The concepts of "competence" and "competence" differ from the traditional concepts of ZUN. The difference between the concept of "competence" is that it implies interrelated personality traits (KUN + ways of activity) in relation to a certain range of subjects, as well as the orientation of the personality (motivation, value orientations), flexibility of thinking, independence, volitional qualities. (From the article Matyushkina L.V., Dotsenko I.B.)

In order to define the concept of "competence", let's consider a few more concepts:

Abilities are individual personality traits that are subjective conditions for the successful implementation of a certain type of activity. Abilities are not limited to the individual's knowledge, skills, abilities (ZUNs). They are found in the speed, depth and strength of mastering the methods and techniques of some activity and are internal mental regulators that determine the possibility of acquiring them.

Potential - (from Latin potentia - strength), sources, opportunities, means, reserves that can be used to solve any problem, achieve a specific goal; the possibilities of an individual, society, state in a certain area.

The productivity of the organization directly depends on the professional and business qualities of employees. These qualities and job fit are also known as competencies.

Competence (from lat. competere - fit, fit) is the personal ability of a specialist (employee) to solve a certain class of professional tasks.

Some authors understand competence as formally described requirements for personal, professional, etc. qualities of company employees (or for some group of employees). In this understanding, competencies are used in the assessment of personnel.

The term competence or competency (“competence” refers to functional areas and “competency” to behavioral areas) has been increasingly used in the management strategy literature since the 1990s.

A set of competencies; the availability of knowledge and experience necessary for effective activity in a given subject area is called competence(from English competence).

Competence- this is the individual ability of a specialist to solve a clearly defined list of professional tasks.

For each specialist there is a separate level of competence, because for each profession there is a different list of tasks and business qualities. Needless to say, the competence of employees should be regularly assessed. Moreover, this should be done not only when hiring, but also after a certain period of professional activity, in order to understand how much the subordinate has grown as a professional, or is there no development?

Competence(from lat. competere- correspond, fit) - this is the personal ability of a specialist (employee) to solve a certain class of professional tasks. Competence is also understood as formally described requirements for the personal, professional, etc. qualities of the company's employees (or for some group of employees). In this understanding, competencies are used in the assessment of personnel.

A set of competencies; the presence of knowledge and experience necessary for effective activity in a given subject area is called Competence (from the English. competence).

If the strategic objectives of the company include providing the organization with a competitive advantage in the market, it is important for management to have a clear idea of ​​​​what each employee should be able to do, what knowledge and practical skills to have in order to “move” the company forward. To solve this problem, we recommend using competency models. Let's talk about how to develop them.

Currently, corporate competency models play an important role in the policy of personnel management. In some companies, competency profiles are used as application tools for specific HR functions (for example, for personnel assessment or the formation of a managerial reserve); in others, the system of prescribed competencies is the key to working with personnel. The use of competencies in personnel assessment is very common, since the use of this tool allowed HR managers, evaluating the performance of work, to analyze not only WHAT was achieved by the employee over the past period, but also HOW it was done.
Other definitions of "competence"

1. Differentiating competencies: “Competencies are features that are causally related to effective performance. This means that there is evidence that the possession of certain characteristics predetermines and leads to efficiency in work.”

Entry level or “threshold competencies”: “threshold competencies are a person’s general knowledge, motives, characteristics, self-vision and social role, skills that are important for performance at work, but are not causally related to it.”

Source: Boyatzis, Richard E (1982), The competent manager: a model for effective performance John Wiley & Sons.

2. Whiddett's and Hollyford's definitions are "based on behavior within an organization." According to them:

“Competence is the behavior demonstrated by an individual in the process of effectively performing tasks within a given organization.”

Source: Whiddett, Steve and Sarah Hollyford (2003), A Practical Competency Guide: How to Improve Individual and Organizational Performance ( A practical guide to competencies: how to enhance individual and organizational performance), Chartered Institute of Personnel and Development, second edition.

3. “Competence is the basic feature of a person that allows him to perform a job, fulfill a social role, or act in a certain situation at the highest level.”

Source: Marshall, Patricia (1996), “Why are some people more successful than others?”, from Human and Competencies ( Peopleand competencies), published by Nick Boulter, Murray Dalziel and Jackie Hill, Kogan Page, second edition.

4. “In essence, behavior is based on competencies, they are necessary to achieve the desired result. Competencies are what you can demonstrate.”

“Competence shows how to define, evaluate, develop, achieve a result, etc. Some desired characteristics or competencies are easy to define, measure and develop. [. . .] However, many of them present a difficulty in this. [. . .] But even in these problem areas, it is obvious that the activities of some people are more effective than the activities of others. [. . . ] Competence deals with the analysis of the reasons why human activity becomes more efficient, and lists all the contributing factors.”

Competence

Competence- availability of knowledge and experience necessary for effective activity in a given subject area. Competence (lat. competens - suitable, appropriate, appropriate, capable, knowledgeable) - the quality of a person who has comprehensive knowledge in any area and whose opinion is therefore weighty, authoritative; Competence - the ability to carry out a real, life action and the qualification characteristic of an individual, taken at the time of his inclusion in the activity; since any action has two aspects - resource and productive, it is the development of competencies that determines the transformation of a resource into a product; Competence - potential readiness to solve problems with knowledge of the matter; includes content (knowledge) and procedural (skill) components and implies knowledge of the essence of the problem and the ability to solve it; constant updating of knowledge, possession of new information for the successful application of this knowledge in specific conditions, i.e. possession of operational and mobile knowledge; Competence is the possession of a certain competence, i.e. knowledge and experience of their own activities, allowing them to make judgments and make decisions. Competence in sociology is the ability of social factors, having mastered the implied knowledge, to become full-fledged and qualified participants in social interaction. Used in ethnomethodology.

Competence framework

In world educational practice, the concept of competence acts as a central, a kind of “nodal” concept, because personal competence: firstly, it combines the intellectual and practical components of education; secondly, the concept of competence contains the ideology of interpreting the content of education, formed “from the result” (“output standard”); thirdly, the competence of the individual has an integrative nature, since it incorporates a number of homogeneous or closely related knowledge and experience related to broad areas of culture and activity (informational, legal, etc.). The competence of the individual has a certain structure, the components of which are related to the ability of a person to solve various problems in everyday, professional or social life. The structure of personality competence includes: competence in the field of independent cognitive activity; in the field of civil-public activity; in the field of social and labor activity; competence in the domestic sphere; in the field of cultural and leisure activities. Among the knowledge and practical experience formed in the process of achieving a certain level of competence by a person are the skills of self-education, critical thinking, independent work, self-organization and self-control, teamwork, the ability to predict the results and possible consequences of different solutions, establish cause-and-effect relationships, find , formulate and solve problems.

Separation of competencies by areas

Competence in the field of independent cognitive activity, based on the assimilation of ways to acquire knowledge from various sources of information, including extracurricular ones (Cognitive sphere); Competence in the field of civil and social activities (performance of the roles of a citizen, voter, consumer) (Society); Competence in the field of social and labor activity (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); Competence in the domestic sphere (including aspects of one's own health, family life, etc.) (Family); Competence 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) (Personality)

see also

Notes

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Antonyms:

See what "Competence" is in other dictionaries:

See dignity ... Dictionary of Russian synonyms and expressions similar in meaning. under. ed. N. Abramova, M.: Russian dictionaries, 1999. competence, authority, dignity; awareness, knowledge, awareness; preparedness, familiarity, ... ... Synonym dictionary

- (lat.). 1) legal capacity, possession of the information necessary to judge something. 2) terms of reference of any institution. Dictionary of foreign words included in the Russian language. Chudinov A.N., 1910. COMPETENCE 1) jurisdiction; circle… … Dictionary of foreign words of the Russian language

COMPETENCE, competencies, pl. no, female (book). distraction noun to competent. Competence of judgment. || Awareness, authority. Policy Competence. Explanatory Dictionary of Ushakov. D.N. Ushakov. 1935 1940 ... Explanatory Dictionary of Ushakov

A competent person is one who is mistaken according to all the rules. Paul Valerie GARDNER'S LAW: 85 percent of people in any profession are incompetent. John Gardner Competence is the ability to discover and satisfy the personal tastes of superiors. Lawrence ... Consolidated encyclopedia of aphorisms

competence- COMPETENCE, literacy, familiarity, knowledge, awareness, awareness EXPERT, connoisseur, expert, colloquial. dock, colloquial, joke. bison, colloquial, joke. monster, unfold special, open specialist SPECIALIST, connoisseur, colloquial ... ... Dictionary-thesaurus of synonyms of Russian speech

Competence- Possession of a whole class of behaviors, knowing how to do something. Abilities arising from the development of a mental map that allow us to select and group individual behaviors. In NLP, such mental maps take the form of cognitive ... ... Great Psychological Encyclopedia

competence- Demonstrated ability to apply knowledge and skills in practice. NOTE The concept of competence is defined in this International Standard in a general sense. The use of this term may have additional features and be clarified in ... ... Technical Translator's Handbook

From lat. competens relevant knowledge, experience, education in a particular field of activity. Dictionary of business terms. Akademik.ru. 2001 ... Glossary of business terms

- (from lat. competens corresponding) 1) the area of ​​authority of the governing body, official; range of issues on which they have the right to make decisions. The area of ​​authority of certain bodies and persons is established by laws, others ... ... Economic dictionary

COMPETENT, oh, oh; ten, tna. Explanatory dictionary of Ozhegov. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 ... Explanatory dictionary of Ozhegov

COMPETENCE- COMPETENCE. A term that has become widespread in the literature on pedagogy and linguodidactics since the 60s of the last century to denote the ability of a person to perform any activity based on life experience and acquired ... ... A new dictionary of methodological terms and concepts (theory and practice of teaching languages)

Books

• Competence in modern society. Identification, development and implementation, Raven John. The book of the famous British psychologist J. Raven is devoted to the types of motivation that modern society needs. It deals with abilities, attitudes, roles and dispositions, ...

CLASSIFICATION OF THE DEFINITIONS "COMPETENCE" AND "COMPETENCE"

To begin with, let us designate the basic concepts that we will operate with when considering the topic of competencies. This is necessary for a uniform and clear understanding of the material presented. Given the variety of different definitions and interpretations used in theory and practice, it should be remembered that the definitions given are not the ultimate truth, but only options. The proposed definitions are not standardized, but they allow you to correctly identify the main terms.

Unfortunately, several popular and frequently used expressions have historically taken root in the Russian language, including words with the same root as the word “competence”. This is significantly confusing when trying to comprehend the essence of this concept in relation to business and the field of personnel management. For example, we like to say: "He is not competent", "This is not in my area of ​​​​competence." “He is not competent” does not mean at all that a person does not have any competencies. As a rule, behind these expressions lies an assessment of the level of authority of the subject. And absolutely nothing to do with the terminology used in the system of competencies.

First of all, let us designate the difference between the concepts of "competence" and "competence". They are based on a Latin root competo- I achieve, I correspond, I approach.

So, the competence-based approach is based on such basic concepts as "competence" and "competence". Understanding the content of these terms determines the range of those aspects that should be paid attention to when managing the personnel of an enterprise.

It should be noted that in the studies of Russian authors, the similarities and differences between the concepts of "competence" and "competence" were not deeply considered.

The term "competence" comes from the Latin word competere, the main meaning of which is suitable. Initially, it was used in psychology as a concept that characterizes the ability of an individual to meet the requirements placed on him by his environment. In economics and sociology, it has been compared with the main personality characteristics that find expression in effective behavior at work.

Let us give an example of determining the competence of foreign schools (different approaches), indicating the relevant sources. So, the competence(s) are:

• characteristics of the individual underpinning successful performance in a given job or situation ( spencer & spencer, 1993);
• what an individual is what he knows and what he does (Brockbank, 1999);
• detailed, expressed in behavioral terms description of skills and personality traits, necessary for the employee to successfully perform his work ( mansfield, 1996);
• certain characteristics or abilities of a person, that allow him to perform actions that lead to the efficient performance of work ( boyatzis, 1982);
• observable characteristics of a person, including the knowledge, skills and behaviors necessary to perform the job (Ledford, 1995);
• knowledge, skills or attitudes, attitudes to the surrounding reality necessary for the successful implementation of this professional activity ( Lambrecht, 1991);
• factors contributing to the achievement of a high level of performance (Armstrong, 1999);
• components of behavior in contrast to personal and intellectual characteristics (McClelland, 1973);
• knowledge, skills, abilities and other attributes individual needed to perform some activity (Blancero, Boroski, & Dyer, 1996);
• manifested by the individual knowledge, skills or abilities (Ulrich, Brockbank, Yeung, & Lake, 1995);
• forms of behavior which are more characteristic of the best employees than of mediocre ones. (Klein, 1996);
• some a body of knowledge, skills, abilities, motivations, beliefs, values, and interests (Fleishman, Wetrogen, Uhlman, & Marshall-Mies, 1995);
• description of measured habitual ways of acting and skills individual used to achieve the goals of work activity (green, 1999);
• one of characteristics of the individual providing high efficiency of his labor activity ( Mitrani, Dalziel & Fitts, 1992);
• behavior description(course of action) of employees necessary to achieve the goals of the organization and corresponding to its corporate culture (U. Intagliata, D. Ulrich, & N. Smallwood, 2000);
• individual characteristics of a person, ensuring the performance of activities at the highest level of efficiency (Weiss & Hartle, 1997).

L.M. Spencer and S.M. Spencer define competence as “a basic quality of an individual that has a causal relationship to effective and (or) best performance based on criteria in work or in other situations” .

Basic quality means that competence is a very deep and stable part of the human personality and can determine the behavior of a person in a variety of situations and work tasks.

A causal relationship means that the competence predetermines or causes certain behavior and performance.

Criteria-based definition of competency means that competency actually predicts good or poor performance as measured by a particular criterion or standard.

Examples of criteria would be dollar sales for salespeople or number of non-drinking customers for alcohol addiction counselors.

Competencies - yes basic qualities of people. These are "variations of behavior or thinking that are distributed to various situations and last for a fairly significant period of time" .

Exists five types of basic qualities.

1. motives- something that a person thinks about or wants constantly and that causes action. Motives aim, direct, and select behavior toward certain actions or goals and away from others.

Example: Achieving motivated people consistently set ambitious and challenging goals, take personal responsibility for achieving them, and use feedback to achieve better results.

2. Psychophysiological features (or properties).“Physical characteristics and appropriate responses to situations or information.

Example: Reaction speed and good vision are physiological traits for a combat pilot's competence.

Emotional self-control and initiative - more complex appropriate responses to situations. Some people don't lash out and act beyond the voice of duty to solve problems under stress. Such properties are characteristic of the competence of successful managers. Motives and competencies are inherent in the operational or self-starting properties of the master, which predict the long-term performance of work without careful control.

3. I am a concept.“Attitudes, values ​​or image of the I-man.

Example: self-concept - a person's belief that he can act effectively in any situation - is part of a person's idea of ​​\u200b\u200bhimself.

Human values- these are response or reactive motives that predict a person's actions for a short period in situations where others remain behind the elder.

For example, a person who values ​​leadership is more likely to exhibit leadership behavior if given a task that will be a test of leadership ability. People who value the work of leadership but are unwilling to influence others at the level of motivation often achieve leadership positions but fail.

4. Knowledge. Information possessed by a person in certain content areas.

Example: The surgeon's knowledge of the nerves and muscles of the human body.

Knowledge - complex competence. Scores on knowledge tests often fail to predict job performance because they cannot measure how knowledge and skills are used at work. First, many knowledge tests measure rote memory, when what really matters is the ability to find information. Remembering specific facts is less important than knowing what facts exist on a particular subject and where to find them if necessary. Secondly, tests for knowledge are “reciprocal”. They measure the ability of test-takers to choose the correct answer from multiple options, rather than a person's ability to act on their knowledge. For example, the ability to choose which of the five items is valid as evidence is very different from the ability to stand up in a conflict situation and make a convincing argument. Finally, knowledge best predicts what a person can do.

5. Skill. The ability to perform a specific physical or mental task.

Example: the skill of a dentist to fill teeth without damaging the nerve; the ability of a programmer to write a program in 50,000 lines, logically formatted.

Mental or cognitive (cognitive) competencies include analytical thinking (processing knowledge and data, identifying cause and effect, organizing data and plans) and conceptual thinking (identifying patterns and/or principles in complex data).

The type or level of competence makes practical sense for human resource planning. On fig. 2.4 shows that knowledge and skills tend to be visible and relatively superficial characteristics of people. “I-concept, properties and motives inherent in competence are more hidden, “deep” and hidden in the very core of the personality.

Rice. 2.4.

Surface competencies(knowledge and skills) is relatively easy to develop. Training is the most cost-effective way to strengthen and retain these abilities in employees.

Deep competencies(motives and properties) underlying the personality iceberg are more difficult to evaluate and develop; it is more cost-effective to select people for these competency characteristics based on i-concepts. Attitudes and values, such as self-confidence (seeing yourself as a manager rather than a professional technician), can be changed through training, psychotherapy and/or positive development exercises, although this will require more time and effort.

Organizations must recruit people based on basic competencies, including motives and attributes, and train them in the skills and knowledge needed for a particular job. Or, as one HR director put it, “You can teach a turkey to climb trees, but it’s easier to hire a squirrel.” In complex jobs, competencies are relatively more important than task-related skills, intelligence, or diplomas in predicting best performance. It's all about "time-limited consequences." In higher-level technical, marketing, professional and managerial jobs, almost everyone has a level of intelligence (IQ) A score of 120 or higher and a degree from a good university. In such jobs, the best performer is distinguished by motivation, interpersonal skills and politeness skills - all of them are competencies. It turns out that the study of competence is the most cost-effective way to find staff for the required positions.

A close definition of this definition is given by the Dictionary of Economics and Finance: “Competence is the unity of knowledge, professional experience, abilities to act and behavioral skills of an individual, determined by the goal, given situation and position”.

The Concise Dictionary of Sociology gives the following interpretation of the concept of "competence". These are 1) knowledge and experience in a certain area, special awareness in any issues; 2) the legalized circle, scope of powers and rights of an official or institution.

The modern dictionary of foreign words contains the definition of competence: 1) possession of competence; 2) competent - knowledgeable, versed in a particular area 1.

It should be noted that in the course of the study, we took as a basis two main approaches to the definition of the concept of competence and competence: psychological and economic (Tables 2.1, 2.2).

(psychological approach)

Table 2.1

After analyzing various author's points of view and various approaches, we can conclude that in most definitions of the concept of "competence" there are (and this is quite logical) the following components: knowledge, skills, skills, professionally important personality traits.

The psychological approach involves the definition of competence as a concept that characterizes the ability of an individual to meet the requirements imposed on him by the environment. The economic approach compares the concept of "competence" with the main characteristics of the individual, which are expressed in effective behavior at work.

If you look closely at the above definitions, it turns out that competence is any quality of an individual that affects the effectiveness of his activities. But after all, by and large, the most diverse qualities of a person affect the effectiveness of his activity: knowledge, skills, abilities, motivation, beliefs, values, temperament, visual acuity, and behavioral characteristics. However, there are some nuances. For example, if from the receptionist (English, reception) a presentable appearance is often required, therefore, hair color, waist size, and leg length can be called competencies. If the interpretation of competence is so broad, then the question arises: why invent new concepts? Why not dwell on generally accepted terms, for example, "professionally important qualities"?

Table 2.2

Definition of the concepts of "competence" and "competence" (economic approach)

The term "competence" came to us from the English language. And among English speakers there is a term similar to PVK - this Knowledge, Skills, Aptitudes and Other characteristics (KSAO)- knowledge, skills, abilities and other characteristics”, but in fact - the knowledge, skills, abilities and other characteristics of an individual that affect the effectiveness of his activities. But HR professionals use the term "competencies".

How do competencies differ from individual qualities of an individual? Let's try to give examples of competencies from different sources.

Strategic skills. Able to think ahead of events, keep the big picture in mind, even being immersed in solving current issues; builds long-term plans, perceives approaching threats and potential opportunities, is able to highlight the main and most significant in the situation (.Archer North).

Enterprise. Recognizes market opportunities for new products and services within and outside the organization, tends to initiate actions that involve reasonable risk and are necessary for profit or competitive advantage (HR-Survey, LLC).

Leadership. Mobilizes people to work to achieve common goals in the interests of the unit, the people who work in it, and the people that this unit serves. Attracts employees with various abilities to his team, provides them with comprehensive support, promotes their development and consolidation in the team. Cares about the morale of his team (Saskatchewan Public Service).

Customer orientation. Directs his efforts to the disclosure and satisfaction of the needs of the client, which implies a genuine desire to help the client, provide him with a service and satisfy his requests (Hay Group).

Can these characteristics be called individual qualities of an individual or even a combination of individual qualities? Most likely no. In our opinion, competence is, first of all, a description of the behavior of an individual that is desirable for the organization.

In the process of working on this textbook, an attempt was made to systematize the theory and find vivid examples from practice that will allow students to understand how the competency-based approach to personnel management works. The following example is very clear. A person's behavior largely depends on himself, on his individual features, but competencies are not just their totality... Let's use an analogy. Pictures are painted using different colors. Competence can be represented by an image, the plot of a picture, and colors can be represented by the individual quality of an employee.

For one picture, blue tones are leading, for the other, green. So it is with competencies: for example, the manager’s understanding of the mood, aspirations and goals of subordinates (competence) occurs mainly due to the abilities of perception and emotional empathy (individual characteristics of the leader), for formulating a strategy (competence), analytical thinking and decision-making style are leading (individual characteristics).

The artist realizes his creative credo in various subjects. Firm strategy requires that its employees have certain competencies: an innovative strategy - creative competencies, a cost reduction strategy - competencies of control and reporting.

Not all art lovers understand the technique of applying paint to canvas (and not everyone needs it). However, almost any of them understands the plot of the picture (we will limit the analogy to the realistic direction of painting). So it is with competencies. Special knowledge of psychological terminology is not required. The description of competencies is clear to everyone: from ordinary employees to the top management of the organization. Compare the complexity of the formulation of one of the competencies given above and, for example, such a psychological passage: “... a generalized and focused neuropsychic system (characteristic of an individual) that has the ability to reproduce a functional equivalent that is relevant to a variety of stimuli, as well as to initiate and regulate stable (equivalent) forms of adaptive and expressive behavior” (all port, 1937).

In order to determine which competencies are important for a particular position, it is necessary:

• first, understanding organization strategy,
• second, knowledge the specifics of this position,
• third, the so-called competency dictionary, from which you can choose those competencies that are directly related to the professional activity in question.

Thus, it becomes obvious that competence and competence are interrelated and interdependent concepts, but not identical. Competence is one of the main tools of the labor and personnel management system. Competence, as Yu.G. Odegov is a set of actively used knowledge, skills, as well as professionally important personality traits necessary for an employee to effectively perform a certain job. Competence allows you to describe almost all the elements of a person's readiness to work effectively in a given situation.

Competence is an integral, i.e. a broader concept. The competence of an employee is determined by the presence of a sum of competencies; each of them has the necessary level of development, characterizes the deep, thorough knowledge of the employee of his business, the essence of the work performed, the methods and means of achieving the intended goals.

Competence in the generally accepted sense implies the existence of solid knowledge, abilities and, accordingly, the weight and authority of a person in the eyes of society. Competence within a particular enterprise means the skillful and qualified performance by a person of the official and professional duties assigned to him.

Competence outlines the range of those problems (field of action) in which a given person has knowledge and experience, characterizes the totality of his powers, rights and obligations.

Competences, in addition to the elements of qualification (theoretical and professional knowledge, skills to perform work and universal skills, the ability to master new types of activities), include value orientations and motivation characteristics, as well as personality traits and psychophysiological characteristics.

It should be emphasized that the use of a competency-based approach is not only desirable, but necessary in the management of the personnel of an enterprise, since it allows you to fully identify the potential and abilities of employees, competently build a system of training and development of personnel, and therefore maximize the competitiveness and efficiency of the enterprise.

• Spencer L.M., Spencer S.M. Competences at work: per. from English. M.: HippoPublishing Ltd., 2005. P. 9. URL: http://slovari.yandex.ru/dict/glossary
• See: A Brief Dictionary of Sociology / ed. P.A. Peacock. M.: INFRA-M, 2000.
• URL: http://www.antropos.ru
• Odegov Yu.G., Rudenko G.G., Babynina L.S. Labor Economics: textbook: in 2 volumes / ed. SOUTH. Odegov. M.: Alfa-press, 2007. T. 1. S. 674.
• Rudavina E. Building a system of competencies in the company: method, manual. M .: MTsFER; VKK - National Union of Personnel Officers, 2008. P. 5.

In the studies of modern scientists, the idea that key competencies are a necessary condition for successful human activity in various areas of professional and social life has been repeatedly emphasized. psychological professional competence

Today there is a sufficient variety of definitions of the concept of "competence". At the same time, in the materials of the symposium "Key competencies for Europe" (Bern, 1996), "competence" is defined as the general ability of a specialist to adequately and effectively mobilize his knowledge in professional activities, as well as to use appropriate skills and generalized ways of performing actions.

The development of research on the problem of competencies has led to the expansion of their content component and inclusion in the definition of a set of interrelated qualities of the subject of professional activity: knowledge, skills, methods of carrying out activities that are set in a given professional situation as necessary and desirable in relation to a certain range of objects and organizational processes , ensure high-quality and productive performance of activities (A.V. Khutorskoy, S.N. Ryagin).

It should be noted that competence is not limited to the sum of knowledge, skills and abilities, or abilities. This is, first of all, a set of qualities of the subject of life activity, providing the possibility of establishing an adequate and effective connection "knowledge - situation" and finding the optimal solution to the problem.

Studies (V.A. Kalnei, E.F. Zeer, S.E. Shishov, T.N. Shcherbakova) show that the following competencies can be included among the necessary competencies of a professional in the educational field: cognitive, social, communicative, autopsychological, informational and special.

When defining and studying competencies, psychologists focus on the fact that these are not only professional knowledge and skills, but the possibility of their effective use in a particular situation through the mechanisms of actualization and mobilization.

An analysis of the history of the development of a competency-based approach in training a specialist in any professional field shows that the term "key competencies" was introduced in the 1990s by the International Labor Organization in the qualification requirements for specialists receiving postgraduate education. Then the concept of "key competencies" began to be widely used in the practice of training and certification of specialists in the system of external professional education.

In domestic psychological and pedagogical science there are various definitions of the analyzed concept. So, E.F. Zeer defines core competencies as the procedural knowledge, skills and abilities necessary to perform successfully in a particular situation. S.E. Shishkov emphasizes that key competencies should be understood as intersectoral and intercultural knowledge, as well as skills and abilities that ensure adaptation and productive activity.

E.V. Bondarevskaya focuses on the fact that “the deployment of the content of education around key competencies, their inclusion in the content is the way to move from impersonal “meanings” alienated from students to personal meanings, i.e. incremental, valuable attitude to knowledge [see. 189].

An analysis of the definitions presented in the scientific literature shows that the common understanding of key competencies is the recognition of the universality of knowledge, skills and abilities that ensure the effectiveness of performance in any conditions. at the same time, it is emphasized that the system of knowledge, skills and abilities is built into the personal experience of the subject, which makes it possible to ensure the effectiveness, success and effectiveness of solving life and professional problems.

Moreover, psychology emphasizes the connection of key competencies with values ​​and personal meanings (A.G. Asmolov, V.I. Abakumova, J. Rean), which makes it possible to consider this new formation as the basis for further self-development.

Quite debatable today is the question of the possibility of a clear definition of the list of key competencies that a modern person must have in order to achieve competitiveness, adaptability and social success. The presence of some discussion in the definition of the list of key competencies is a reflection of the transformation processes taking place in modern society.

At the same time, today there is a list of key competencies put forward within the framework of the “Secondary Education in Europe” project initiated by the Council of Europe.

study: be able to benefit from experience; organize the relationship of their knowledge and streamline them; organize their own learning methods; be able to solve problems; self-study;

search: query various databases; interrogate the environment; consult an expert; get information; be able to work with documents and classify them;

think: organize the relationship of past and present events; be critical of one or another aspect of the development of our societies; be able to resist uncertainty and complexity; take a stand in discussions and forge your own opinion; see the importance of the political and economic environment in which training and work takes place; evaluate social habits related to health, consumption, as well as the environment; be able to evaluate works of art and literature;

cooperate: be able to cooperate and work in a group; decisions; resolve disagreements and conflicts; be able to negotiate; be able to develop and execute contracts;

get down to business: be included in the project; be responsible; join a group or team and contribute; show solidarity; be able to organize their work; be able to use computing and modeling devices;

adapt: be able to use new information and communication technologies; prove flexibility in the face of rapid change; show resilience in the face of difficulties; be able to find new solutions.

An analysis of the proposed list of competencies shows that their formation is based on activity, activity, experience, which imposes certain requirements on the very process of training a specialist in the system of both general secondary and higher professional education.

In the studies of domestic and foreign psychologists, the properties of key competencies are distinguished: multidimensionality, multifunctionality, derivativeness in relation to intellectual and mental development. Multidimensionality lies in the fact that they include a variety of intellectual skills: analytical, predictive, evaluative, reflective, critical; as well as theoretical and practical ways to solve the problem; involve various mental operations and forms of thinking.

Key competencies are impossible without the development of reflection, critical thinking, abstract thinking, as well as the clarity of a personal position in relation to the subject of knowledge or the object to which the action is directed.

Multifunctionality is expressed in the fact that the same key competence can be involved in solving problems from different areas of the subject's industrial and personal life.

In modern psychology, the concepts of "competence" and "competence" are quite clearly separated, if the first refers to a greater extent to a certain specified requirement for a specialist in the process of his training at different stages of continuous education, then competence is a holistic integral education attribute of the subject's personal and professional maturity vital activity.

Key competencies are presented in the new standards of secondary and higher education. Thus, in the Federal component of the state standard of secondary general education, key competencies are distinguished in the following areas: informational, cognitive, communicative, reflective. In addition to "key competencies", modern psychological and pedagogical literature distinguishes "key competencies".

In the study of A.V. Khutorsky, the following competencies are described: value-semantic, general cultural, educational and cognitive, informational, communicative, social and labor, personal self-improvement. Each of the designated competencies has its own content specificity.

The content of value-semantic competence includes the adequacy of the target and semantic attitudes to the requirements of the time and one's own activity, the presence of a clear position in the perception, understanding and evaluation of the world, others and oneself in the social context, the ability to navigate the situation and make the best decision, to assert one's meaningful life orientations. in real activity. This competence is the basis of professional and personal self-determination, the quality of an individual life program and, in a certain sense, the individual trajectory of professional development.

General cultural competence combines awareness of the meaningful originality of the national and general trends in the development of universal culture, the cultural foundations of human life in various spheres of his being, the relationship between science and religion in the perception of the world by man.

Educational and cognitive competence consists in readiness for independent cognitive activity, for its initiation, goal-setting, reflection planning, analysis, evaluation, control and correction; as well as possession of scientific methods of cognition and the availability of the necessary skills for the implementation of cognitive activity.

Information competence means the readiness to independently find, transform, analyze, evaluate, structure and broadcast information coming from different sources.

Social and labor competence combines the knowledge and experience of the subject acquired in civil society activities through the performance of various social roles in various areas of social, professional and personal life.

Of interest is also the competence of personal self-improvement, which consists in the readiness to independently carry out spiritual, physical, emotional and intellectual self-development, as well as self-regulation, self-control and self-correction.

Today, the concept of profile competence is introduced, which plays a special role in professional self-determination and self-realization and includes such components as: the formation of fundamental knowledge in a certain profile, the formation of cognitive and information key competence, as well as metaknowledge.

K.G. Jung wrote: “Anyone who has completed his studies is a priori considered fully educated - in a word, an adult. Moreover, he must consider himself as such, for he must be firmly convinced of his competence in order to be able to survive in the struggle for existence. Doubt, a feeling of insecurity would have a paralyzing and embarrassing effect, they would bury the faith in one's own authority, which is so necessary for a person, and would make him unfit for professional life. It is expected from him that he knows how to do something and is confident in his work, but it is by no means assumed that he has doubts about himself and his viability. The specialist is already inevitably doomed to be competent” [see p. 192].

At the same time, J. Raven expressed the point of view that society as a whole develops faster, the more its members consider it important:

• - look for a job where they can bring the maximum benefit to society, and not just receive the maximum possible benefits from society;
• - to do this work as best as possible;
• - change the obsolete, solve new problems, involve employees in this and create the structures necessary for this;
• - reflect on the work of your organization and society as a whole and your place in them, follow the latest research in this area and rely more on them than on the authorities of the past [ibid., p. 71 - 72].

His research has shown that most people want to work in a growth environment that provides them with variety, learning, responsibility, and support from peers. They want to feel competent and be competent, and to know that their abilities are needed and appreciated. They want their abilities to be developed and put to use. For the sake of an important goal, they are ready to perform more and more difficult tasks. They do not seek to avoid work for the sake of leisure. It seems that they feel that if they do not strive to solve more and more new problems, if they simply stand still, then this leads to regression. In general, they do not want to do routine work. People strive to develop and be useful, they want their talents to be recognized and rewarded. People strive for professionalism. VN Markin notes that professionalism in the modern sense of the word is, first of all, the desire of a person to present his Self to the world through the "business field" of this or that activity, to fix himself in its results. The synthesis of the personal and the professional occurs when the worker realizes in his activity not only the necessary “subject-object” relation, but also an open meaningful attitude to the world (Markin, 2004).

HER. Vakhromov believes that the main competence for a person is the transition from a certain moment of life to self-development and self-organization of one's activity, activity, taking responsibility for one's own life and the life of others.

J. Peter proposes to judge the presence of competence by the nature of a person's work. Each employee is competent to the extent that the work performed by him meets the requirements for the final result of this professional activity. “Assessing or measuring the end result is the only scientific way to judge competence. Competence cannot be judged by the process, since diligence does not mean competence” [ibid., p. 40].

R.V. White (1960) believed that competence is the result of a functional "effect motive" that encourages the subject to constantly enter into an argument with the outside world, including the social world, in order to improve his ability to act effectively. He associated competence with power, which is one of the general human abilities. In this context, competence is synonymous with human strengths and abilities. He singled out efficiency motivation (an attempt to achieve a result through one's actions) and competence motivation (an attempt to achieve competence in one's activities). Performance motivation is an early form of the later competence motivation. Competence motivation refers to aspirations that make life exciting, not just possible (White, 1959; 1960).

J. Raven correlates competence with human goals. He writes: “Assessing the competence of a person, one cannot say that he does not have it if he does not show it in relation to a goal that has no value for him, or even such a goal, as he defines as highly valuable at the cognitive and emotional levels, but does not seem achievable under the circumstances. In order for people to be more successful in achieving their goals, we must help them develop competencies, but for goals that they consider important these people themselves» . For J. Raven, competence is a quality of behavior equal to skills and abilities. Behavior is driven by motivation. Competent behavior depends on:

• - motivation and ability to engage in high-level activities, for example, take initiative, take responsibility, analyze the work of organizations or political systems;
• - willingness to engage in subjectively significant actions, for example, to strive to influence what is happening in your organization or the direction of society;
• - willingness and ability to contribute to a climate of support and encouragement for those who are trying to innovate or are looking for ways to work more effectively;
• - an adequate understanding of how the organization and society function, where a person lives and works, and an adequate perception of one's own role and the role of other people in the organization and in society as a whole;
• - an adequate understanding of a number of concepts related to the management of organizations. Such concepts include risk, efficiency, leadership, responsibility, accountability, communication, equality, participation, welfare and democracy.

Thus, a person will strive to be competent if he has a number of personal qualities, corresponding values ​​and motivation.

Competence as the highest level of development of cognitive skills is considered in cognitive psychology. “We study the information of a certain area in which we are trying to become specialists. A field of specialization is a specific area of ​​expertise or knowledge. Competence is the highest level of development of cognitive skills. Competence can be viewed from different points of view. For the uninitiated, the knowledge of a specialist seems mysterious, accumulated over the years of study and requiring an exceptional mind.

From the point of view of cognitive psychology, competence is based on the creation of large banks of specialized and systematized knowledge. Experts know whether the problem is within their knowledge or whether rules from related fields need to be applied. Therefore, one can be called competent who can separate his field from another, adjacent one. If a person cannot do this, he is not competent enough; or subjectively he considers himself competent, but others see that this is not so. You can check by selecting situations to determine the scope of competence.

In the process of becoming a specialist, two types of knowledge are acquired: facts and rules for their organization, which are gradually systematized. With the growth of competence, the speed of pattern recognition and access to information increases. There is evidence for a wider application of procedural knowledge, including a stage where the knowledge is "consistent" and therefore validated and tuned, saving thought time in its application.

Reproduction of knowledge by specialists is more intensive and effective. They are not affected by interference, which makes it easy to operate with a large number of specialized facts and data. Experts navigate knowledge more effectively, while special skills are mostly applied automatically (according to Chase and Simon, 1973; Larkin, 1981; Anderson, 1983) [see. 7].

Thus, competence is “reliance on large blocks of special facts from a particular area, which are realized through the application of rules. These facts are organized into interconnected groups, which makes it easier to recall information. Knowledge retrieved from memory can be used in different ways, depending on the field of specialization and the situation” [see. 7]. Competence is formed with work experience, it is not the result of training in the relevant educational institution. The knowledge gained at the university lays the foundation for further development and improvement of competence.

In the model of human employment, competence is a component of volitional regulation. The model of human occupation (MOHO) was developed in the early 1970s by G. Kielhofner, a professor at the University of Illinois, and his colleagues in line with American occupational therapy. The task of MONO is to answer three main questions related to human activity: why does a person choose this or that occupation for himself (“will”)? daily activities of a person (executive ability)?

The central concept is will, which is based on the basic human need for action. Man is an active person. Awareness of one's ability to influence the world around is one of the most important discoveries in a person's life, which is discovered even in childhood. The subject's perception of his own competence is designated in MONO by the term personal causation. A person's ideas about himself as an actor are formed simultaneously in two dimensions: cognitive and emotional, they relate to a person's knowledge of his capabilities and faith in them. MONO assumes that a person tends to persevere in achieving set goals precisely in those areas where he feels most competent and effective. Thus, the subject's perception of his competence affects the motivation for action.

The perception of one's own competence, values ​​and interests form a single interconnected system of human volitional regulation.

Thus, in this context, competence is a necessary condition for the effective employment of a person, filling life with meaning.

In foreign professional pedagogy, when determining competence, the emphasis is on the ability to act independently and responsibly (Schelten, 1991). The main components of professional competence are:

• - social competence - the ability for group activities and cooperation with other employees, readiness to take responsibility for the results of their work, possession of professional training techniques;
• - special competence - preparedness for independent performance of specific activities, the ability to solve typical professional tasks and evaluate the results of one's work, the ability to independently acquire new knowledge and skills in the specialty;
• - individual competence - readiness for constant professional development and self-realization in professional work, the ability for professional reflection, overcoming professional crises and professional deformations.

R. Burns [see. 189] believes that we face the problem of competence and incompetence throughout our lives. In school years, it is especially acute, because during this period you have to study a lot, and every day the child faces new cognitive tasks that he cannot always successfully cope with. But the problem of competence and incompetence at any age is nothing but the problem of positive self-perception. The child should be able to perceive his incompetence in new situations as an opportunity to learn something, and not as a personality defect or a sign of imminent failure. Therefore, if a child does not know how to do something, the task of parents and teachers, according to R. Burns, is to inspire him that success will definitely come to him, only later.

Competence provides a person with confidence and well-being, positive self-esteem and a positive outlook. A. Bandura called this state the idea of ​​self-efficacy. J. Caprara and D. Servon point out that ideas about self-efficacy are important for a person for three reasons.

• 1) the perception of one's own effectiveness directly affects decisions, actions and experiences. People who doubt their effectiveness try to avoid difficulties, quit when faced with problems, and experience anxiety;
• 2) beliefs about self-efficacy affect other cognitive and emotional factors, which, in turn, affect the level of achievement and behavior. The perception of one's own effectiveness influences the expectations of the result and the choice of goals. People who are convinced of their own effectiveness have higher claims, they are more persistent in achieving goals. Perceptions of effectiveness affect causal attributions. People with a strong sense of self-efficacy tend to attribute results to stable, controllable factors;
• 3) the perception of self-efficacy may mediate the influence of other variables that can increase the level of achievement. Mastering skills and acquiring knowledge increases the level of achievement, but only when a person does not doubt his abilities so much that it is difficult for him to apply his knowledge in practice.

I.A. Zimnyaya distinguishes between the concepts of "competence" and "competence" on the basis of potential - actual, cognitive - personal. Competence is an actual, formed personal quality as a knowledge-based, intellectually and personally conditioned socio-professional characteristic of a person, his personal quality. Competences as some internal, hidden psychological neoplasms (knowledge, ideas, programs (algorithms) of actions, systems of values ​​and relationships) are revealed in human competencies.

The author believes that competence should be formed as a result of education as some holistic socio-professional quality that allows a person to successfully perform production tasks and interact with other people.

Distinctive features of competence:

• a) competence is wider than knowledge and skills, it includes them;
• b) competence includes emotional and volitional regulation of its behavioral manifestation;
• c) the content of competence is significant for the subject of its implementation;
• d) being an active manifestation of a person in his activity, behavior, competence is characterized by mobilization readiness as the possibility of its implementation in any situation requiring it.

At the same time, competence is not a static phenomenon, but a dynamic one. It can be expanded and increased throughout life, although the factors on which this depends are not defined in the literature: biological prerequisites, and the connection with the inclinations, and the personal qualities of a person are indicated.

A.V. Sadkova empirically identifies two types of professionals: those with overestimated and those with underestimated professional self-esteem, who have achieved acme in their professional activities, but differ in their style of activity. If professionals with high self-esteem, when reaching the heights of professionalism, are guided by external factors (for example, using the capabilities of other people, situational opportunities), they feel more confident with others, making higher demands on their subordinates; then professionals with low self-esteem, on the contrary, when reaching the heights of professionalism, are guided by individual standards, internal resources, making high demands on themselves, the meaning-forming motives of professional activity are more significant for them, they find a greater discrepancy between self-esteem "I am an ideal" and "I - himself”, are more often dissatisfied with themselves. A.V. Sadkova believes that internal dissatisfaction with oneself and what has been achieved is a more effective factor in self-development than self-satisfaction.

Competence includes, according to S. Perry [see 114], a set of similar knowledge, skills and attitudes (belief systems) that an employee needs to successfully perform his job, are associated with successful job performance, can be measured in accordance with established standards, can be improved through training and development. Personal positions, views are not motivational elements. S. Perry believes that the beliefs of employees and the formal and informal elements of the organizational culture of the company should be included in the definition of "competence", taking into account the fact that these components of the concept of "competence" can be changed through employee training and development.

Competence is associated with abilities and motivation. An example is the competency structures proposed by J. Raven and P. Muchinsky.

The term "competence components" J. Raven refers to those characteristics and abilities of people that allow them to achieve personally significant goals - regardless of the nature of these goals and the social structure in which these people live and work.

Competence includes abilities and intrinsic motivation.

J. Raven offers the following list of competencies:

• - a tendency to a clearer understanding of values ​​and attitudes in relation to a specific goal;
• - the tendency to control their activities;
• - involvement of emotions in the process of activity;
• - willingness and ability to learn independently;
• - search and use of feedback;
• - self-confidence (can be both generalized and local, limited by the achievement of 1-2 important goals);
• - self-control;
• - adaptability: lack of feeling of helplessness;
• - a tendency to think about the future; the habit of abstraction;
• - attention to the problems associated with the achievement of goals;
• - independence of thinking, originality;
• - critical thinking;
• - willingness to solve complex issues;
• - Willingness to work on anything controversial and troubling;
• - study of the environment to identify its capabilities and resources;
• - willingness to rely on subjective assessments and take moderate risks;
• - lack of fatalism;
• - readiness to use new ideas and innovations to achieve the goal;
• - knowledge of how to use innovations;
• - confidence in the benevolent attitude of society towards innovations;
• - setting for mutual gain and breadth of perspective;
• - perseverance;
• - resource usage;
• - confidence;
• - attitude to the rules as pointers of desirable ways of behavior;
• - the ability to make the right decisions;
• - personal responsibility;
• - the ability to work together to achieve the goal;
• - the ability to encourage other people to work together to achieve the goal;
• - the ability to listen to other people and take into account what they say;
• - the desire for a subjective assessment of the personal potential of employees;
• - readiness to allow other people to make independent decisions;
• - the ability to resolve conflicts and mitigate disagreements;
• - ability to work effectively as a subordinate;
• - tolerance towards different lifestyles of others;
• - understanding of pluralistic politics;
• - willingness to engage in organizational and social planning.

A very diverse list, consisting of personal qualities, value orientations and competence of different types: professional, communicative, as well as the performance of professional duties.

According to P. Muchinsky, competence is considered as a characteristic or quality of people, the manifestation of which the company would like to see in its employees. From the point of view of traditional job analysis, competence is the most important knowledge, skills, abilities and other qualities. Competence modeling is the identification of a set of abilities that an organization would like to see in its employees.

In acmeology, some general types of competence are distinguished that are necessary for a person, regardless of profession, referring to them professionally important qualities and types of professional behavior. Then:

• - special competence - the ability to plan production processes, the ability to work with office equipment, documentation;
• - personal - the ability to plan, control and regulate their work activities, make decisions independently, creativity, the ability to self-learn;
• - individual - achievement motivation, striving for the quality of one's work, self-motivation, self-confidence, optimism;
• - extreme - willingness to work in suddenly complicated conditions.

I.A. Winter considers socio-professional competence, which includes four blocks, to be important for the development of professionalism.

I. Basic - intellectually supporting, in accordance with which the following mental operations should be formed in a university graduate: analysis, synthesis; comparison, comparison; systematization; decision-making; forecasting; correlation of the result of the action with the put forward goal.

II. Personal, within which the graduate should have: responsibility; organization; purposefulness.

III. Social, according to which the graduate must be able to: organize his life in accordance with the socially significant idea of ​​a healthy lifestyle; be guided in the hostel by the rights and obligations of a citizen; be guided in their behavior by the values ​​of being, culture, social interaction; build and implement promising lines of self-development (self-improvement); integrate knowledge in the process of acquiring and use it in the process of solving socio-professional problems; cooperate, lead people and obey; communicate orally and in writing in native and foreign languages; find a solution in a non-standard situation; find creative solutions to social and professional problems; receive, store, process, distribute and transform information.

IV. Professional - the graduate must be able to solve professional problems in the specialty.

Quite new is the concept of reflexive competence, which is defined as “a professional quality of a person that allows the most effective and adequate implementation of reflexive processes, the implementation of reflexive ability, which ensures the process of development and self-development, contributes to a creative approach to professional activity, achieving its maximum efficiency and effectiveness” ( Polishchuk O.A., 1995).

Let's clarify the term "competence"

Competence- the quality of the individual's actions, manifested in the adequate and effective solution of a certain class of socioculturally significant tasks of a relatively non-standardized (problematic) nature. Competence is not reducible to a generalized mode of action and cannot be acquired in training: it is formed as a result of personal experience of action as an individualized ability. Competence is represented in culture in the form of precedents, i.e. real personalized samples of competent action.

Key competencies - competencies that have many areas of application and are necessary for everyone

Definition of competence within the European Community

“Competence is more than just knowledge and skills. It includes the ability to respond to complex requests by attracting and mobilizing psychological resources (including skills and attitudes) in a specific context.

“Competence is defined as the ability to successfully meet individual or social requirements, or, in other words, to perform an activity or solve a problem. Each competence is based on a combination of interrelated cognitive and practical skills, knowledge (including non-verbalized), motives, value orientations, attitudes, emotions and other social and behavioral components that can be jointly mobilized to perform effective action.

It is generally accepted that competencies are observable only in real actions performed by individuals in specific situations. External requirements, individual abilities or inclinations, and action contexts are all part of the complex nature of competencies.

Competences are manifested (or observed) in the actions that an individual performs in certain situations or contexts (meaning both the immediate and the wider socio-economic and political environment).

It is believed that competencies are acquired and developed throughout life and can be mastered and taught in a variety of institutions and other environments.

Competence develops through action and interaction in formal and non-formal educational contexts. Thus, the development of competence does not depend only on schooling and learning. In addition to the educational system, other institutions are also responsible for the transfer and development of the necessary competencies: family, work, mass media, religious and cultural organizations, etc. Further, although the acquisition and maintenance of competencies depend in part on personal effort, it must be recognized that they also depend on the availability of favorable material, institutional and social environment and suitable social arrangements.

It seems settled that the concept of competence refers to the field of skills, not knowledge. Competence is a general ability based on knowledge, experience, values, inclinations that are acquired through training. Competence is neither knowledge nor skills, being competent does not mean being a scientist or educated.”

“Skill is action in a specific situation. This is a manifestation of competence or ability, a more general preparedness for action, or the ability to perform an action in a specific situation. However, only skills are observable; competence is the characteristics that can be derived from observations of actions, of skills.

Thus, skills are presented as competencies in action. Competence is what generates skill, action.

Competence can be viewed as the ability to establish a connection between knowledge and a situation, or, in a broader sense, as the ability to find, discover a procedure (knowledge, action) suitable for a problem.

“History has, to some extent, shown the inability of the instructional and subject-based school to prepare students for action, or more precisely, to prepare them for the manifestation of intellectual and practical competencies recognized as appropriate for various conditions and circumstances of life.

School life is more focused on the figure of the teacher, on the transfer of knowledge prepared and offered by teachers, than on the activity of students in creating, obtaining, mastering "

“The emphasis on competencies (or skills) came to the school from the world of enterprises and work”

“... Competence cannot be defined through a certain amount of knowledge and skills, since circumstances play a significant role in its manifestation. To be competent means the ability to mobilize the acquired knowledge and experience in a given situation ... It makes sense to talk about competencies only when they appear in some situation; the unmanifested competence remaining in the series of potentialities is not a competence, but, at the most, a latent possibility.

This fundamental "down to earth" nature of competencies is the main aspect that needs to be emphasized. Competence cannot be isolated from the specific conditions of its implementation. At the same time, it closely links the mobilization of knowledge, skills, and behavioral relationships tuned to the conditions of a particular activity. It is this all-encompassing and integrative character that makes it difficult to form a concept and thus gives competence a special attraction.

Core competencies perform three functions. Firstly, they help to learn, secondly, they allow you to become more flexible, meet the requirements of employers, and thirdly, they help you to be more successful in later life.

"Key competencies are not a separate part of the curriculum, they are integrated into its content" ...

Helping students develop key competencies, you need to “step aside” and give them the opportunity to work independently”

“The key point in education, focused on the formation of key competencies, is the experience of the child. “Education is a constant reorganization and restructuring of experience”, both personal experience and cultural experience (L.S. Vygotsky).

So, one can understand competencies as the ability to understand and act, maintaining an “adequate connection with the world” (J. Dewey).

Within the framework of this understanding, we can talk not about key competencies, but about one competency ... which can be conditionally called “ability to act”, and about its aspects:

Goal-setting readiness

Evaluation readiness

Ready for action

Ready for reflection.

The next level of the hierarchy will be the content of that personal and cultural experience that is actualized and restructured in activity. We can talk about “operational support”, or about “universal competencies”, which are indivisible in activities, but can be called:

Working with information

Communications

Working with sign systems.

Universal competencies form "situational competencies", which appear as a predictable result of education as a result of the analysis of a specific request of a specific environment. They represent "experience about" (meanings + algorithms) and can be formed in the process of education ... "

“Competence is the ability (ability) to act on the basis of acquired knowledge. Unlike ZUNs (assuming action by analogy with a model), competence involves the experience of independent activity based on universal knowledge.

Thus, the new goal of education is to create conditions for students to acquire a system of competencies at the exit from school (or from school levels).

The use and use of knowledge in a product form is the basis for the formation of competencies.

Competence is the existence of knowledge and skills in the form of social practices. Competences are related to basic social abilities and skills”

“In this sense, we say that it is necessary to move from a knowledge-based approach to a competency-based approach, that is, to a different level ... This is a qualitatively new level of result, therefore, a new person and fundamentally new technologies. In this sense, the term competence is needed as a chance to get away from the knowledge approach.

“The just-in-case knowledge that we give does not open doors in this life. It is necessary to make changes in the education system so that the child can say: I can do it, I can do it. Competence is the ability to do, it is an active position in which a person knows, can and wants to do something.

One of the obvious ways to change the existing practice is the introduction of new pedagogical technologies, for example, the project method.”

“Today, the fact of the gap between education, especially general education, and the requirements of life is obvious. The introduction of key competencies is an attempt by the education system in the world as a whole to come to some kind of adequacy here and overcome this gap.

“The introduction of competencies is not a panacea for all ills, but a way to pragmatize the education system in accordance with the tasks that the social environment sets”

“The quality of education is determined by what opportunities a person has with this or that education, what values ​​he receives. Thus, the competence-based component of education is the key to its new quality” “The formation of competencies is not a change in content. This is a change of way, a change of technology. A change in the content of a book is always a change in the quality of knowledge, and a change in technology is a change in the circumstances in which you form knowledge and skills. This is a different arrangement of lessons, this is a different arrangement of school life ”“ There is a certain, completely universal way that follows from the very meaning of the activity we are talking about - to simulate real circumstances at school”

How to distinguish the levels of assimilation of the material?

Levels B. Bloom V.P. Simonov V.P. Bespalko M.N. Skatkin

1 Knowledge Discrimination Student (recognition activity) Reproduction of the concept

2 Comprehension Memorization Algorithmic (solution of typical problems) Concept recognition

3 Application Understanding Heuristic (choice of action) Application of the concept

4 Analysis The simplest skills and abilities Creative (search for action) Reproduction of a system of concepts

5 Synthesis Transfer Application of the concept system

Excerpts from the book by V.P. Simonov "To the director of the school on the management of the educational process." M., 1987

“Psychologist N.D. Levitov wrote: “Whether students have mastered the educational material can be determined by three indicators: 1) whether the student can talk about this material; 2) explain it and 3) put it into practice” (p. 134)

“The traditional concept of “knowledge, skills and abilities of students” at this stage requires clarification and more precise detail ... Therefore, we consider it possible (and our study confirmed this) to put five successive levels (indicators) of identifying its results as the basis for monitoring the effectiveness of the didactic process, proposed by I. Ya. For convenience, we will accept the term "degree of learning", and its levels will be denoted by Roman numerals: distinction (recognition) - the number I, memorization - II, understanding - III, skills and abilities (simple) - IV, transfer - V.

Indicator I - distinction characterizes the lowest degree of learning. The student only distinguishes a given object (process, phenomenon) or any action from their analogues, showing a formal acquaintance with it, with its external, superficial characteristics. The lowest level of mastery of knowledge is the possibility of only recognition in the future: a person can only state that knowledge was obtained earlier, but cannot reproduce it in one way or another. Recognition is the process of restoring the mental image of objects imprinted in the memory as a result of repeated exposure to this object on a person. In practice, this is expressed in the fact that when presented to him, for example, mathematical formulas that reveal Newton's second law or the law of universal gravitation, he only distinguishes them from each other, but cannot write and explain them, much less solve the problem using these laws. Such a student is at the first stage of educational and cognitive activity in this section of the course. This student gives only monosyllabic answers to the teacher's questions, trying to guess the correct answer.

Indicator II - memorization. With this degree of learning, the student can retell the content of a particular text, rule, formulation of a particular law, but the continuous reproduction of the text cannot yet serve as proof of his understanding. Our 16 years of school experience also shows that this indicator cannot be taken as an upper limit in determining the degree of student learning, since memorization is more of a quantitative indicator than a qualitative one. It mainly characterizes the amount of information, and the semantic side of the information is not always adequately reflected in this case. You can remember the material without understanding its essence, at the level of memorization. It is very important to take into account here that the reliance mainly on mechanical memorization, without a deep awareness of the internal patterns and logical sequence in the system of mastering knowledge, is one of the reasons for formalism in teaching. Students who have reached this degree of learning answer questions only of a reproductive nature and often only in a certain sequence that reflects the logic of constructing the text of a textbook, manual, etc.

More important and significant is the indicator of the III degree of learning - understanding. It involves finding the essential features and relationships of the objects and phenomena under study, isolating them from the mass of the insignificant, random on the basis of analysis and synthesis, applying the rules of logical inference, establishing similarities and differences, the reasons that caused the appearance of these objects and their development, comparing the information received with the available information. knowledge. With this degree of learning, the student is able to reproduce, for example, the formulation of Newton's second law, write its mathematical expression, explain it, give examples, and not only from the textbook, but also their own. The essence of this process is mastered by him, and not just formally fixed in the mind as a certain amount of information.

Understanding is such an indicator of the degree of assimilation of educational material, in which, we will show this below, in the process of questioning students, objective prerequisites sometimes arise to take it as a kind of starting point. Understanding is characterized primarily by the presence of one's own judgment, one's own opinion about any process, object or phenomenon based on their analysis and synthesis, establishing similarities or differences, identifying cause-and-effect relationships, etc. A more accurate picture of students' understanding of what they perceive can be obtained if the reproduction of the material is combined with its explanation or application. Thus, the application of acquired knowledge in practice is a more significant indicator of the assimilation of knowledge by students.

The indicator of the IV degree of training is the simplest skills and abilities. Soviet psychologists define skills as "fixed ways of applying knowledge in practical activities." Skill, brought to automatism, becomes a skill. With this degree of learning, the student is able to apply the theoretical knowledge gained in practice, solve problems using the learned laws and rules, reveal cause-and-effect relationships when analyzing theoretical material and be able to connect theoretical positions with life. Elementary skills and abilities are an indicator of a fairly high degree of learning, allowing the student to realize his "baggage" of knowledge. However, the goal of any training is not just the achievement of certain skills and abilities, but a wide transfer of actions learned by a person to new conditions. Thus, we understand the indicator of the V degree of learning - transfer as a positive effect of a previously learned skill on mastering a new one. A student showing this highest degree of learning is able to generalize, creatively apply the knowledge gained in practice in a new, non-standard situation, “transfer” to it previously studied and learned concepts, laws and patterns. With this degree of learning, the student gives an answer to any question, solves any problem or example that can be offered to him in accordance with the program requirements at this stage of learning, constructs new ways of activity and often finds new, original approaches to solving the problem assigned to him.