1. Definition of competencies

Here is the definition of “competencies”:

“...a basic characteristic of a person, which could be a motive, a personality trait, a skill, an aspect of self-image, a social role, or knowledge...”

Competencies are essentially discrete dimensions of behavior, which underlies effective work. Thus, an individual's level of performance is determined by how effective the employee's behavior is.

For example, the competence “effective decision making” can be described as a cluster of such types of behavior: collecting necessary information, assessing possible alternatives, developing decisions that logically follow from available information, etc.

Thus, competencies are clusters of observable behavior or observable actions that can be assessed. These can be manifestations of personality, abilities, interests, motivation, etc. (See diagram on next page). Competencies can be given in terms of any of these psychological constructs.

2. Competence and competency

For 20 years, the term "competencies" has been used as an all-encompassing name to refer to everything related to management effectiveness. As a result, all this led to confusion. Perhaps one of the key causes of confusion is the misuse of terms " competence" And " competence".

One way to differentiate the two is to consider separately the results that need to be achieved in a given job (WHAT is to be achieved) and the behaviors that are used to achieve the results (HOW they are achieved). Based on these two concepts, the terms are defined accordingly:

WHAT? - COMPETENCE- these are the results that determine effective work, that is, those aspects of work in which a person is competent, for example, performing the work of an accountant or head of a sales department.

HOW? - COMPETENCIES are patterns of behavior used to achieve desired results, that is, those aspects of a person's personality that enable him or her to be competent in performing any job.

In other words, competencies deal with the behaviors people need to do a job effectively. Competencies do not deal directly with a specific job.

Competencies are described as a set of observable behaviors and actions that may include personality traits, abilities, interests, and motivation. Definitions of competence can include all of these psychological constructs.

Organizational Competency Map

Top management:

1. Business management

2. Interaction between departments

3. Managing people and tasks

Middle management:

1. Interaction between departments

2. Managing people and tasks

Line management:

1. Managing people and tasks

3. Managing subordinates

WAYS TO INFLUENCE ANOTHER PERSON:

1. Request

Here the leader is trying to appeal to better side nature of the other person and gain sympathy for yourself by using phrases such as “Please do this task today or my boss will be furious.”

Entreaties can only work if there is a good relationship between the manager and the subordinate.

2. Order (unreasonable demand)

Sometimes you hear this: “If you don’t increase production to twelve pieces an hour, I will destroy you.” Threats are based on the assumption that fear is sometimes a sufficient motivator. Indeed, threats may work in the short term. However, the feeling of resentment can intensify and affect the leader himself. Exposure to a threat causes a battle of wills between two people, and there is bound to be a loser.

3. Persuasion

The leader appeals to logic, the sense of personal interest or loyalty of another person, to the needs of the subordinate:

“Mikhail, we need to go out and work overtime tomorrow. Payment for processing will be double.

4. Demand (reasonable order)

The manager may use rules or requirements that are accepted by the subordinate.

Address to a young employee: “Mikhail, in our organization all reports are submitted to a senior manager no later than 17.45. In the report, do not forget to indicate your achievements for today.

Most effective following formula impact on another person:

DEMAND + BELIEF

“Mikhail, this work needs to be done by the end of the week, if we fail to secure production, we will lose a large export order.”

Subtext:

1. I am your leader and I have the right to demand this from you.

2. You need this too - failure to comply will affect your salary

Priority of methods of influence in negotiations and management:

NEGOTIATION:	CONTROL:
1. Persuasion	1. Requirement
2. Request	2. Persuasion
3. Requirement	3. Order (Threat)
4. Order (Threat)	4. Request

4. Management roles

The effectiveness of managerial roles depends on the “maturity” of the performers. In this case, maturity is not a definition of age category or experience in a given position.

The maturity of individuals and groups includes the ability to take responsibility for their behavior, the desire to achieve a set goal, and education and experience in relation to specific task, which needs to be completed.

There are two dimensions of subordinate maturity:

1. Ability to solve assigned problems

2. Motivation to complete these tasks

These two dimensions of subordinate behavior are independent of one another. You can have a high score for one and a low score for the other, or a high or low score for both. Depending on their combination, there are four main management roles:

Role #1: Taskmaster

Role #2: Mentor

Role #3: Leader

Role #4: Senior Partner

The concept of maturity of a subordinate in this context is not a constant quality of an individual or a group, but depends on the specific situation.

SUBORDINATE MATURITY LEVEL	ROLE OF THE LEADER
Moderate to low competence Loyalty is low	OVERVIEWER
Competence is low Devotion is high	MENTOR
Moderate to high competence Devotion variable	LEADER
High competence Devotion is high	SENIOR PARTNER

Role #1: Taskmaster

The manager gives specific instructions and closely monitors the completion of tasks, remaining deeply involved in all the details of what is happening. Non-conforming work and unsatisfactory samples are quickly identified and pointed out to those responsible. The leader makes clear what he expects and insists on improvement, especially emphasizing the development of personal excellence.

When and with whom to use

The role of management " Overseer” applies to individuals and groups who are unable to cope with a task and have no desire to learn for themselves. This approach is especially useful with new hires or in cases where you have to lead a department that has been “give up on.”

Role #2: Mentor

The leader is equally and highly task-oriented and relationship-oriented. In this situation, subordinates want to accept responsibility, but cannot, since they have an average level of maturity. Thus, the leader chooses task-oriented behavior to give specific instructions to subordinates about what and how to do. At the same time, the leader supports their desire and enthusiasm to complete the task under their own responsibility.

When and with whom to use

This style is applied to more or less established groups and individuals who have certain basic skills, but who still have a lot to learn.

This style works well for groups whose members are diligent but need to care more about their work. This approach is also useful for groups that are unable to resolve quality or productivity problems. The manager's emphasis on control and instruction purposefully develops the abilities of workers.

Role #3: Leader

A leader facilitates and assists his Subordinates in their efforts to complete tasks and shares responsibility with them in making decisions. This style is characterized by a moderately high degree of maturity of subordinates.

Subordinates know what to do and how to do it, and they do not need specific instructions, but they do need additional motivation. Managers can increase the motivation and commitment of their subordinates by giving them the opportunity to participate in decision making, as well as by providing them with assistance and without imposing any instructions. In essence, the manager and subordinates make decisions together, and this encourages greater participation and ownership.

The leader focuses on improving group morale, is active in developing personal relationships, and encourages a sense of belonging. People are encouraged to take on their own problems and solve them. The share of orders is minimal, although exceptional cases are clarified and decided by the manager. Attention is given to important questions have been fully explained and the leader encourages group members to contribute to the work.

When and with whom to use

The role of management " Leader» used to refer to individuals and groups of workers who have basic skills and qualifications sufficient for the majority technical aspects work. Further development such a group requires that its members take on more responsibility in their daily work and that their moral condition remained good.

Role #4: Senior Partner

Role " Senior Partner" is appropriate in situations with mature performers, since subordinates know what and how to do and are aware of the high degree of their involvement in the task. As a result, the leader allows subordinates to act on their own: they do not need any support or instructions, since they are able to do all this themselves in relation to each other.

The leader acts as the last reserve, but leaves most of the work to individual group members. Daily supervision and control is carried out by team members.

When and with whom to use

The role of management " Senior Partner" is used of individuals and groups who have achieved high qualifications and are eager to devote their energies to good work. This style is suitable for managing qualified people with responsibility and positive attitude to your organization.

Boss is discordant with boss (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 is it very important to rely on the ability of managers to concentrate on efficiency in achieving goals; during periods of government 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 without them it is especially difficult to achieve any results.

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

If you think the same, let's discuss that one perfect image The leader any company would like to have. Of course, there are characteristics of managers in different industries (a production manager will be different from a sales or service department manager), and the requirements for a top-level manager and a middle-level manager will be different. Therefore, I propose to discuss now only general trends using the example of a middle manager. Depending on the job level or industry requirements, this competency model can be expanded or simplified.

First of all, the manager 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 professionals in their field who are promoted to managers. Like, “he does well himself, he can organize others well.” Unfortunately, this rule does not always work. Because professional and managerial skills are on different levels. And sometimes the ability to organize a process well is more important than the ability to perform individual subprocesses well.

A weak leader is a potential threat to the company: Not only can he not improve the efficiency of the department, he often finds it difficult to maintain the level of productivity that was before him. Sometimes a newly appointed manager begins to use sharply authoritarian methods - issuing commands and instructions, which greatly demotivates his subordinates. Sometimes, on the contrary, the manager 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 “control” through the manipulations of lower-level 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 layoffs of people), such managers actively impede the changes being carried out. Weak leaders are afraid to make decisions and take responsibility and, accordingly, delay or sabotage 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 their colleagues; they rather compete and strive to show that their colleagues are wrong. This leads to an unhealthy competitive environment within the company and increases the losses described above.

How to improve the health of your team and strengthen your leaders? Firstly, we need to clearly understand what kind of managers we want to see in our company, and for this we can use a manager’s competency model.

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

- basics financial literacy, economics. He must understand what turnover, profit, payroll, ROI, EBITDA, etc. are...

— 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 place of the manager in the structure) and budgeting upcoming periods;

—process organization skills achieving your goals. This skill includes, but is not limited to:

- setting goals

— control and feedback to the employee

— adjustment of plans

- making decisions

— skill of achieving expected results with optimal resource consumption. This skill also includes time management and self-management skills.

— people management skills:

— formation of an efficient unit (making effective personnel decisions, selection, development, communications management)

— motivation and inspiration of subordinates, choosing the right management style

- communication skills

— for external communications: holding negotiations, meetings, presentations

— and for internal ones: holding meetings, building interpersonal relationships, interaction 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 to complete it, he clearly outlines the deadlines for completing the task, focusing on real opportunities;

- he is proactive and result-oriented (and not on the process). This means that he is looking for ways to achieve his 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 change and constant self-improvement and learning;

- he is a team player -he knows the goals of his colleagues, he prioritizes team goals above his own, is ready to establish working connections between departments, values ​​and provides mutual assistance;

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

Of course, these are not all the necessary skills for a leader. Each organization may have its own additional requirements for managers. Also beyond 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 one like that?” In the following articles, we will look at the principles of selecting managers and ways to develop them within the company.

Expert comments:

Marina well revealed the key competencies of a leader.

I would like to add a little detail to the “professionalism” competency.

I like to call this competency a little differently – “Excitement at work.” I believe that a leader should love his work more than life. For him, the desire to realize his career should be the first priority in life. Why is that? A leader must have more energy than all his employees. He should be their “wind in their sails.”

This does not necessarily have to mean that the manager spends more than 12 hours at work. But such a leader will really think about work 24 hours a day, 7 days a week.

Mikhail Pritula,

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 knows how to think strategically and lead a team. And in the second - good professional in your area. Not every highly qualified specialist will be able to competently set a task, motivate colleagues and achieve thanks to this positive results. To do this, he must have personal qualities that allow him to do this successfully. Is it possible to develop leadership qualities in yourself? That's another question.

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

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

Yulia Kirillova

senior consultant

ANCOR Personnel Ukraine

The question of whether a manager has deep professional knowledge in his or her specialty is rhetorical and does not have a single correct solution. Perhaps it all depends on the field of activity. For example, in a leadership position in the technical or IT field, it is difficult to imagine a person who does not have deep subject knowledge. After all, on the one hand, he needs to be able to assess the effectiveness of the work 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, which, as a rule, do nothing do not understand the specifics of the work technical specialists. Such a manager sometimes has to act as an advocate for his subordinates and explain to other departments the full significance of the work of his department. At the same time, there are functional areas in which the communication and management skills of the manager play a much greater role. In our practice, there was an example of a very successful head of the legal department, who had slightly 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 contradict each other. He is the epitome 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. A 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 needed by a company during a period of stable, calm growth, when it is necessary to ensure the consistency and orderliness of all processes. In others, the innovative component is very pronounced. You cannot do without such people when a company needs to reach new horizons or overcome a crisis. Based on the company's goals, the manager's competencies will be somewhat different. The scope of his leadership also leaves its mark on the requirements for a 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

Analysis personnel policy in most Russian companies shows that when selecting and evaluating candidates for the positions of heads of departments, they mainly take into account professional knowledge and skills, but the qualities of a manager and leader are most often not paid attention to.

For example, sales managers must have not only professional competencies in sales and a focus on high results and achievements, but also the competencies of 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.

Let's consider the competency model of the head of the sales department.

Levels of assessment of employee competence:

Level	Short description
1 - Entry level	There is not enough knowledge in this competency. 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 learns from experience. Behavior is easily corrected by training.
3 - Experience level	The employee demonstrates a sufficient level of knowledge in this competency. The employee demonstrates proficiency in this competency based on his experience. In his activities he mainly relies only on his own experience.
4- Mastery level	The employee demonstrates a professional level of knowledge in this competency. The employee demonstrates professional mastery of the competency. The employee shares knowledge and experience with colleagues.
5 - Expert level	The employee demonstrates an expert level of knowledge in this competency. The employee demonstrates an example of professional competence. The employee actively transfers knowledge and experience to colleagues.

Profile model of competencies for a sales manager

Based on the analysis of professional activities, 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 focus.
6. Teamwork.
7. Motivation and development of employees.
8. Analytical thinking.
9. Communication skills.
10. Loyalty.

Let's look at the levels of development for each competency.

1. Leadership.

Ability to influence team behavior, beliefs and motivation.

Level, points	Brief description of the level
1 - Entry level	Avoids situations in which he is forced to play the role of leader. Shows low activity in situations requiring mobilization of the group. In communication with subordinates he is formal and not active enough. Incapable of influencing the opinions and behavior of subordinates. Tries to “push” subordinates. Brings destructiveness into the team. Often communicates in a raised voice. Applies an authoritarian management style.
2 — Level of development	Shows personal example. Trying to lead. In competition, he cedes his role to an informal leader. Influences subordinates, relying solely on their administrative powers. Doesn't know how to overcome resistance. Can influence new employees and loyal subordinates.
3 - Experience level	He is a leader in the team. Mobilizes the team. Resolves conflicts within the team. Instills in the team the goals and objectives of the organization's development. Convinces subordinates of the need to complete the tasks facing them. Transfers his experience and methods to the team, but does not develop them. Uses more often democratic style management.
4- Mastery level	He is a leader in the team. Maintains the team's confidence in success even in critical situations. Willingly takes responsibility for the group and for himself. Successfully influences others. Inspires subordinates, awakens in them initiative and the desire to achieve. Trains and develops each team member. More often uses a democratic management style.
5 - Expert level	Unconditional leader. Forms an educational and career team. The team is focused on development and achieving high results. Creates an atmosphere of development, mutual assistance and cooperation in the team. Knows how to apply different styles control, depending on the situation.

2. Decision making.

A leader's ability to accept effective solutions and willingness to take responsibility for them.

1 – First level	Unable to make decisions on his own. Doesn't show initiative. Doesn't take circumstances into account. Does not coordinate his actions with the actions of other persons. Does not defend his decisions to subordinates and management. Often changes his mind and agrees with the majority opinion. Does not take responsibility for the decisions put forward. Responsibility shifts to subordinates. Not ready to take risks.
2 – State of the art	Tries to analyze the events that happened, and in particularly difficult situations delays making a decision. Weak initiative. There is no vision of the development of the situation after the decisions made. More often the decision is made in consultation with a more experienced colleague. Does not sufficiently understand the need to coordinate its decisions with related departments. Incapable of defending his decisions convincingly to management and subordinates. Responsibility for decisions made seeks to share it among all members of the team. Makes decisions based on previous experience. Follows pre-established decision-making procedures.
3 – Experience Level	Collects and uses all information necessary to make decisions. Regularly reviews and agrees decision-making boundaries consistent with role. Delegates decisions to others when possible. Makes decisions independently, only with existing experience in making similar decisions. Rarely takes risks. From personal experience he understands the need to coordinate his actions with the actions of others in order to make effective decisions, but does this regularly.
4- Skill level	Willing to take risks if necessary. Understands the need to coordinate his actions with the actions of others, and tries to do this regularly. In the absence of a leader, he is able to make decisions independently and bear responsibility for them. Uses clear arguments when defending his decisions, is able to convince managers, and captivate the team. Organizes interaction between his subordinates, controls their activities, reminds them of deadlines and conditions that employees have forgotten, thereby showing a sense of responsibility. Looking for various options implementation of decisions. Takes responsibility for making decisions. He defends his decisions, convincing managers that he already has experience in solving these problems. Takes responsibility for specific area work.
5 – Expert level	Draws up comprehensive plans and conducts 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. In any situation he knows how to accept right decisions. Proves the need to support the execution of decisions at all levels of management. Makes unpopular decisions if the situation requires it. High efficiency decisions made.

3. Organization of work

The ability to effectively plan the implementation of assigned tasks of VTP, 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 process of completing the task. Does not use the SMART principle when setting tasks. Meetings/planning meetings with the team are not held or are chaotic.
2 – State of the art	During meetings/planning meetings, he does not clearly assign tasks to his subordinates. Does not indicate specific standards and control parameters. Does not determine actions by time. To motivate a subordinate, he uses exclusively methods of material motivation and administrative resources. Poor command of SMART technique.
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 to the highest possible quality. Uses the SMART technique when setting goals. Periodically uses methods of non-material motivation.
4- Skill level	Determines in advance intermediate points for monitoring the completion of a task. Thinks through mechanisms for carrying out orders in unforeseen situations. Excellent knowledge of SMART technology. Applies project management techniques or elements.
5 – Expert level	Knows and applies various techniques project management. Clear planning of tasks and results. Constant monitoring and adjustment of task performance. Excellent knowledge of SMART technology. Able to manage employee motivation.

4. Achievement orientation.

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

1 - Entry level	I am satisfied with the results that are obtained. The choice of tactics for implementing plans is chaotic. Completely attributes responsibility for the result to external circumstances.
2 — Level of development	Creates own quality criteria to measure results and compare them with their own standards, not those set by others. Wants to succeed. When faced with failures, he loses persistence, interest and pace of work. Focuses on mistakes. Not always consistent in his decisions.
3 - Experience level	Continuously and gradually improves performance indicators; constantly finds ways to perform tasks in the area of ​​his immediate responsibilities better, easier, faster and with higher quality. Confidently states that he plans to achieve results significantly greater than planned. Adequately adjusts it after trial selections. Works with enthusiasm at all times. Attentive and focused. When faced with failures, maintains persistence and pace of work. Speaking about failures, he associates them with his own miscalculations and limitations (wrong choice of tactics, lack of knowledge, erudition, inability to “get together” in stressful situation). Ensures that goals are achievable within agreed upon commitments. Finds the correct criteria for success and evaluation. Reveals and illuminates probable circumstances in achieving goals.
4- Mastery level	Sets difficult-to-achieve goals while making decisions and setting priorities based on accurate calculations. Identifies and sets clear goals. Sets goals higher than current performance. Applies different methods to achieve goals. Constantly evaluates own effectiveness. Establishes criteria for success and performance evaluation. Considers the support of others when achieving goals. Reviews goals and adapts them to changing conditions.
5 - Expert level	Dedicates significant resources and/or time (in situations of uncertainty) to obtain long-term benefits and benefits. Focuses on organizational goals 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 putting new ideas into action. Evaluates the reality of implementing ideas in business. Promotes forward-thinking ideas with energy and enthusiasm.

5. Customer focus.

— understanding of explicit and implicit needs;
- the effort and time spent on satisfying these needs;
— responding to wishes and complaints;
— establishing and maintaining relationships with clients;
— orientation towards long-term cooperation.

1 - Entry level	Expresses a negative attitude towards clients. Can't find it mutual language with clients. Conducts negotiations together with a manager or colleague. Limited in making decisions about working with clients.
2 — Level of development	Accompanies the client (follows through customer requests, demands and complaints, but does not clarify the client's implicit needs, hidden problems or questions). Independently negotiates with clients. Acts strictly within the established limits of responsibility. Coordinates all actions with management. Maintains customer base.
3 - Experience level	Fully accessible to the client (works on explicit and implicit client requests). Confident negotiator. Able to influence the opposite side. Maintains and actively develops a client base.
4- Mastery level	Applies a long-term perspective (works for the client’s long-term goals, seeks long-term benefits for him. Able to negotiate with key persons, reach agreements. Able to creatively solve significant, complex, non-standard problems. Able to implement significant improvements in sales methods and procedures. Presents compelling and reasoned arguments. Convincingly presents own point vision. Adapts and develops arguments to achieve desired results. Works with the client's deep needs: Knows the client's business and/or collects information about what the client actually needs beyond what was initially formulated. Selects from existing (or specially ordered) goods and services those that meet the client’s deep needs.
5 - Expert level	Acts as a trusted advisor to the client. Able to interact with new potential clients. Excellent understanding of difficult situations with clients. In negotiations, he strives to achieve a mutually beneficial result. Introduces innovations in methods of interaction with clients. Implements strategic initiatives in this competency. Takes a long-term perspective: Works with a long-term perspective when solving customer problems. May forego immediate benefits for long-term relationships Seeks long-term benefits that also benefit the client. Acts as a trusted personal advisor; is included in the decision-making process on the part of the customer. Forms his own opinion about the needs, problems and opportunities of the client. Acts on this opinion (for example, recommends approaches that are aggravated from those initially proposed by the client).

6. Teamwork.

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

1 – First level	Rigidly defends his options. Passive, she takes part in general work. Openly conflicts with other participants or sabotages them.
2 – State of the art	Cooperates with colleagues when implementing only his own options. If disputes arise, he either gets involved or remains silent. In presenting the result, he emphasizes that the group made the wrong decision, because I didn’t listen to his opinion.
3 – Experience Level	Cooperative in relation to other participants - hears a different point of view. Suggests using the best ideas, considers everyone's plans. Gives each participant the opportunity to express themselves – to make their contribution. Inspires colleagues to contribute to the team. Notices and recognizes the contributions of others on the team. Shares experience and information with colleagues.
4- Skill level	Works easily in a team. Predicts possible disagreements and takes measures to avoid them. In case of disagreement, interacts based on the goals and objectives of the company. Takes initiatives to improve teamwork. Inspires all team members to make valuable contributions to their work. Determines what support team members require and provides that support. Reacts positively to contributions from colleagues to the team.
5 – Expert level	Uses knowledge strengths, interests and qualities that need to be developed among team members in order to determine personal tasks in team work. Provides feedback to team members regularly. Ensures team members 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 responsibilities and norms of corporate culture characteristic of the corresponding position.

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

8. Analytical thinking.

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

1 – First level	Divides problems into a number of simpler tasks or actions without assigning an order of importance. Compiles a list of tasks without establishing a specific order or degree of priority. Identifies only the most obvious factors characterizing external environment. Does not take into account how his decisions or actions will affect his work. Operates with individual facts, does not link them together. Does not notice the interconnection of phenomena.
2 – State of the art	Establishes a cause-and-effect 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. However, it does not take into account all important information. Does not take into account the work of competitors. Has a limited view of 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 current conditions). When analyzing the situation, identifies and compares homogeneous information. Establishes the most obvious cause-and-effect relationships between phenomena.
3 – Experience Level	Takes into account the entire population when analyzing external factors that can determine the future of the organization. Knows the area of ​​responsibility of each employee and his contribution to achieving goals. Does not shift responsibility for the decrease in volumes to external circumstances - crisis, etc. Predicts the impact of his actions on the work of the branch (employee training, non-material motivation, customer development). Analyzing the situation, compares diverse information, identifies all significant cause-and-effect relationships, linking the facts into a single system.
4- Skill level	Highlights multiple cause-and-effect relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationships between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. In conditions of information deficiency, identifies the links missing to the complete picture. Anticipates changes in the goals and functionality of other departments and builds its work with this in mind. Ready to integrate into changes in strategy and act in conditions of limited resources. Effectively structures and systematizes large volumes heterogeneous information. Draws correct conclusions based on incomplete and/or contradictory data.
5 – Expert level	Highlights multiple cause-and-effect relationships; sees several potential causes of a phenomenon, several consequences of an action. Analyzes the relationships between the components of the problem, is able to anticipate obstacles, counting on several moves ahead. Draws up comprehensive plans and conducts comprehensive analysis. Uses a variety of analytical methods to identify potential solutions, which are then compared based on their value. Assess the risks of each decision.

9. Communication skills.

1 – First level	Few and low professional level communicates with clients Demonstrates poor presentation skills Unable to influence clients.
2 – Development level	Develops a professional level of communication with clients. Demonstrates 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, and himself. Demonstrates skills of influence and persuasion in negotiations.
5 – Expert level	Formulates thoughts clearly and clearly. Skillfully negotiates with the client and argues his point of view. In controversial situations, he looks for mutually beneficial solutions. Affects the outcome of negotiations. Able to work with failures. Able to create new communication channels and effectively convey information. Resistant to emotional pressure.

10. Loyalty.

An employee’s ability and willingness to align their behavior in accordance with the needs, priorities and values ​​of the company.

1 – First level	Ignores or persistently refuses to accept company rules. Makes minimal effort to meet company standards or does the bare minimum to keep a job. Requires constant supervision.
2 — Level of development	Makes efforts to comply with rules and regulations. Dresses appropriately and respects company standards. Models the rules of behavior in the company.
3 - Experience level	Understands and actively supports the company's mission and goals. Aligns his actions and priorities in accordance with the needs of the company. Recognizes the need to collaborate to achieve larger company goals.
4- Mastery level	Makes personal or professional sacrifices. Puts the company's needs above his own. Makes personal sacrifices related to professional identity and preferences, as well as family matters, to meet the needs of the company.
5 - Expert level	Communicates 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 determination of the weight of competencies for the position of head of the sales department.

We compare competencies in pairs and identify the relationship between the level of competency development and the competency being compared.

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

1 point – moderate dependence and influence on success.

2 points – competence greatly influences the severity of the compared competence.

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

For an employee:

— understanding the requirements for your competencies;

— entry into the personnel reserve.

— motivation to develop and achieve high results.

For organization:

— employee evaluation;

— requirements for selection and rotation of personnel;

— personnel development planning;

— formation of a personnel reserve;

— staff motivation;

— creating a KPI model.

Competence(from lat. competere- correspond, approach) - the ability to apply knowledge, skills, to act successfully on the basis of practical experience in solving problems of a general kind, also in a certain broad area.

Competence- availability of knowledge and experience necessary for effective activities in a given subject area. Competence (lat. competens - suitable, appropriate, proper, capable, knowledgeable) is the quality of a person who has comprehensive knowledge in any field and whose opinion is therefore weighty and authoritative; Competence is the ability to carry out real, life action and the qualification characteristics of an individual taken at the time of his inclusion in the activity; since any action has two aspects - resource and productive, then 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 substantive (knowledge) and procedural (skill) components and assumes 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 decisions.

A general belief has emerged that the concepts of “competence” and “competence” convey the following meanings:

• - The ability necessary to solve work problems and obtain the necessary work results is most often defined as competence.
• - An ability that reflects the required standards of behavior is defined as competence.

In practice, many organizational tasks, performance outcomes, and behaviors include both competencies and competencies in their descriptions and combine the two concepts. But it is more typical to describe competencies in terms of abilities that reflect standards of behavior rather than in problem solving or performance outcomes.

Basic competencies- a group of competencies that is based on intellectual, communicative, emotional and strong-willed qualities person.

Basic competencies have two features. Firstly, they are the foundation on which the managerial activities of a leader are built. Secondly, compared to special competencies, they are much more difficult to correct: changing the style of thinking or communication is incomparably more difficult than mastering a technique or technology in a professional field.

The basic competencies of a leader can be presented in the form of seven groups, in accordance with the basic qualities of a person. In traditional and modern scientific descriptions, it is customary to distinguish seven groups personal qualities. We can talk about them as the seven dimensions of a person’s personal power.

• 1) Perception - Attentiveness, sensitivity to subtleties and ability to learn.
• · The ability to grasp the essence of a matter intuitively and quickly, highlighting the essential aspects of the situation.
• · Be able to see in depth, understand the essence and background of things.
• · Tendency to learn and openness to new things.
• 2) Relationships - Intelligence, speech and communication.
• · Ability to isolate and see subtle connections between its parts.
• · Ability to formulate ideas and adequately convey them to other people.
• · Ability to perceive and effectively evaluate information.
• · Ability to establish and maintain relationships with colleagues and subordinates.
• · The ability to speak with people in their language, explain, teach, taking into account their development.
• 3) Choice - Sensitivity to the “correct”, adequate path.
• · The ability to rise above mental dogmas and make accurate decisions based on real circumstances.
• · Ability to make strategic decisions based on following your values.
• · The ability to intuitively make an adequate decision in conditions of lack of information and time.
• · The ability to follow the flow of events in the interests of the cause, sacrificing ritualism, regulation and personal ambitions.
• · The ability to be independent of social standards and fear of evaluation.
• 4) Activism - Transformative action and tactical activity.
• · The ability to live in the present and move forward.
• · The ability to act in the chosen direction contrary to people's opinions.
• · Ability to maintain high levels of effort and energy.
• · Ability to take reasonable risks and act in critical situations.
• 5) Will - Will, awareness and ability to concentrate.
• · Ability to make independent decisions.
• · Ability to keep your attention on priority goals.
• · The ability to meet your fears halfway while maintaining awareness and freedom of choice.
• · The ability to maintain your intention in any external conditions, in any behavior of partners, including under conditions of stress and conflict.
• · Ability to be inspired to do new things.
• 6) Faith - Faith in yourself, in people, in the World.
• · Belief in one's own strength.
• · Ability to take responsibility while maintaining presence of will and spirit.
• · Ability to rely on others and delegate authority.
• · The ability to support others without fear, and to be compassionate without pity.
• · The ability to provide support to colleagues and subordinates with your inner peace.
• · The ability to accept help where one is incompetent or inept in some way.
• · The ability to be free from feelings of self-importance.
• 7) Wisdom - A sense of limitations, a sense of time, discipline and perseverance, endurance and patience.
• · The ability to be impeccable (to do the best that can be done in a given situation - however, without attachment to external gain).
• · Tolerance of human limitations.
• · The ability to accept the natural speed of projects, changes in your team and in yourself.
• · Be humble about winning and losing without feeling defeated.

Based on the listed basic competencies, integral skills such as systems thinking, the ability to work in a team, the ability to promote a business, be a leader, etc. are formed.

Each of the listed groups human qualities represents a certain mood of a person’s psyche or energy, which is appropriate at a certain stage of living a life story or completing a project.

So, at the beginning of any project you need to collect information and understand the essence of the matter, i.e. qualities needed perception. Then you have to think about it, talk about it, draw up a business plan, etc., i.e. group qualities needed relationships. Next, tactical ways to implement the business plan are selected, i.e. group qualities needed choice.

Team qualities are essential throughout the entire project process. will. They give the project fullness and strength, and are especially important in cases where obstacles and difficulties arise.

At the stage of practical implementation of the project, the qualities of the group become very important activity. And the qualities faith give uniqueness to the project, fill it with special meaning, generate inspiration, allow you not to give up and continue to fight in a critical situation.

The last group of qualities - wisdom- has a dedicated position. It corresponds to a deep awareness of the integrity and interconnectedness of the phenomena surrounding a person. These qualities allow, for example, to act environmentally, not always persist in achieving project goals, maintaining faith in the final win, and having achieved victories and recognition, not to fall into the trap of success and vanity.

Let's look at the first three principles.

1) In companies that have achieved great success, managers have a combination of outstanding personal qualities and strong professional will.

In the book by Jim Collins, a special term was introduced for such leaders - “level 5 leaders.”

Quote from the book: “We were surprised, even shocked, when we realized the type of leadership needed to bring about change. Unlike well-known corporate leaders, who, as a rule, have strong character and never leave the pages of magazines and newspapers, managers who have managed to transform their enterprises and go from good to great seem to have flown from Mars. Quiet, unobtrusive, reserved and even shy, these leaders represent an unusual combination of modesty and professional will.”

2) The company must have necessary people, and there should not be unnecessary people. The principle of “First WHO, then WHAT”

Quote from the book: “Leaders of great companies know three simple truths.

First, if you start with the question "who" rather than "what", you will be able to adapt more easily to the world around you. If people board your ship just to get somewhere, what happens if, after sailing ten miles, you realize you need to change course? You will have problems. But if people are on your ship because they want to be with others, then changing direction is much easier.

Second, If you have the right people on board, then the problem of motivation and management, in principle, disappears by itself. The right people do not need direct guidance or incentives; They have enough self-motivation, driven by an internal desire to achieve exceptional results in creating something great.

Third, if you have the wrong people on board, it doesn't matter if you can choose right direction, you still won't be able to create great company. Grand strategy without great people is useless."

Research has also shown that the difference between “needed people” and “unnecessary people” is not by special skills, but by qualities that are not found in professional registers.

Quote from the book: “...they will do everything in their power to ensure that the company achieves excellent results, and they will do it not for what they get for it, but simply because they cannot do otherwise. Their nature and morals require that they achieve highest quality in everything they do..."

3) “Unshakable faith in the face of harsh facts” - the company's team must have faith that they are doing something worthwhile and will succeed in it.

Quote from the book: “The ability to face reality makes companies capable of outstanding results stronger and more confident in their abilities. They don't give up and don't complain. It's exciting to look danger in the face and say, “We will never give up. We will not capitulate. It may take us a long time, but we will find a way to win."

The level of basic competencies increases as a person goes through life's challenges. In the great spiritual traditions, it is believed that this method of learning is available only to those people who are able to remain impeccable in trials, i.e. don't get attached to the result. This means the ability to act with maximum dedication without expecting a reward in the form of success.

Another way to learn is to be close to strong man with a high level of development of personal qualities. In such a situation, some people, wittingly or unwittingly, adopt the skills of the teacher. The last mechanism is the most effective in modern world. competence basic manager quality

What should a leader do in modern business? After all, not everyone is lucky enough to work next to a person with a high level of personal maturity and strength, or, in other words, with a high level of basic competencies.

Currently, based on research into spiritual practices, a a holistic system of technologies for developing basic competencies.

In accordance with this system, the process of developing basic competencies must be built into current production activities. The manager, using technologies for developing basic competencies in relation to (occurred or upcoming) production events in which he is a participant, can constantly improve the process of his management activities and at the same time develop your maturity as a leader and a person in general.