Test for managerial competencies. Questions of testing to assess the personal qualities of civil servants. Modern methods of personnel assessment in the company
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Every day we evaluate ourselves and others by the level of knowledge and skills. The main degrees of such an assessment are known, applicable to any sphere of life:
- insufficient competence;
- basic competence;
- high competence.
A more difficult task is to move away from subjective assessments of a person (we will be sinful and sinful) and make an in-depth analysis of professional suitability. The article will help to understand this difficult issue, subject to two conditions:
- Maximum honesty. We analyze ourselves, first of all, for ourselves.
- Evaluation frequency. If you decide to test your skills just today, it will not be of any benefit to your professional growth. Remember, knowledge is power? To rise higher, determine the stage at which you are now.
Assessing knowledge in digital is quite difficult. With a probability of 95%, this area will stand out against the general background. This is because a person receives the initial level of competence upon completion of a full-fledged training. Therein lies the problem: there are no masters in targeted advertising, bachelors in accounting, or academics in media buying. For a long time, digital was perceived as a good addition to another full-fledged discipline - advertising or PR. Internet marketing specialists either take a series of comprehensive or specialized express courses, or self-teach the intricacies of the profession already in the process of work. Unfortunately, the obtained certificates do not always prove the completeness of the acquired knowledge. People begin to evaluate themselves, which may lead to errors in an adequate understanding of their own and other people's competencies. In the process of professional growth, these mistakes are corrected, and a person pumps his skills. Or delusions are superimposed one on another, an illusory nature of a high level of knowledge is created. Coming to digital, I ran into this problem.
In order to figure out how to adequately assess my "strengths", I found one of the universal competency structures and "put" it on a professional footing.
Level 1. Lack of competence.
This level is more difficult to understand, and therefore more dangerous for both the individual and the specialist. The key to understanding it lies in the Dunning-Kruger effect. The whole point is that incompetent specialists can overestimate their professional level, and skilled workers, on the contrary, underestimate.
When there is little knowledge, but there is confidence in its completeness, a person does not understand the seriousness and complexity of the issue, makes absurd and incorrect conclusions. Many people spend most of their lives at this stage, because getting out of their comfort zone is a difficult task.
The exercise. How do you know that you are at Level 1?
Let's say you're sure you know how to set up a context. Answer the following questions in detail:
- Have you dedicated at least 20 hours to it?
- Are you familiar with the basic concepts?
- Have you had any successful experience with this problem in the past?
At first glance, this is a simple exercise, and everyone can handle it. But this is a trap. If the answer to all questions is "no", then your knowledge in this matter is at Level 1. It is important, first of all, to admit this to yourself. We don't have to know everything, it's completely normal. Being honest about your competence is the first step on the road to success.
Many people spend most of their lives engaged in self-deception, perceive themselves as great specialists, but in fact they are not. This means they are on the "invisible" Level 1.
If you give clear and complete answers, the exercise has become an easy warm-up before the work day - nothing to worry about. Most likely your competency is Level 2 or higher.
Level 2. The first stage of mastery.
The key to this level lies in an adequate understanding of one's own competence. A person realizes what skills and knowledge he lacks to achieve a certain professional level, and seeks to develop them.
At some point, you realize that you need to structure your mail and instant messengers, set tasks for the team differently, think over the advertising placement strategy more subtly, and, finally, figure out how to automate reports for the client.
The exercise. How do you know that you are at Level 2?
Usually New Year start from a fresh slate, build personal and career plans. Have you prepared your individual development strategy? It is not necessary to make an official document out of it, to draw up tables and graphs. It may just be formulated in your head.
If you already have such a plan, you are on the right track. On the way to Level 3.
Level 3. The second stage of mastery.
This level most fully reveals key professional competencies and allows you to see expert knowledge. You deeply understand the issue, know the solution to almost any working problem.
At Level 3, an Internet marketer will be able to explain how to correctly assemble a semantic core through the Key Collector, how to distribute the budget between campaigns, and how to track the effectiveness of a particular channel. He can competently lead project and team management.
The exercise. How do you know that you are at Level 3?
Time to ask questions again. This time they are:
- Am I known in narrow circles?
- Do my answers agree with the answers of recognized masters?
- Do I have expertise in teaching other people?
At this stage, a person has answers to most questions in his professional field, and they are correct. Seems like you can't go any higher? You can, to the final Level 4.
Level 4. The third stage of mastery.
At this level, all actions related to work are brought to automatism. The brain no longer expends energy to perform the required actions, in a split second it gives the correct answer or decision. A universal life example that vividly reflects the essence of this level is driving a car. An experienced motorist does not think about which gear to turn on at 60 km / h, from which lane to turn right.
Level 4 rises on the pyramid of competencies, but does not mean that you have reached the maximum efficiency in your business. He erects a framework from which it is difficult to get out:
- inability to explain what you are doing. An employee can be a real expert, 146% immersed in the subject. His expertise has already merged so much with personal experience that the process fades into the background, and the result comes first. Such people are most often almost irreplaceable specialists, but ineffective leaders.
- understatement of one's abilities. At a certain moment, it seems to the expert that everyone can do the actions he performs. As a result, he expects the impossible from others and lowers his own self-esteem. In a sense, it may turn out that you have the maximum level of competence, but due to your own limitations, you unnecessarily descend to the very foot of the mountain - to Level 1.
- weak flexibility. It is not easy to start doing in a new way what we have been doing automatically for five or ten years. Agree that it is difficult to turn 90 ° after a long driving experience? Difficult to migrate from MAC to Windows. Starting to build democracy after socialism was probably also difficult.
In Internet marketing, we cannot afford to do the same task with the same tools in the same sequence. This work involves continuous development and creativity. A person with Level 4 competencies will most likely not make a good department head, because the control function alone will not be enough for subordinates.
The exercise. How do you know that you are at Level 4?
Here it is important to answer the only question: "Do you have somewhere to go, or have all the roads been passed?" You can always find a goal for development. If it is not there, then it is time to change something - to master a new niche, to rekindle interest in work.
Level detection professional competence important, but only necessary if the person is willing to do it. And above all, be honest. A sober assessment of one's own skills is not a universal solution for stimulating career growth. This is an opportunity to identify your weaknesses, improve them and increase your value as a specialist.
Do you know your Competence Level?
- 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 who has a personal characteristic to solve work problems 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 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 models of behavior based on this, allowing you to effectively perform the tasks assigned to the employee at this workplace in this moment 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 that affect 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 block.
- 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 further development worker.
- 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- this:
- 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 career development plan for an employee.
- 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;
- in) high level competence development;
- 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; c) innovative technologies; d) levels of competencies.
The key difference between managerial and executive responsibility is that the performer is responsible for the results of only his own activities, and the manager is responsible for the results of the work of the entire unit
The higher the level of management, the higher the level of executive responsibility. The head of the department should take managerial responsibility for the actions (or inactions) of all employees of the department. The head of the department - for the actions (or inaction) of all employees of the department. CEO- for the work of the entire organization.
Managerial responsibility: the tasks of the leader
- form and consolidate agreements;
- provide for possible risks and consider ways to minimize them;
- control and analyze the results obtained;
- provide options for correcting the situation in case of failure
It is for this difference in responsibilities that managers are paid an order of magnitude more performers. Managerial responsibility is a high level of qualification and professionalism.
What kind of leader are you?Management Responsibility Test
This project is for Managers who want to see the managerial capabilities of all their subordinates in an absolutely transparent business environment; Executives looking for unclaimed talent; Company executives who want to understand who really generates effective solutions, and who just joins or sabotages)
Key
From 30 to 24 points inclusive: Happy for you! you are veryresponsible leader.
When setting a task, you clearly fix the agreements with the employee, and when controlling the execution, you directly point out his personal shortcomings. At the same time, you are ready to admit your mistakes and take responsibility for your own actions and decisions. Even if some issue requires coordination with higher management, and the document bears his signature, you do not disclaim responsibility for the ideas you proposed. Do you understand that objective reasons There are no failures to complete tasks, there are only ill-conceived risks and poorly planned actions to minimize them. You own constructive ways non-material motivation employees and development techniques they have a responsible attitude to activities. You respect subordinates who openly declare their disagreement with your decisions, and are ready to discuss with them the most effective ways of developing the situation in the framework of achieving common goals.
From 23 to 11 points inclusive: We will be glad to meet you! You have more to learn.
It is important for you that in the conditions of uncertainty "above" long-term goals are clearly and clearly defined. Otherwise, you will shift the responsibility for complex and risky decisions to higher management. In relation to subordinates, you have a fairly democratic leadership style: you are ready to discuss in detail with the employee how to achieve the goal and possible difficulties, as well as provide assistance and support in difficult situations for him. However, in the event that the employee suggested a path with which you do not agree, then, most likely, shift the responsibility for the lack of results to the subordinate. In problem situations, you spend a lot of time discussing, helping the employee to cope with the task, but, perhaps, the subordinate does not expect you to explain, but specific and decisive actions. Your employees often manage to evade responsibility for tasks that have not been completed, especially when they have well-developed communication skills and can convince you that they did not have the necessary resources to cope with the task. At the same time, you do some of the work that subordinates should do on your own, thus leaving them unloaded.
From 10 to 0 points: Are you sure you are a leader?
You give employees the opportunity to avoid personal responsibility for the results of their work, as you do not demonstrate by personal example the readiness to admit their shortcomings and mistakes. In difficult situations, you prefer to justify the lack of results by the actions of other people or circumstances that are difficult for you to influence. You do not form clear agreements with the employee about what you would like to see as the end result. In this connection, it is difficult for you to hold him accountable for failure to fulfill the set plans, since he can always say that he did not understand the task, or you did not give clear instructions on what and when to do. You rely too much on material methods incentives for staff, spending budgetary funds where additional costs could be avoided. In order to deal with employee resistance, you often use authoritarian methods of management, thus depriving them of the opportunity to take the initiative and take responsibility for the results.
Purpose of the training:
Acquisition by participants of theoretical knowledge and practical skills in using the tools of cause-and-effect analysis, collecting information, generating ideas, evaluating alternatives and risks to a level that allows them to independently develop and offer ready-made solutions to higher management.
"HR officer. Personnel office work", 2009, N 2
We create an electronic test to assess the competencies of document specialists
The modern economy imposes ever-increasing demands on the professional training of 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 when 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 technologies (hereinafter referred to as IT) and scientific and technological achievements in the field of informatization.
With the development of new forms of economic relations, managers increasingly began to realize that only a professionally trained specialist can be entrusted to an organization (company) with a preschool educational institution. 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 to professional qualifications, but should not be identified with them either. 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 educational institutions in various organizations, a questionnaire can be offered (Fig. 1).
Fragment of the questionnaire
to assess the competencies of a document specialist by employers
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Questionnaire |
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Competences of a DOE service employee |
Importance of competencies |
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1. Professional competencies |
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Knowledge of state information policy |
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Ability to apply normative |
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Ability to apply normative methodological |
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The ability to create local normative |
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Ability to initiate policy in the field |
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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, first of all, by the need to include in the software components that ensure that the user communicates with 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 a term that is unambiguously understood in the subject area. The most important terms and their definitions are presented in normative documents at various 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 the Federal Law of July 27, 2006 N 149-FZ "On Information, information technology and on the protection of information" and in state standard, fixing 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.
In order to provide 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 representation of 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 and 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 is a software package that automates 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 one or another set of software life cycle processes and has the following main characteristic 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 the content of the normative act, it can be concluded that some terms are synonyms, thus, when determining the relationship between the 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 construct 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 |
Investments |
||
|
Control |
Detection |
||
|
Coordination |
Is an |
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 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 further used 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
One of the most pressing issues of our time is how to assess the quality of professional training of students and graduates of colleges and technical schools. It is clear that this requires new methods and tools, cost-effective and easy-to-use procedures. And as it turned out, they already are. Thus, in St. Petersburg, the small innovative enterprise "Academy of Information Technologies" has developed and put into practice several computer systems (programs) that allow you to quickly diagnose the level of leading professional competencies of students studying in the specialties "Medical Optics", "Ambulance Paramedic" , "Laboratory Diagnostics", as well as employees of the relevant profiles (for more details - www.ait.spb.ru). Similar systems can be created for many other specialties, thereby contributing to the improvement of the quality of vocational education and informatization of the process of assessing the competence of employees.
A new method for diagnosing the professionalism of mid-level specialists is presented by the General Director of the Academy of Information Technologies, Candidate of Pedagogical Sciences Alexander KHODAKOV, Chairman of the Board of Directors of St. Petersburg Colleges, Candidate of Pedagogical Sciences Viktor SMIRNOV and Executive Director of the Board of Directors of St. Petersburg Colleges, Honored Teacher of the Russian Federation Roman PAKHALYUK.
We proceed from the fact that a specialist is an integral subject of professional activity, possessing a complex of special competencies. Considering that, in practice, professional activity is a set of typical, repetitive tasks-problems solved by a specialist, it is possible to propose such a working definition of professional competencies as the readiness (ability) of an employee, based on consciously acquired knowledge, skills, experience, to independently analyze all his internal resources and practically solve significant professional problems, typical tasks (problem situations).
To conduct professional diagnostics, you should use a set of leading final competencies for a particular specialty. Let's say it will be an ambulance paramedic. For this specialty, Doctor of Medical Sciences, Professor I.P. Minnullin singled out 10 leading final competencies: conceptual, diagnostic, technical-diagnostic, pharmacological, educational-manipulative, technical-hardware, medical-tactical, organizational-tactical, psychological and deontological. All of them meet the basic requirements of the professional standard and together can serve as a comprehensive assessment of competence, that is, to show the level of professional preparedness and compliance with the requirements of modern practice as a graduate student and a specialist who has worked in a medical institution for many years. In other words, these are competencies that reflect the outcome of mastering the profession. They should be logically connected with the "modular" ones, intended for the current control of the educational process and tied to individual educational modules provided for by the new educational standards. The leading final competencies generalize the "modular" competencies and integrate them.
For the rapid diagnosis of professional competencies in computer programs, systems of special tests are used. This or that test simulates a specific production or cognitive situation in which the subject must comprehend a typical professional problem, show his understanding of its essence and suggest ways of the correct and best solution. He does not suggest any speculative questions with a list of ready-made answers, among which false judgments predominate.
Test tasks, if possible, are given such a character in which the subject has to think actively, perform some conditional actions, seek and make informed decisions, mobilizing his internal resources to the maximum. They are intended not so much to measure specific knowledge, but to assess the level of understanding of the subject, the degree of maturity of his professional thinking.
Test tasks were developed by experienced specialists. In particular, for paramedics of emergency medical care, they were compiled by employees of the St. Petersburg Research Institute of Emergency Medicine. I.I. Dzhanelidze.
The performance of test tasks is evaluated according to a single scheme:
- the number of correct (answers) solutions is counted (A);
- the number of errors is counted (B);
- the time spent on the test task (T) is fixed.
For each subject, the program, at the user's command, automatically calculates five different ratings, reflecting various features of professional preparedness. The results are displayed in the form of tables and graphs.
The value of the main assessment for any competence - On is calculated according to the following formula:
Where Amax is the maximum number of correct solutions for this test. In all cases, it varies from 0 to 10. As an individual final grade, the sum of all grades is considered (the maximum possible is 100).
In the process of approbation of the system intended for ambulance specialists, 16 student trainees and 106 medical workers were tested. Both in the first and second groups, the main scores were in the range from 43 to 74. On the one hand, this indicates a high measuring ability of the test systems used, which successfully capture individual differences in the preparation of the students and workers surveyed, and on the other hand, the difference (heterogeneity) in the level of professional competence of both college graduates and staff. And in ordinary practice, this difference cannot be correctly fixed by traditional methods.
The program easily and quickly calculates the group (total) assessment of all competencies - Op (average value for a given sample). For students who master the specialty "Emergency Medical Assistant", this score turned out to be 57.5, for medical workers - 70. Also, the program easily builds a profile of professional competencies for each group of people who have passed the test.
Figure 1. Group profile of professional competencies for students and emergency medical workers.
Thus, computer diagnostics allows you to get a detailed description of the level of preparedness of a group of students and at the same time see what is learned better, what is worse (strengths and weaknesses of training). If testing is carried out in the middle of the final year of study, it is possible to make timely adjustments to academic work and purposefully eliminate shortcomings in the preparation of graduates in the remaining time. And if we take into account that the program clearly ranks the tested persons by the value of the assessment and thus identifies the most and least well-mastered students, it turns out that the head of the educational institution has the opportunity to conclude which professional tasks future specialists will be able to successfully cope with, and which ones they will challenge. they have difficulty.
A profile of professional competencies (individual schedule) can be built for any test participant. It is only necessary that when entering the system, he fills out an electronic personal card, in which he indicates the last name, first name, gender. Students note the course of study, and medical workers - education and work experience in their specialty.
One click of the mouse, and tables will appear in front of the user, in which comparative assessments of competencies will be presented. Let us give as an example the data obtained as a result of testing a group of students of the St. Petersburg Medical and Technical College studying in the specialty "Medical Optics" (Table 1).
Table 1. Average grades of professional competencies for students of different courses (53 people).
The presented information clearly shows the effect of vocational training: the total (final) assessment of competence is noticeably higher among senior students.
The advantage of the developed computer program is that it is possible to analyze the dynamics of indicators related to different types of competencies. The table clearly shows that the greatest “increase” in professional readiness is provided by production, technological and instrumental competencies.
The program allows you to build tables that show the dynamics of the employee's competence with an increase in his length of service (example in Table 2).
Table 2. The main assessments of the professional competencies of ambulance workers with different work experience.
The table reveals the complex and contradictory dynamics of professional competence. The rating of On gradually increases in the transition from the first group of health workers to the third. The most interesting thing: it seems that with the accumulation of a certain work experience, the competence of a specialist freezes at the achieved level, although he has very significant reserves of professional growth (an On score of 71 is not the limit of competence). Such information is extremely important for improving the system of advanced training of specialists.
Computer testing is a good tool for individual diagnostics of a student's (specialist's) professional readiness.
It is easy to obtain a personal profile of professional competence for each subject who has passed the test, since tables and graphs clearly reflect many important features of the preparedness of a particular graduate student or employee.
Note that the computer program allows you to additionally calculate (for each test) the assessment of the productivity of actions - Ra and the assessment of the accuracy of actions - Pb.
where As is the average number of correct answers in the sample
where Bs is the average number of errors in the sample
Personal data show which parameters show a high level of student preparedness, and which ones show failures in preparation. For example, let's give the test data of two students studying at St. Petersburg Medical College No. 3 in the specialty "Laboratory Diagnostics" (for simplicity, the names of competencies are not given):
Figure 2. Personal profiles of professional competencies of students A and B (RA scores).
For all competencies, the test results of student A turned out to be lower than the average values for the group (all Ra scores are negative), and the data for competencies 2, 3 and 9 are the worst. Student B has a different picture. With the exception of tests No. 1 and 4, the subject demonstrates results higher than the average for the sample.
For each student, a competency profile can be built using the Pb score. It will be a good basis for individual work.
Based on the results of these tests of professional competencies, special tables are compiled. Below is a fragment of one of them - for an ambulance paramedic, whose main score On was below the average value for the sample (Table 3).
Table 3. Evaluation of the professional competencies of an ambulance paramedic.
For all competencies, with the exception of psychological, the assessment of Ra is negative. The weakest point in the preparedness of this specialist is the performance of medical manipulations: a low result combined with a large number of errors. Considerable difficulties arise for him when working with technical and diagnostic equipment, as well as in solving organizational and tactical problems.
At the user's command, the program creates a meaningful conclusion of six pages for each person who has passed the test. This greatly simplifies the analysis of the results.
Personal results reflect important individual characteristics of employees and specialists. Slow and fast employees are detected; working neatly, accurately and making many professional mistakes; effective in solving certain professional tasks and insufficiently competent in some aspects of their activities, etc. Based on these results, it is possible to more accurately determine the nature of the consulting assistance that a particular employee needs to improve his level of competence.
It is useful to conduct "input" testing of applicants for vacancies available in this organization.
Both an educational institution and a production organization will greatly benefit if they put into practice regular monitoring of the professional competence of graduate students and specialists.
Computer systems designed for diagnosing competencies are distinguished by their fundamental novelty, simplicity of technical solutions, ease of use, and great information and analytical capabilities.
In our opinion, the proposed methodological tool can be successfully used in the certification and professional qualification centers that are being created, which are designed to carry out an independent examination of the level of preparedness of university and college graduates.