What professional competencies should a team leader have? Professional competencies in various fields

Any management activity consists of a certain set of relatively permanent tasks. The scale of the challenges facing modern society, sharply increases the relevance of the problem of managerial competence. Therefore, the number of competencies must correspond to the number of tasks included in the manager’s professional responsibilities.

A successful manager must have high managerial competence, that is, he must not only have a good knowledge of the professional field (production, technology, sales, etc.), but also have knowledge and skills in the field of management (Fig. 1). Only in this case can he succeed.

Fig.1.

Competence is knowledge of a range of issues in which a person has knowledge and experience that allows him to judge something, determining the capabilities and skills of a person in any field of activity. The concept of “competence” is used to assess the level of a person’s qualifications in certain issues, problems, but not in professional activity generally.

A. Novikov puts the following meaning into the concepts of “professionalism” and “competence”: “When they talk about professionalism, they first of all mean a person’s mastery of technology - be it the technology of processing materials, accounting, designing machines, growing crops or construction work. Competence implies, in addition to technological training, a number of other components that are mainly non-professional or supra-professional in nature, but at the same time necessary to one degree or another for every specialist. These are, first of all, such personality qualities as independence, the ability to make responsible decisions, creativity to any task, the ability to bring it to the end, the ability to constantly learn. This is flexibility of thinking, the presence of abstract, systematic and experimental thinking. This is the ability to conduct dialogue and communication skills, the ability to cooperate, etc. Above the actual professional - technological - training there grows a huge non-professional superstructure of requirements for a specialist."

Professional competencies can be divided into the following categories:

Competencies related to work and intelligence level;

Knowledge-level competencies: what needs to be learned and known;

Skill-level competencies: what a person should be able to do;

Competencies at the behavioral level: attitudes, principles, norms and values, demeanor and other qualities necessary to occupy a certain position.

Expert analysis allowed us to determine the following characteristic features professional competencies:

1. multifunctionality (mastery of them allows you to solve various problems in everyday, professional or social life);

2. belonging to the meta-educational field (they are cross-disciplinary, interdisciplinary and applicable in a variety of situations);

3. intellectual intensity (they require abstract thinking, self-reflection, self-identification, self-esteem, etc.);

4. multidimensionality (they include various mental processes: analytical, communicative, know-how, common sense, etc.).

The term “competence” can also be defined as a set of knowledge (subject “what”, procedural “how”, value-semantic “why and why”), responsibility equal to authority, and personal characteristics of a person that ensure the effectiveness of his work activity.

Competencies, in our opinion, are fundamentally different from the triad of “knowledge, abilities, skills.”

Firstly, they define larger units of analysis of professional activity (these are essential parts of a specific activity).

Secondly, they include professionally important personality traits of a manager.

The same knowledge may be included in different competencies, but at the same time they change significantly. Therefore, we can say that competence transforms existing knowledge, adapting it to a specific subject and conditions, making it inextricably linked with professional actions. The core of competence is “skills”. Their combination and interrelation forms the internal structure of competence.

M.A. Kholodnaya defines competence as a special type of organization of subject-specific knowledge that allows making effective decisions in the relevant field of activity.

V.S. Gorchakova emphasizes that competence as a thorough knowledge (which, of course, is formed through intensive practice) of any subject activity consists of two equally important components: the best adaptation to the corresponding activity and further qualitative transformation of this activity. At the same time, the author distinguishes:

1) basic reproductive competence based on the recreated;

2) creative competence, which is based on what is personally transformed (incremented or added).

In practice, three are used different meanings concepts of "competence":

First, the unique characteristics of the organization, consisting of knowledge, technology and processes that can be created and developed. Such competencies that apply to the entire organization are called core competencies. These competencies are closely related to the organizational balanced scorecard.

Secondly, the totality of knowledge, experience, skills, values, norms, and behavior patterns of an individual employee, which serves as the basis for his personal success and position in society. This individual competency is closely linked to the personal balanced scorecard.

Thirdly, the body of knowledge, skills, values, norms, and behavior patterns necessary to perform a given job. This professional competence is linked to the individual work plan and is included in the competency profile.

Some management textbooks highlight socio-psychological competence, which means:

1) the ability to understand oneself (which involves awareness of one’s own motives, communication capabilities, and behavioral patterns);

2) the ability to understand other people (which involves understanding the needs, motives of other people, their behavioral characteristics, and the psychological defenses used);

3) the ability to understand the relationships between people (which means the ability to adequately perceive the communication situation, the relationships that develop in the process of communication, realize one’s own influence on the communication process, understand the reasons for the difficulties that arise);

4) ability to predict interpersonal situations(which is impossible without developing all the abilities described above, and also requires knowledge of the obstacles to mutual understanding and the use of constructive communication techniques).

L. Iacocca once wrote about the importance of socio-psychological, or communicative, competence of managers. He attributed the fact that students with brilliant abilities became very mediocre managers to the fact that they were not sociable.

Later, the concept of social intelligence emerged as something that managers need more than general intelligence, as measured by IQ. For managers to be highly effective, it is enough to have an average level of general intelligence. The test developed by J. Guilford allows one to measure social intelligence and can be used in the selection of managers, but not for their development.

Examples of professional competencies: delegation, coaching, management, independent work, customer orientation, collaboration, interpersonal skills, organization, process orientation, proactiveness, inspiration, determination, persuasion, etc.

As domestic enterprises develop and grow in capitalization, it becomes increasingly obvious that the main thing actor in an organization - a manager. It is he who makes many decisions every day and is responsible for the quality work of structural units. The role of the head of a modern Russian organization cannot be overestimated. Sociologists note the internal heterogeneity and inconsistency of this social group, which includes both leaders of the old formation and a new generation of managers who support market values ​​and the guidelines they include for the development of enterprises and the economy as a whole.

The changes that have taken place in our country place high demands on the competence of managers of a modern organization.

One can imagine the competence of a manager as a combination of three spheres of his existence in the organization: his affairs (I can - formed by professional training), his feelings (I want - formed by upbringing and organizational culture) and his thoughts (I know - formed by education). By the degree of their expression and the dominance of one or the other, one can judge the level of competence of the manager.

The head of an organization determines 80% of what the organization he heads will look like, what management technologies it will choose, what kind of people will work in it and what behavioral norms will prevail. Time passes, society changes. Today the country feels the need to search for new methods of management and professional managers, managers. Russian companies We need leaders who build their relationships with the organization and employees on the principles of professionalism, cooperation, mutual respect and interest, and a clear understanding of mutual obligations.

The modern Russian manager is in conditions of constant change and uncertainty. Some tasks in his activities lose their significance and disappear altogether, others are somehow transformed, or change in some way. At the same time, new tasks appear that require even greater restructuring of professional activities. There is a need for new competencies. Conducting specific analysis new tasks facing the manager, you can model the competence that the manager lacks and offer a special training program.

At different stages of socio-economic development, competencies change. However, a modern Russian manager must manage tasks, resources, people, information, quality, projects and organizational changes. This is a universal competency model that can change depending on the needs of the organization (Table 1).

Table 1

Top manager competency model

Result-oriented
Leadership level of development	Communicates high expectations to its employees. Helps employees believe in success and make every effort to achieve their plans. Creates a system for assessing achievements. Supports employees during periods of failure
Strong level of development	Sets goals at a level that is challenging but realistic. Highlights ways to evaluate your achievements. Able to be tenacious, active and selective over a long period of failure
Basic level of development	Tenacious, striving for success. Does not give up when faced with temporary setbacks. Focuses on a specific result, not a process. Initiative
	Wants to succeed. Doesn't always show sufficient persistence. When faced with failures, he may lose faith in himself. Shows initiative in some cases
Competence is not developed	Doesn't try to succeed. Satisfied with the results obtained
Conflict Management
Leadership level of development	Sets the norm for a constructive attitude towards disagreements in the team. Requires employees to reach agreement among themselves without leading the situation to conflict. In the event of a conflict, acts as a competent mediator, helping the parties come to an agreement
Strong level of development	Knows how to identify the deep interests of his interlocutor. Avoids discussing stated positions, moving on to discussing deep-seated interests. Resourceful in finding new solutions that suit both parties. Able to avoid conflict even when communicating with an unconstructive employee
Basic level of development	When faced with disagreements, he looks for a compromise solution. Finds out the other person's position. Shows understanding and respect for the position of another, even when it contradicts his own. Able to change positions and be flexible in finding compromises. With the mutual will of the parties, disagreements do not lead to conflict
Competence is not sufficiently developed	Faced with disagreements, he tries to come to an agreement. At the same time, he holds on to his position. Not flexible. Refuses to understand the position of the interlocutor
Competence is not developed	Provokes colleagues to conflict. In case of disagreement, takes an unconstructive position

The most important thing for a top manager is the ability to be a leader. In addition, the manager must be a strategist, assess the potential capabilities of people, and manage organizational knowledge.

Thus, the development of professional competence and competence of a modern Russian manager involves the development and implementation of a complex of modern professional knowledge and practical skills, their application, mastery of effective social management skills and human technologies

Competencies are fundamentally different from the triad of “knowledge, abilities, skills.” Firstly, they define larger units of analysis of professional activity (these are essential parts of a specific activity). Secondly, they include professionally important personality traits of a manager. The core of competence is “skills”. Their combination and interrelation forms the internal structure of competence.

One can imagine a manager's competence as a combination of three spheres of his existence in the organization: his affairs, his feelings and his thoughts. By the degree of their expression and the dominance of one or the other, one can judge the level of competence of the manager.

Modern researchers of the competency-based approach (A.K. Markova, L.A. Stepnova, E.V. Zemtsova, A.I. Subetto) identify the following basic competencies of managers 11 Lukashenko M.A. Professional competencies of a manager www.bglitvak.ru:

· Result-oriented, achievement-oriented. The ability to be responsible for the implementation of decisions, the ability to set new ambitious goals upon achieving previous ones. Task-oriented and relationship-oriented behavior.

· Flexibility. The ability to quickly and adequately respond to emergency situations, see and identify a problem, find ways to solve it, assemble a team for implementation, and evaluate the results.

· Ability to learn and self-learn. Learning ability, sensitivity to new methods and technologies, ability to apply new things in practice. Ability for self-analysis. Willingness to analyze your achievements and shortcomings, look at familiar things with different eyes, and wisely use other people's experience.

· Influence, ability to persuade. The ability to defend one's own opinion. Use logic when conducting constructive conversations. Mastery of influence techniques. The ability to identify and use people's motives. Ability to ask the right questions and determine the level of awareness and emotional condition partner.

· Ability to listen to others and accept feedback. The ability to create channels of two-way communication - abstract from your opinions and thoughts, concentrate on the words of your interlocutor. Good auditory and visual memory. Possession different ways feedback. Ability to effectively encourage and criticize others.

· Presentation and negotiation skills. Ability to determine the goals and objectives of the presentation, the interests of the audience. Constructing an effective introduction, connecting phrases, the main part and conclusion of the presentation. Mastery of persuasion strategies and public speaking skills. Knowledge of the stages efficient process negotiations The ability to determine the interests of participants and choose the best alternative. Ability to discuss, propose, and conduct positional bargaining. Mastery of manipulation techniques and the ability to resist them.

· Customer focus. Knowledge of customer service policies and standards. Focus on current and future customer needs. Ability to behave correctly with different types"difficult" clients. Ability to build partnerships with clients, ability to recognize additional opportunities and risks in relationships with clients.

· Manager competencies also include: analytical skills, creativity, organizational skills, ability to work in a team, etc.

Thus, each type of management activity has its own special competencies. The difference in employee competencies is due to the difference in their functional responsibilities, as well as the demand for their skills, knowledge and personal qualities necessary to perform these duties.

When considering professional competencies, most researchers distinguish between simple (basic) competencies and key competencies.

WHAT COMPETENCIES SHOULD A SALES MANAGER HAVE
Sukhanova I.M.
"Sales Management", May 2007.

Before we talk about the competencies of a sales manager, we need to understand what a competency is.

So, the classic definition: competence - (from the Latin competo - I achieve; I comply, I approach). It has several meanings: 1) the range of powers granted by law, charter or other act to a specific body or official; 2) Knowledge, experience in a particular area.

The following definition is important for our understanding: competence- this is the personal ability of a specialist to solve a certain class of professional problems. Also, by competence we will understand the formally described requirements for the personal, professional and other qualities of the head of the sales department.

Set of competencies; the presence of knowledge and experience necessary for effective activity in a given subject area is called competence.

Competencies can be divided into:

corporate competencies - necessary for all employees of the company,

managerial competencies - necessary for company managers (all or only a certain level),

special (specific) competencies required only by a certain category of employees ( for example: sales managers).

Let us give an example of the corporate competencies of one of the companies engaged in the wholesale trade of equipment. Regardless of their position, each employee of this company must have the following competencies:

Mastering and using new knowledge and skills, i.e. not only constant study, but also the use in work of new knowledge, skills, one’s own and others’ experience obtained as a result of such study;

Effective interaction and cooperation, i.e. the ability to successfully work together with other members of the organization, to achieve coordinated actions to achieve the company’s goals;

Focus on customer needs presupposes the employee’s desire to understand and satisfy customer needs as much as possible, to evaluate the usefulness of the actions taken in terms of additional satisfaction of customer needs. Moreover, an employee should treat his work colleagues as internal clients;

Result-oriented, i.e. the employee’s understanding of the tasks facing him and the company and the ability to systematically achieve their implementation.

As an example of managerial competencies, we offer a set of competencies for a middle manager of one of the companies that develops and sells IT solutions:

Professionalism - possession of universal knowledge and experience in at least one of the company’s areas of activity.

Organization - distribution (control) resources : the ability to provide employees with the resources and authority necessary to achieve their goals; establish the minimum necessary control; monitor the results achieved, correlating them with the established plan.

Organization – determining personal priorities and goals that correspond to the company’s objectives; reasonable distribution of working time; productive work with documents and effective solution administrative issues; optimal processing of information, highlighting important points without unnecessary detail; ability to work under heavy load.

Communication – the ability to “listen and hear” messages and information, conduct pre-prepared and spontaneous presentations that are appropriate to the audience and topic and ensure the achievement of the desired results.

Development of subordinates , i.e. development of relevant skills and abilities among employees in accordance with specific professional needs; setting complex professional tasks; empowering employees to take on greater responsibility. Creating an environment that encourages people to achieve and develop their own abilities; Encouraging employees to be energetic, enthusiastic, loyal, trusting and striving for excellence.

Delegation of authority – those. transfer of part of the functions of a manager to a subordinate, subject to the transfer of responsibility for the assigned work.

External contacts – developing and maintaining constructive relationships with clients, suppliers, public and government representatives; showing special attention to the client, punctuality in the delivery of products and services. Representation of the company in relations with external organizations, performing work with constant concern for the company's reputation.

Communication skills – ability to interact effectively with others; ability to win support at any organizational level.

Conflict Management - ability to understand multiple points of view, exercise control over stressful and crisis situations; ability to resolve conflicts and disagreements.

Constantly demonstrating and encouraging attention to quality work at all levels, both within the company and outside it; critical attitude towards mediocre results.

Achieving set goals; adoption of a system of responsibility for results and performance of work with a sense of responsibility for labor productivity.

Innovation – desire to master and apply new progressive methods of work.

Intellectual level – intelligence, ability to think logically, education.

When starting to develop a competency model for a sales manager, it makes sense to first define corporate and managerial competencies, and only then move on to developing special competencies. Special or specific competencies decipher the concept of “Professionalism” for a specific position of the head of the sales department. We will return to this type of competencies a little later, but now we will take a closer look at the managerial competencies of the head of the sales department.

It is managerial competencies that come first for the head of the sales department and ensure his effectiveness. True, often the head of the sales department forgets that he is a manager and his main task is to manage the department, and is overly carried away by personal sales. Moreover, for a better understanding of the essence of management activities, it makes sense for the head of the sales department to imagine the entire possible range of managerial competencies. The list of these competencies is quite large, so in a real document, the so-called “portrait of competencies,” you need to include not all of them, but only the most important ones for a specific position in a specific organization. This is done in order to make such a document a real working tool, since too large a list of competencies is both perceived and difficult to evaluate.

So, managerial competencies can be divided into five groups:

1) Competencies necessary to perform the role of a manager.

2) Competencies that characterize a high level of intelligence.

3) Competencies necessary to improve the efficiency of work (your own and your subordinates).

4) Competencies that determine the manager’s own development.

5) Competencies that determine

Let's start with the competencies required to fulfill the role of a leader. These include:

1. Leadership, that is, the ability to achieve outstanding results through people.

2. Management as achieving outstanding results through effective management of resources, systems and processes.

3. Employee development (mentoring, ).

Note that sometimes the concepts of “leadership” and “management” are perceived as synonyms. This is not entirely true. Thanks to leadership, a leader leads people, inspires them, and lights them up with an idea. He may not pay much attention to how rationally the work of his employees is organized, but he will not ignore despondency and loss of enthusiasm. On the other hand, managerial qualities allow the manager to manage work processes, ensuring their rationality, thoughtfulness, and coordination.

In one company we observed shining example development of leadership qualities in one head of the sales department and development of managerial qualities in another. The company had two sales departments divided according to product principles. One department sold one product, another department sold another. The head of the first department often spontaneously gathered his managers and enthusiastically described to them the prospects for the company's work, showing them the exciting horizons of ever-new victories. He also often held personal conversations and encouraged employees. True, he left the specific steps (what and how to do) to their discretion. He believed that the main thing is the desire to achieve results, and what and how to do is a second question. Managers often made mistakes and worked very chaotically, but with enthusiasm, thanks to which they managed to fulfill the plan, although they often had to redo the work. The head of another department, on the contrary, assembled planning meetings strictly according to schedule, gave clear assignments, provided the necessary resources to solve the assigned tasks, monitored execution, and helped with solving complex problems. But I didn’t consider it necessary to say anything about the necessity of the work they were doing. He believed that this was already clear, so why waste time on it. As a result, his subordinates worked quite smoothly, achieved good results, but did not strive for special achievements and treated work as an inevitable necessity. It is obvious that both managers had reserves for development, one of managerial qualities, the other of leadership qualities.

Now let’s look at the competencies that characterize a manager’s high level of intelligence.

This is, firstly, such competence as "Analysis and Problem Solving", that is, achieving mutually acceptable solutions through identifying problems, reaching out to affected parties, developing multiple solutions, and resolving conflicts.

The second competency is "Goal Orientation" or focusing aspirations on achieving a goal, mission, or task.

Third competency – « Making decisions», Why is it important to choose the best sequence of actions based on an analysis of the situation.

And finally, the fourth competence - "Creativity or Innovation". This competency is characterized by the adaptation of traditional or development of new approaches, concepts, methods, models, images, processes, technologies and systems.

Sales managers often have to deal with problems that do not have a clear solution. It is in such cases that the competencies of this group are required.

For example, a department head learns that his manager and a client’s employee are conducting dubious transactions involving another, third company. Moreover, we are talking not only about kickbacks, but also about actions that, if they are made public, will damage the reputations of both companies, and will also affect the moral climate in the team. The leader must consider the situation from all sides and determine what possible options of action are available and what consequences they can lead to. Simply dismissing an unscrupulous manager will not solve the problem, since there is also an employee of the client whose actions were no better than the manager’s actions. And you can’t just fire him. In addition, it is necessary to deal with the third company, recovering damages from it. The manager must understand that he has to solve several problems at once in this situation: not only to stop the fraud and compensate for the damage to his company, but also to prevent the possibility of their recurrence in the future, and, most importantly, to preserve the reputation of both companies. Ordinary actions in such a situation are not suitable, so the manager will have to approach the issue creatively, find unconventional way resolving the situation.

Very important for a manager are the competencies necessary to improve work efficiency. These include competencies such as “Planning” and “Personal Efficiency”.

Planning -Systems approach to activities, self-study and action in accordance with the developed plan.

This competency, according to our observations, is the most typical “growth point” for many sales managers. Many of them have great difficulty not only with drawing up an objective and fact-based plan, but also with its subsequent implementation.

The head of the sales department of a large company grew up as a salesperson and had over 15 years of sales experience. He remembered very well the times when no one planned anything, but, nevertheless, sales grew at enormous speed. Then sales began to fall, and the company’s management began to demand that he, already the head of the sales department, draw up a plan and comply with it. He resisted this as best he could: how can you plan something in our lives, he said, because you don’t know what awaits you tomorrow. But the management insisted, and there was nowhere to go. I had to make plans. But he did this solely for show and forgot about the plan the moment he handed it over to management. Naturally, with such an attitude, he did not look into the plan until the moment when it was necessary to write a report, did not control its implementation among his subordinates and did not take any actions to achieve it. Subordinates, seeing the manager’s attitude, treated planning accordingly and worked as they had to, and some simply according to their mood: if it goes well, I’ll sell, but if it doesn’t work out, there’s no point in straining yourself, you have to wait it out.

The “Personal Efficiency” competency combines the following characteristics:

No less important for a leader’s activities is his own development. And here we can consider competencies that unite the manager’s desire for his own development, namely: “Continuous learning” and “Flexibility”.

The “continuous learning” competency is very important for the head of the sales department, but quite often we observe in them the so-called “stalled self-development.” In other words, a person who has reached the level of head of the sales department has already really achieved a lot professionally and at some point begins to believe that he already knows everything and can do everything. But life does not stand still. As you know, knowledge in the modern world becomes outdated very quickly. Just 10–15 years ago, knowledge became outdated every five years. Those. specialist, if he wanted to maintain his qualifications at high level, was required to undergo training at least every five years. Today, knowledge becomes outdated every 2-3 years.

The insufficient level of development of the “continuous learning” competence is very clearly manifested in the process of various trainings, when participants, instead of perceiving new information and thinking about how it can be used in their work, declare: “but that’s not how it is with us.” This closeness to new knowledge or simply approaches leads to the fact that a specialist develops professional templates. And this in turn leads to inflexibility.

“Flexibility” as a managerial competency of the head of the sales department is especially important in the context of innovation in the company. If a leader is inflexible, it will be very difficult for him not only to understand the meaning of change, but also to choose adequate methods of behavior depending on the situation. Flexibility also implies the ability to quickly switch from one activity to another, constantly keep all the diverse affairs of the department in focus, and not forget or lose sight of details.

I would like to pay special attention to the last group of competencies – customer orientation. In this case, the client refers to both the company’s external clients and its own employees, who are internal clients. Competence "Customer Focus"- is foresight, meeting the needs, desires and expectations of the client.

However, customer focus should not be confused with an obsequious attitude towards him and a desire to please in everything, which not only does not lead to partnership and cooperation, but can have a detrimental effect on the business as a whole.

The head of the sales department of a manufacturing and trading company understood customer orientation in a very unique way. After taking office, the first thing he did was replace the standard contract with the client, which provided for prepayment, with an agreement with a deferred payment of 30 days. Naturally, the clients were only happy about this. But if earlier, when starting to discuss a contract, the bargaining process began with an advance payment, now the same bargaining began from 30 days. As a result, the average deferred payment for the company increased from 15 days to 45. This was, of course, beneficial for clients, but the company suffered significant losses.

That is why an understanding of customer orientation must take into account that one’s own company should not suffer significant losses as a result of this orientation. It is important to find common ground and mutually beneficial solutions, then cooperation will be stronger.

Actually, after this competency, we can say that for the head of the sales department it can serve as some kind of “bridge” between managerial and special (specific) competencies.

To understand the latter, you need to have a very clear idea of ​​what functions, in addition to management, the head of the sales department will perform.

In general, the following competencies are required:

Knowledge of marketing fundamentals (positioning, segmentation, assortment policy, pricing, sales channels, sales promotion)

Ability to plan sales in general and by various reasons(by customer groups, assortment groups, sales territories, payment terms);

Ability to prepare package offers for various groups of clients;

Ability to manage accounts receivable;

Ability to form an optimal and balanced warehouse;

Ability to organize and control activities to develop the client base;

Ability to optimize the client base based on a new (or adjusted) marketing strategy;

Skill in forming the company’s pricing and assortment policy;

Skills in contractual work and document preparation;

Analytical skills (analysis of sales, financial indicators and promotion activities; analysis of market conditions; analysis of the customer base);

Skills in conducting campaigns to promote priority or “stuck” products.

Negotiation skills and conflict resolution with clients;

Knowledge (at the level of an experienced user) of software such as 1C, Infin, the Bank-Client system, Consultant-Plus, etc.

If the head of the sales department works with key clients, then his special competencies may also include the following competencies:

Knowledge of the company's product line.

Ability to present any product (service).

Ability to work with customer objections.

Understanding competitive advantages products (services), company, personnel.

Skills in maintaining long-term relationships with clients.

Work with clients on overdue accounts receivable.

Knowledge of the norms and rules of document flow in the company, storage of confidential information and others.

As an example, let’s look at the specific competencies of the head of the sales department of one of the companies.

“Portrait of competencies” (excluding corporate and managerial ones).

The head of the sales department must have practical experience (at least 3 years) in the following areas:

1. Work with the company’s clients:

• search and development potential clients in the main areas of the Company’s activities;

• business correspondence;

• preparing and conducting business meetings;

• maintaining contact with clients after completion of work.

2. Working with documents:

• preparation of documentation and submission of applications for participation in tenders;

• registration of agreements and preparation of contracts;

• working with accounts;

• working with confidential information, its registration, recording and storage;

• maintaining sales records;

• analytical work with archival documents (successful and failed contracts, reasons for failure, etc.).

3. Organization of work to fulfill customer orders:

• organizing the implementation of the entire range of work on existing projects in production;

• dispatching the movement of goods and maintaining a database of customers;

• selection of complex project co-executors and organization of interaction with them;

• procurement management.

If your organization has implemented (or is implementing) a quality system, the head of the sales department must have the following specific competencies:

skill in describing the sales business process;

know the requirements of a quality standard (for example, ISO);

have experience in implementing CRM or other sales management systems.

The head of the sales department may need knowledge of the basics of marketing, market research, knowledge of regional sales markets, lobbying skills, experience in building sales networks, experience in opening representative offices, branches and warehouses, and much more.

Once again, we draw your attention to the fact that it is no coincidence that these competencies are called special or even specific: they directly reflect the specifics of the business and the requirements of a particular company for the same position. As we have already said, these competencies are included in the concept of “Professionalism”.

What opportunities open up for us with a clear understanding of the competencies of the head of the sales department?

Firstly, this will allow the head of the organization, commercial unit or HR department to evaluate candidates for this position using uniform criteria.

Secondly, this will create an understanding of the “effective employee” and will help determine the criteria for successful performance of work. For the employee himself, this will help in identifying his strengths and weaknesses and will identify the basic needs for development and training.

Thirdly, we will be able to make objective decisions regarding the promotion of employees and their development within the company.

Are there situations when you can work calmly without building competency models? Yes. In the case when a company is at the very beginning of its development, it is sometimes formed on a “family-friendly” principle, when there is no clear division by position and all employees are almost completely interchangeable. At this stage of the organization’s formation, it is too early to talk about competencies as some management tool. However, when analyzing the best experience of employees and effective work methods, already at this organizational stage it is necessary to talk about the foundation for describing corporate competencies, and over time, managerial and special ones.

Now let's dwell on the question: “How can we assess the presence of certain competencies?” Assessment methods here can be: interviews, professional testing, ranking, assessment using the 360 ​​degree method and, as the most comprehensive method, an assessment center (Assessment Center). However, if we are talking about the simplicity of the assessment, its acceptability, profitability and at the same time the correctness of its results, then we can talk about the following methods.

The most cost-effective tool in the situation of selecting candidates for a position, as experience shows, is a behavioral interview. It approaches the center of assessment in terms of correctness, while requiring one to two hours instead of one to two days, it is easier to carry out, it is less expensive and acceptable to sales managers with a different set of required competencies. As part of such an interview, you ask questions and ask to describe the applicant’s behavior in a particular situation that would correspond to the competence you are interested in.

For example, we are interested in the “Customer Focus” competency. We can ask the candidate questions like: “Tell me about your relationships with clients.” “Describe your behavior in a situation where the client had large accounts receivable.” “How did you act in a situation when a client approached you with a complaint about the behavior of your subordinates.”

In the situation of conducting an assessment or certification (for example, to nominate candidates for the position of head of the sales department) in a company, the most optimal method would be either a simple ranking of employees by competencies, or a “360 degree” assessment. This will be an assessment of a company employee based on data about his actions in real work situations and his business qualities. It is based on a person's visible behavior. The employee’s competencies, professional and personal qualities are assessed. The information will be presented in the form of a rating, ranked according to various indicators (competencies). In the case of an assessment using the 360-degree method, data is obtained by questioning the employee himself, his immediate supervisor, colleagues, and in some cases, clients of the person being assessed.

Let's consider an example of assessing several employees applying for the position of head of the sales department. During the assessment, it was managerial competencies that were important, since each of the employees proved to be a good seller. For each of the managerial competencies they scored the following average scores*:

*Rating scale from 1 to 5, where:

1 - the best indicator, competence is developed

5 – worst indicator – competence is not developed

Average results for 360 degree assessment.

Competence	Employees
				Maksimov
Leadership
Management
Analysis and problem solving
Goal orientation
Making decisions
Creativity/Innovation
Planning/organization
Personal effectiveness
Continuous learning
Flexibility
Customer service

From the table, it is clear that there are two applicants for the position of head of the sales department - Ivanov and Petrov. To make the final choice, you need to determine the priority of each competency for this position in this particular company. If the organization is hierarchical, with prescribed regulations, then Petrov may be the most effective. If the company is innovative, striving for development, with democratic relationships, then Ivanov will be a more interesting candidate for the position of head of the sales department.

So, we looked at the options for corporate, managerial and special competencies of the head of the sales department. We touched upon the issue of methods for assessing competencies in different situations. In conclusion, I would like to emphasize that it makes sense for each company to develop its own unique (albeit based on general knowledge and approaches) model of competencies for the head of the sales department. This approach will allow you to “tailor” this tool to the specific needs of the company and make it actually work.

Annex 1.

Appendix (box)

Description of managerial competencies of the head of the sales department

Able to manage others to achieve results
	Leadership	Achieving outstanding results through people. Inspiring others with your views Taking risks for the sake of principles, values ​​or goals Building trusting relationships through demonstrating compliance between words and deeds Showing optimism and positive expectations from others Involving people in decisions that will affect them Accurate, honest and meaningful work with issues related to employee evaluation Adapting methods and approaches to the needs and motivations of other people Making decisions to avoid or minimize negative consequences for people Demonstration of loyalty to subordinates
	Management	Achieving outstanding results through effective management of resources, systems and processes. Taking risks to achieve goals, results and tasks Setting high development standards Keeping people subordinate and focusing on priority goals and objectives Identifying obstacles to achieving goals and overcoming them Clear task setting Delegation of appropriate responsibilities and authorities Ensuring that available resources are sufficient to achieve goals Monitoring the implementation of set goals and objectives Making decisions that produce practical results or income
	Employee development/mentoring	Helping and supporting the professional growth of others Expressing confidence in the success of others Determining the development needs of each employee Support for initiative and improvement in work Providing training opportunities Providing opportunities to work on a new, difficult or ambitious task Recognition and support of successes Training, mentoring and mentoring for the development of others Treating failure as a learning opportunity Sincere desire to support, develop others and provide professional assistance An open desire to share one’s knowledge and successful experience
Has a high level of intelligence, is able to determine the right direction
	Analysis and problem solving	Reaching mutually acceptable solutions through identifying problems, reaching out to affected parties, developing multiple solutions, and resolving conflicts. Listening and discussing options with clients, employees, colleagues to resolve problems Clearly identifying problems and difficulties and initiating open, objective discussion Obtaining explanatory information to develop justified decisions or recommendations for action Identifying and comparing alternatives, assessing benefits and risks, anticipating the consequences of decisions Search for nonverbal indicators of unresolved conflicts or problems Anticipating potential problems or crisis situations and accepting necessary actions to avoid such situations Identifying sources of conflict and finding solutions that will satisfy the interests of all parties Understanding and applying a variety of conflict resolution techniques Separating yourself from the problem to be objective and develop satisfying solutions
	Goal orientation	Focusing aspirations on achieving a goal, mission or task. No need for instructions when achieving a goal Compliance established deadlines to achieve the goal Identifying opportunities for faster / effective achievement goals Setting ambitious goals and striving to achieve them Development and implementation of optimal strategies to achieve goals Measuring effectiveness and assessing effectiveness to understand the extent to which results have been achieved Understanding the urgency in pursuing a goal Demonstration of perseverance in overcoming difficulties in achieving the goal Taking calculated risks to achieve results
	Making decisions	Selecting the best sequence of actions based on an analysis of the situation. Making impartial decisions based on facts and laws Assumption quantification decisions, actions and results Understanding the impact of decisions on the organization and their consequences Explanation of rational reasons for making decisions Demonstration of consistency in decision making Involving others in the decision-making process to obtain different opinions and use of experience Making timely decisions in difficult stressful conditions
	Creativity/Innovation	Adaptation of traditional or development of new approaches, concepts, methods, models, images, processes, technologies and/or systems. Identifying unique patterns, processes, systems or relationships Presence of non-traditional views, use of new approaches Simplification of data, ideas, models, processes or systems Challenging established theories, methods and procedures Support and promote creativity/innovation Changing existing concepts, methods, models, schemes, processes, technologies and systems Development and application of new theories to explain and resolve complex situations Application of not accepted theories and/or methods Development of new revolutionary concepts, methods, models, schemes, processes, technologies, systems, products, services, production.
Takes actions aimed at improving his work
	Planning/organization	A systematic approach to activities – independent preparation and action in accordance with the developed plan. Development of competitive and realistic plans based on strategic goals Acting on future needs and taking advantage of possible benefits Preparedness for unforeseen circumstances Assessing the required resources and the ability to ensure their availability at the right time Balance between daily needs and planned activities Monitoring plans and adjusting them as necessary Organization of a logical and clear order, actions performed impeccably Effective use of time
	Personal effectiveness	Demonstration of initiative, self-confidence, self-assertion and willingness to take responsibility for one's actions. Possessing strong confidence and belief in one’s own capabilities Showing initiative and taking all possible actions to achieve the goal Radiating self-confidence Returning to errors for analysis and correction Recognizing mistakes and working to prevent them Taking personal responsibility for achieving personal and professional goals Effective actions and achieving goals even in difficult conditions
Strives for personal development
	Continuous learning	Initiative in learning, application of new concepts, technologies and/or methods. Enthusiasm and interest in learning Initiative in acquiring and developing the skills and knowledge necessary for the position of head of the sales department Mastering all new information through reading and other learning methods Active interest in new technologies, processes and methods Accepting or seeking new vacancies that require new knowledge or skills Making significant efforts/incurring costs for training Sincere pleasure from learning Determining places for practical application of knowledge Image of a “source of knowledge” among others
	Flexibility	Swiftness in adapting to change. Quick response to changes in directions, priorities, schedules. Demonstration of rapid adoption of new ideas, approaches and/or methods Efficiency in switching between multiple priorities and tasks Changing methods or strategies to best suit changing circumstances Adapting your work style to different people Maintaining productivity during times of transition, even in chaotic environments Acceptance and/or maintenance of change.
Focuses on the consumer
	Customer service	Foresight, satisfaction (with reserve) of the client's needs, desires and expectations. Striving to anticipate, identify and understand the client’s wants, needs and beliefs Understanding the priority of response to the client Tracking client requests Tolerance and courtesy in working with clients Resolving problems and complaints to the satisfaction of the client Working with the highest efficiency to satisfy the client Creating relationships with clients Building partnerships with clients to achieve their goals Actions to protect the client’s needs Taking professional risks to meet client needs

More detailed characteristics for each of the competencies are presented in the Appendix.

Mentoring is a model of professional relationships that involves a partnership between an experienced and a young teacher in the process of adapting to new conditions. The model is based on a constructivist approach to the process of cognition, which is understood as a process of constant analysis of a specialist’s personal experience and the specialist’s adaptation to an ever-changing reality, which is an integral and necessary component of professional self-improvement

The presence or absence of the director necessary for the successful implementation of his labor responsibilities skills and competencies, directly affects the competitiveness of the company he heads and its success in the market.

From this article you will learn:

• What is a competency assessment system;
• What competencies in the work of a manager are mandatory;
• What skills and competencies are key for a director;
• How to create a competency model for a company director.

General and professional competencies as a criterion for employee compliance

The concept of “competence” in business practice was proposed by the American psychologist David Clarence McClelland, who published his work “Testing for Competence Rather Than Intelligence” in 1973, which became a theoretical justification for the use of this term to assess the suitability of an employee’s abilities for a position. General and professional competencies are measurable characteristics, necessary for a person In order to successfully perform their job duties, they, in each specific case, must be supplemented with special competencies that are specific both to a certain field of activity and to the position. Thus, competencies are a certain set of tasks and standards for their implementation, established for a particular profession and position, facilitating the process of personnel assessment.

There are two functional approaches to defining required competencies. The British school of occupational psychology refers to them as the ability of an employee to act in accordance with established standards for performing a particular type of activity. Accordingly, each task performed by an employee has its own description and list of expected results. The American school suggests taking a personal approach as a basis, when certain personal qualities are required to perform a certain type of activity.

Any of these functional approaches can be used when defining director competencies. It is clear that increased demands are already placed on the professional and personal competencies of managers, because they are entrusted with special responsibility and, first of all, the achievement of the strategic goals set for the company depends on them. But the director, the head of the company, will be required to have additional qualities necessary for the company he leads to be successful and competitive.

What are the key competencies of a company director?

Like any other manager, to successfully perform his duties, the director of the company, in addition to education and experience, will need such professional competencies as:

• Objective self-assessment to accurately understand what his strengths and weaknesses are;
• The ability to adapt to ongoing changes, the desire for change in order to effectively manage in spontaneously changing market conditions, to successfully solve technological and methodological problems;
• Business acumen, entrepreneurship - the ability to track, understand and use economic, financial, scientific and production information in the interests of business, for forecasting and analysis, to find new ways to solve strategic problems, develop new plans and directions;
• Communication skills - the ability to communicate with by different people express your thoughts and instructions logically and intelligibly, explain and instruct subordinates, influence them;
• Determination – the ability to clearly see goals and ways to effectively achieve them, consistent and methodical work to achieve optimal results;
• The ability to correctly evaluate your subordinates, their abilities in order to distribute responsibilities and delegate powers, to form efficient groups;
• Energy – high physical and mental potential necessary to perform complex tasks;
• Ability to learn, desire to learn, learn new things;
• The ability to quickly assess the situation and quickly make correct, informed decisions.

Separately, we can highlight those skills and abilities that are mandatory for a person running an enterprise. Key competencies of a director necessary for effective work:

• The ability to identify, formulate and convey to employees tactical goals for each department, form a team of like-minded people and organize the implementation of a strategic goal in such a way that every employee of the company is directly interested in this;
• Communicative competence – the ability to listen and persuade, influence the interlocutor without being influenced by his personality and experience; build an optimal structure for your personal business internal and external communications;
• The ability to select the right employees for key positions who best meet the requirements and competencies necessary for successful business;
• Personal and corporate time management – ​​the ability to optimally distribute and use work time, structure the work performed taking into account priorities;
• The ability to relax and unwind, to minimize the impact of professional stress on physical and mental health.

These skills and competencies in the work of a company director are basic, but the specifics of the director’s activities should also be taken into account. For example, the competencies of a store director may include additional requirements such as:

• The desire to increase your earnings by increasing sales;
• Interest and reverence for the goods that the store sells.

In addition, the competence of the store director, as well as the head of any company operating in the service sector, includes respectful attitude and loyalty to customers and clients.

How to develop a model that takes into account the necessary skills and competencies in the work of a company director

The development of a director's competency model should be carried out in several stages. First, you should draw up the standard of knowledge, experience, skills, abilities, qualifications, and character qualities necessary for the successful performance of duties. In this case, a certain standard is taken as a basis, for which the necessary criteria are prescribed. After this, you need to determine a list of competency groups and decide which competencies will need to be included in a particular group. Typically, three groups of competencies are used: corporate, managerial and professional. The selected competencies and skills will need to be distributed among these groups.

Very important next stage, in which for each competency it is necessary to formulate a name and definition, as well as establish behavioral indicators by which the degree of compliance will be determined. At this stage, it is necessary not only to provide a clear definition of the competency itself, but also to write down definitions for key terms and concepts. This is necessary so that the compliance criteria are unambiguous and do not allow for other interpretations. Then a rating scale is selected, usually these are points or levels - required, above the required, below the required, and it is also determined what should be considered a criterion for the presence of this competency. Finally, for each competency, a criterion for its significance should be established - weight, since not all of them are equivalent for the successful performance of the director.

Other materials you may find useful:

1. Introduction……………………………………………………………..2

2. Professional competence…………………………………...4

3. Types of professional competence………………………...5

4. Managerial culture as a leading component of the professional competence of a modern manager…………………………………………………………...7

5. Manager’s competence……………………………………………9

6. Conclusion………………………………………………………14

7. List of references……………………………..15

Introduction.

Today in the scientific literature there is an extremely diverse interpretation of the concepts of “competence”, “competence” and “competency-based approach”.

Some researchers believe that “the founder of the competence approach was Aristotle, who studied the possibilities of the human condition, denoted by the Greek “atere” - “a force that has developed and improved to such an extent that it has become a characteristic personality trait.” Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education.

N.I. Almazova defines competencies as knowledge and skills in a certain field human activity, and competence is the quality use of competencies. Another definition of competence was given by N.N. Nechaev: “A thorough knowledge of one’s business, the essence of the work being performed, complex connections, phenomena and processes, possible ways and means to achieve the intended goals" Nechaev N.N., Reznitskaya G.I. Formation of communicative competence as a condition for the development of a specialist’s professional consciousness. The famous psychologist B.D. spoke most wittily on this topic. Elkonin: “The competency-based approach is like a ghost: everyone talks about it, but few have seen it” Elkonin B.D.

Representatives of the scientific and academic community believe that competence is a subject area in which an individual is knowledgeable and shows readiness to perform activities, and competence is an integrated characteristic of personality traits, acting as a result of preparing a graduate to perform activities in certain areas. In other words, competence is knowledge, and competence is skills (actions). In contrast to the term “qualification,” competencies include, in addition to purely professional knowledge and skills that characterize qualifications, qualities such as initiative, cooperation, the ability to work in a group, communication skills, the ability to learn, evaluate, think logically, select and use information.

From the point of view of business practitioners, professional competencies are the ability of a subject of professional activity to perform work in accordance with job requirements. The latter represent the tasks and standards for their implementation adopted in the organization or industry. This point of view is very consonant with the position of representatives of the British school of occupational psychology, who mainly adhere to the functional approach, according to which professional competencies are understood as the ability to act in accordance with the standards of work performance. This approach focuses not on personal characteristics, but on performance standards and is based on a description of tasks and expected results. In turn, representatives of the American school of occupational psychology, as a rule, are supporters of the personal approach - they prioritize the characteristics of the individual that allow her to achieve results at work. From their point of view, core competencies can be described by KSAO standards, which include:

knowledge

· skills;

· abilities;

· other characteristics (other).

Experts note that the use of such a simple formula to describe key competencies is associated with difficulties in defining and diagnosing two of its elements: knowledge and skills (KS) are much easier to define than abilities and other characteristics (AO) (in particular, due to the abstractness of the latter). Besides, in different time and for different authors, the letter “A” meant different concepts (for example, attitude), and the letter “O” was completely absent from the abbreviation (used to denote a physical condition, behavior, etc.).

However, you should focus specifically on skills and abilities, because:

· they play a huge role in ensuring the competitiveness of the company that they lead this manager;

· either this is not taught in universities at all (unlike knowledge), or it is introduced in individual universities - in the so-called entrepreneurial universities. As a result, the market educational services is flooded with educational and training structures that compensate for the gaps in university education.

By the way, corporate universities, in addition to conducting special professional specifics, training programs also train so-called soft skills (literally translated - “soft skills”, or, in other words, life skills - “life skills”). Examples are communications skills - communication skills, negotiation skills - negotiation skills, etc.

Professional competence.

In explanatory dictionaries, competence is defined as awareness and erudition. Professional competence is understood as a set of professional knowledge, skills, as well as methods of performing professional activities. The main components of professional competence are:

Social and legal competence - knowledge and skills in the field of interaction with public institutions and people. as well as mastery of professional communication and behavior techniques;

Special competence - preparedness for independent performance of specific types of activities, the ability to solve typical professional tasks and evaluate the results of one’s work, the ability to independently acquire new knowledge and skills in the specialty;

Personal competence - the ability for constant professional growth and advanced training, as well as self-realization in professional work;

Autocompetence is an adequate understanding of one’s social and professional characteristics and possession of technologies for overcoming professional destruction.

A.K. Markova identifies another type of competence - extreme professional competence, i.e. the ability to act in suddenly more complex conditions, in case of accidents, disruptions in technological processes.

In occupational psychology, competence is often identified with professionalism. But professionalism, as the level of performance of activities, is ensured in addition to competence, also by professional orientation and professionally important abilities.

A study of the functional development of professional competence showed that at the initial stages of a specialist’s professional development, there is relative autonomy of this process; at the stage of independent performance of professional activities, competence is increasingly combined with professionally important qualities.

The main levels of professional competence of the subject of activity are training, professional readiness, professional experience and professionalism.

Types of professional competence.

Competence is understood as an individual characteristic of the degree to which a person meets the requirements of the profession. The presence of competence is judged by the result of a person’s work. Each employee is competent to the extent that the work he performs meets the requirements for the final result of this professional activity; assessing or measuring the end result is the only scientific way to judge competence. The competence of a particular person is narrower than his professionalism. A person can be a general professional in his field, but not be competent in solving all professional issues.

Distinguish the following types professional competence:

- special competence- mastery of professional activity itself at a fairly high level, the ability to plan one’s further professional development;

- social competence- mastery of joint (group, cooperative) professional activities, cooperation, as well as the methods of professional communication accepted in this profession; social responsibility for the results of one’s professional work;

- personal competence- mastery of methods of personal self-expression and self-development, means of confronting professional deformations of the individual;

- individual competence- possession of techniques for self-realization and development of individuality within the framework of the profession, readiness for professional growth, the ability for individual self-preservation, non-susceptibility to professional aging, the ability to rationally organize one’s work without overload of time and effort, to carry out work without stress, without fatigue and even with a refreshing effect.

The named types of competence essentially mean the maturity of a person in professional activity, in professional communication, in the formation of the personality of a professional, his individuality. The named types of competence may not coincide in one person. A person can be a good narrow specialist, but not be able to communicate, not be able to carry out the tasks of his development. Accordingly, we can state that he has high special competence and lower social and personal competence.

Some highlight common types competencies necessary for a person regardless of profession. These are some key professionally important qualities and types professional behavior, which are the basis of a wide range of professions and do not lose their importance with changes in production and social practice.

What is competence? Everyone puts their own spin on this concept. own meaning, but according to Wikipedia, competence is “the ability to apply knowledge and skills, to successfully act on the basis practical experience when solving various problems." Too streamlined to be accurately defined. However, this term has other interpretations, and they describe professional competence in much more detail. If we talk about the competence of a leader, it includes a huge number of points. The most important of them is the ability to manage other people. If a leader knows how to manage, then he is already quite competent. But this is absolutely not enough to become a successful manager. The ability to give orders in a commanding voice does not make a person a leader, despite the fact that he nominally is one.

What is competence

If we take a middle manager as an example, it turns out that his competencies largely coincide with the professional skills of higher-ranking managers. However, many similarities can also be found by comparing his competencies and the skills of managers occupying more modest positions in the company structure. What qualities does an experienced leader have, regardless of what position he works in? Both the department manager and the vice president of the firm have many of the same competencies, without which they would never become managers. They are worth taking a closer look at.

Key competencies of a manager

Professionalism– this is extensive experience and a store of universal knowledge that allows a manager to work effectively in a certain area of ​​activity of a company or organization.

Delegation of authority. One of the qualities of a true manager is the ability to delegate part of the work to other people. A good leader knows and can do a lot, but he understands that he cannot waste his time on solving secondary problems. His subordinates can easily handle them. Choosing the right performer who will exactly follow all the manager’s instructions is a very important skill for a successful manager.

Communication skills. A competent leader knows how to communicate with people in the “superior-subordinate” format without slipping into familiarity. The ability to keep your distance and at the same time maintain good and trusting relationships with the team is a skill that is developed over years of hard work.

Achieving your goals. One of the most important competencies of a manager. A manager must be able to turn problems into tasks, be responsible for the result and have complete control over the entire work process. Many inexperienced managers often lose their bearings while doing insignificant things. A good leader always calculates the situation several moves ahead and never loses sight of the main goal.

The core competencies of a manager also include:

• Organization
• Communication skills
• Development of subordinates
• Intellectual level
• Innovation
• Conflict Management
• Forecasting the situation
• Oratory skills
• Efficient allocation of available resources

Manager's competencies

It is customary to distinguish between corporate and managerial competencies. Since the manager works on the company’s staff, he must comply with corporate rules and be as loyal as possible to the organization’s policies. Just like other employees, he must constantly improve his skills, have a good relationship with colleagues, be purposeful and maintain team spirit.

But along with corporate competencies, the position of leading manager imposes additional obligations on a person. To meet the level of his position, a manager must have the appropriate competencies. If this does not happen, and any manager sooner or later reaches the limit of his capabilities, both intellectual and physical, then the person risks losing his job.

And this happens quite regularly. According to the Peter Principle, in a hierarchical system any individual can rise to the level of his or her incompetence. This means that the manager will move up the career ladder until he takes a position in which he cannot cope with the responsibilities assigned to him. That is, he will turn out to be incompetent.

To prevent this from happening, the manager must constantly work on his skills. The level of competence is increased not only by constant practice - today managers must regularly attend seminars and trainings, where they can learn new approaches to personnel management. Without advanced training, it is very easy to pass the threshold of your own incompetence, since in many companies promotion is closely related to length of service. Thus, the new position may be the last in the work of a poorly prepared manager.

Leaders and managers

It is important for any manager to have a clear understanding of what type of managers he views. There are managers-leaders and managers-managers. You can become successful regardless of your psychotype - it is only important to turn your brightest character traits into tools for effective personnel management.

The disadvantages of leading managers include an overly optimistic vision of the company's future: they are excellent speakers, but their charisma often hinders them, since it is not always possible to advance far on motivation alone - they need long, painstaking work on each stage of the current project. It is difficult for a leader to concentrate on routine work; he is focused on achieving the goal as quickly as possible and is inclined to trust the solution of routine tasks to his subordinates. This approach can sometimes be flawed, as personnel who do not receive clear instructions can make many mistakes.

The manager-manager is focused mainly on work matters - for him, systematic movement forward, strict adherence to deadlines and adherence to approved instructions are much more important. It cannot be said that managers who belong to this type are in any way worse than their fellow leaders. Not at all. It's all about what business approaches the manager uses. He may not be able to speak brightly and figuratively, but he always has other tools at his disposal to motivate staff. A significant salary increase often works better than the most fiery speech.

So it doesn’t matter what type of leader he is - if he is competent enough, it will not be difficult for him to cope with all the responsibilities assigned to him. Different managers use different approaches - in business and in the art of managing people there are no clear rules and immutable laws. If the chosen strategy is correct, and the tactics work to achieve intermediate results, then such a leader has all the necessary competencies to rightfully occupy his post.