Instructions for testing for the assessment of competence
According to the FBBM methodology, the following motives are subject to assessment:
Based on the test results, 4 reports will be generated for each respondent, including the competency profile not only descriptively, but also graphically.
II. Test-takers work with an account, in the modeon- lain c central office consulting firm ATG-CNT Consult.
Testing:
received from the administrator.
4. Fill in personal data in Russian in the window that appears on the screen. Move the cursor and click "Next".
5. The text appears on the screen - an introduction to the first part of the test - CAPTain Objektiv - these are 183 statements and self-assessment. Follow the test instructions.
Be sure to choose one answer, no matter how difficult this choice may be!!!
6. After the end of the first part of testing, the second one starts immediately -
CAPTain Subjektiv is 38 blocks of questions. Follow the test instructions.
Mark the selected answer - Move the cursor to the circle next to the selected option and click the mouse, a dot will appear. After the answer is marked, move the cursor and click the mouse "Next".
At the end of the test, the test results appear as hyperlinks. Can be saved to a flash drive.
7. At the end of the second part of the test, the third begins immediately -
FBBM test to assess motivation. Follow the test instructions. Mark the selected answer - Move the cursor to the circle next to the selected option and click the mouse, a dot will appear. After the answer is marked, move the cursor and click the mouse "Next".
At the end of the test, the test results appear as hyperlinks. Can be saved to a flash drive.
In case of interruption of the testing process, for example, you accidentally clicked "Continue later", do the following:
1. Log in to your account at www. .
2. Select a language from the presented list, move the cursor and click the mouse.
3. Enter "Username" and "Login", received from the administrator.
Move the cursor and click "Login".
Testing will continue from the point where it was interrupted.
Posted On 01/15/2018
Competency interview (behavioral) is one of the most difficult and lengthy types of interviews in the selection of candidates. Unlike a situational (case) interview, when a candidate is projected a hypothetical situation and is asked to model his behavior, a competency-based interview evaluates only his behavior. real experience. Open-ended questions imply a detailed answer and usually begin with the words “Remember the case ...”, “Tell me about how you ...”, etc. Most often, this type of interview is used when searching for candidates for managerial positions, but it can also be used as a way to select applicants for a variety of positions.
What it is - a competency interview and an example of suggested questions
Also, this interview technique is effective in the selection of young professionals and in the selection of company employees for the formation personnel reserve. The behavioral interview method requires careful preparation on the part of the interviewer: the development of a competency model, the choice of questions for their assessment, and the preparation of an evaluation sheet.
Let us first consider the definition of the concept of "competence". This is a characteristic, a personality trait, an ability that allows a person to effectively perform a certain job. A competency model is a set of qualities that is adopted to evaluate personnel for a particular position.
So, first you need to develop a competency model. As application tool 7-10 characteristics are enough. For example, what competencies should a successful manager have?
- Leadership
- Ability to plan and organize
- Ability to make decisions
- Communication skills
- Stress tolerance
- Analytic skills
- Ability to work in a team, delegate authority
- multitasking
Each competence has a list of behavioral manifestations. For example, leadership: the candidate sets clear and achievable goals, motivates subordinates, helps them overcome difficulties, knows how to take responsibility for the work of other people, is able to make unpopular decisions. Next, you need to make a list of questions to test each competency and analyze behavioral manifestations. When preparing questions, consider:
- Whether the candidate had the opportunity to demonstrate the skills and qualities corresponding to a particular competency.
- As a candidate he evaluates the manifestation of this competence.
- How the candidate evaluates the manifestation of the quality of interest to us in comparison with other people.
- How, in the opinion of the candidate, other people evaluate him on this parameter.
- Whether the candidate is speaking in the first person. It is important for us to get information about his experience, and not about the experience of his colleagues or team.
- What the candidate avoids talking about.
- What conclusions does he draw, how he describes the end of the situation.
Here is an example of questions for testing the competence "Planning and organization":
- Describe your experience in planning and implementing projects.
- Tell us how you calculated the budget for this project.
- How did you manage to organize the work on this project?
- What difficulties did you encounter in implementing it?
- Rate your strengths who helped you realize the project.
- What were the results of the project carried out under your leadership, and how did it differ from projects managed by your colleagues?
- How and by whom were your organizational skills evaluated?
Western career consultant Arlene S. Hirsch, in her book 101 Proven Recipes for Organizing and Planning Your Career, lists the most popular competency interview questions.
Tell me about how you:
- Worked well under pressure.
- Resolved a conflict with an employee.
- Use your creativity to solve a problem.
- Missed an obvious solution to a problem.
- Convinced team members to work according to your scheme.
- Failed to complete the project on time.
- Managed to predict and prevent possible problems.
- Reported on a job well done.
- They had to make a responsible decision with a lack of information.
- They were forced to make an unpopular decision.
- They had to adapt to difficult situations.
- Agreed with an opinion that differed from your point of view.
- They felt dissatisfied with their own behavior.
- They used their personal qualities to achieve the goal.
- Dealing with an angry customer.
- Presented a successful solution or project.
- Overcame a tough hurdle.
- Overestimated or underestimated the importance of something.
- Established the order of urgency in the work on a complex project.
- Won or lost an important contract.
- They were forced to fire someone for good reasons.
- Chose the wrong decision.
- Made a mistake in choosing a candidate when applying for a job.
- Good work rejected.
- They were suspended from work.
In Russia, several Western methods of conducting behavioral interviews are used.
Deputy CEO Ancor personnel holding, Tatiana Baskina, author of the book Successful Recruitment Techniques, describes the two most popular ones - STAR and PARLA.
STAR (Situation - Target - Action - Result) implies the following logic of questions:
- S - about a specific situation from the past experience of the candidate.
- T - about the goal / task facing the candidate.
- A - about the actions taken by him to achieve the goal.
- R - about the result achieved.
PARLA - (Problem - Action - Result - Learned - Applied):
- R - about a specific problem situation from the past experience of the candidate.
- A - about the actions taken by him to solve the problem.
- R - about the result achieved and the difficulties that he encountered.
- L - about what I learned from the example of this situation.
- A - about what conclusions he made and how he applied the experience gained.
Interpretation of the results of a behavioral interview is more effective if assessment forms were used during the interview, which prescribe a list of competencies to be tested and a scale for evaluating behavioral indicators, usually consisting of 3 to 5 points. Indeed, developed competence is manifested in many behavioral factors. An example of an evaluation form:
What is a competency interview?
DIAGNOSTICS OF COMPETENCES
Competence: Persuasive communication.
Have you ever negotiated (conversed) with a client (person) that is complex and unpredictable? Tell me about a highlight. What exactly do you remember about him? How did it end?
Tell me about a time when you had to be persuasive and "sell" your idea to someone?
Tell me about a time when you had to present a proposal to someone who could make a decision and you did it successfully?
Convince me that you need to be hired by us.
Competence: Perseverance.
Questions to identify competence:
Do you often have difficult tasks that require effort from you and end in luck? Give an example.
Tell us about a real situation from your experience, when you, having shown the necessary perseverance, achieved a result in an almost hopeless situation. How did you reason? Describe the sequence of your actions.
Can you imagine a situation when you say: “No, it can't be done!”? Have you had a similar experience? Give an example of a situation where you had to overcome great obstacles in order to achieve a goal.
Tell us about a goal you set for yourself that took a long time to achieve.
What is the most difficult obstacle you have overcome at work (at school/etc.) How did you cope with it?
What do you consider your greatest achievement (at work, at school, etc.)
Which one hard work Did you have to perform to achieve your goal?
Test: The need to achieve
Competence Ability to work in a team.
Questions to identify competence:
How was work and relationships usually built in the team in which you worked before?
Whether help was accepted for each other, readiness to replace the other if necessary, if it worked for a common goal, etc.
Tell me about a time when you had to overcome a conflict?
Give an example of a time when you were able to create and maintain good relationships with other people even though they had a different point of view.
Tell us about a time when you were a member of a group. Did your group achieve its goal? What was your personal mission?
Tell me about a time when you had to overcome some unpleasant situation in your relationships with other people.
Competence Learning.
Questions to identify competence:
Commitment to learning.
1.) Tell me about a time when you wanted to learn something new? Have you started implementing your plans? What results have you achieved?
How has this knowledge helped your life?
2.) Whatever this moment would you like to learn?
3.) In your opinion, what skills and abilities do you need to improve? ,
Ability to learn.
Test: Intellectual lability.
Competence: Stress resistance.
Methods for identifying competence:
Ask to sell something unusual.
Sell me your bruise! ( good mood, pants, eye color, etc.)
1.) Test for stress resistance
2.) Test on Stress resistance by S. Cohen and G. Willianson.
3.) Bostonian Test for stress resistance.
4.) Test on stress resistance for the sales manager.
Competence: Culture of verbal communication.
Assessment to identify competence:
2.) The candidate has clarity of speech - the words are well pronounced, every word is clear, the ending and syllables are not swallowed.
3.) Speech is expressive - there are pauses, intonation changes, emphasis is placed on certain words.
4.) The emphasis is correctly placed, there is no accent.
The speech is accessible, it is clear what the candidate is talking about.
The speech speed is average, not too fast and not too slow.
The candidate has a wealth of speech - has a large vocabulary.
Competence: Performance
Test E. Landolt to determine the performance.
Test"The level of performance and endurance."
Competence: Empathy
Questions to identify empathy:
Was there a time in your life when you selflessly helped another person? Describe it.
How do you feel about people who seek help?
Blocks of questions for interviews by competencies
Who last contacted you for help? How did you react?
Think about the last time you saw another person cry. What did you experience?
Tell me about a time when you had a choice between your interests and the interests of another person. How did you do?
Do you think it is necessary to help a person with advice or should he cope with his own difficulties? Why?
Test Mehrabien, N. Epstein
Competence: Result Oriented
Questions to identify competence:
Give an example from your life when it was important for you to achieve a certain result. How did you try to achieve it, what did you do for this? How much effort has been expended? What did you feel about it? How important was the result itself to you after you got it?
What are you personally more interested in, the exciting process or the final result?
Test OF. Potemkina
Competence: Execution
Questions to identify competence:
Give an example from your past work experience when you were unable to fully fulfill your responsibilities. Explain why.
Tell me about a time when you didn't agree with what you were doing. How did you resolve this issue.
In your opinion, should the employee unconditionally follow the instructions received or can he make his own changes to them?
Describe a time when you diligently performed duties that you didn't feel like doing.
Tell us what duties you perform systematically. How diligently do you do them?
How do you yourself evaluate such a quality as diligence?
Sociability
Methods for identifying competence:
Answers questions accurately (or tries to talk about everything at once?)
Expresses his thoughts clearly and concisely (or speaks a lot and is incomprehensible?)
Is he focused and persuasive (or, on the contrary, does he have a clear opinion and does not emphasize his point of view)?
Asks questions related to work, information of interest to him.
At the interview, the candidate behaves openly, friendly, not constrained
Pose open
Straight look
Questions:
Tell me, is it difficult for you to meet a new person? Give an example of when you initiated an acquaintance on your own.
Tell us about a conflict that happened to you recently. How did you get out of this situation?
Tell me about a time when you were the center of attention. What did you feel about it?
How do you feel about people of other nationalities? Why?
Did you have friends (friends) at a previous job? Did you like your team? Do you have many friends in life?
Do you think you are good at getting people to like you? How do you achieve this?
Test on communication.
Ranking competencies
Sociability
Stress tolerance
performance
Learnability
The culture of verbal communication
Result orientation
Teamwork skills
Persistence, Purposefulness
Persuasiveness in communication
diligence
- 1. The components of competence do not include:
- a) leadership;
- b) human resource management;
- c) leadership;
- d) responsibilities.
- 2. Conscious incompetence is:
- a) low productivity, lack of perception of differences in constituent parts or actions; the employee does not know what he does not know, what knowledge and skills he needs;
- b) low productivity, recognition of shortcomings and weaknesses; the employee realizes what he lacks for successful work;
- c) improved performance, conscious efforts towards more efficient actions; the employee is able to consciously adjust his activities.
- 3. Professional competence does not include:
- a) functional competence;
- b) intellectual competence;
- c) conscious competence;
- d) social competence.
- 4. In the structure of professional competence, the elements of qualification do not include:
- a) behavior;
- b) knowledge;
- c) skills;
- d) skills.
- 5. There is no type of competence:
- a) individual;
- b) corporate;
- c) key;
- d) mixed.
- 6. Type of competence, the main components of which are productivity, equity, sustainability and empowerment:
- a) individual;
- b) corporate;
- c) key;
- d) mixed.
- 7. Author of the first approach to the definition of corporate competence:
- a) M. Armstrong;
- b) M.K. Rumizen;
- c) R. Boyatsis;
- d) G. Kannak.
- 8. Competence is:
- a) the ability of the employee to coordinate their activities with colleagues and be useful to team members;
- b) knowledge, skills and possession of skills;
- c) a certain characteristic of a person, necessary for the performance of certain work and allowing its owner to obtain the necessary results of work;
- d) the ability of an individual with personal characteristic to solve work tasks to obtain the necessary results of work.
- 9. Not a carrier of competencies:
- a) an employee;
- b) industry;
- c) organization;
- d) a living organism.
- 10. Individual competence is:
- a) the degree of mastery of the methods of self-realization and development of individuality within the framework of the profession, readiness for professional growth, the ability for individual self-preservation, resistance to professional aging, the ability to rationally organize one's work without overloading time and effort;
- b) a system of interrelated knowledge, skills and abilities, personal characteristics, motivations, as well as behavioral models based on this, which allow the employee to effectively perform the tasks assigned to the employee at a given workplace at a given time;
- c) the competence of personnel at the level necessary for the organization to achieve its main goals: economic, scientific and technical, industrial and commercial and social;
- d) integration of abilities, skills, abilities, i.e. a synthesis of knowledge covering all the skills available in the relevant key units of the organization, located at the center, and not at the periphery of its competitive success.
Test 2
- 1. Competence is:
- a) knowledge, skills, possession of skills;
- b) a certain characteristic of a person, necessary for the performance of certain work and allowing its owner to obtain the necessary results of work;
- c) the ability of an individual who has a personal characteristic for solving work tasks to obtain the necessary results of work;
- 2. The substitution of the competences of the VUV or the PVK threatens:
- a) getting invalid results;
- b) obtaining a conflict situation that reduces the result to zero;
- c) discrepancy between the amount of costs and the results obtained;
- d) the fact that the results obtained in the process of applying the model will be fragmentary, not providing the desired quality of work.
- d) professionally important qualities: individual qualities of the subject of activity, affecting the effectiveness of the activity and the success of its development.
- 4. An extremely large set of competencies can lead to:
- a) to obtain a conflict situation that reduces the result to zero;
- b) to simple values of the costs of operating the model relative to the results of its application;
- c) to the discrepancy between the amount of costs and the results obtained;
- d) to the impossibility of obtaining valid results.
- 5. The competency model is:
- a) a structured set of required, identifiable and measurable competencies with behavioral indicators;
- b) structured detailed description position based on professional competencies;
- c) a set of competencies that allows the employee to perform their professional official duties as efficiently as possible;
- d) a set of competencies interconnected into a single semantic unit.
- 6. The reason for the defective work of the competency model when receiving a conflict situation that reduces the result to zero is:
- a) lack of understanding of the usefulness of the competency model among the personnel of the organization;
- b) an extremely large set of competencies;
- c) competencies that are incomplete in structure;
- d) immeasurability of competencies.
- 7. Behavior indicators are:
- a) professionally important qualities: individual qualities of the subject of activity, affecting the effectiveness of the activity and the success of its development;
- b) standards of conduct that correspond to the effective actions of an employee with a specific competence;
- c) a structured detailed description of the job position based on professional competencies;
- d) the ability of an individual who has a personal characteristic to solve work problems to obtain the necessary results of work.
- 8. Consequences of the immeasurability of competencies:
- a) the impossibility of obtaining valid results;
- b) getting invalid results;
- c) obtaining a conflict situation that reduces the result to zero;
- d) simple values of the costs of operating the model relative to the results of its application.
- 9. Defect of the competency model, which is eliminated in the process of its “running in”:
- a) incomplete indicators of behavior;
- b) inconsistency of the model configuration with the purposes of its application;
- c) repeatability of competencies;
- d) an extremely large set of competencies.
- 10. A way to eliminate the defect of the competency model "competence repeatability":
- a) improve the process of collecting information;
- b) inform the staff using all corporate information channels available in the organization;
- c) double-check the presence in the competence structure of all its elements;
- d) check using the method of paired comparisons.
Test 3
- 1. Possibilities of using the competency model in recruitment:
- a) drawing up a collective agreement;
- b) drafting job advertisements;
- c) drawing up a plan for labor rationing.
- 2. The report on the evaluation of the performance of work includes:
- a) interpersonal relationships in the team;
- b) the main character traits of the employee;
- c) recommendations for the further development of the employee.
- 4. Assessment center is:
- a) assessment of the participants' competencies by observing their real behavior in business games;
- b) a center for assessing the competencies of participants through comprehensive testing.
- 5. The assessment center allows you to evaluate:
- a) the level of development of competencies;
- b) the level of income of the employee;
- c) the social and psychological state of the employee.
- 6. The procedure included in the Assessment Center is:
- a) sports competitions;
- b) structured interview;
- c) career guidance.
- 7. There are three types of Assessment Center:
- a) circular, one-sided, abbreviated;
- b) direct, double-sided, universal.
- 8. The competency-based assessment method is called:
- a) “180°” technique;
- b) “365°” technique;
- c) “360°” technique.
- 9. List the three reference groups of the 360° methodology:
- a) a group "top", "side", "bottom";
- b) a group "from above", "behind", "around";
- c) group "on top", "side", "behind".
- 10. How many stages does the 360° method include:
- a) three;
- b) five;
- at four.
Test 4
- 1. The elements of competence include:
- a) general knowledge, professional knowledge, professional skills, communication skills, management skills;
- b) motivation, general knowledge, professional skills;
- c) general knowledge, professional knowledge; professional skills, communication skills;
- d) professional skills, communication skills, managerial skills.
- 2. The sequence of steps in building a model of personal competencies according to G. Hamel and K. Prahalad:
- a) the business process model of the organization, the strategy of the organization, the model of personal competencies, key business competencies;
- b) key business competencies, organization strategy, organization business process model, personal competencies model;
- c) key business competencies, organization business process model, organization strategy, personal competencies model;
- d) model of business processes of the organization, model of personal competencies, key business competencies, strategy of the organization.
- 3. Professional knowledge is:
- 4. For each competence, a scale is drawn up, including five levels. The first level is called:
- a) the level of incompetence;
- b) the level of limited competence;
- c) basic;
- d) high competence.
- 5. Competency management levels are:
- a) the level of personality;
- b) level of organization, level of personality;
- c) level of organization;
- d) the level of management of the organization.
- b) a certain characteristic of a person, necessary for the performance of certain work, allowing its owner to obtain the necessary results of work;
- c) standards of conduct that correspond to the effective actions of the employee;
- d) knowledge, skills, possession of skills.
- 7. A system that includes concept, program and organization educational process, is called:
- a) a system for forming a job profile;
- b) system of personal competencies;
- c) development of professional competence;
- d) organizational and corporate competencies.
- 8. General knowledge is:
- a) knowledge gained in professional activities;
- b) the skills necessary for the implementation of functional duties;
- c) presentation and self-presentation skills;
- d) knowledge obtained as a result of basic education and self-education.
- 9. Author of Competing for the Future:
- a) G. Hamel;
- b) K. Prahalad;
- c) R. Boyatsis;
- d) G. Hamel, K. Prahalad.
- 10. Position profile is:
- a) a detailed description of the position based on professional competencies;
- b) standards of conduct that are consistent with effective action;
- c) important qualities for the profession, regardless of this or that organization;
- d) a behavioral characteristic that affects the performance of work.
Test 5
- 1. A logical description of the elements and functions of the competencies used in the organization is:
- a) competency model;
- b) competence;
- c) indicator of behavior;
- d) cluster of competencies.
- 2. The competency profile is:
- a) a convenient tool that allows you to work with the competency model, actually representing its fragment;
- b) grouping from competencies of clusters and levels;
- c) a set of competencies that an employee corresponding to the position held should have;
- d) basic standards of conduct.
- 3. The competency profile is compiled in the form of a figure:
- a) a circle
- b) diagrams;
- c) a square;
- d) parabolas.
- 4. The competency model is most often used in the field of:
- a) business;
- b) accounting;
- c) personnel management;
- d) research activities.
- 5. The type of specific activity through which the competency model works is:
- a) planning;
- b) model;
- c) method;
- d) function.
- 6. The competency model finds application:
- a) in assessing and managing the performance of employees;
- b) in formation corporate culture corresponding strategic goals organizations;
- c) in the development of job descriptions;
- d) in developing a plan career development worker.
- 8. The competency model, which contains the basic standards of behavior and the same set of behavioral indicators for all positions, is:
- a) competencies without a level;
- b) competencies by levels;
- c) precise competencies;
- d) two-level competencies.
- 9. The qualitative content of the competency model should meet the following criteria:
- a) the immeasurability of competencies;
- b) the maximum set of competencies with repetitions and intersections;
- c) high level of development of competencies;
- d) compliance with the strategic goals of the organization.
- 10. The ability of an individual who has a personal characteristic to solve work problems is:
- a) competence;
- b) competence;
- c) indicator of behavior;
- d) standard of conduct.
- Competence is: a) knowledge, skills, possession of skills; b) a certain characteristic of a person, necessary for the performance of certain work and allowing its owner to obtain the necessary results of work; c) the ability of an individual who has a personal characteristic for solving work tasks to obtain the necessary results of work;
- Factors affecting the efficiency of the employee (select the odd one): a) domestic; b) organizational; c) managerial; d) personal; e) evaluation.
- Competence is: a) a mechanism that allows turning strategic business imperatives into models of effective behavior of enterprise employees: from managers to workers;
- The content of competency models includes: a) planning; b) a complete set of competencies and behavior indicators; in) innovative technologies; d) levels of competencies.
For the development of the company, as a rule, competent personnel is needed. To date, the most effective method for assessing the abilities of an applicant is considered to be an interview on competencies.
What is a competency interview?
Competency interview is an interview method based on an assessment of the degree of human development necessary for the successful implementation of activities related to a particular position. The interview is conducted in order to identify the personal and business abilities of the candidate, which affect the effectiveness of the implementation of a particular type of activity.
Interviews are conducted in the form of situational questions and answers. The candidate for the position is asked to explain how he would behave in a certain situation. Before proceeding to the interview, the applicant must be prepared.
A competency-based interview solves the following tasks when choosing a candidate for a position:
- evaluates the level of a specific set of personal and business qualities in the future;
- predicts the behavioral reactions of a person in a particular situation;
- helps to make the choice of the most suitable candidate, capable of effectively performing a certain type of activity.
The structure of the interview consists of blocks of questions. Each block is aimed at identifying the degree of manifestation of each criterion corresponding to a particular position. The number of questions may vary depending on the time available and the purpose of the interview.
What qualities can be identified?
To assess personnel for compliance with a particular position, a set of certain qualities is compiled, which are checked by potential employees during an interview. Usually, 7-10 competencies are compiled that an employee must possess in order to achieve success in their field.
The list of competencies is compiled depending on the level of the position held: company, top manager, etc.
The list of the main qualities that are most often assessed by applicants for a vacancy during an interview on competencies, regardless of the position of the future employee: 
- Leadership is the ability to inspire the team to achieve the desired result, maintaining effective relationships between employees.
- Ability to plan and organize things.
- Initiative is the ability to make decisions independently.
- communication - the ability to competently, clearly and clearly communicate information orally and in writing.
- Resilience to stressful situations - the ability to control oneself in stressful situations, to have stability in doing work in case of lack of time or other obstacles.
- Ability to work as a team and delegate authority - the ability to provide assistance in a group to achieve a common goal, the desire for resolution conflict situations, the desire to put forward their own ideas to solve the issues raised, to show interest in the point of view of other employees.
- Multitasking.
- Business awareness is the ability to see and seize favorable commercial opportunities.
- Goal orientation is the ability to set and achieve goals.
- Flexibility is the ability to adapt to different situations, including non-standard ones, without loss of efficiency.
When is a competency-based interview used?
Competency interviews are used in the following cases:
- Interviews with a candidate for a vacancy when applying for a job to determine the skills and abilities that a person should have in a particular position.
- Development level definitions professional qualities person to analyze human behavior in different situations for the purpose of planning a career move or building a team to complete tasks within a specific project.
- Planning for the individual development of an employee (identifying strengths and weaknesses to build a further plan for individual growth).
How to conduct a competency-based interview:
- Conducting a behavioral interview requires careful preparation:
- formation of a concept model;
- compiling a list of questions to assess the qualitative characteristics of the applicant;
- preparation of candidate assessment forms for the position.
The concept model is a list of qualities and characteristics that a candidate for a position must have in order to successfully fulfill his duties. For each profession, an individual list of characteristics is compiled.
For example, when recruiting for managerial position(top manager), the following abilities of the candidate are checked: 
- Leadership.
- Stress tolerance.
- Ability to work in a team and delegate responsibilities.
- Initiative.
- Communication skills.
- Ability to analyze information.
- Multitasking.
To assess the ability to display a particular characteristic, the candidate is asked questions on each competency. Questions are formulated as examples that describe a specific situation where the candidate must demonstrate his behavior.
Questions related to the same competence are asked several times in a scatter, but in different wordings. This approach allows you to objectively assess the manifestation of the strengths and weaknesses of the candidate.
For every question in without fail a certain amount of time is allotted: from 5 to 7 minutes.
In our country, some Western methods of conducting interviews on competencies are used: STAR and PARLA.
After compiling the form of questions, it is necessary to form a candidate assessment form for the position. For a more effective interpretation of the interview results, a list of characteristics and a scale for assessing behavioral qualities are prescribed in the form.
The most common is a five-point scale for assessing the abilities of a candidate.
| No. p / p | Grade | Description |
|---|---|---|
| 1 | ND | Lack of skills in this skill. |
| 2 | Competence is not developed. The negative manifestations of this characteristic are demonstrated. | |
| 3 | 1 | "Below average": the competence is in the development stage, the manifestation of positive indicators is about 30%. |
| 4 | 2 | |
| 5 | 3 | Medium level: negative and positive manifestations were demonstrated in the same proportion. |
| 6 | 4 | Skill level. The maximum number of positive manifestations of competence was demonstrated. |
Examples of questions to determine competence
A responsibility
Questions allow you to assess whether the candidate is able to see the guilt in his actions and whether he strives to fulfill his obligations.
- Tell me, what responsible task was entrusted to you by the head?
- Demonstrate a situation when you took responsibility, but soon that you overestimated your capabilities.
- Recall a time when you failed to achieve your goal.
Employee motivation
To assess whether the candidate is able to help the employee cope with the situation and give him motivation for fruitful work, the applicant must answer the proposed questions.
- Describe a time when you needed to get more out of an employee.
- Tell how your subordinate lost interest in work.
The questions presented will help to identify the candidate's ability to assist in the team for the implementation of a common task, the desire to put forward own idea in resolving the issues raised.
- Remember how you needed to unite with employees to solve a common problem.
- Tell me about a time when you found it most difficult to work in a team?
Result orientation
To assess a person's ability to set goals and achieve them, despite any obstacles, the following questions will help.
- Recall a period when work on a project was unproductive.
- Tell us about a time when you set yourself a big goal and achieved it despite obstacles.
- Do you consider yourself persistent? How much?
- Tell me about a time when your perseverance came in handy.
Planning and organization
The questions presented will help to identify how the candidate is able to plan affairs and make decisions on the organization of activities aimed at the implementation of the project.
- Tell us about your experience in planning and implementing tasks and projects.
- Tell us how you calculated the budget for this project.
- How did you organize the implementation of the project?
- Did you have any difficulties in implementing this project?
A competent interviewer, after analyzing the answers, reveals how suitable the candidate is for a particular position.
Interview on competencies - able to assess the main qualities of the applicant, on which the successful operation of the organization depends: leadership, initiative, responsibility, ability to work in a team, the ability to set goals and achieve them, etc.
In contact with
"HR officer. Personnel office work", 2009, N 2
We create an electronic test to assess the competencies of document specialists
The modern economy places ever-increasing demands on vocational training personnel involved in documenting the activities of both commercial and non-profit organizations. The choice of an effective method for assessing the qualifications of personnel becomes a vital task for the organization. Evaluation of business and personal qualities is carried out during hiring, staff training, as well as in the process of personnel control and strategic personnel planning. The article describes the principles and methods of developing computer-aided testing of knowledge on documentation management.
Successful management of any process, enterprise, business is impossible without the use of modern technologies documentation support management (hereinafter - DOW).
DOW as a field of activity exists in the developing information society under the influence of information technology (hereinafter referred to as IT) and scientific and technological achievements in the field of informatization.
With the development of new forms of economic relations, leaders increasingly began to realize what to entrust preschool organization(companies) can only be done by a professionally trained specialist. Such an understanding of the role of the preschool service came in a market environment, when the wrong actions of preschool service workers can lead to significant economic losses. In order to select the right personnel for the PEI service, the manager must have in his hands a "tool" for his assessment.
It should be noted that all employees of the organization work with documents. Documents are always created solely for any purpose: either to secure information in the performance of tasks, or at the request of regulatory authorities.
A specialist working with documents must have professional competence, defined as a combination of theoretical and practical skills.
Competence should not be opposed professional qualifications, but should not be identified with it. The term "competence" serves to designate the integrated characteristics of the quality of specialist training, the category of the result of his education.
A competent document manager should not only know the essence of the problem of the organization's DOW, but also be able to solve it practically using the current regulatory legislative framework and the most appropriate IT. In addition, competence involves the constant updating of knowledge, the acquisition of new information for successful application in specific conditions.
We must strive to ensure that the language of competencies and their "nomenclature" (composition, list) are understandable to various professional and social groups and unambiguously perceived by all participants in business relations.
To find out the opinion of employers about the importance of certain competencies among employees involved in preschool education in various organizations, you can offer a questionnaire (Fig. 1).
Fragment of the questionnaire
to assess the competencies of a document specialist by employers
|
Questionnaire |
||
|
Competences of a DOE service employee |
Importance of competencies |
|
|
1. Professional competencies |
||
|
Knowledge of state information policy |
||
|
Ability to apply normative |
||
|
Ability to apply normative methodological |
||
|
The ability to create local normative |
||
|
Ability to initiate policy in the field |
||
|
Date of filling out the questionnaire _______________ |
The core competencies are related to the strategic priorities and values of the enterprise in the field of preschool education and are applicable to all office personnel.
Of the many methods for evaluating office personnel, testing is the most cost-effective. The rapid development of IT has caused a wave of interest in computer learning and testing. Testing is one of the most technologically advanced forms of automated control with controlled quality parameters. In this sense, none of the known forms of knowledge control of students can be compared with testing.
Currently, a lot of knowledge testing systems have been developed. To assess the knowledge of the examinees, the following types of test tasks are usually used:
An open form, when the task requires an arbitrary answer from the subject to the question posed;
Closed form, when the subject is asked to choose the correct answer from several possible ones. Varieties of the closed form include tests for conformity and tests for establishing the correct sequence that are presented in a certain way.
When testing on a computer, the most commonly used are the closed form of single-choice tests, as well as compliance tests and sequencing tests. The use of one form or another of test tasks, their presentation (for example, the use of graphics in questions and answers) and methods for evaluating test results are related to the capabilities of the software shell.
The widespread use of computer tests is hindered primarily by the need to include software components that provide communication between the user and the system in a professional dialect of natural language. As is known, to date, the problem of creating such components has not found a final solution, primarily because of its great complexity.
To reduce the test subject's habituation to the test, open-type questions can be used in tests, requiring a definition of what is unambiguously understood in subject area term. The most important terms and their definitions are presented in normative documents different levels, primarily in federal laws and state standards. For example, the terminology of the DOE sphere includes terms denoting everything related to the processes of creating documents, processing them, searching, storing, and using them. They are also fixed in a number of federal laws, primarily in federal law dated 27.07.2006 N 149-FZ "On information, information technology and on information protection" and in the State Standard, which fixes the terms of the sphere of general office work (GOST R 51141-98).
In order to control the memorization of terms, a simple set of questions on the topic will be required. Experience of this kind at the moment is quite large. Many test programs are offered, the questions of which for the most part are classified as closed.
However, much more important in learning in any subject area is understanding, rather than rote memorization. Although if we consider this problem more broadly, then the learning objectives can be divided into 6 large groups (classification scale (taxonomy) B. Bloom): 1) memorization; 2) understanding; 3) application; 4) analysis; 5) synthesis; 6) evaluation.
Moreover, the complexity of the tasks that the student can solve increases as he moves from the level of simple memorization of factual material to the ability to assess the factual validity of various points of view. These 6 groups of learning objectives constitute, as it were, a ladder to the complete mastery of theoretical knowledge.
To ensure a more competent assessment of knowledge of terms in any field, it is necessary to control the degree of implementation of all the above learning objectives, choosing the most effective method of presenting knowledge.
One of the main problems is the optimal combination of two contradictory concepts: the generality of the knowledge representation system and the efficiency of its use. The fact is that the more general model of knowledge representation is used, the less effective it is in terms of the speed of finding a solution.
All knowledge representation models can be divided into the following classes: declarative; procedural; special. Each class of models has certain properties that distinguish it from others. Each class of models can have its own subclasses (Fig. 2). The task of implementing automated control of knowledge of the terminological basis can be solved using a database (hereinafter referred to as the DB).
Classification of knowledge representation models
┌───────────────┐ ┌──────────────┐ ┌──────────────┐
│ Declarative │ │ Procedural │ │ Special │
└───────┬───────┘ └───────┬──────┘ └──────┬───────┘
┌───────┼────────┐ │ ┌──────┼───────┐
│ │ │ │ \│/ │ \│/
\│/ │ \│/ \│/ ┌──────┴─────┐│┌──────┴─────┐
┌──────┴──────┐│┌───────┴───────┐┌──────┴──────┐│Using││ │Using│
│Production│││ Reduction ││ Planner ││ relational│││ algebra │
Algebra │ fuzzy │
│ │ │││ sets │
│ └────────────┘│└────────────┘
│ ┌──────┴───────┐
\│/ \│/ \│/
┌────────┴────────┐ ┌──────┴──────┐┌──────┴─────┐
│ Predicate │ │Semantic││Frame networks│
│ │ │ networks ││ │
└─────────────────┘ └─────────────┘└────────────┘
For this reason, in recent years, a direction has been developed that was the subject of active research in the late 70s - early 80s of the last century - semantic, or conceptual, modeling in the database. Its main goal is to organize the interface of the end user with the information system at the level of software concepts, and not at the level of data structures. Interest in this area has increased due to the development of computer-aided database design tools based on CASE technologies.
Dictionary of personnel records management. CASE technology - software package, automating technological process analysis, design, development and maintenance of complex software systems.
CASE-technology supports teamwork on the project due to:
Using the capabilities of the local network;
Export / import of any fragments of the project.
Frame (English frame - frame, frame) - in the most general case, this word refers to a structure containing some information in web design: an area of \u200b\u200bthe browser window for presenting a separate web page.
Dictionary of personnel records management. Modern CASE tools cover a wide range of support for numerous design technologies information systems: from simple analysis and documentation tools to full-scale automation tools covering the entire software life cycle.
Usually, CASE-tools include any software tool that automates a particular set of processes. life cycle software and having the following main features:
Powerful graphic tools for describing and documenting information systems, providing a convenient interface with the developer and developing his creative capabilities;
Integration of individual components of CASE-tools, providing controllability of the process of developing information systems;
Using a specially organized repository of project metadata.
When it is necessary to control not just memorization, but understanding of definitions (terms professional sphere), then when organizing testing, it is important to take into account the semantic relationships that exist between the terms.
Any terminological standard consists of a set of definitions of terms that have different semantic relationships. When constructing a semantic network for representing knowledge about terms, semantic links will connect individual terms, not expressions, in contrast, for example, to representing knowledge using frames. This means that with the help of a semantic network, building an automated testing system aimed at checking the knowledge of terms and their relationships will be the most convenient.
If we analyze the definitions of terms, we can see that they consist of 3 fragments: 1) the terms themselves, which are established by the normative act; 2) words that are not defined in this normative act, but are essential for understanding the meaning of the term; 3) words that are necessary to build a phrase.
Thus, the tops of the network should be the terms that are established by the normative act (law, standard), and the words that are not considered in it, but which are also fundamental and without them it is impossible to clearly convey the meaning of the definition. We call these vertices terms and auxiliary concepts, respectively.
Semantic relationships between terms can also be classified.
The definition of one term may include a concept that is established by a normative act, i.e. another basic term. Such, for example, are the terms "document" and "carrier". The term "documented information carrier" is defined by the standard and participates in the definition of the term "document". We call such a connection a connection of the "includes (on)" type.
Along with this, the definition may include a concept that is not defined in the standard, but which is fundamental, i.e. auxiliary concept. For example, "document" and "information". The concept of "information" is involved in the definition of the term "document" and is fundamental, but GOST R 51141-98 is not considered. We call such a connection a connection of the type "means (ozn)".
There are cases where a term is defined as part of another term. Here we are talking about basic terms, such as, for example, "props" and "document". By definition, a prop is part of a document. Therefore, we call such semantic connections connections of the type "enters (in)".
Based on content normative act, we can conclude that some terms are synonyms, thus, when determining the relationship between terms, you can use the "synonym (syn)" relationship. So, for example, such concepts as "clerical work" and "DOE" can be distinguished as synonyms.
If to describe a term it is necessary to use additional terms or auxiliary concepts that are an integral component of the term being described, it is advisable to use the relationship "has (them)". This type links exist between such concepts as "paperwork", "documentation", "organization of work with documents".
Finally, several terms can be variants of the same term. So, for example, the terms "pictorial document", "graphic document", "audiovisual document", "film document", "photo document", "iconographic document", etc. are varieties of the term "document". We will call such semantic connections connections of the type "maybe (m. b.)".
In table. 1 shows the types of semantic links that are proposed to be used in the network, and their designations when building the network structure.
Table 1
Introduced types of semantic connections and their designation
┌──────────────────────────────────────────┬──────────────────────────────┐
│ Designation of the type of connection │ Explanation of the designation │
││ Term │ on │ Term ││ Relationship "includes" - definition│
││(auxiliary├─────>│(auxiliary││term includes │
││ concept) │ │ concept) ││main term │
├──────────────────────────────────────────┼──────────────────────────────┤
│┌─────────────────┐ ┌─────────────────┐│The connection "means" - │
││ Term │ ozn │ Term ││ the definition of the term includes │
││(auxiliary├─────>│(auxiliary││auxiliary concept, │
││ concept) │ │ concept) ││ describing term │
│└────────────────┘ └────────────────┘│ │
├──────────────────────────────────────────┼──────────────────────────────┤
│┌────────────────┐ ┌────────────────┐│ │
││ Term │ in │ Term ││ Communication "enters" - one term │
││(auxiliary├─────>│(auxiliary││is defined as part of another│
││ concept) │ │ concept) ││ term │
│└────────────────┘ └────────────────┘│ │
├──────────────────────────────────────────┼──────────────────────────────┤
│┌────────────────┐ ┌────────────────┐│ │
││ Term │ m.b.│ Term ││ Relationship "maybe" - several│
││(auxiliary├─────>│(auxiliary││terms are │
││ concept) │ │ concept) ││varieties of one term│
│└────────────────┘ └────────────────┘│ │
├──────────────────────────────────────────┼──────────────────────────────┤
│┌────────────────┐ ┌────────────────┐│ │
││ Term │ them │ Term ││ Relationship "has" - one term │
││(auxiliary├─────>│(auxiliary││contains obligatory │
││ concept) │ │ concept) ││ component │
│└────────────────┘ └────────────────┘│ │
├──────────────────────────────────────────┼──────────────────────────────┤
│┌────────────────┐ ┌────────────────┐│ │
││ Term │ syn │ Term ││ Relationship "synonym" - means │
││(auxiliary├─────>│(auxiliary││that one term is │
││ concept) │ │ concept) ││ synonymous with another term │
│└────────────────┘ └────────────────┘│ │
└──────────────────────────────────────────┴──────────────────────────────┘
Having studied the main problems of the organization and technology of preschool educational institutions, the semantic model of concepts can be built according to four main concepts: a semantic model with key concept"Document" - concept, classification, types; semantic model with the key concept "Office work", which, according to GOST R 51141-98, includes the concept of "Documentation" and "Organization of work with documents".
The relationship of terms with different types of links is shown in fig. 3 and 4.
Fragment of the semantic network with the top "Document"
┌──────────────┐
┌──────────────────────┤ Document │<────────────────────┐
│ └───────┬──────┴───────────────────┐ │
\│/ \│/ \│/│
┌────────┴───────┐ ┌────────┴───────┐ ┌─────┴─┴──────┐
│ Information │ │ Media │ │ Props │
└────────────────┘ └────────────────┘ └──────────────┘
Fragment of the semantic network using
connection "maybe"
┌────────────────┐
│ Document │
└───┬┬┬──┬──┬┬┬──┘
┌─────────────────────┐ m. b. │││ │ │││ m. b. ┌─────────────────────────┐
│ pictorial │<────────┘││ │ ││└───────>│ electronic document │
└───────────────────┘ ││ │ ││ └────────────────────────┘
┌─────────────────────┐ m. b. ││ │ ││ m. b. ┌─────────────────────────┐
│ photo document │<─────────┘│ │ │└────────>│ background document │
└───────────────────┘ │ │ │ └────────────────────────┘
┌─────────────────────┐ m. b. │ │ │ m. b. ┌─────────────────────────┐
│ sound recording │<──────────┘ │ └─────────>│ video document │
└─────────────────────┘ │ m. b. └─────────────────────────┘
┌──────────┴─────────┐
│ text document │
└────────────────────┘
The concept of "document" includes two terms: "props - this is an obligatory element of formalization of an official document" and "a carrier of documented information - a material object used to fix and store speech, sound or visual information on it, including in a transformed form", defined terminological standard, as well as the concept of "information", which is not defined by it. All these concepts are an integral part of the concept of a document and are defined by the relationship "has".
The documentation process is defined by GOST as the recording of information on various media according to established rules.
Documentation includes such concepts as the procedure for compiling documents (requirements for the text of documents), requirements for the execution of documents (requirements for document forms, the procedure for addressing, agreeing, signing, approving, putting marks on the document). In many cases, documentation is mandatory and mandated by law (Figure 5).
Fragment of the semantic network with the basic concept
"Documentation"
┌────────────────┐
┌──────────────────┤Documentation├────────────────┐
im │ └─────────────────┘ │ im
┌─────────┴─────────┐ ┌───────────┴───────────┐
│Order of compilation│ │Requirements for registration│
│ documents │ ┌──────┤ documents │
└─────────┬──────────┘ on │ └───┬───────────────────┬─┘
im │ \│/ │ \│/ on │
\│/ ┌───────┴───────┐ │ ┌─────┴─────┐ │
┌─────────┴──────────┐ │Document Form│ │ │ Order │ │ on
│Requirements for the text│ └────────────────┘ │ │addressing│ │
│ documents │ on │ └─────────────┘ \│/
└───────────────────┘ \│/ ┌─────┴───────┐
┌───────────────────┴───────┐ │ Marks │
│Agreement, signing,│ │ on the document│
│ document approval │ └──────────────┘
└─────────────────────────┘
In the practice of documenting, there are general requirements for the texts of documents. First of all, the person being tested should know that the service document is intended to induce to some action, to convince.
Requirements for the text of documents are displayed on the web (Fig. 6).
Fragment of a semantic network with a vertex
"The procedure for compiling documents"
┌──────────────────────────────┐
│The procedure for compiling documents│
└──────────────┬───────────────┘
┌──────────────┴───────────────┐
im \│/ \│/ im
┌─────────────┴─────────────────┐ ┌──┴──┐
│ Requirements for the text of the document ├─────┐ │ F │
└─────────────┬─────────────────┘ │ └─────┘
├────────────────┐ │
┌────────────────────┐ on │ on \│/ └───────────────┐
│Argumentation│<────┤ ┌─────┴────┐ вкл │
└─────────────────────┘ │ │ Circle │ │
┌────────────────────┐ on │ └─────┬─────┘ │
│ Logic │<────┤ м. б. ┌────────┴───────┐ м. б. │
└───────────────────┘ │ \│/ \│/ │
┌────────────────────┐ on │ ┌────┴─────┐ ┌────┴─────┐ │
│ Completeness │<────┤ │ Один │ │Несколько│ │
└───────────────────┘ │ └────┬────┘ └────┬────┘ \│/
┌────────────────────┐ on │ im /│\ im /│\ ┌────┴─────┐
│ Objectivity │<────┤ ┌────┴────┐ ┌────┴────┐ │Структура│
└────────────────────┘ │ │ Simple │ │ Complex │ │ Text │
┌────────────────────┐ on │ │ document│ │ document│ └────┬─────┘
│Clarity in presentation│<────┤ └─────────┘ └─────────┘ │
└────────────────────┘ │ on
┌─────────────────────┐ on │ \│/ \│/
│ Accuracy of presentation│<────┤ ┌───┴───┐ ┌─────┴───┐
└─────────────────────┘ │ │Sections│ │Semantic│
┌─────────────────────┐ on │ │ │ │ parts │
│Briefness│<────┤ ┌──────────┐ └───┬───┘ └─────────┘
└─────────────────────┘ │ │Subsections│<─────┤ вкл
┌────────────────────┐ on │ └───────────┘ │
│ Reliability │<────┘ ┌──────────┐ │ вкл
│ Information │ │ Items │<─────┘
└───────────────────┘ └──────────┘
The introduced types of semantic links make it possible to link into a semantic network all the basic terms of the DOE sphere, which should be mastered by specialists involved in office work.
In addition, the features of the structure of the semantic network make it possible to build from the concepts corresponding to the nodes of the network, sentences that describe some of the processes that take place in the DOE of organizations and enterprises.
Such sentences can be viewed as a condition for the occurrence of some event or as its result. To systematize information of similar content, a model based on the rules "if ... then" (production model) can be used.
As an example, let's build a production model using the example of the processing of incoming correspondence.
The nodes of the network are specific statements, which may consist of one or more nodes of the semantic model, i.e. contain one or more concepts from the semantic web.
After analyzing the stages of processing incoming documents, it is necessary to group the selected nodes and additional statements into a table. Each node of the production network is assigned a serial number, depending on the sequence of execution of each of them.
In accordance with regulatory documents, work with incoming correspondence begins with checking the correctness of delivery. Erroneously delivered documents are returned to the post office for forwarding to the addressee. From this it follows that the first node of the production network is the statement: "Implementation of the acceptance and preliminary processing of documents." It should be given the number 2. Pre-processing, in turn, includes "validating the delivery of the document". This statement is assigned the number 3, and so on. (Table 2).
table 2
An example of the characteristics of the network nodes that model the work
with incoming mail
|
Statement |
|
|
The document is incoming |
|
|
Receipt and processing of documents |
|
|
Checking the correctness of the delivery of the document |
|
|
Document delivered by mistake |
|
|
Document delivered to |
|
|
The document is returned to the sender |
|
|
Checking the integrity of the packaging |
|
|
Package damage found |
|
|
Checking the completeness and safety of attachments |
|
|
A violation of the completeness or safety of attachments has been detected |
|
|
Violations in the completeness and safety of attachments are not |
|
|
Registration of documents |
|
|
Preliminary review and distribution |
|
|
Making a decision to submit a document for consideration |
|
|
The resolution of the head of the organization is affixed to the document |
|
|
Recording in the registration form of information about |
|
|
Completion marked |
|
|
Sending the document to the case |
|
|
Sending a document |
It should also be noted that a feature of the production model is that when certain actions are performed, a specific statement can be the result of these actions and at the same time is the basis for performing subsequent actions.
In other words, the same statement can appear in the model in the "THAT" part (i.e., be the result of a previous action), and then in the "IF" part (i.e., be a condition, the fulfillment of which generates a specific result).
When compiling statements that are nodes of the network, key concepts are used that are the tops of the semantic network, auxiliary concepts that are not used in the network, as well as prepositions, conjunctions used to connect words (Table 3).
Table 3
Examples of definitions involved in the production network
|
Number |
Concepts, statements, |
Auxiliary |
conjunctions, prepositions, |
|
Incoming Document |
Implemented |
||
|
Reception and pre-processing |
Delivered |
||
|
Checking the correct delivery |
|||
|
Checking the integrity of the packaging |
|||
|
Preliminary review and |
Package |
||
|
Document execution |
damaged |
||
|
Completion note |
reported |
||
|
Collection of information |
Sender |
||
|
Registration of documents |
The decision was made |
||
|
Outgoing document |
affixing |
||
|
Direction to business |
|||
|
Sending a document |
Intelligence |
||
|
Document |
|||
|
Completeness check and |
Written response |
||
|
Transfer of the document to the contractor |
Supervisor |
||
|
Executor |
Attachments |
||
|
Control |
Detection |
||
|
Coordination |
Is |
We build each statement of the network of rules using numbered words. For example, the sentence corresponding to node number 1 ("Incoming Document") corresponds to the code A1, because the concept of "Incoming document" is part of the concepts used in the semantic network.
The sentence "The document has been delivered to the address", and, accordingly, the host 4a can be represented as the following combination: A15, B2, C1, B3.
This information is used in the future to build a subsystem for editing and replenishing knowledge in an automated knowledge testing system.
The analysis of the data obtained shows that in order to study a certain process in office work, it is not enough to know and use the basic terminology presented in the semantic model. In order to build with the help of terms, and then to check the knowledge of the logical chain of actions, it is necessary to use auxiliary concepts that are not fixed in regulatory documents.
From the statements considered above, a production network is created, which takes into account the logical connections between the statements. The network consists of nodes and arcs. Nodes correspond to statements, and arcs are determined by causal relationships between statements.
Thus, the use of a production model, or a rule-based model based on a semantic network, allows you to create an automated testing system and check knowledge not only of the definitions of terms, but also check the ability of the test person to make decisions independently in critical situations related to DOE , which will be included in the production model. A prerequisite for ensuring the possibility of adapting the testing system to the required competencies is the establishment of a correspondence between the elements of the list of these competencies and subsets of the nodes of the semantic network. Depending on the importance of competencies, determined by the requirements of a particular enterprise, the order of focus activation during testing is formed, as well as the testing strategy for a particular employee.
Literature
1. Fionova L.R. On the issue of assessing the professional competence of specialists working with documents // Monthly professional journal "Secretary business", 2006, N 2, p. 46 - 51.
2. Baidenko V.I. Competence-based approach to the design of SES VPO: Methodological guide. - M.: Research Center for Quality Problems in Training Specialists, 2005.
3. Watersan D. Guide to expert systems: TRANS. from English. - M.: Mir, 1989. - 388 p.
4. Fionova L.R., Usmanova I.V., Khusyainova D.B. Intellectualization of professional testing of the level of training of managers of the XXI century // Training of managerial personnel in the XXI century: Proceedings of the II All-Russian Scientific and Practical Conference / Ed. I.V. Rezanovich. - Chelyabinsk: Publishing House of SUSU, 2004, p. 203 - 207.
5. Fionova L.R., Usmanova I.V. Application of the concept of competencies for the development of knowledge testing systems // In the book: "University Education MKUO - 2007", XI International Conf., Penza, PSU, 2007, p. 202 - 204.
L. Fionova
Professor,
Head of Department
"Information Support
management and production"
Penza State
university
Signed for print
- Personnel assessment, assessment
Keywords:
1 -1