Competencies of the future. Unclear future competencies Key future competencies

The world we live in is clearly changing, becoming more and more unpredictable. VUCA world is an already established term, people live and work in this uncertainty. The leader of a modern company has to manage his business in such a way that he can adapt to an ever-changing environment. In this article, we present materials that were discussed by the HR community at the conference of the Association for Talent Development (ATD).

ATD holds an annual conference for learning and development professionals from around the world to discuss the experience of practitioners and the latest trends in the field of learning and development. This year the meeting was held in the American city of Denver (Colorado), where more than 10 thousand participants gathered.

At the ATD conference, brilliant speakers are always invited. For example, among the participants of the ATD-2016 conference was Simon Sinek - the third in the rating of views in TED 1 . Many managers are familiar with his book Start with Why. Another "star" of the conference is Jeremy Gutsche, the creator of the www.trendhunter.com website, which tracks new trends in almost all areas of life: technology, fashion, science, economics ... In his speech, he gave interesting examples of how success in the past can harm the future.

What topics were discussed at the conference?

New trends

Hone skills, increase strength, make professionals supermasters - this is what large companies are ready to invest their resources in today. As management guru Peter Drucker noted, “Going from incompetence to mediocrity takes far more energy and effort than bringing first-class performance to perfection.” Therefore, in an unstable world, business is betting on increasing returns on corporate talent. Accordingly, the professionals discussed:

1) by what methods to “bring” talents to masters;
2) what technologies and techniques are most effective in a corporate environment.

At the conference, these problems were considered from the point of view of the content and technologies of education.

The discussion of the content of training has moved very much to the side neuroscience- the use of achievements related to the study of the brain, from neurophysiology to neurology. After the World Economic Forum in Davos, it became clear that most of the "competencies of the future" are cognitive(associated with thinking). Now in training, the understanding of the specifics of thinking, the application in practice of special skills that are in demand in business, come to the fore. It is not surprising that scientists are actively involved in work in corporate universities and training centers, and recommendations for the development of training programs are based on the results of scientific research.

Of course, a certain gap between achievements neuroscience and their practical application in teaching is preserved. This is clearly seen in studies related to neurotransmitters - biologically active chemicals (serotonin, oxytocin, dopamine, etc.), through which nerve cells exchange electrical impulses. Each of the neurotransmitters is responsible for certain aspects of human motivation. Previously, all such effects (recognition, involvement, involvement, etc.) were explained only at the empirical level. But the development of practical recommendations - how to increase the level of neurotransmitters in the blood of an employee - is still far away. What is already clear:

• these substances will not be synthesized in order to be introduced from the outside (for example, poured into food);
• employers will not do a blood test of candidates to assess their loyalty in advance.

Nevertheless, the first step has already been taken: scientific discoveries show where to go next. Now we need to understand how to use this knowledge in the work of training and development specialists. For example, even today, with the help of modern technologies, it is possible to observe the processes taking place in the brain. This prompted scientists:

• reconsider many traditional views on the role of emotions in human thinking;
• eliminate the contradiction between different types of intelligence (analytical and emotional).

The most important competencies of the future

Researchers distinguish four types of business environment (frameworks):

1. Simple (obvious).
2. Complex (complicated).
3. Complex (complex).
4. Chaotic (chaotic).

Today, business operates in a complex environment, the distinctive features of which are:

• a large number of elements;
• their complexity;
• multilevel connections between them;
• dynamism (constant change) of connections.

What competencies will be decisive for the successful adaptation of the company to such a complex environment? At the Davos Economic Forum in 2015, key competencies were identified that are important for business success in the near future ( tab. one). Changes in the priority list are the result of understanding the direction of change in the business environment. In 2020 (this is very close!) Competitive advantages and leadership for companies will be provided by cognitive (mental) competencies - thinking skills and creativity, on which the ability to effectively adapt to change depends. This means that these competencies will be the focus of development programs for today's leaders.

Tab. 1. Essential Skills

Let's take a closer look at the leading competencies from the Davos list - how they adapt to the business environment.

Critical thinking(critical thinking). The concept of "reflexive thinking" was first introduced by the famous American teacher John Gilai. Since the publication of the Nation at Risk report in 1980, critical thinking has become an important part of all levels of education in the United States. Since 2009, there has been a significant increase in the number of publications on this topic: people are trying to find an answer to the question: “What led to the crisis?”.

What is critical thinking? It is a system of judgments that is used to analyze events and formulate sound conclusions. Critical thinking allows you to make an objective assessment, give correct interpretations, and correctly apply the results obtained to the analysis of problems and the current situation. The difference between critical and "automatic" (ordinary) thinking can be illustrated using figure 1.

Rice. 1. The difference between "automatic" and critical thinking

Experts identify the following signs (behavioral indicators) of critical thinking:

• properly organized memory (storage and reproduction of information);
• language skills as a tool of thinking;
• the skill of extracting meaning from information;
• the ability to make logically correct judgments;
• ability to analyze and evaluate arguments;
• the ability to form and test hypotheses;
• the ability to make judgments about uncertainty and probability;
• discipline in decision-making;
• the ability to solve clearly and fuzzy problems.

How can you develop critical thinking skills in yourself (in students)?

1. Ask research questions.
2. Make a complex analysis of the situation, instead of making quick (automatic) judgments.
3. Form inferences, avoiding "mental traps".

What are critical thinking skills for leaders? Possibility:

• identify key challenges facing the organization;
• analyze problems objectively and comprehensively;
• develop optimal response strategies.

Another important feature of critical thinking is sense making, the ability to find/create meanings. This skill is especially important today, because the number of large data arrays (Big Data) is growing exponentially. All of them need not only and even not so much to be processed, but to interpret and comprehend the revealed patterns. A leader who can “pull out” meanings from the accumulated information and draw the right conclusions is a huge value for business. Unfortunately, this quality is still rare among our managers.

Creative thinking(creative thinking). Creativity is the ability for non-standard thinking and behavior, constant awareness and creative development of one's experience. Creativity is needed for:

• solving problems that do not have a suitable standard solution;
• finding a better/new solution to a problem/task;
• invention of a new product, service, business method, behavior, business model, etc.;
• design (recombination of things to obtain a new value);
• simplification/optimization of products, processes, procedures;
• adequate response to ongoing changes;
• mastering new models of behavior and activity.

What is creativity?

1. In speed, accuracy, flexibility and originality of thinking, rich imagination.
2. In sensitivity to problems, the ability to notice details that are not distinguished by the usual look.
3. In resistance to uncertainty, curiosity and openness to new experience.
4. In high energy (ability to give, share), independence.
5. In a commitment to high aesthetic values.

Developed creative thinking implies the ability to:

• manage the creative process (“inspiration by order”);
• find original solutions;
• be tolerant of uncertainty;
• go beyond established assumptions;
• encourage others to be creative.

Creative thinking allows you to:

• find successful solutions in a changing context;
• resolve contradictions and dilemmas;
• create a unique value proposition and differentiate from competitors.

An example is design thinking or human-centered design. It is a methodology for solving engineering, business and other problems that is based on a creative, rather than analytical approach, which prioritizes the needs and constraints of customers. Design thinking is aimed at creating a fundamentally new solution, which means that it is necessary to know the background of the problem.

In the design thinking cycle, experts identify several basic steps ( rice. 2):

1. Empathy. Conducting research to understand customer needs and business constraints.
2. Focusing. Deep analysis of the situation helps to identify key contradictions. Concept creation.
3. Generation of ideas. To create a new solution, various tools for organizing innovative thinking in a team are used (flexibility, numerous iterations).
4. Idea selection. Evaluation of the prospects for the solution (production, technology, marketing, etc.).
5. Design development, prototyping(objects, environment and processes).
6. Testing(developers, consumers and stakeholders). Functionality check and clearance. Transfer to operation.

Rice. 2. Stages of design thinking

An important aspect of using design thinking is to establish a dialogue - between the company and the client, as well as within the team. Most often, the most productive solutions are found by teams:

• with a high diversity, in which specialists with different abilities, experience (including cultural), types of thinking, etc. are represented;
• in which there is an open and effective interaction of participants.

Design thinking involves constant iteration (between team members, with clients and stakeholders), that is, in a sense, this is the opposite of the method benchmarking. In fact, iterative procedures are borrowed from the methodology of the agile and scrum approaches that came to business from IT. But management thought goes further: summarizing the experience of using the agile methodology, the experts identified a specific competence (tab. 2), which is necessary for all innovators, not only in IT - "agility". According to a study presented by the speakers of the ATD-2016 conference, companies where many employees have this competence are 25% more profitable than those where the development of flexibility is not given importance.

Tab. 2. "Measurements" of the competence "flexibility"

Cognitive Flexibility(cognitive flexibility). This is the ability to switch from one thought to another, as well as to think about several issues at the same time. In addition, cognitive flexibility includes the skill of dealing with paradoxes or "polarities". Polarities are paired categories that do not allow solving a problem without taking into account the opposite "pole" (an example of such a pair in business is "global - local"). It is the ability to see polarity that is the "trigger" that starts the process of creativity, leading to breakthrough ideas.

Cognitive flexibility also includes:

• the ability to cooperate with a variety of people who sometimes adhere to polar points of view;
• understand their strengths and weaknesses in order to complement their competencies.

As a rule, most people prefer to cooperate with those who are similar to themselves, but this blocks changes, does not allow for a breakthrough. Therefore, those companies that are not afraid of diversity get an advantage.

Today, working with paradoxes or polarities has ceased to be the lot of philosophers. The maximum profit is brought not by technological ideas, but by those that change the tastes of people, their outlook on life, set new patterns of behavior and create new needs. For such ideas, this competence is required. For example, the simplification of the personal computer interface has created a huge market for both PCs and software!

systems thinking(system thinking). This is the ability:

• to see in everything interconnected, hierarchically structured connections of processes and events, the perception of the world as ordered;
• grasp the situation as a whole, and at the same time highlight the elements in it and the relationships between them;
• find optimal solutions that affect the causes of the problem, and not its symptoms;
• predict developments.

Systems thinking is especially important when you have to act in a complex environment, in a situation of uncertainty. A leader with a developed systems thinking does not just see his organization as a system, but acts as its “architect”:

• accurately identifies her immediate needs;
• identifies problems and highlights bottlenecks;
• may go beyond system limits;
• finds leverage that will allow you to achieve the maximum result with the least effort.

Emotional intellect(emotional intelligence, EI). EI gained particular popularity thanks to the “four-element” model of D. Goleman, where emotional intelligence is understood as a combination of four abilities:

1) skills define how people feel;
2) use emotions, so that they help to think and analyze;
3) understand causes of emotions;
4) to rule emotions and include them in the decision-making process in order to make the best choice in life.

Emotions are a key factor in achieving success in social systems. By exchanging emotions, people create and maintain relationships, form a shared vision of success, and become involved in creative activities. Thanks to the developed EI, the leader creates a unique atmosphere of openness and cooperation in the team, a willingness to act to achieve a common result in the long term.

Perspectives TD

The fifth technological order, one of the leading industries of which is IT, is changing human abilities:

• The ability to quickly receive any information using the Internet reduces the amount of RAM.
• The ability to understand how technology “thinks” allows you to accurately set a task for a computer and solve problems in a new way (Computer re-thinking).
• The ability to find (primarily with the use of modern technologies) new, more effective solutions, to which solutions of the old model are already “glued”, allows us to solve the complex dynamic problems that our civilization is currently facing.

These changes will become more pronounced as generations change in the labor market: the thinking and motivation of the representatives of the “generation Y” are seriously different from both the current generation X, the baby boomer generation, and the “silent generation”. But already on the way "generation Z" - 15-16-year-olds, whom experts call the "digital generation" (digital native).

New challenges define the challenges facing the Talent Development industry today. The main ones are:

Changing approaches to learning and development. At the ATD-2016 conference, it was widely discussed what competencies leaders need today to achieve high results. Experts identify two important new concepts: "T-model" and "Leader-catalyst".

T-model. What does "T-professional 3" mean? This is a specialist with deep knowledge, skills and experience in one area and a wide range of additional competencies. Schematically, this is depicted in the form of the letter "T" ( rice. 3):

• Expert (“going into the depths” - the crossbar of the letter T):
• has functional/technical expertise;
• does the same job perfectly for years;
• it is difficult to replace;
• you can count on him, you can trust him;
• he gets recognition in the company;
• able to work autonomously.
• Competent (a wide range of competencies - the horizontal line of the letter T), flexible in learning :
• easily masters new functions;
• does a good job that he encounters for the first time;
• solves complex/new problems;
• thinks strategically, has a wide vision (helicopter view);
• performs well in conditions of uncertainty and complexity;
• accepts changes;
• has a variety of interests;
• quick and impatient, does not respect the status quo.

Rice. 3. Professional T-model

Organizations need leaders who are better at achieving results in the core business of the company. Therefore, it is necessary to know the peculiarities of the company's activities. If she:

• requires rich practical experience or deep knowledge;
• relatively stable;
• requires understanding of the past, strong tactical decision-making skills;
• needs the development of employees, the institution of mentoring;
• depends on the relationship and maturity in the role,

… then such an organization needs more expert leaders.

…in which case she needs more flexible T-leaders.

If an organization:

• faces new challenges that require strategy development;
• needs new ideas and ways of thinking;
• is facing change or her future is uncertain;
• requires serious adjustment of actions;
• depends on strong technical support;
• requires "political savvy"

in this case, she needs more flexible T-leaders.

Catalyst Leader(catalyst). Now more and more people are talking about the need for a new role model - a manager who can support the business and his team in difficult circumstances. In a complex environment, it is the female management model that shows the best results, which includes understanding, care, support and assistance in development. When it is not clear how the elements of the environment interact, teams compete not in the level of expertise, but in the speed of finding new, more adaptive patterns of behavior. In such a situation, it is not the chief expert who becomes the leader, but the “mommy”, who can provide a safe environment for the work of experts. The main advantage in this case is the stability of the effective work of the team, because in a "friendly" (friendly) environment, employees do not "burn out" psychologically, maintain a high level of motivation and involvement longer. In a world full of uncertainties, creating security for workgroups is becoming a basic condition for business survival. A strong corporate culture supports people and gives them the opportunity to show their talents, to become the "owners" of the business.

An example of supportive-caring leadership is clearly evident now in the IT environment, especially from HR managers. However, it is in this industry (taking into account the specifics of typical psychotypes of an employee) that the limitations of such a leader's role are already noticeable: the infantilism of employees is not only not overcome, but is even aggravated. Therefore, this topic should be widely discussed among professionals.

Development of new technologies and T&D methods. Traditional trainings work with skills and abilities, considering them as patterns of effective behavior that need to be brought to automatism. Initially, they were not focused on "subtle" tasks - such as changing the type of thinking or changing the picture of the world. On the other hand, reflexive games that model complex business reality are aimed at this. And the most effective are not computer and desktop simulations, but role-playing games that allow you to act:

1) in accordance with the independently set goal;
2) in communication with other participants "playing their own game" within the framework of general conditions.

Role-playing games allow you to "work through" different types of thinking - both during the game and in post-game reflection. Here:

• the connection (or lack of it) of behavioral competencies from the “Davos list” (“negotiations”, “coordination with others”, “managing people”, “decision making”) with the result is directly manifested in communication;
• employees receive help in mastering different types of thinking.

conclusions

The use of modern technologies, attracting the energy of youth and women is the agenda of tomorrow, or rather, today, because 2020 will come very soon! Good news for all HR professionals: all over the world, businesses are becoming more and more aware of the need for continuous learning and development!

What did we take away from the conference directly for the work of our company - NRG?

1. You need to learn how to make and use short videos in your work, because young people perceive this way of presenting information more easily. The principle of “learned it yourself - pass it on to another” in the age of digitalization very easily materializes in the video format.
2. It is worth using videos for “microlearning” (microlearning). The fact is that two-three-day trainings are not always effective:

• firstly, a large amount of information in such a short time is difficult to master;
• Secondly, "express knowledge" is quickly forgotten, and skills are often not fixed.

Therefore, it is desirable to turn the “learning funnel” upside down:

1) before the start of training, show a series of short training videos (5-7 minutes), each of which represents one skill / one behavior;

2) after that, hold a group meeting;

3) then discuss the material for a long time (for example, 21 days), with the main attention being paid to developing a new skill at work.

This year, at the ATD conference, the only representative from Ukraine was the head of NRG. We hope that in the future the Ukrainian delegation will be more numerous.
______________
1 TED - (T echnology E entertainment D esign - "Technology, entertainment, design") is a private non-profit foundation in the United States, known for its annual conferences (since 2009 it has been held in Long Beach, California). The mission of the conference is to spread unique ideas (“ideas worth spreading”); selected lectures are available on the initiative's website, www.ted.com.

2 John Dewey(John Dewey) - American philosopher and teacher (1859-1952), representative of the philosophical direction "pragmatism".

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Recently, the business community has been actively creating and discussing models of “future competencies”. The popularity of this topic raises at least two questions. First, are the competency models of the future evidence-based? Another question - are these models useful, do they help to work, develop, adapt to the future?

The definition of Russian authors is not much different: “Competence is such a combination of knowledge, skills, motivational factors, personal qualities and situational intentions, which ensures that the performer effectively solves tasks of a certain class in a certain organization, at a certain workplace, in a certain production team” (Bazarov, Erofeev, Shmelev, 2014).

These definitions suggest the answer to the first question about the scientific validity of the "competencies of the future": it is negative. There are at least two explanations.

1. We cannot conduct a study that proves the connection of certain "competencies of the future" with the results of labor - after all, the future has not yet arrived, the work has not been done, the result has not been achieved.

2. Without knowing the context, tasks, and characteristics of a particular workplace, we cannot scientifically substantiate the set of qualities that contribute to success in this place.

However, you should not be upset. Lack of evidence does not prevent us from using various concepts in practice. Therefore, we will discuss the second question - about the practical usefulness of the models of "competencies of the future".

In preparing this article, we analyzed eight sources of "future competencies" offered by authoritative organizations.

Center for Curriculum Redesign (4D Education Vision, Boston, 2015).

We must pay tribute to the honesty of the authors of these documents: none of them claims that it is his model of the competencies of the future that is true, the only true one, or obtained on the basis of strictly scientific research. Each source refers to the consensus of one or another expert community.

Together, these 8 sources contain 107 competencies (more details about each can be found by studying the materials on the links above - approx. ed. ). We conducted a cluster analysis and grouped competencies that are similar in meaning.

Ability to interact and collaborate with other people forms the first, largest cluster of "competencies of the future". Interaction competencies are present in each of the eight sources. Within this group there are tactical, "skillful" competencies, such as the ability to write business letters or speak in public (16% of competencies in this category), as well as more fundamental personality traits: the desire to cooperate, emotional intelligence, empathy or customer focus (74% of competencies). Man is a social being whose results of work, income and sense of happiness largely depend on communication with others. And the authors assume that this will not change in the future.

Thinking and problem solving- the second largest cluster, it combines 15 competencies. Here, the largest category (30% of competencies) is critical thinking, that is, the ability to correctly evaluate and analyze facts and statements, make decisions about what to trust and what to do. As in the case of interaction, “being smart” is useful now and in the future, especially in the face of increasing information overload and a mixture of an objective (based on facts) picture of reality and “post-truth”.

Learning and openness to new things rounds out the top three. This group combines such qualities as learning, curiosity, openness to new experience. All competencies in this group are presented relatively evenly, it is difficult to single out the main ones. Learnability is present in six of the eight sources of "competencies of the future".

Together, these three groups cover almost half (48%) of the "competencies of the future". In other words, half of our future success depends on our ability to get along with other people, think and learn.

Consider the following three groups of competencies.

Innovation and creativity(10 competencies, mentioned in 7 out of 8 sources) is not limited to mastering technologies like TRIZ or brainstorming. This set of competencies primarily involves courage, a willingness to experiment creatively and make mistakes.

Digital knowledge and skills are mentioned about as often as innovation. This group includes programming, knowledge of the basics of robotics, the ability to understand and use new technologies, such as machine learning and virtual reality.

Self-awareness and self-management- this is the ability to manage one's attention, find meaning in work and in life, resilience, the ability to make one's own plans and generally understand oneself.

These six clusters cover about 80% of the "competencies of the future". According to research, our fundamental abilities to interact with other people, the features of thinking, learning, creativity and the ability to self-awareness are formed from early childhood. They can develop in adulthood, but such development requires a long time, great effort and serious personality changes. These are not individual skills that can be quickly “pumped”, but elements of our personality. Individual skills (and even then partly) include digital competencies - one group out of six.

From this follows the answer to the second question - about the usefulness and practicality of the "competencies of the future"."Competences of the Future" can be useful for designing strategic changes in the system of education and upbringing. These are universal abilities and qualities that are important for the adaptation of any homo sapiens to an unpredictable environment, and not a guideline for the short-term training of a particular adult. Simply put, if an organization wants to attract employees with “future competencies”, it should focus on recruiting, not developing people. And even more practical is to analyze which competencies correlate with performance in this organization today, and rely on them.

At the individual level, too, not everything is clear. Steve Jobs was either not a model in terms of building relationships with others: both had a bad temper. And Thomas Edison, selecting the material for the filament of an incandescent lamp, conducted about 1,500 tests of various materials. A person with less faith in success, that is, with more developed critical thinking, would surely back down after hundreds of unsuccessful attempts. It would be logical.

For most of us, it is more beneficial to understand and use our individual strengths well, as well as carefully correct our shortcomings. This is a more pragmatic self-development strategy than an attempt to match the generalized portrait of the “man of the future”.

About the authors. Pavel Bezruchko- Managing Partner of ECOPSY Consulting. Yuri Shatrov- Head of Practice at ECOPSY Consulting. Maria Maksimova- Consultant of ECOPSY Consulting company.

Interest in the competencies of the future is caused by the speed of development of the modern world, new demands and needs of society. Changes in science and technology are quickly coming into our lives, forcing us to increasingly evaluate the effectiveness of our current actions in relation to the future. Comprehending them, we can see the prototypes of those skills that are important to form in our students.
Already today, together with the leading universities in Moscow, we, analyzing the competencies that are important for the professions that are now emerging, and the competencies formed by the modern school, understand that the gap between them is widening.
Along with competencies, lists of professions of the future are being developed and formed. For example, the team of the Agency for Strategic Initiatives and the Skolkovo Business School have developed a whole atlas of new professions that will be in demand by 2025. Leading experts from the World Economic Forum in Davos bring to our attention the most relevant and in-demand professions and competencies of the future:
- multifinancier on-line. The banking sector is being automated and informatized at a rapid pace. Bank branches and plastic cards are becoming a thing of the past. Today they are being replaced by ATMs, information kiosks, smartphone applications. The requirements for the information and financial competence of the student are rapidly growing;
- social media manager. Virtual reality is actively reclaiming positions from "real life". A social media account is not just a feed of news and personal photos, it is a person’s life record, information from which is used by recruitment agencies and even banks when making lending decisions. Communicative competence, curiosity, reading, cultural literacy are very clearly manifested on these pages;
- virtual/interactive teacher (tutor). The teaching profession will not disappear, it will be transformed. Changes are already taking place: the “talking head” in the classroom has outlived its time. A bad, template teacher can be replaced by Google, Yandex and other similar services. A teacher is in demand who can organize the work of a large group of children, teach them to think in a project, discuss, solve not only algorithmic problems, select and classify a huge amount of information and apply it in practice in everyday life. The teacher studies together with the child, proceeds from his interests, speaks the same language with him. In this way, a serious gap between the child and the teacher will be minimized. Information technologies act in this case as an assistant in differentiation and satisfaction of the cognitive interests of the child, the formation of an individual educational trajectory;
- designer of "smart" environment. This is the one who adjusts the environment to the needs and needs, desires and comfort of a person. The phrase "comfortable city" acquires a new sound along with the increasing requirements for creativity, initiative, curiosity of specialists in this field;
- personal analyst (personal digital curator). Many of us have “smart” watches that count the number of kilometers traveled, remind us when it is necessary to increase the load or, conversely, take time to rest, take medicine, check the pulse. With the development of artificial intelligence, there will be more and more digital services, and how to connect them and use them effectively will need to be thought out by a specialist;
- eco-urbanist / eco-designer. Issues of ecology and environmental protection, intercultural dialogue are facing the society and will be aggravated with the development of scientific and technological progress. Social and cultural awareness becomes a leading requirement for graduates;
- IT doctor. Medicine and information technology are inextricably linked and, no doubt, will develop and complement each other. Remote operations using robots are already making it possible to provide emergency assistance in remote parts of the country. Medical skills cannot be separated from serious training of students in the field of ICT.
This list is not exhaustive, since it is difficult to accurately predict in which areas of science, technology, and economics a breakthrough will occur in the near future and will lead to the need to train new specialists with a different set of competencies.
It is important to realize that as a result of studying in a modern school, the ability to acquire skills for life in the new digital world is not formed.
We are talking, among other things, about the so-called meta-competences: design and dialectical thinking, emotional intelligence. They must be placed at school. And the force of change around us pushes us to act here and now.
For example, a child should competently set goals for himself, be able to achieve them even through trial and error. The teacher, in turn, must respect the child's right to make mistakes, cultivating the desire to achieve better results. A mistake is a learning situation that makes it possible to evaluate and analyze one's actions and at the same time allows a self-confident student not to deviate from the path, not to give up. Moreover, interactive technologies allow you to feel the joy of successful promotion more vividly. Perseverance, endurance, adaptability are the most important qualities of a successful person, which are especially needed in the 21st century.
At the same time, let's remember the classes where weak children used to be collected, labeled, depriving them of the motivation to move along an individual trajectory of success to achieve their maximum results. And at the same time, they relieved themselves of full responsibility, having an alibi before society - children are weak. What example did we give them in achieving results? Clearly negative.
Another example: the success of working in a group or teamwork skills, which are formed very conditionally in school practice. Sometimes it's a process for the sake of a process. But group work is a serious preparation for activity in modern companies, in production, in the public sphere. Today, the largest technological breakthroughs are carried out by groups of developers, social projects are carried out by project mobile offices, and the educational process is effective only with the teamwork of the entire teaching staff.
In group work at school, the skills of productive interpersonal communication are formed, the ability to hear partners and defend one's position, to work for a common goal. A good help in developing teamwork skills is the use of modern information and communication technologies. Unfortunately, there are very few assignments for collaborative work using ICT, and teachers rarely use them. Sometimes, scolding games and shutting ourselves off from gadgets, we lose a child-friendly environment for developing his interaction skills. A one-sided attitude to computer games, unwillingness to turn the minuses into pluses alienate us from children and from a possible increase in the effectiveness of classroom and extracurricular activities.
A teacher who has moved away and lost contact with children ceases to be in demand. What functions, then, will such a teacher be able to perform in a modern educational organization, and will he be able to do it at all?
Probably, some of these teachers will be able to continue to broadcast the continuity of eternal values ​​to students, but will children perceive the teacher and take an example from him if he is not on the same wavelength with them? After all, many truths and ideals formulated by thinkers and philosophers of bygone eras, which have come down to us in printed form, while remaining valuable and unchanged in content, might be presented by them today in other forms that have emerged as a result of the development of information and communication technologies.
The school already today should respond to the needs and demands of the modern graduate, should be interested in preparing him for the already existing realities. But in pursuit of one, we risk losing the other. For some reason, the orientation of schools on skills and abilities is sometimes perceived as tantamount to the rejection of any knowledge, the education of an illiterate being who can only search for information on the Internet. Firstly, the search query must also be able to formulate, select and analyze information. Secondly, each next stage of the formation of skills and abilities requires a deeper understanding of the world around the student. From which it follows that knowledge is important, but the principle of its selection will change, the focus on the subject and tasks “solve”, “calculate”, etc. will go away. In the selection of the content of classes, the formation of critical thinking skills is already taking a leading position. But so far, tasks for assessing reliability are among the rarest in the school curriculum.
Skills and habits are formed not only at school, but also in the family. For example, cycling skills, safe operation of household appliances, the elementary ability to replace a burnt out light bulb. Skills and habits are also formed by society and the environment in which the child lives.
It is not for nothing that engineering and medical classes are so popular today in the capital, where students work with practical cases at the sites of the country's leading specialized universities and enterprises. There is individual and group work, research and experiments, the results of which are autonomous loaders, mobile communicators for the disabled, high-resolution ECG recording devices and much more. And now we are talking about our schoolchildren, and not about scientists from research institutes!
The content of competencies is changing. Communicative competence thirty years ago was the ability to conduct a dialogue directly with a face-to-face interlocutor or a group of people, the ability to write a business letter, make a phone call, etc. Today, communication remains, but is being transformed due to the emergence of new communication technologies, such as email, social networks , applications in mobile phones, Skype, etc. This is what you and I, being in the 80s, imagined in our dreams of the future of the 2000s. Gamification, visualization, multi-level adaptive educational games have firmly entered open education, which allow real differentiation and form an individual trajectory. An example is the interest of our children in the Moscow Electronic School, in electronic diagnostics. Children are better than us in the digital world, this must be recognized. And here the competencies that we want to develop in them will help us. Therefore, “seeing the future through the eyes of youth” is the principle that we must follow in order to be modern in the ever-changing technological environment.
All of the above explains why the MCCA, together with the leading teachers of the capital's schools, has so actively begun to conduct projects to convert diagnostics into electronic form, developed diagnostics in virtual reality, and took the first steps in augmented reality. By the way, one of the most popular diagnostics at the Center for Independent Diagnostics is physics in 3D. Moreover, when solving rather complex physical problems in a drawn virtual world, schoolchildren sometimes do not even understand that they are doing a difficult test. At the "City of Education" forum in September, we will present the same diagnostics in biology, a little later - in chemistry, with an expanded experimental part. We have already managed to translate some of the tasks from the USE into a convenient “tablet version”. Without simplifying the content, we add many bright colors to tasks and questions, talk about the real use of skills and abilities in practical activities, and expand the boundaries of opportunities for the child. The whole city with its rich infrastructure and opportunities becomes our PES.
Thus, we must set new tasks in educational activities, take into account the content of well-known competencies of the future and not wait for the onset of 2025 or 2030, but do it now in real time, in parallel with the emergence of new achievements in science and technology, technology and other areas of knowledge . And remember that these very competencies that we want to instill in our children must first be in ourselves. The future is not just near, in a sense it is already in the past, if you missed something today.

Pavel KUZMIN, director of the MCCS

UDK 378 BBK 74.580.22 P 37

R.I. Platonov

DEVELOPMENT OF KEY COMPETENCES OF A FUTURE TEACHER

(Reviewed)

Annotation. This article reveals the key competencies of future teachers, as well as their impact on educational activities, the attitude of students to their profession. A description of the main elements of the concept of "competence", a review of foreign and domestic works on this issue is given.

Key words: competence, competence.

Development of key competencies of the future teacher

abstract. The paper uncovers the key competencies of the future teachers, as well as their influence on educational activity and on the attitude of students to the trade. The author gives the description of basic elements of the concept “competence” and the review of foreign works and writings of our country on this problem.

Key words: competence-experience, competence-intelligence.

The entry of the Russian Federation into the Bologna process opens the way to active participation in the creation of a single European space in the field of higher education, based on the recognition of the priority of universities. In this regard, the responsibility of Russian universities for the results of their activities is increasing through the mechanisms of competition in the labor market, educational services and highly skilled labor. In the new historical realities, other priorities become dominant in the educational process: the main factor in the renewal of higher education is the demand for the development of the economy and the social sphere, science, technology, federal and territorial labor markets, as well as the long-term needs for their development. The developing domestic society needs educated, moral, proactive specialists in the field of education who are able to independently make responsible decisions, predicting their possible consequences for the fate of the child, be able to set goals, generate ideas capable of cooperation and co-creation, characterized by mobility, dynamism and a developed sense of responsibility for fate of the young generation of the country.

Russian scientists (S.P. Arsenova, E.V. Bondarevskaya, E.N. Glubokova, G.G. Granatov, E.A. Klimov, A.Yu. Kozyreva, N.D. Nikandrov, T.V. Orlova , L.S. Podymova, N.V. Sychkova, L.O. Romanova, N.M. Yakovlev, etc.) indicate in their developments the urgent need of a developing school for a teacher of a new type, capable of an unconventional approach to solving various pedagogical problems , to have a leading influence on the formation of the personal qualities of their pupils, effectively socializing into modern society with its current state of production, science and culture. This determines the need to move away from utilitarian education as a simple transfer to the future teacher of the amount of knowledge, practice-oriented skills and abilities necessary for a particular activity, mastering new pedagogical values, including in the field of integrating scientific and pedagogical research with the real educational process, developing copyright schools, organizing original educational structures and complexes.

Today, a university graduate must demonstrate not only good professional knowledge in his chosen field of activity, but also have sufficient fundamental education to be able to build new concrete knowledge on this foundation in accordance with new conditions. Future teacher of rural

school, according to its social status, belongs to the group of intellectual and cultural leaders of the rural community, which, of all socio-professional groups, is closely connected with the fate of the village and the fate of the country, due to the professional position as an integral part of the professional competence, culture and self-awareness of the specialist.

In modern pedagogical practice, much attention is paid to competencies and competencies, key qualifications, “above-subject” knowledge, skills and abilities, which is caused by the desire to enrich the content of education, to bring into it elements that educate a graduate of a pedagogical university not as an intellectual pragmatist, a narrow specialist in a particular field. pedagogical activity, but a true intellectual, educator, combining high general cultural, civic and professional qualities.

The product of higher pedagogical education of the 21st century should be a teacher as a subject of culture, open to the perception of all its forms (Scheme 1 shows the social expectations of the qualities of a graduate of a pedagogical university - according to Yu.G. Fokin). But the current practice of educating students - future teachers in most universities of the country does not contribute to the requirements for the development of higher education in the Russian Federation in the context of new global opportunities and risks, since the educational process remains focused on the preparation of performing skills and skills, and not the formation of basic professional competencies of students of pedagogical specialties ( personal, individual, communicative).

Social expectations of the qualities of a graduate of a national pedagogical university

A subject of modern culture, an active member of society - a carrier and generator of ideas and trends for the socio-cultural progress of Russia in the field of education A specialist capable of thinking creatively and highly professionally solving problems in the chosen pedagogical field of activity at a modern scientific and technical level for the benefit of society and developing this area

Figure 1. Social expectations of the qualities of a graduate of a national pedagogical university

Of course, such a “final product” cannot be obtained without introducing special goals, methods and local technologies into the content of pedagogical education, without creating a special personality-oriented educational environment at the university, which, with its versatility, richness of situational solutions, emotional connections and creative potential, contributes to personal growth. future teacher, gaining social experience and creative orientation.

Studies of the problems of the professional aspect of training a future teacher in the works of foreign (T. Booker, P. Witti, A. Gerald, R. Germain, B. Kaufman, T. Moskowitz, L. Roux, V. Waller, etc.) and domestic researchers ( S. M. Godnik, N. D. Nikandrov, V. S. Tolstoy, R. N. Yusufbekova) prove that professional culture, professional literacy, creative pedagogical thinking and many other key competencies act as the “technical side” of a graduate’s pedagogical career pedagogical university in the federal and regional labor markets and educational services.

The question of key competencies has become in the mid-90s. one of the most significant in modern professional pedagogy and pedagogy of higher education (V.I. Baidenko, G.E. Belitskaya, L.I. Berestova, N.A. Grishanova, N.V. Kuzmina, V.N. Kunitsyna, A. K. Markova, J. Raven, A.V. Khutorsky, R. White and others). For the Russian Federation, this problem is especially relevant in connection with the modernization of domestic education and entry into a single

European educational space. Although there is no universal definition of competence in the research literature, common to the most common definitions is the understanding of competence as “the ability of an individual to cope with a variety of tasks”; “the skills you need to be successful at work, school, and life.”

The essential feature of competence is the constant variability associated with changes in the requirements for adult success in an ever-changing society. The competence-based approach implies a clear orientation to the future, which manifests itself in the ability of a person to build his own educational trajectory, taking into account success in life and professional careers. Competence is manifested in the ability to make a choice based on an adequate assessment of one's own capabilities in a particular situation, and is associated with the motivation for continuing education. Within the framework of this article, the constituent elements of the concept of "competence" are:

Knowledge is the set of facts required to do a job. Knowledge represents the intellectual context in which the future teacher works;

Skills - possession of means and methods for performing a specific task. Skills range widely from physical strength and dexterity to specialized training; a common parameter for skills is specificity;

Ability - an innate predisposition to perform specific tasks. Ability also acts as a synonym for giftedness;

Behavior stereotypes are the visible forms of actions taken to accomplish a task. Behavior of a specialist includes inherited and acquired reactions to situations and situational stimuli. The behavior of the individual shows its values, ethics, beliefs and reaction to the phenomena of the surrounding reality;

Effort is a conscious application in a specific direction of mental and physical resources. Effort is at the core of the work ethic of the educator - an educator can be forgiven for lack of talent or average ability, but never for lack of effort.

In the American sociology of education, a model of a “competent worker” has been developed, in which an attempt was made to single out a complex of individual psychological qualities of a specialist, which includes: discipline,

independence and initiative in the performance of professional duties, communication skills, the desire for self-development. An important feature of this model is the accentualization of personality self-development, which is understood as the process of self-study, when a person accepts the requirements of society, transforms them for himself adequately to the level of consciousness, development of professional skills and abilities. Thus, in the work of J. Ravenna (“Competence in modern society: identification, development and implementation”), the concept of competence, which acts as the leading substantive basis for the process of higher education, allowed the author to formulate four theses about the need for the professional training of future teachers:

First, a reconsideration of views on the capabilities of each student, since all students can become competent by making their choice in the educational space;

Secondly, the adjustment of the goals of education (then the individualization of education came to the fore in the late 80s of the twentieth century);

Thirdly, a change in teaching methods, which should help to identify and form the competence of trainees, depending on their inclination and interests. As the main didactic tool, the researcher proposed the method of projects;

Fourth, a radical rejection of traditional procedures for testing students and evaluating university curricula.

J. Raven comes to the conclusion that the key competence of future specialists, based on the achievements of previous periods of development of higher education, is closely related to the social interactions of a particular university and the individual characteristics of students.

In modern practice, the term "key competencies" is quite common not only in the scientific and theoretical studies of teachers and psychologists, but also in the personnel departments of large industrial companies and consulting firms. Key competencies include skills, behavior and knowledge that create a competitive advantage for a specialist and delimit ideas between good job performance and highly qualified. Most often, from 5 to 10 core competencies are differentiated, which young specialists must demonstrate in order to professionally perform their chosen work. Using the model of core competencies and thus clarifying to employees the standards of work required of them, the organization focuses employees on the most significant priorities of professional activity.

According to the types of competence, key, basic and functional competencies are distinguished. The key competencies of a teacher are defined as "competences necessary for human life and related to his success in professional activities in a rapidly changing information society." Basic competencies are understood as competencies that reflect the specifics of a particular professional activity. Functional competencies are a set of characteristics of a particular activity and reflect a set of functions specific to a given workplace.

Thus, having analyzed the works of I.A. Zimney, V.I. Kuznetsova, J. Ravena, Yu.G. Fokin, we accept the following as a working definition for key competencies: “Key competencies are universal skills, knowledge, abilities and behaviors that every member of society must possess for a successful life and professional career, the use of which would provide a positive effect in various situations” .

The development of key competencies, along with basic and functional ones, is a priority task for the education of a future teacher of the 21st century.

Notes:

1. Zimnyaya I.A. Key competencies - a new paradigm of the result of education // Higher education today. 2002. No. 5. S. 34-42.

2. Kuznetsov V.I. Principles of active pedagogy. M., 2001.

3. Raven J. Competence in modern society. Identification, development and implementation. M., 2002.

4. Fokin, Yu.G. Teaching and education in higher education: methodology, goals and content, creativity. M., 2002.

1. Zimnyaya I.A. Key competencies as a new paradigm of a result of education // Higher Education Today. 2002. N. 5. P. 34-42.

2. Kuznetsov V.I. principles of active pedagogy. M., 2001.

3. Raven J. Competence in a modern society. Revealing, development and realization. M., 2002.

4. Fokin Yu.G. Teaching and education in the higher school: methodology, the purposes and the contents, creativity. M., 2002.