen field of activity;
3) level of formation of motivation to training in missing skills and necessary technicians.
The modern higher education institution has an opportunity to create conditions for forming of system of development of universal competence in students already in training process, since the first rate. For implementation of this task development of universal competence in students shall enter the purposes and tasks of training. For this purpose it is necessary to satisfy a number of conditions.
1. To reconstruct curricula of specialties in a sootvetkstviye with development programs and practices of professional competences.
2. In training process for the purpose of assessment of level of formation of professional and managerial competences it is possible to enter a number of control points.
3. To implement in educational process as additional educational programs trainings on an operating time of necessary psychological qualities, in other words, to create the comprehensive program of psychological maintenance of career of the young specialist on the basis of the differentiated approach.
4. To create conditions in higher education institution for direct business contact of students and the achieved considerable career progress of professionals.
6. To provide a possibility of accumulating career порт-фолио the student - a set of the documents confirming achievements in various fields of activity. Such student's career portfolio shall develop into the professional's portfolio.
In a consequence at the entities it is necessary to carry out assessment of career competences for the purpose of increase in efficiency of activities of the entity. As or the entity in general depends on the one who heads division activities of all entity. The task of assessment of career competences consists in identification of more effective managers.
It is also necessary to note that in case of the choice of the candidate for a position it is also necessary to carry out assessment not only career competences, but also to estimate also professional competences of the applicant for a position. The technique provided in article underwent approbation at the entities and showed the viability. Objectivity of assessment of workers will allow to increase overall performance at the entity.
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