Speaking about the types of competencies, two important points should be noted:

• 1) species diversity of competencies in the absence of ///^-standards;
• 2) the existence of several classifications, i.e. species diversity. There is no single classification of types of competencies; there are many different classifications for various reasons. Navigating this variety of species is very problematic. Many classifications are inconvenient and obscure, which makes their application in practice extremely difficult. But, one way or another, the current situation affects the practice of building a competency model.

A variety of typologies can be found in various theoretical and practical materials on the topic of competencies. In world practice, there are examples of attempts to develop universal typologies and competency models that claim to be the world standard. So, for example, a company SHL- a world leader in the field of psychometric assessment and solution development - back in 2004, it declared the creation of a universal core competency framework by a group of consultants led by Professor D. Bartram. The basic structure included 112 components, headed by the so-called Big Eight competencies. It is quite possible that world unification trends will soon lead to the fact that such a world standard will become unified in //^-practice. But today, D. Bartram's model does not meet all the specific requirements for corporate competency structures. In addition, competencies are a corporate tool, so it is practically impossible to create a single set of competencies that any company can use, taking into account all the specific requirements for positions.

We will consider the types of competencies based on the corporate scale (the scale of distribution of any type of competency) and the organizational level (the level of the organizational structure at which any type of competency operates): corporate, professional and managerial. This classification was chosen as the most optimal for building a competency model and using it in various areas of ///^-activity. In addition, it allows you to select technological tools for assessing competencies and, accordingly, make the competency system more accessible for use.

Speaking about the competency model, it is necessary to identify the types of competencies.

1. Corporate (or key) competencies are applicable to any position in the organization. Corporate competencies follow from the values ​​of the organization, which are fixed in such corporate documents as strategy, code of corporate ethics, etc. The development of corporate competencies is part of the work with the corporate culture of the organization. The optimal number of corporate competencies is 5-7. This level includes corporate standards of conduct- business and personal qualities that every employee of the organization must possess, regardless of their position. Corporate competencies tend to be the most understandable, concise and easily identifiable. They contribute to the formation of corporate culture and the implementation of the strategic goals of the organization.

Corporate competence represents the competence of personnel at the level necessary for the organization to achieve its main goals: economic, scientific and technical, industrial and commercial and social (Fig. 2.5).

Rice. 2.5.

The system of corporate competencies (internal requirements for candidates) fully reflects the specifics of each organization, the goals and objectives of its production and management structures, the organizational culture and values ​​of this organization, and other aspects of its organizational behavior.

Competences are usually regulated with the help of the outlined terms of reference and the legal activity of the holder of the competence. Perhaps this follows from the statutory documents or other internal corporate rules, partly from legal and by-laws, the declarative goals of an enterprise, from a qualification handbook or job descriptions, regulations, orders, etc.

G. Cannac (France) defines corporate competence as "a rational combination of knowledge and abilities, considered over a short period of time, that employees of a given organization possess" .

• 2. managerial (or managerial) competencies are necessary for managers to successfully achieve business goals. They are developed for employees engaged in managerial activities and having employees in linear or functional subordination. Managerial competencies can be similar for leaders in different industries and include, for example, strategic vision, business management, working with people, etc. This type of competence is the most localized and complex type. Most often, companies develop multi-level managerial competencies. At the top level are the competencies that all executives in an organization should have. Next - managerial competencies corresponding to the managerial levels of the organization. The last in this hierarchy are specific managerial competencies that are characteristic of a specific specific managerial position. The development of managerial competencies is complex. There is a great danger and temptation to create a model of an ideal supermanager, which is hardly possible to implement in practice. That is why, when developing, it is recommended to include in the list of managerial competencies an optimal set based on the principle of necessary and sufficient competencies.
• 3. Professional (or technical) competencies are applicable to a specific group of positions. Drawing up professional competencies for all groups of positions in an organization is a very laborious and long process. This type of competencies is a set of personal characteristics, as well as knowledge, skills and abilities necessary for effective work in a particular job position. It is necessary to distinguish between the professional competencies of a position and the professional competencies of activities or professional areas. The professional competencies of activities and areas are of a generalized nature. And the professional competencies of the position are limited by the scope of a particular organization.

Professional Competence - this is “an integrated characteristic of the business and personal qualities of an employee, reflecting the level of specialized knowledge, skills and experience sufficient to achieve the goal, as well as his creative potential, which makes it possible to set and solve the necessary tasks. In accordance with the nature of the employee's activity and the characteristics of his labor process, the following types of professional competence are distinguished ”(Table 2.3).

Types of professional competence

Table 2.3

competence	Includes
functional (professional, special)	Professional knowledge, skills, education, business reliability, the ability to successfully and accurately carry out their official activities and design their further professional development
and intelligent	The ability for analytical thinking, logic, analysis and synthesis, hypotheses, possession of methods of personal self-expression and self-development, the ability for scientific justification and creative problem solving
situational	The adaptive ability to act in accordance with the situation, choosing from a variety of behaviors the most effective in given situational production conditions.
Social	Communication skills and the ability to communicate without conflict, the ability to cooperate, maintain good relations with people, provide social and psychological assistance, interact effectively in a team, demonstrate flexibility and the art of influence, exercise informal leadership

Individual Competence"characterizes the possession of methods of self-realization and development of individuality within the framework of the profession, readiness for professional growth, the ability for individual self-preservation, resistance to professional aging, the ability to organize rationally one's work without overloading time and effort" .

The above types of competence mean the maturity of a person in professional activity, professional communication, the formation of the personality of a professional, his individuality. They may not coincide in one person, who may be a good narrow specialist, but not be able to communicate, not be able to carry out the tasks of his development. Accordingly, it can be stated that he has a high special competence and a lower one - social or personal. Thus, certification of personnel competence is required, which involves assessing and confirming the compliance of the special, social, personal and individual competence of a specialist with established norms, requirements and standards. By analogy with the process of developing skills, we can distinguish:

• A) unconscious incompetence- poor performance, lack of perception of differences in constituent parts or actions. The employee does not know what he does not know, what knowledge and skills he needs;
• b) conscious incompetence- poor performance, recognition of shortcomings and weaknesses. The employee is aware of what he lacks for successful work;
• V) conscious competence- improved performance, conscious efforts towards more efficient actions. The employee is able to consciously adjust his activities;
• G) unconscious competence- natural, integrated, automatic operation with higher productivity. The employee is able to transfer the action to a new context, modify it taking into account the changing environment. Acquired competencies will not bring the desired effect if their carriers are not interested in maximizing the use of these competencies. So, employees in relation to their individual competence pursue the following goals:
  • adaptation of personal qualifications to the requirements of the position (workplace);
  • guarantees of maintaining the position (workplace);
  • basics for professional advancement;
  • increasing one's own mobility in the labor market;
  • ensuring high labor income;
  • increase their own prestige.

The broadest in scale and highest in organizational level (corporate competencies as a type are inherent in all positions of the organization located at all levels of the organizational structure, including the highest ones) are corporate competencies. This type includes corporate standards of conduct- business and personal qualities that all employees of the organization must possess, regardless of their positions and duties. In other words, these are the competencies that every employee of this particular organization should have. Corporate competencies tend to be the most understandable, concise and easily identifiable; designed to identify an employee with corporate values ​​and corporate culture of the organization. They contribute to the formation of corporate culture and the implementation of the strategic goals of the organization. When reading corporate policy documents, corporate codes, or simply job advertisements, one can often see phrases like “our employees have an active life position, strive for personal development, are loyal to customers, etc.”. In fact, the same corporate competencies that we are talking about are “hardwired” into such phrases.

As a real example of corporate competencies, we can cite an excerpt from the Code of Ethics of the company N.

The company especially appreciates:

• 1) respect personal rights and interests of our employees, customer requirements and terms of cooperation put forward by our business partners and society;
• 2) impartiality which implies remuneration in accordance with the results achieved and provides equal rights for professional growth;
• 3) honesty in dealing with and in providing any information necessary for our work;
• 4) efficiency as sustainable achievement of the highest possible results in everything we do;
• 5) courage confront what is unacceptable and take responsibility for the consequences of their decisions;
• 6) care manifested in the effort to protect people from any harm or threat to their life and health and the protection of the environment;
• 7) confidence employees, which allows us to delegate authority and responsibility for decisions and how they are implemented.

These paragraphs list the corporate competencies of the organization. This example clearly shows that corporate competencies are often confused in meaning with corporate values ​​in their perception. In addition, their set is almost identical in companies with completely different corporate culture, values ​​and business style. When developing corporate competencies, it is necessary to separate the really necessary competencies from the slogans, and also check the competencies for non-conflict with each other (they should not contradict each other).

Corporate competencies have a total distribution, i.e. should be characteristic of each employee of the organization, which means that you should know that the larger the list of these competencies, the more difficult it is to ensure that each employee has a complete set. Therefore, it is recommended to make a set of corporate competencies optimal: brief, concise, reflecting only that without which it will be extremely difficult for an employee to work effectively in this organization.

In addition, we should not forget that competence must be measurable, i.e., when introducing competence, it is necessary to check it for the possibility of evaluation. It is important to remember this precisely when developing corporate competencies, since there is often a great temptation to include personal qualities of a social nature, for example, justice. It is very problematic to measure the presence of this competence in an employee, since the concept of “fair” is largely relative and difficult to identify.

Professional competencies are less wide in scale (do not cover a wide range of positions, but are tied to specific positions, up to competencies specific to any one specific position) and localized. Usually they are localized to specific positions (perhaps to one specific), but a certain set of professional competencies is inherent in any position. This type of competencies is a set of personal characteristics, as well as knowledge, skills and abilities necessary for effective work in a particular job position. Given that our classification of competencies is limited to corporate boundaries, one should not confuse the professional competencies of a position with the professional competencies of activities or professional areas.

Professional competencies of activities and areas are more generalized. And the professional competencies of the position are limited by the scope of a particular organization. For example, there may be competencies of an employee in the pedagogical sphere - they are characteristic of all specialists engaged in pedagogical activities, regardless of the organization in which they work, or there may be professional competencies of a teacher of a particular training organization. Speaking of professional competencies as a type of competencies, we mean exactly them. Most often, a set of professional competencies in an organization is formalized in the so-called position profile.

Managerial competencies- the most localized and complex type of competencies. These are the competencies necessary for the performance of managerial duties by a managerial employee. Most often, companies develop multi-level managerial competencies. At the top level are the competencies that all executives in an organization should have. Next - managerial competencies corresponding to the managerial levels of the organization. For example, managerial competencies of top managers, middle managers, etc. The last in this hierarchy are specific managerial competencies that are characteristic of a specific specific managerial position. Oddly enough, the development of managerial competencies is the most difficult - the temptation to create a model of an ideal supermanager is too great, which is unlikely to be implemented in practice. Therefore, it is recommended to include in the list of managerial competencies an optimal set based on the principle of necessity and sufficiency.

Let's consider some of the opportunities that the competence-based approach provides for organizing effective personnel management.

1. It is necessary to remember the chain "goal - activity - competence” and apply this model to strategic human resource management. This chain means that larger goals usually require more complex activities in order to achieve them. More complex activities require higher specialist competence. Acquisition of higher competence takes time, often considerable. After all, even a simple skill is formed on average in 21 days, and there may be several necessary skills. In addition, the development of personal qualities requires much more time - sometimes it takes years.

Ways to solve this problem can be the following:

• implement a strategic management system and a strategic personnel management system in the organization. And then, knowing what goals the employee will have in a few years and how he will achieve them, you can plan a long-term program for his training and development;
• consider the current activities of the employee not only as practical, but also as educational. In this case, we can turn to the experience of big sport, and we will see that any competitions, except for the main ones (World Championships, Olympic Games), are preparatory for larger competitions, i.e. an athlete in the course of his training trains directly in the conditions in which he will compete in the future and win new achievements. Thus, he forms and develops a set of those competencies that he will need. For example, competitions are educational. And the task of the athlete is not only to win them, but also to improve his level of skill. Moreover, the attitude to win all competitions has long gone - it is more profitable to lose in simple competitions, but at the same time study and prepare in order to win the main competitions.

Applying this concept to business, you can say this: “Let my employee make mistakes if they are educational mistakes, and not negligent. The damage from these mistakes will be covered many times over in the future. After all, when an employee raises his competence, he will begin to bring profit, immeasurably greater than he brings now (even if now he does not make any mistakes).

2. talent management can be formulated as follows: if the competence of a talented employee exceeds the competence of his position in at least one of the parameters, then the employee feels dissatisfied, and his competence begins to decline.

Moreover, in order for such an employee to feel happy, it is necessary to make demands on him that are higher than his current competence (at least in one of the parameters) for his position. Naturally, there are a number of conditions: the excess must be adequate to the position, the current tasks of the organization and the psychological type of the employee; he must be aware of this discrepancy and work with it, and so on. This discrepancy is the zone of its development.

Still, despite all the difficulties, this conclusion opens up a whole range of opportunities for motivating and retaining staff. The most striking (even paradoxical) example: instead of increasing the amount of payments, you can complicate the professional activities of an employee. Of course, you need to know how to complicate and by how much? To answer this question, it is necessary to analyze the competence profile of this employee.

This conclusion echoes the idea of ​​realizing human potential. The idea is that strategic directions and goals are determined based not only on the decisions of the first persons of the organization, but also on the existing unrealized competencies of the staff (which, again, can be helped by analyzing the competencies of employees). If people feel that the organization not only ensures their standard of living, but also allows them to realize themselves more fully, then there will be a phenomenon that has recently been called "staff involvement". But the involvement of personnel gives not only a psychological, but also an economic effect. It has already been irrefutably proven that due to the low involvement of employees, organizations lose huge amounts of money, incomparable in size with the costs of high-quality personnel management.

The attractiveness of the competency-based approach, in our opinion, lies in a special method for analyzing and evaluating the development of personnel competencies, in particular managerial ones, at each level of the hierarchy in the organization, thanks to which those qualities are determined that determine the good performance of a particular job.

The competency-based approach implies that the main emphasis is not just on obtaining knowledge and skills by students, but on the integrated development of the competencies of managerial personnel.

This can be clearly seen in Fig. 2.6.

Rice. 2.6.

Motivational competencies management personnel include goal orientation, initiative, self-confidence, interest in the work of the individual, responsibility, self-control, self-realization, flexibility in work, influencing staff.

Intellectual competencies management personnel are based on knowledge related to the basic principles, as well as information technology, decision-making technologies and the rapid perception of innovations.

Functional competencies of management personnel are manifested in the skill set of management personnel (self-awareness, leadership, interpersonal communication, negotiation, decision-making skills, delegation, team building, conflict management, effective use of time).

Interpersonal competencies management personnel contribute to the formation of balanced relationships, interpersonal understanding, dedication to the company, willingness to help, customer orientation, staff optimism, etc.

Many organizations do not use ready-made developments, fundamentally go their own way and develop their own competency structures. This can be justified only if experienced specialists are involved in the development, since for novice developers, which are often HR- managers in the organization, this task is either beyond their strength, or threatens to create an incorrect and inefficiently functioning structure of competencies.

• See: Kibanov L.Ya. Fundamentals of personnel management: a textbook. M.: INFRA-M, 2009.
• 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. 678.
• Ksenofontova Kh.Z. Competences of managerial personnel and the formation of competitive advantages of the enterprise // Chelovek i trud. 2010. No. 7. S. 63-65.

director, consultant-trainer

BKT LLP (Business-Consulting-Training),

Almaty city

A correct forecast of market trends allows you to develop strategies, anticipate possible barriers to success and quickly find ways to overcome them. It is very important to be able to mobilize all resources in cases of difficulties and failures, clearly prioritize, analyze various alternatives and find the best solutions. Business efficiency is primarily determined by the managerial competence of managers.

Managerial (official) competence is a set of knowledge, practical experience, skills and personal qualities of a manager, which allows him to qualitatively solve certain tasks in order to achieve certain results.

Qualified management is carried out on the basis of knowledge gained during training and practical experience.The basis of management is knowledge, useful experience of other companies, the manager's own experience, proven tools and skills in using them.. Practical knowledge in management is of more value than theoretical; useful experience is scrupulously studied and passed on, and a well-designed tool for solving problems is much more useful than scientific theories.

Based on the understanding of the essence of management, we can say that the most sought-after managerial competencies of a top manager are:

1. Strategic thinking (systematic, systematic, the ability to foresee the "picture" - the result).

2. Knowledge of the basic principles of marketing to manage the company's position in the market.

3. Ability to manage financial flows, incl. use mechanisms for investing in new projects.

4. Knowledge of production and operations (purchasing, logistics, warehousing).

5. Understanding the laws of the market, the ability to organize marketing and sales processes.

6. Ability to develop new products or services.

7. Understanding of information technologies and approaches to process automation.

8. Implementation of business administration.

9. Knowledge of relevant legislation governing business.

10. Personnel management skills

11. Ensuring security - commercial, informational, economic, personnel.

12. Maintaining public relations (formation of the company's reputation and image in society, in the business community or in the market - to choose from).

At the same time, any leader performs a certain number of administrative functions, such as:

collection and analysis of information;

• making decisions;
• planning;
• organization;
• coordination;
• control;
• motivation;
• communications.

A good manager should be both an organizer, and a comrade, and a mentor, and an expert in setting goals, and a leader, and a person who knows how to listen to others. He must have a good understanding of the capabilities of his direct subordinates, their ability to perform the specific work assigned to them.The manager must know the principles of interaction between the heads of departments and employees within the company, develop teamwork in order to maintain the unity and correct functioning of the company. It is impossible to combine the variety of skills and qualities of a top manager listed above in one person, but it is possible to clearly define the list of requirements for a specific position of a manager, taking into account the specifics of the industry, the features of the management system and the corporate culture of a particular company and its development goals.

The competency method is becoming more and more popular in dynamically developing companies, as it involves the use of a single language in business processes. This is an efficient way to describe a job since most of the jobs can be described using 10-12 individual competencies. For example, the international construction corporation "Tarmak" uses 10 competencies, and the management model of the company "Xerox" includes 32 competencies.

In a sense, the number of competencies used in a particular model does not matter, it depends on the characteristics of the industry, the specifics of the company, the management system, corporate culture, etc.The number of competencies should be convenient for conducting managerial work and for evaluating the results of the manager's activities.

In domestic practice, two main groups of competencies necessary for a manager are used:

1. WITHspecial competencies- those skills and abilities that are associated with the field of professional activity. For example, a financial director must be able to analyze a balance sheet, and a programmer team leader must be proficient in the most important programming languages.

2. Bbasic competencies- a group of competencies, which is based on the intellectual, communicative, emotional and volitional qualities of a person.

When determining the basic competencies, it is necessary to take into account the general specifics of managerial work, which consists in the fact that:

• The work of the leader does not have a clear completion in time. He is always busy, because the organization daily operates in the market and is constantly influenced by changes in the external environment, where there are risks and opportunities that must be foreseen in order to make correct and timely management decisions;
• the work of the manager is the basis of the management process in any organization and is based on his knowledge, experience and perception of the new (application of best practices, new techniques and methods in work);
• the management style of the head forms the corporate culture of the organization, dramatically affects its image and business reputation;
• an important part of managerial work is the ratio of time spent by managers in accordance with the levels and functions of management. The higher the level, the more time is allocated in favor of representative communications: business meetings, negotiations and meetings. The lower the level of management, the more time the leader spends among subordinates in an environment where operational decisions are made in a particular unit on a particular issue.

The competency model describes the position of a manager in three dimensions:

• vision (vision) - the ability to think at the strategic and tactical levels, the ability to predict the future and anticipate the emergence of problems;
• action (action) - the ability to dynamically and progressively move towards achieving the desired result (for example, clear action planning, perseverance in striving for a goal);
• interaction (interaction) - the ability to build such relationships with others that help to achieve the best result in work (for example, the ability to motivate subordinates, the ability to work in a team).

In 2007, Antropos-Consulting published a dictionary-reference book "Competences of a manager" (author V.E. Subbotin), which presents the most complete list of competencies for various job groups. According to experts in the development of competencies, the activities of a manager can be conditionally divided into several areas of competencies:

• Special professional competencies - competencies necessary for the manager to resolve issues that make up the content of the processes and functions for which he is responsible. Special competencies reflect the level of knowledge of issues related to the operation of equipment, procedures and technologies of the production process. In essence, this is knowledge and skills related to a specific subject area: for example, finance and accounting, information technology, engineering, chemistry, construction, etc.
• Business competencies These are general competencies, they are necessary for managers in any field of activity. These competencies form the main content of MBA programs and include a systematic analysis of the situation, strategic decision making, attraction of external and internal resources of the company to solve business problems, budgeting, forecasting income and expenses, reducing enterprise costs, reporting, etc.
• Knowledge management competencies reflect the manager's ability to work with information, manage information flows, learning and development processes in the organization. Knowledge management competencies include such skills as information retrieval, conceptual, analytical thinking, problem solving, understanding the essence of organizational development processes, ensuring the process of acquiring new knowledge and skills by employees.
• Leadership competencies belong to the sphere of leadership and management of people. They reflect the manager's ability to manage his own power, direct the activities of subordinates in a certain direction, provide support to subordinates, show them participation and empower them. In addition, leadership competencies imply that the manager has the ability to create a state of focus on a common task in subordinates, the ability to work with a heterogeneous team, support the creative activity of subordinates and form a sense of community in the organization.
• Social or interpersonal competencies refer to the manager's ability to build and maintain optimal relationships with people (the public, shareholders and other stakeholders). The presence of this ability requires the development of certain social skills, such as understanding other people and their behavior, communication and interaction skills with others, creating proper motivation in people, as well as the ability to prevent and resolve conflicts. Ideally, a socially competent manager is able to put himself in the place of another person, correctly assess his expectations and build his behavior in accordance with these expectations. It is the ability to behave socially adequately.
• Intrapersonal competencies . They are based on self-confidence, a tendency to influence one’s environment, the desire to improve and radically change the existing situation, focus on results and self-development, the ability to act in conditions of uncertainty, developed self-awareness and self-control skills.

Obviously, for different leadership positions, each of the listed areas of competence has a relatively different meaning. For example, a commercial director needs interpersonal competencies; for the production director, the sphere of technical competencies may come to the fore; for the CEO - leadership competencies. The relative importance of individual competencies and their groups, of course, is not automatically given by the title of the position. It all depends on the characteristics of the company and the content of job responsibilities.

There are also different approaches to the description of competencies. Let's use an example to show the use of different approaches to compiling the "Planning" competence. The dictionary "Competencies of the leader" states thatplanning -is the ability to develop an effective program of one's own activitiestakeaway .

The following types of assessment of this quality by the manager are offered:

1. The ability to organize and plan one's own work in such a way as to effectively use working time, avoid unnecessary efforts and meet deadlines.

2. An accurate estimate of the time it will take to completeone task or another.

3. Periodic monitoring of the pace of work, withthe need to correct it in order to meet the deadline.

4. The ability to devote time to the analysis of a particular issue, but always remember that the work must be completed on time.

5. Preparation for business meetings, preliminary acquaintance with the necessary information.

6. Effective use of time control tools (timers, calendars, weeklies).

7. Arranging the sequence of performing individual tasks depending on their urgency and importance.

8. Planning work taking into account the plans of their partners, if the work requires interaction.

Business coach Z. Dmitrieva in her book "Managing Employees and the Company" emphasizes that The competencies of a modern manager can consist of five components:

1. Formal requirements (education, health status, legal grounds, etc.).

2. Knowledge (possession of general and specific knowledge in a special area, business and economics, management, knowledge of a specific market, company regulations, etc.).

3. Skills (ability to perform actions, make decisions necessary for the effective performance of duties).

4. Settings (worldview, attitudes and attitudes that contribute to the correct performance of duties, for example, the attitude “the client is always right”).

5. Business and personal qualities (psychological characteristics of personality and character, contributing to the performance of the functions of a leader).

In this case, the competency model might look like this:

Competence "Planning"

1. Formal requirements: education, mental health, work experience in an efficient business structure, formal requirements for the position, and more.

2. Knowledge: possession of methods of strategic, tactical and investment planning, knowledge of the course "Project Management", cost analysis, risk assessment, scenario planning, etc., basic time management techniques. Knowledge about the scarcity and scarcity of resources, including those at the head of the enterprise. Knowledge of business processes, similar to the MBA program.

3. Skills and abilities: skills in drawing up strategic, tactical, investment plans, risk management, self-organization, time management. Good ability to use planning tools in practice (methods of operational resource analysis, SWOT analysis, scenario planning, etc.). Skills for solving strategic and tactical problems. Information handling skills. Ability to identify and formulate business goals, prioritize. Skills in the use of applied computer programs.

4. Attitudes: understanding the need for strategic planning in business, willingness to follow previously set plans and goals, desire to develop the company.

5. Qualities: systematic thinking, analytical skills, creativity, attentiveness, objectivity of thinking, consistency.

Despite the difference in approaches and the different number of components of competence sections, there are common requirements for competencies, which should be:

• exhaustive. The list of competencies should completely cover all important work activities.
• Discrete. A separate competence should relate to a specific activity that can be clearly separated from other activities. If competencies overlap, it will be difficult to accurately evaluate work.
• Focused. Each competency should be clearly defined and there should be no attempt to cover too much. For example, "technical competence" should be very specific.
• Available. Each competency must be formulated in an accessible way, interpreted in the same way by all managers, so that it can be used universally.
• Congruent. Competencies should reinforce organizational culture and reinforce long-term goals. If competencies seem too abstract, they will not be useful and will not be accepted by managers.
• Modern. The competency framework should be updated and should reflect the current and future (foreseeable) needs of the organization.

Successful management consists of the following types of learning:hhard skills and soft skills.

The formation of a top manager as a management specialist begins with the acquisition of skills that are divided into two groups: hard skills and soft skills (by analogy with hardware and software in computers).hard skills - this is "iron", those skills that are necessary to do your job at a high professional level. This is fundamental knowledge about the mechanisms of business functioning, understanding of the organization as an integral system, economics, marketing, finance, as well as production (professional) skills used in direct work. For a long time it was believed that the effectiveness of work depends on the level of development of these particular skills. An important role is played by the diploma of academic education, the level of intelligence, the number of certificates of completion of specialized courses.

Many managers focus their attention on the development of hard skills: technical knowledge and skills. This is due to the fact that domestic managers really do not have enough quality knowledge in management and marketing, which has become possible to obtain in our country recently.Hard skills can be developed by obtaining additional academic education, in MBA programs and attending various seminars. Hard skills trainingallows in a fairly short time to obtain the knowledge necessary for the head of business development management, strategic planning, operations, modeling of transformations and organizational structure. Many discussions and interactive seminars are built into such programs, which allow learning to apply the acquired theoretical knowledge through the analysis of specific situations and in role-playing games. Within the framework of hard skills training programs, one can exchange managerial experience among peers, learn how a particular problem or task is solved in other companies. Academic study programs are known to require more time and effort; for example, to get high-quality knowledge in marketing, it is not enough to attend a two-day seminar, you need to get a higher or additional education lasting several months.

However, only professional knowledge of hard skills is not enough for successful work. The transition to the status of a senior manager is not limited to mastering only technical skills.In practice, managers often do not cope with their duties because oflack of experience and because ofunderdevelopedsoft skills

A higher level of management requires the possession of more complex qualities, skills of interaction with people: the ability to communicate, speak in public, convince oneself to be right, manage one's emotions and the emotions of others, and motivate. All this together makes up soft skills, which, in turn, require a deep personal restructuring from the leader.

The expected work of a manager at the top management level requires, first of all, diverse and multi-level communications, leadership qualities, the ability to form and develop a management team, and make decisions in conditions of uncertainty. The importance of these skills is due to the fact that successful managers communicate with other people up to 80% of their time. The higher a person climbs the career ladder, the less important technical skills are, and the more important interpersonal skills become.

Acquisition Featuresoft skills isWhatRThe development of personal skills often requires significant efforts in working on oneself, since it is necessary to change the existing "picture of the world", long-term habits and patterns of behavior. Many practitioners take more time to develop new skills and abilities. Existing experience and a large number of developed technologies make it difficult to analyze behavior and search for those “growth areas” that can be improved. The birth of a new personality (or new soft skills) is always associated with overcoming oneself and educating oneself. In addition, sometimes the fear of change also interferes: if the previous behavior worked, and worked quite successfully for many years, then how will others perceive these changes? That's whytop managers need to be prepared for the fact that mastering real soft skills can take place after 3-5 months of training. Long-term training may be in demand when it is necessary not only to develop a specific skill, but to move to a new level of management (for example, the company has seriously expanded, competition has sharply increased, business reorganization is needed). In this case, attending individual trainings may be an inefficient waste of time. Such programs are also useful for managers who are on the verge of emotional burnout, when business and work cease to interest and please. Then the acquisition of new findings and personal growth make it possible to overcome this "managerial crisis".

An analysis of the personnel policy in most Russian companies shows that when selecting and evaluating candidates for the positions of department heads, professional knowledge and skills are mainly taken into account, and most often they do not pay attention to the qualities of a manager and leader.

For example, sales managers should have not only professional competencies in sales, a focus on high results and achievements, but also competencies in leadership, customer focus, teamwork, and communication skills.

An analysis of publications devoted to the development of competency models shows a wide variety of approaches to the concept of competency. There are different points of view on the classification of competencies, the number of competencies in an effective model, the definition of levels in a competency model, etc.
But they agree on one thing, competence is the main characteristic of a person, which is causally related to effective work.

Consider the model of competence of the head of the sales department.

Levels of assessment of the manifestation of competence in an employee:

Level	Short description
1 - Beginner level	Not enough knowledge in this area. Behavior does not correspond to competence. Requires training/correction/development of correct behavior.
2 - Level of development	There are significant gaps in knowledge and skills. Actively learns and gains experience. Behavior is easily corrected by training.
3 - Experience level	The employee demonstrates a sufficient level of knowledge in this competence. The employee demonstrates the possession of this competence based on his experience. In activities mainly relies only on their own experience.
4- Mastery level	The employee demonstrates a professional level of knowledge in this competence. The employee demonstrates professional competence. The employee shares knowledge and experience with colleagues.
5 - Expert level	The employee demonstrates an expert level of knowledge in this competence. The employee demonstrates an example of professional competency. The employee actively transfers knowledge and experience to colleagues.

Profile model of competencies of the head of the sales department

Based on the analysis of professional activity, labor functions, necessary knowledge and skills, a competency map of the head of the sales department was compiled.

10 important competencies for a manager have been selected:

1. Leadership.
2. Decision making.
3. Organization of work.
4. Achievement orientation.
5. Customer orientation.
6. Teamwork.
7. Motivation and development of employees.
8. Analytical thinking.
9. Sociability.
10. Loyalty.

Consider the levels of development for each competency.

1. Leadership.

The ability to influence the behavior, beliefs and motivation of the team.

Level, points	Brief description of the level
1 - Beginner level	Avoids situations in which he is forced to play the role of leader. Shows low activity in situations requiring group mobilization. In communication with subordinates, he is kept formally, not active enough. Unable to influence the opinions and behavior of subordinates. Tries to "push through" subordinates. Brings destructiveness to the team. Often communicates in raised tones. Applies an authoritarian management style.
2 - Level of development	Demonstrates a personal example. Tries to lead. In competition, it cedes its role to the informal leader. Influences subordinates, relying solely on their administrative powers. Can't overcome resistance. Can influence new employees and loyal subordinates.
3 - Experience level	Is the leader in the team. Mobilizes the team. Resolves conflicts within the team. Instills in the team the goals and objectives of the development of the organization. Convinces subordinates of the need to complete their tasks. Transfers his experience and methods to the team, but does not develop. More often uses a democratic style of management.
4- Mastery level	Is the leader in the team. Keeps the team confident in success even in critical situations. Willingly takes responsibility for the group and for himself. Successfully influences others. Inspires subordinates, awakens in them initiative, the desire for achievements. Trains and develops each team member. More often uses a democratic style of management.
5 - Expert level	The undisputed leader. Forms a training and career team. The team is focused on development and achievement of high results. Creates an atmosphere of development, mutual assistance and cooperation in the team. Able to apply different management styles, depending on the situation.

2. Decision making.

The ability of the leader to make effective decisions and the willingness to take responsibility for them.

1 – First level	Unable to make decisions on his own. Shows no initiative. Doesn't take into account circumstances. Does not coordinate his actions with the actions of others. Does not defend his decisions in front of subordinates and management. Often changes his mind and agrees with the opinion of the majority. Does not take responsibility for the decisions made. Responsibility shifts to subordinates. Not ready for risk.
2 – State of the art	He tries to analyze the events that have happened, in especially difficult situations he pulls with a solution. Weak initiative. There is no vision of the development of the situation after the decisions made. More often, the decision is made after consulting with a more experienced colleague. Does not sufficiently understand the need to coordinate their decisions with related departments. He is not able to defend his decisions in front of management and subordinates with arguments. Responsibility for the decisions made seeks to share it among all members of the team. Makes decisions based on previous experience. Follows predetermined decision-making procedures.
3 – Experience Level	Collects and uses all the information necessary for decision making. Regularly reviews and agrees on decision limits in accordance with its role. Delegate decisions to others if possible. Makes decisions independently, only with the already existing experience of making similar decisions. Rarely takes risks. He understands from his own experience the need to coordinate his actions with the actions of others for effective decision-making, but does this regularly.
4- Skill level	Willing to take risks if necessary. Understands the need to coordinate their actions with the actions of others, tries to do this regularly. In the absence of a leader, he is able to independently make decisions and bear responsibility for them. Uses clear arguments when defending his decisions, is able to convince managers, to captivate the team. Organizes interaction between his subordinates, controls their activities, recalls the deadlines, the conditions that employees forgot about, thereby showing a sense of responsibility. Looking for different solutions. Takes responsibility for decision making. He defends his decisions, convincing managers that he already has experience in solving these problems. Takes responsibility for a specific area of ​​work.
5 – Expert Level	Draws up comprehensive plans, conducts a comprehensive analysis. Uses a variety of analytical methods and finds possible solutions, which are then compared in terms of their value. Always considers alternative options before making decisions, analyzes risks and consequences. Carefully analyzes new events and their possible consequences. Makes strategic decisions. He knows how to make the right decisions in any situation. Proves the need to support the execution of decisions at all levels of management. Makes unpopular decisions when the situation calls for it. High efficiency of the decisions made.

3. Organization of work

The ability to effectively plan the implementation of the tasks set by the HTP, the ability to correctly delegate tasks to them, effectively motivate and competently monitor the implementation of tasks.

1 – First level	Does not consider it necessary to motivate subordinates. Does not control the progress of the task. Does not use the SMART principle when setting goals. Meetings / planning meetings with the team are not held or are chaotic.
2 – State of the art	During the meeting / planning meetings, it is not clear enough to set tasks for subordinates. Does not indicate specific standards and control parameters. Does not define actions by time. To motivate a subordinate, he uses exclusively methods of material motivation and administrative resources. Poor knowledge of SMART technology.
3 – Experience Level	During the meeting, he clearly and specifically sets the goals and objectives of the VTP. If necessary, explains their meaning and essence. Gives clear comments and recommendations so that the task is completed as efficiently as possible. Uses SMART technique when setting goals. Periodically uses methods of non-material motivation.
4- Skill level	Determines in advance the intermediate control points for the execution of the task. Thinks through mechanisms for fulfilling orders in unforeseen situations. Excellent knowledge of SMART technology. Applies methodologies or project controls.
5 – Expert Level	Knows and applies various project management techniques. Clear planning of tasks and results. Constant monitoring and adjustment of tasks. Excellent knowledge of SMART technology. Knows how to motivate employees.

4. Achievement orientation.

— the ability to achieve the maximum possible desired result by setting goals/priorities correctly;
- the ability to make efforts and remain active to achieve the goals and objectives;
- the ability to clearly present the final result and strive to achieve it in the process of work.

1 - Beginner level	Satisfied with the results that are obtained. The choice of tactics for the implementation of plans is chaotic. Fully writes off the responsibility for the result on external circumstances.
2 - Level of development	Creates its own quality criteria to measure results and compare them to its own standards, not those set by others. Wants to be successful. When faced with failures, they lose perseverance, interest and pace of work. Focuses on mistakes. Not always consistent in their decisions.
3 - Experience level	Continuously and gradually improves the performance of its work; constantly finds ways to perform tasks in the area of ​​​​its immediate duties better, easier, faster and more qualitatively. He confidently declares that he plans to achieve a result much more than planned. Adequately adjusts it after trial elections. Works with enthusiasm all the time. Attentive and focused. When faced with setbacks, maintains perseverance and pace of work. Speaking of failures, he connects them with his own miscalculations and limitations (wrong choice of tactics, lack of knowledge, erudition, inability to "get together" in a stressful situation). Ensures that goals are achievable within agreed commitments. Finds the correct criteria for success and evaluation. Reveals and highlights the likely circumstances in achieving goals.
4- Mastery level	Sets elusive goals - while making decisions and prioritizing based on accurate calculation. Defines and sets clear goals. Sets goals above current performance. Uses different methods to achieve goals. Constantly evaluates own performance. Establishes criteria for success and performance evaluation. Considers the support of others in achieving goals. Revises goals and adapts them to changing conditions.
5 - Expert level	Allocates significant resources and/or time (in a situation of uncertainty) to obtain long-term benefits and benefits. Focuses on the goals of the organization in order to evaluate and prioritize tasks. Continuously evaluates achievement of goals at all levels. Reasonably assigns tasks to specific performers. Develops new methods and practices for translating new ideas into action. Assesses the reality of the implementation of ideas in business. Promotes forward-thinking ideas with energy and enthusiasm.

5. Customer orientation.

— understanding explicit and implicit needs;
- the effort and time spent on meeting these needs;
- response to wishes and complaints;
- Establishing and maintaining relationships with clients;
— focus on long-term cooperation.

1 - Beginner level	Expresses a negative attitude towards customers. Doesn't know how to get along with clients. Conducts negotiations with a manager or colleague. Restricted in making a decision to work with a client.
2 - Level of development	Accompanies the client (finishes client requests, their demands and complaints, but does not clarify implicit needs, hidden problems or questions of the client). Independently negotiates with the client. Operates strictly within the established limits of responsibility. Coordinates all actions with management. Maintains a client base.
3 - Experience level	Fully available to the client (works on explicit and implicit client requests). Confident negotiator. Able to influence the opposite side. Supports and actively develops the client base.
4- Mastery level	Applies a long-term perspective (works on the long-term goals of the client, seeks long-term benefits for him. Able to negotiate with key persons, reach agreements. Able to creatively solve significant, complex, non-standard problems. Capable of implementing significant improvements in sales methods and procedures. Presents persuasive and well-founded arguments. Persuasively expresses his own point of view. Adapts and develops arguments to achieve desired results. Works with the client's deepest needs: Knows the client's business and/or collects information about what the client really needs beyond what was originally formulated. Selects from available (or specially ordered) goods and services those that meet the deepest needs of the client.
5 - Expert level	Acts as a trusted advisor to the client. Able to interact with new potential customers. Handles complex client situations well. In negotiations, seeks to achieve a mutually beneficial result. Introduces innovations in methods of interaction with clients. Implements strategic initiatives in this competency. Uses a long-term perspective: When solving customer problems, works in the long term. May forego immediate benefits for long-term relationships Seeks long-term benefits that also benefit the client. Acts as a trusted personal advisor; included in the decision-making process on the part of the customer. Forms own opinion about the needs, problems and opportunities of the client. Acts on that opinion (eg, recommends approaches that deviate from those originally proposed by the client).

6. Teamwork.

The ability to work for a common result, creating a common information field, to carry out responsibly
their duties, respect other team members and the agreements reached among themselves.

1 – First level	Strongly defends his options. Passive, she takes part in the common work. Openly conflicts with other participants or sabotages them.
2 – State of the art	Cooperates with colleagues in the implementation of only their own options. If disputes arise, either gets involved or keeps silent. In the presentation of the result, emphasizes that the group made the wrong decision, because. did not listen to his opinion.
3 – Experience Level	Cooperative in relation to other participants - hears a different point of view. Offers to use the best ideas, considers the plans of each. Gives each participant the opportunity to express themselves - to contribute. Inspires colleagues to contribute to the team. Notices and acknowledges other people's contributions to the team. Shares experience and information with colleagues.
4- Skill level	Easily works in a team. Anticipates possible disagreements and takes measures to prevent them. In case of disagreement, he interacts based on the goals and objectives of the company. Takes initiatives to improve teamwork. Inspires all team members to make a useful contribution to the upholstered work. Determines what support team members need and provides that support. Responds positively to the contribution to the team of colleagues.
5 – Expert Level	Uses knowledge of the strengths, interests and qualities that need to be developed in team members to determine personal tasks in teamwork. Provides regular feedback to team members. Encourages team members to understand personal and collective responsibility.

7. Motivation and development of employees.

Theoretical knowledge and practical skills, which consist in the ability to train employees in new functional duties for them and the norms of the corporate culture characteristic of the respective position.

1 – First level	Does not have the desire and ability to train subordinates and mentor. Doesn't see any point in it. Does not use employee motivation tools.
2 – State of the art	Has a desire to instruct an employee, but does not have theoretical knowledge and practical skills on how to effectively implement it, or has ordinary ideas about how to train an employee at the workplace. Tries to motivate employees.
3 – Experience Level	Has a desire and good theoretical knowledge of the mentoring mechanism, but does not have sufficient practical experience for its effective management. Or, on the contrary, has sufficient practical experience in introducing an employee to a position/profession/corporate culture, but it is not structured and not justified by the system of theoretical knowledge of the modern system of "personnel management". Builds own knowledge about the organization, its people and services. Looking for opportunities to develop their own skills. Positive about feedback. Regularly analyzes and improves personal development plans. Motivates with limited types of motivation.
4- Skill level	Gives employees tasks or provides training to develop their working qualities. When identifying development opportunities, it takes into account the real needs of the business in its unit. Possesses a high level of theoretical knowledge and practical skills that determine the mentoring process: effectively and within the allotted time, he trains the employee in functional duties, corporate culture norms, existing formal and informal communication channels. Agrees and implements action plans for personnel development according to the SMART standard. Strives to establish and provide positive feedback. Supports people in their desire to put into practice the acquired knowledge. Regularly evaluates progress in personal development. Knows how to motivate employees.
5 – Expert Level	Organizes a system of long-term mentoring or training, seeks opportunities to expand and develop the abilities of other employees, provides additional tasks or training aimed at developing the skills and abilities of others; when identifying development opportunities takes into account the real? business needs throughout the organization and in the long term Ensures that learning and development plans make a useful contribution to the business. Ensures that the processes and procedures of activities inspire staff to learn. Requests resources to support learning at all levels of the organization. Successfully applies material and non-material motivation of employees

8. Analytical thinking.

The ability to analyze problems and identify their constituent elements, to draw systematic and logical conclusions based on
on the right information.

1 – First level	Divides problems into a number of simpler tasks or activities without assigning an order of importance. Makes a list of tasks without setting a specific order or priority. Allocates only the most obvious factors that characterize the external environment. Does not take into account how his decisions or actions will affect the work. Operates with separate facts, does not link them together. He does not notice the interconnection of phenomena.
2 – State of the art	Establishes a causal relationship between two aspects of a situation. Can divide these elements into two categories: pros and cons. Identifies both obvious and less obvious factors that describe the organization's external environment. It does not take into account all the important information. Does not take into account the work of competitors. Limitedly sees the impact of his decisions and actions on the company's activities (transfers responsibility to external circumstances (hope for the end of a difficult economic situation, the inability to change anything in the existing conditions). When analyzing the situation, he identifies and compares homogeneous information. Establishes the most obvious cause-and-effect relationships between phenomena.
3 – Experience Level	Takes into account in the analysis the totality of external factors that can determine the future of the organization. Knows the area of ​​responsibility of each employee, his contribution to the achievement of goals. Does not shift the responsibility for the decrease in volumes to external circumstances - crisis, etc. Predicts the impact of their actions on the work of the branch (employee training, non-material motivation, customer development). Analyzing the situation, compares diverse information, reveals all significant cause-and-effect relationships, linking the facts into a single system.
4- Skill level	Highlights multiple causal relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationship between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. In conditions of information deficiency, it determines the links that are missing from the complete picture. Anticipates changes in the goals and functionality of other departments and, taking this into account, builds his work. Ready to integrate into a change in strategy and act in conditions of limited resources. Effectively structures and systematizes large volumes of heterogeneous information. Draws correct conclusions based on incomplete and/or conflicting data.
5 – Expert Level	Highlights multiple causal relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationship between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. Draws up comprehensive plans, conducts a comprehensive analysis. Uses a variety of analytical methods and finds possible solutions, which are then compared in terms of their value. Assesses the risks of each decision.

9. Sociability.

1 – First level	Communicates little and at a low professional level with clients Demonstrates poor presentation skills Cannot influence the client.
2 - Level of development	Develops a professional level of communication with clients. Demonstrates the development of presentation skills. Tries to influence the client.
3 – Experience Level	Communicates with clients in a professional manner. Possesses presentation skills. Has negotiation skills.
4- Skill level	Correctly formulates and conveys information. Defends the interests of the company Knows how to present the company, product, himself. In negotiations, demonstrates the skills of influence and persuasion.
5 – Expert Level	Expresses ideas clearly and precisely. Skillfully negotiates with the client, argues his point of view. In controversial situations, looking for mutually beneficial solutions. Influences the outcome of negotiations. Able to work with failures. Able to create new communication channels and communicate information effectively. Resistant to emotional pressure.

10. Loyalty.

The ability and readiness of an employee to build their behavior in accordance with the needs, priorities and values ​​of the company.

1 – First level	Ignores or persistently disobeys company rules. Makes the least effort to meet company standards or does the least to keep a job. Requires constant supervision.
2 - Level of development	Makes an effort to comply with the rules and regulations. Dress appropriately and respect company standards. Models the rules of conduct in the company.
3 - Experience level	Understands and actively supports the mission and goals of the company. Aligns its actions and priorities in accordance with the needs of the company. Recognizes the need to collaborate in order to achieve the company's major goals.
4- Mastery level	Makes personal or professional sacrifices. He puts the needs of the company ahead of his own. Makes personal sacrifices related to professional self-determination and preferences, as well as family matters, in the name of meeting the needs of the company.
5 - Expert level	Transmits the mission and goals of the company to subordinates. Forms a corporate culture focused on loyalty, development and achievement of high results.

Ranking results and determining the weight of competencies for the position of head of sales department.

Competencies are compared in pairs and the dependence of the level of competence development on the competency being compared is revealed.

0 points - the level of competence does not affect the level of the compared competence.

1 point - moderate dependence and impact on success.

2 points - competence strongly affects the severity of the compared competence.

Benefits of creating and applying a competency model for the organization and the employee:

For an employee:

— understanding the requirements for their competencies;

- Entry into the personnel reserve.

— motivation for development and achievement of high results.

For organization:

— assessment of employees;

— requirements for the selection and rotation of personnel;

— personnel development planning;

— formation of a personnel reserve;

— staff motivation;

- creating a KPI model.

The chief of the chief of strife (folk wisdom)

The topic is no longer new, but still relevant: the success of an organization depends on the competence of its leaders. Not only in times of crisis it is very important to rely on the ability of managers to focus on efficiency in achieving goals, in times of state complications, the need for the skill of managing the emotional state of the team (emotional intelligence) is added to the skill of efficiency. These skills are important at any time, but now it is especially difficult to achieve any results without them.

And at the same time, a large percentage of managers are not always able to clearly formulate the goal, let alone evaluate the effectiveness of the process of achieving it. I'm not talking about having emotional intelligence. Unfortunately, until recently, Ukrainian companies have paid little attention to the development of managerial skills of managers. Maybe it's time to grow.

If you feel the same way, let's discuss the ideal image of the Leader that any company would like to have. Of course, there are features of managers in different industries (the head of production will differ from the head of the sales or service department), the requirements for the top-level head and the middle manager will be different. Therefore, I propose to discuss now only general trends using the example of a middle manager. Depending on the position level or industry requirements, this competency model can be supplemented or simplified.

First of all, the leader must be a professional in his field and possess professional knowledge. . It is for his professionalism that his subordinates will respect him. Therefore, it is often the professionals in their field that are promoted to leaders. Like, “he does well himself, he will be able to organize others well.” Unfortunately, this rule does not always work. Because professional and managerial skills are on different planes. And sometimes the ability to organize a process well is more important than the ability to perform individual sub-processes well.

A weak leader is a potential threat to the company: not only can he not improve the efficiency of the unit, it is often difficult for him to maintain the level of productivity that was before him. Sometimes a newly appointed leader begins to use sharply authoritarian methods - issuing commands and instructions, which greatly demotivates subordinates. Sometimes, on the contrary, the leader is afraid to complicate relations with subordinates and follows their lead. I often meet managers who are so afraid of losing the personnel transferred to them that as a result they fall under “management” through the manipulation of lower-ranking employees. It is clear that when a company needs to make changes, or revise processes, or reduce the number of operations (which can lead to a reduction in people), such leaders actively discourage the changes being made. Weak leaders are afraid to make decisions and take responsibility and, accordingly, delay or sabotage the necessary changes, which can lead to financial losses for the entire company. And finally, weak leaders are afraid of appearing weak - often they are not ready to learn from colleagues, they rather compete and strive to show that colleagues are wrong. This leads to an unhealthy competitive environment within the company and exacerbates the losses described above.

How to improve the team and strengthen their leaders? First, we need to clearly understand what kind of managers we want to see in our company, and for this we can use the manager competency model.

So, in addition to mastering your profession, a good middle manager must know :

- Fundamentals of financial literacy, economics. He must understand what turnover, profit, payroll, ROI, EBITDA, etc…

- tools for analyzing the "present situation" and planning the "desired"

The leader must apply the following skills :

— planning skill (the depth of planning depends on the business, the structure of the company and the position of the head in the structure) and budgeting upcoming periods;

—process organization skills achieving the set goals. This skill includes the following skills:

- setting goals

- control and feedback to the employee

- adjusting plans

- making decisions

— the ability to achieve the expected result with optimal resource usage. This skill also includes time management and self-management skills.

— people management skills:

— formation of a workable unit (making effective personnel decisions, selection, development, communication management)

— motivating and inspiring subordinates, choosing the right management style

- communication skills

— for external communications: negotiations, meetings, presentations

– and for internal: holding meetings, building interpersonal relationships, interacting with other company structures

And finally a good leader has the following personal qualities :

- he is responsible - accepting a task, he takes responsibility for its implementation, for finding all the resources for its implementation, he clearly indicates the deadlines for completing the task, focusing on real opportunities;

- He is proactive and results oriented (not per process). This means that he is looking for ways to achieve the set goals, offers new solutions and ways to implement them, at the moment when he encounters complications, he changes tactics, but does not change the goal;

- he is flexible and thinks positively , which means that in any situation he is ready to see opportunities for his development and the development of his unit. Such a person is ready for changes and constant self-improvement, learning;

- he is a team player – he knows the goals of his colleagues, he prioritizes team goals higher than his personal ones, he is ready to establish working connections between departments, appreciates and provides mutual assistance;

- highly developed emotional intelligence - he understands the feelings of colleagues, manages his emotions, choosing constructive ones for a given situation, knows how to give and receive feedback and influences the emotional state of colleagues.

Of course, these are not all the necessary skills for a leader. Each organization may have its own additional requirements for leaders. Also outside the scope of the review were such qualities as honesty, decency, etc.

And, looking at this list of skills and personal qualities, the question naturally arises: “where can I get such a person?”. In the following articles, we will consider the principles of selecting managers and ways to develop them within the company.

Expert comments:

Marina well revealed the key competencies of the leader.

I would like to add some details to the "professionalism" competency.

I like to call this competency in a slightly different way - "Excitement at work." I believe that a leader should love his job more than life. For him, the desire to be realized in a career should be the first priority in life. Why is that? The manager should have more energy than all his employees. It is he who should be their "wind in the sails."

This does not have to be expressed in the fact that the manager spends more than 12 hours at work. But such a leader will really think about work 24 hours and 7 days a week.

Mikhail Prytula,

And about. HR- director of STB

This article perfectly reflects the general portrait of a middle manager.

I agree with the author that a manager is, first of all, a leader who can think strategically and lead a team. And secondly, a good professional in his field. Not every highly qualified specialist will be able to correctly set a task, motivate colleagues and achieve positive results through this. To do this, he must have personal qualities that allow him to do this successfully. Is it possible to develop the qualities of a leader? This is another question.

Marina also emphasizes the importance of Emotional Intelligence for a leader. And in this point of view I am ready to support the author. After all, a manager, being a decision maker, regularly encounters situations that require control of the emotional state of his own and his subordinates.

It is worth adding that the instability of the current economic situation in the country requires today's manager to develop crisis management skills. He must have not just good analytical thinking, but the ability to make decisions quickly in a difficult environment, the ability to “listen and hear” interlocutors in conflict situations and are not afraid to make unpopular tough decisions.

Julia Kirillova

senior consultant

ANCOR Staff Ukraine

The question of the presence of deep professional knowledge in their specialty for a manager is rhetorical and does not have the only correct solution. Perhaps it all depends on the field of activity. For example, in a managerial position in a technical or IT field, it is difficult to imagine a person who does not have deep subject knowledge. Indeed, on the one hand, he needs to be able to evaluate the performance of his subordinates, and this is impossible without professional knowledge, on the other hand, to gain their authority, and on the third hand, to act as an intermediary between his department and others, who, as a rule, are nothing do not understand the specifics of the work of technical specialists. Such a leader sometimes has to act as an advocate for his subordinates and explain to other departments the full significance of the work of his unit. At the same time, there are functional areas in which the manager's communication and managerial skills play a much greater role. In our practice, there was an example of a very successful head of the legal department, who had somewhat less knowledge of the law than his subordinates. But at the same time, this manager was able to organize their work very competently, take into account the interests of all stakeholders and make sure that the internal client was satisfied, and this can be very difficult to do on the scale of a large company, where the interests of various groups and departments may conflict with each other. This is an example of a brilliant communicator and negotiator.

In addition, it is very important that the manager is well versed in the company's business and understands how the work of his department affects the picture as a whole. The leader must be flexible and very sensitive to any changes in the external environment. He must be ready to make non-standard and sometimes unpopular decisions in a highly competitive and rapidly changing environment.

There are several types of leaders (Adizes wrote about this and not only). Some have a very strong process-management component. This type of leader is necessary for a company in a period of stable, calm growth, when it is necessary to ensure the consistency and regularity of all processes. In others, the innovative component is very pronounced. You can't do without such people when a company needs to reach new horizons or get out of a crisis. Based on the goals of the company, the competence of the head will be somewhat different. The scope of his leadership also leaves its mark on the requirements for the leader. For example, a sales director or financial director will have in their profile both general managerial competencies and those that will be dictated by the specifics of the profession.

Maria Mikhailyuk

Senior consultant

Recruiting agency PERSONNEL Executive

What competencies should a leader have? A very interesting question that needs an answer in order to understand what a boss is today who is able to effectively manage a company.

Types of leadership competencies:

• General corporate;
• personal;
• Professional;
• Managerial.

General corporate competencies

General requirements of the company for its employees.

Example:

The manager, like all employees, must use existing skills, as well as learn new ones. And we are talking not only about constant study, but also about the use of the acquired knowledge in practical work. You must be able to effectively interact with colleagues, achieving coordinated actions to achieve your goals. It is required to be focused on clients, on their needs, as well as to be result-oriented, successfully solving the tasks set for the company, constantly achieving the goals that are determined in the course of business operation.

Personal competencies of the leader

1. Innovation, innovation;
2. Development of solutions;
3. Ability to work with information;
4. Achievements of goals;
5. Self-regulation and endurance;
6. Initiative and determination;
7. Sociability and confidence;
8. Attitude towards others;
9. development orientation;
10. Constructiveness to yourself.

The personal competencies of a leader are connected with the potential inherent in nature. The qualities and competencies of the leader in this case have very strong ties. For example, not all managers are sufficiently proactive and decisive, which negatively affects the management of the company, the lack of confidence causes the company's unstable behavior among competitors, etc. However, if desired, all of the listed competencies can be developed. The development of personal competencies allows you to become a modern leader capable of ensuring the efficiency of the company.

Professional competencies of the manager

Professional competencies are the requirements of a specific profession + the requirements for a managerial position. In this case, the competence of the head includes:

• Professional knowledge, skills;
• Achievement orientation;
• Organization of activities, control;
• Motivation, development of employees;
• Ability to influence subordinates;
• Ability to organize own work.

An effective leader must know everything about the direction of the company, and have a complete understanding of this. However, it is important to be able to manage, focusing on achievements. A leader who is able to organize work, control the progress of its implementation, and at the same time motivate his subordinates to achieve results, without forgetting about the organization of his activities, is undoubtedly valuable for any company interested in effective leadership.

Managerial competencies of the head

What are the competencies of a leader, which are considered to be managerial? Let's single out TOP 5:

• Leadership;
• Strategic thinking;
• Technological competencies;
• Organizational skills;
• own efficiency.

Leadership implies the presence of confidence, the ability to quickly make decisions in any situation, to lead the team. Strategic thinking - be able to solve problems outside the box, have a tendency to decomposition and forecasting. The most valuable is the leader who has a complete understanding of the technological aspects of the company's activities, has full-scale technical knowledge. In turn, organizational skills imply the ability of the leader to form a single team, which allows you to create a solid framework for the company. Equally important is one's own efficiency, expressed in the ability to present oneself, in the ability to convince, to accurately express one's thoughts.

What competencies are important for a leader? How to develop them?

All of the above competencies, of course, should have a modern leader. The success of the management depends on each of them, the achievement of the result, which is expressed in the fact that the company and the business as a whole are constantly developing, reaching new heights, not resting on their laurels.

Any of the competencies of the director of the company can be developed. Leadership training provides an opportunity to reach a level that allows you to talk about effective leadership. The participants of the trainings are trained by specialists who have extensive experience in transferring knowledge that allows them to improve themselves. Classes are based not only on theory. Workshops included in the trainings improve learning outcomes, allow you to successfully apply the acquired knowledge in future work.