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 exist. For example, in St. Petersburg, a small innovative enterprise "Academy of Information Technologies" has developed and put into practice several computer systems (programs) that allow to quickly diagnose the level of leading professional competencies of students enrolled in the specialties "Medical Optics", "Paramedic of Ambulance" , "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 helping to improve the quality of vocational education and informatization of the process of assessing the competence of workers.

A new method for diagnosing the professionalism of middle-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 premise that a specialist is an integral subject of professional activity with a set 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 on the basis of consciously acquired knowledge, skills, acquired experience, to independently analyze all his internal resources. and practically solve significant professional problems, typical tasks (problem situations).

To carry out professional diagnostics, you should use a set of leading final competencies for a specific specialty. Let's say it will be an ambulance paramedic. For this specialty, Doctor of Medical Sciences, Professor I.P. Minnullin identified 10 leading final competencies: conceptual, diagnostic, technical and diagnostic, pharmacological, educational and manipulation, technical and apparatus, therapeutic and tactical, organizational and 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 of both 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 a profession. They should be logically linked to the "modular" ones designed for the current control of the educational process and linked to individual training modules provided for by the new educational standards. Leading final competences generalize the “modular” ones, integrate them.

For the operational diagnosis of professional competencies in computer programs, special test systems 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 prevail.

As far as possible, the test tasks 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 as much as possible. They are intended not so much to measure specific knowledge as 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 emergency medical assistants, they were compiled by employees of the St. I.I. Janelidze.

The performance of test items is assessed according to a single scheme:

• the number of correct (answers) decisions (A) is calculated;
• the number of errors (B) is counted;
• the time it takes to complete the test task (T) is recorded.

For each test subject, the program, at the user's command, automatically calculates five different assessments reflecting different characteristics of professional readiness. The results are displayed in the form of tables and graphs.

The value of the main mark for any competence - Оn is calculated using 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 equal to 100).

In the process of approbation of the system, intended for ambulance specialists, 16 student trainees and 106 medical workers were tested. In both the first and second groups, the main assessments 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 record individual differences in the training of the surveyed students and workers, and on the other hand, about the difference (heterogeneity) in the level of professional competence of both college graduates and staff. And in ordinary practice, this difference cannot be correctly recorded using 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 are mastering the specialty "Emergency Medical Assistant", this score turned out to be 57.5, for medical workers - 70. Also, without difficulty, the program builds a profile of professional competencies for each group of persons who have passed the test.

Figure 1. Group profile of professional competencies for students and emergency medical workers.

Thus, computer diagnostics allows one to obtain a detailed description of the level of preparedness of a group of students and at the same time see what has been 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 timely make adjustments to the educational work and, in the remaining time, purposefully eliminate the shortcomings in the preparation of graduates. And if we take into account that the program clearly ranks the tested persons according to the value of the assessment and thus identifies the most and least well-mastered students' competencies, it turns out that the head of the educational institution has the opportunity to conclude which professional tasks future specialists will be able to cope with successfully, and which ones will cause they have difficulties.

A professional competency profile (individual graph) can be built for any test participant. It is only necessary that when entering the system, he filled out an electronic personal card, in which he indicated the surname, name, gender. Students mark the course of study, and medical workers - education and work experience in the 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, for 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 assessments of professional competencies for students of different courses (53 people).

The information presented clearly shows the effect of vocational training: the total (final) assessment of competence turns out to be 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 given by production, technological and instrumental competence.

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. Main assessments of professional competencies of emergency medical workers with different length of service.

The table reveals the complex and contradictory dynamics of professional competence. The Оn score gradually increases with the transition from the first group of health workers to the third. The most interesting thing: one gets the impression that with the accumulation of a certain working experience, the competence of a specialist freezes at the achieved level, although he has very significant reserves of professional growth (the score Оn equal to 71 is not the limit of competence). Such information is extremely important for improving the system of professional development of specialists.

Computer testing is a good tool for individual diagnostics of a student's (specialist's) professional readiness.

For each tested subject, it is easy to obtain a personal profile of professional competence, since tables and graphs clearly reflect many important features of the preparedness of a particular student-graduate or employee.

Note that the computer program allows you to additionally calculate (for each test) an assessment of the productivity of actions - Ra and an 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 what parameters a high level of student readiness is observed, and by what parameters failures in preparation are found. As an example, we present the test data of two students enrolled in St. Petersburg Medical College No. 3 in the specialty "Laboratory diagnostics" (for simplicity, the names of the competencies are not given):

Figure 2. Personal profiles of professional competencies of students A and B (estimates of Ra).

For all competencies, student A's test results turned out to be lower than the average values ​​for the group (all Ra scores were negative), and the worst of all were the data on competencies 2, 3, and 9. Student B had a different picture. With the exception of tests No. 1 and 4, the subject shows 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 the test data of professional competencies, special tables are drawn up. Below is a fragment of one of them - for an ambulance paramedic, whose main score Оn turned out to be below the average value for the sample (Table 3).

Table 3. Estimates of the professional competence of an emergency medical assistant.

For all competences, with the exception of the psychological one, the Ra score 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 mistakes. He also faces considerable difficulties when working with technical and diagnostic equipment, as well as when solving organizational and tactical problems.

At the command of the user, the program creates a meaningful six-page report for each person who has passed the test. This greatly facilitates the analysis of the results.

Personal results reflect important individual characteristics of workers and professionals. Slow and fast employees are found; working accurately, accurately and making many professional mistakes; effective in solving certain professional tasks and insufficiently competent in some issues of their activities, etc. Based on these results, it is possible to more accurately determine the nature of the counseling assistance that a particular employee needs to increase his level of competence.

It is useful to conduct "entrance" testing of applicants for vacancies available in a given organization.

Both the educational institution and the production organization will greatly benefit if they introduce into practice regular monitoring of the professional competence of graduate students and specialists.

Computer systems designed for the diagnosis of 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 emerging centers of certification and professional qualifications, which are designed to carry out an independent examination of the level of preparedness of graduates of universities and colleges.

The key difference between managerial responsibility and executive responsibility is that the performer is responsible for the results of his own activities only, 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 omissions) of all employees in the department. The head of the department - for the actions (or inaction) of all employees of the department. General Director - for the work of the entire organization.

Managerial responsibility: tasks of the leader

• form and consolidate agreements;
• foresee possible risks and think over 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 qualifications and professionalism.

What kind of leader are you?Management responsibility test

This project is for Managers who want to see the management capabilities of all their subordinates in a completely transparent business environment; Executives looking for untapped talent; Company leaders who want to understand who really generates effective solutions, and who will simply join or sabotage)

Key

From 30 to 24 points inclusive: Glad for you! you are veryresponsible leader.

When setting a task, you clearly record the agreements with the employee, and by controlling the execution, you directly point out his personal shortcomings. At the same time, we are ready to admit our mistakes and take responsibility for our own actions and decisions. Even if some issue requires approval from the higher management, and the document bears his signature, you do not disclaim responsibility for the ideas you proposed. You understand that there are no objective reasons for failure to complete tasks, there are only ill-considered risks and poorly planned actions to minimize them. You possess constructive methods of non-material motivation of employees and techniques for developing their 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 to develop the situation in order to achieve common goals.

From 23 to 11 points inclusive: We will be glad to see you! You still have a lot to learn.

It is important for you that in conditions of uncertainty “at the top”, long-term goals are clearly and clearly defined. Otherwise, you will shift the responsibility for complex and risky decisions to the higher management. In relation to subordinates, you have a fairly democratic leadership style: you are ready to discuss in detail with the employee the ways to achieve the goal and possible difficulties, as well as provide help and support in difficult situations for him. However, in the event that the employee suggested a path with which you disagree, then, most likely, shift the responsibility for the lack of result to a subordinate. In problem situations, you devote a lot of time to discussion, help the employee to cope with the task, but perhaps the subordinate expects from you not explanations, but concrete and decisive actions. Your employees often manage to evade responsibility for unfulfilled tasks, 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 part of the work that subordinates must do on your own, thus leaving them unloaded.

From 10 to 0 points: Are you really a leader?

You enable employees to avoid personal responsibility for the results of their work, since you do not demonstrate by personal example a willingness 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 final result. In this connection, it is difficult for you to hold him accountable if the plans were not fulfilled, 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 of stimulating staff, spending budget funds where additional costs could be avoided. In order to cope with employee resistance, you often use authoritarian management methods, thus making it impossible for them to take the initiative and take responsibility for the results.

• 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 components 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 effort towards more effective action; 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, qualification elements 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. The type of competence, the main components of which are productivity, equity, sustainability and empowerment:
  • a) individual;
  • b) corporate;
  • c) key;
  • d) mixed.
• 7. The author of the first approach to the definition of corporate competence:
  • a) M. Armstrong;
  • b) M.K. Rumisen;
  • c) R. Boyatsis;
  • d) G. Kannak.
• 8. Competence is:
  • a) the employee's ability to coordinate with colleagues and be useful to team members;
  • b) knowledge, skills and possession of skills;
  • c) a certain characteristic of the personality, necessary for the performance of certain work and allowing its owner to obtain the necessary results of the work;
  • d) the ability of an individual with a personal characteristic for solving work tasks to obtain the necessary work results.
• 9. Is not a bearer of competencies:
  • a) employee;
  • b) industry;
  • c) organization;
  • d) a living organism.
• 10. Individual competence is:
  • a) the degree of proficiency in the techniques of self-realization and individual development within the framework of the profession, readiness for professional growth, the ability for individual self-preservation, non-commitment to professional aging, the ability to organize rationally your 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, allowing to effectively perform the tasks assigned to the employee at a given workplace at a given moment in time;
  • c) the competence of personnel at the level required by the organization for the implementation of its main goals: economic, scientific and technical, industrial and commercial and social;
  • d) integration of abilities, skills, abilities, i.e. synthesis of knowledge, covering all the skills available in the relevant key divisions 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 the personality, necessary for the performance of certain work and allowing its owner to obtain the necessary work results;
  • c) the ability of an individual with a personal characteristic for solving work tasks to obtain the necessary work results;
• 2. Substitution of the competences of the ZUV or the Internal Control Committee threatens:
  • a) obtaining invalid results;
  • b) obtaining a conflict situation that reduces the result to zero;
  • c) inconsistency 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 of a fragmentary nature, not ensuring the specified quality of work.
  • d) professionally important qualities: the 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 in relation to the results of its application;
  • c) to the discrepancy between the amount of costs and the results obtained;
  • d) the impossibility of obtaining valid results.
• 5. The competency model is:
  • a) a structured set of necessary, identifiable and measurable competencies with indicators of behavior;
  • b) a structured detailed job description based on professional competencies;
  • c) a set of competencies that allow an employee to perform his professional job duties as efficiently as possible;
  • d) a set of competencies linked together in a single semantic block.
• 6. The reason for the defective work of the competency model when a conflict situation is obtained 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) competence incomplete in structure;
  • d) the immeasurability of competencies.
• 7. Behavior indicators are:
  • a) professionally important qualities: the 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 job description based on professional competencies;
  • d) the ability of an individual with a personal characteristic for solving work tasks to obtain the necessary work results.
• 8. Consequences of the immeasurability of competencies:
  • a) 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 in relation 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 configuration of the model with the goals 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 repetition":
  • a) finalize the process of collecting information;
  • b) inform staff using all corporate information channels available in the organization;
  • c) to double-check the presence of all its elements in the competence structure;
  • d) check using the method of paired comparisons.

Test 3

• 1. Possibilities of applying the competency model in recruitment:
  • a) drawing up a collective agreement;
  • b) preparation of vacancy announcements;
  • c) drawing up a plan for the regulation of labor.
• 2. The report on the assessment of the effectiveness of the execution 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. An assessment center is:
  • a) assessment of the competencies of the participants by observing their real behavior in business games;
  • b) a center for assessing the competencies of participants through complex 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) vocational guidance.
• 7. There are three types of Assessment Center:
  • a) circular, one-sided, shortened;
  • b) straight, double-sided, universal.
• 8. The competency-based assessment method is called:
  • a) the "180 °" technique;
  • b) "365 °" technique;
  • c) "360 °" technique.
• 9. List three reference groups for the 360 ​​° method:
  • a) a group "from above", "from the side", "from below";
  • b) the group "above", "behind", "around";
  • c) a group "from above", "from the side", "from 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, management skills.
• 2. The sequence of steps in building a model of personal competencies according to G. Hamel and K. Prahalad:
  • a) the model of the organization's business processes, the strategy of the organization, the model of personal competencies, key business competencies;
  • b) key business competencies, organization strategy, organization's business process model, personal competence model;
  • c) key business competencies, a model of the organization's business processes, an organization's strategy, a model of personal competencies;
  • d) a model of the organization's business processes, a model of personal competencies, key business competencies, an organization's strategy.
• 3. Professional knowledge is:
• 4. For each competence, a scale is drawn up that includes five levels. The first level is called:
  • a) the level of incompetence;
  • b) the level of limited competence;
  • c) basic;
  • d) high competence.
• 5. Levels of competency management are:
  • a) personality level;
  • b) the level of organization, the level of personality;
  • c) the level of the organization;
  • d) the level of management of the organization.
  • b) a certain characteristic of the personality, necessary for the performance of certain work, allowing its owner to obtain the necessary work results;
  • c) standards of conduct that are consistent with the effective actions of the employee;
  • d) knowledge, skills, possession of skills.
• 7. The system, which includes the concept, program and organization of the educational process, is called:
  • a) the system for forming the profile of the position;
  • b) a system of personal competencies;
  • c) development of professional competence;
  • d) organizational and corporate competencies.
• 8. General knowledge is:
  • a) knowledge gained in professional activity;
  • b) the skills necessary for the implementation of functional duties;
  • c) presentation and self-presentation skills;
  • d) knowledge gained as a result of basic education and self-education.
• 9. Author of the book "Competing for the Future":
  • a) G. Hamel;
  • b) K. Prahalad;
  • c) R. Boyatsis;
  • d) G. Hamel, K. Prahalad.
• 10. The job profile is:
  • a) a detailed description of the job position based on professional competencies;
  • b) standards of conduct that are consistent with effective action;
  • c) important qualities for the profession, regardless of any organization;
  • d) behavioral characteristics that affect the performance of work.

Test 5

• 1. A logical description of the elements and functions of competencies used in the organization is:
  • a) competency model;
  • b) competence;
  • c) indicator of behavior;
  • d) a cluster of competencies.
• 2. The competency profile is:
  • a) a convenient tool that allows you to work with a competency model, which actually represents a fragment of it;
  • b) grouping of 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 made in the form of a figure:
  • a) a circle;
  • b) diagrams;
  • c) a square;
  • d) parabolas.
• 4. Most often, the competency model is 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 is applied:
  • a) in the assessment and management of the performance of employees;
  • b) in the formation of a corporate culture corresponding to the strategic goals of the organization;
  • c) in the development of job descriptions;
  • d) in the development of a career plan for the employee.
• 8. The competency model, which contains the basic standards of behavior and the same set of behavioral indicators for all positions, is:
  • a) competence without level;
  • b) competencies by level;
  • c) precise competences;
  • 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) a high level of competence development;
  • d) compliance with the strategic goals of the organization.
• 10. The ability of an individual with a personal characteristic to solve work tasks 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 the personality, necessary for the performance of certain work and allowing its owner to obtain the necessary work results; c) the ability of an individual with a personal characteristic for solving work tasks to obtain the necessary work results;
• Factors affecting the efficiency of the employee (choose unnecessary): a) domestic; b) organizational; c) management; d) personal; e) estimated.
• Competence is: a) a mechanism that allows you to turn strategic business imperatives into models of effective behavior of employees of an enterprise: from managers to workers;
• The content of competency models includes: a) planning; b) a complete set of competencies and indicators of behavior; c) innovative technologies; d) levels of competencies.

Instructions for testing competency assessment

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 competence profile not only descriptively, but also graphically.

II... Test takers work with the account, in the modeon- lain cthe central office of the 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. Bring the cursor and click "Next".

5. A text appears on the screen - an introduction to the first part of testing - 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 is !!!

6. At the end of the first part of testing, the second begins immediately -

CAPTain Subjektiv consists of 38 blocks of questions. Follow the test instructions.

Check the selected answer - Move the cursor to the circle next to the selected option and click with the mouse, a dot will appear. After the answer is marked move the cursor and click "Next".

At the end of the test, the test results appear as hyperlinks. Can be saved on a flash drive.

7. At the end of the second part of testing, the third part immediately begins -

FBBM test to assess motivation. Follow the test instructions. Check the selected answer - Move the cursor to the circle next to the selected option and click with the mouse, a dot will appear. After the answer is marked move the cursor and click "Next".

At the end of the test, the test results appear as hyperlinks. Can be saved on a flash drive.

If the testing process is interrupted, for example, you accidentally clicked "Continue later", - perform the following actions:

1. Log in to your account at www. ...

2. Select a language from the presented list, move the cursor and click with the mouse.

3. Enter "Username" and "Login", received from the administrator.

Bring the cursor and click "Enter".

Testing will resume from the point at which it was interrupted.

Testing for the assessment of personal qualities is carried out to determine the professional skills and moral and ethical principles of civil servants. The important elements of this testing are:

1. Logical thinking
2. A responsibility
3. Teamwork
4. Subordination in the team
5. Working with service recipients

Civil servants of building "B", this year are undergoing certification, during which they will undergo testing of the OLC. Below are some sample test questions and answers from the OLK.

Attention! These are tentative answers to questions, the test algorithm is not known to us, so we ask everyone to comment on this test. Please indicate your answer. Just in the comment, indicate the question number and the answer, for example: 1e, ... 10b... Together we can find the best option.

Introductory test assignments Personal qualities assessments without data on the test results, since this procedure, in contrast to the procedure for assessing the knowledge of the normative legal act, does not have a tolerance value. Source of questions: http://kyzmet.gov.kz/.

1. Exercise. What quality unites the following words: brother, matchmaker, brother-in-law, grandfather, son-in-law
   1. +relatives
   2. a family
   3. sect
   4. detachment

1. Exercise. Find the missing number: 47, 38, 29, 10, ...
   1. + 1

1. Exercise. Define the main thing in the content of the text: "The family has warm relations, they support and understand each other perfectly"
   1. +warm relationship
   2. support
   3. understanding
   4. Friendly family
   5. everyone is friends

1. Situation. Your colleague is not organized. What advice would you give to a colleague so that his behavior does not badly affect the work and its results?
   1. morally support your colleague, tell him that everything will turn out right
   2. +advise him to split one task into several small
   3. advise him to learn from the experience of more operational employees
   4. advise him to be faster
   5. advise him to look for the most interesting side of the job

1. Question. In which of the following processes do you feel the most collected and organized?
   1. in compliance with the given order
   2. in constant compliance with the requirements of each working day
   3. +in the clear implementation of plans, tasks and instructions
   4. in self-planning
   5. in the ability to show balance and stability

1. Situation. Your work involves having accurate information from your colleagues. What personality trait must be shown in order to consistently receive reliable information?
   1. find a common language with colleagues who know valuable information
   2. talk with colleagues on different topics of interest to them
   3. +build trust with all colleagues
   4. show your sociability and charisma
   5. show your friendliness and attention to colleagues

1. Question. Which of the following, in your opinion, contributes to successful interaction at work and, as a consequence, positive results at work?
   1. +accurate understanding of information and colleagues
   2. professional literacy
   3. clear statement of information content
   4. full professional awareness
   5. manifestation of sincerity, honesty, openness in communication with colleagues

1. Situation. At work, you are faced with the task of always being accurate, meeting the requirements of the service, and being conscientious. What behavior do you think is necessary to meet the employer's expectations?
   1. work confidently and seriously
   2. be business-like in working moments
   3. be creative, offer creative solutions
   4. be flexible, quickly adapt to working conditions
   5. +be responsible for the results of work

1. Situation. One of the colleagues shows leadership qualities and is eager to become a department leader. What sign would indicate such an employee?
   1. +a colleague who demonstrates to others the results of his work and work on errors
   2. a colleague with whom you enjoy the results of joint work
   3. a colleague who maintains excellent physical and mental fitness and promotes a healthy lifestyle for employees
   4. a colleague who demonstrates himself and promotes impeccability in the execution of instructions from the management
   5. a colleague whose work is distinguished by its greatest usefulness and creativity

1. Question. Which of the following can characterize your initiative?
   1. +I always offer proactive solutions and ideas
   2. I always implement my style of work
   3. I always adjust myself to the existing pace and style of work
   4. I am always responsive to conditions affecting work
   5. I always respond to orders and tasks of the manager

1. Situation. You have been entrusted with organizing and holding a solemn event. Which of the following qualities would you use?
   1. ability to cooperate with specialists in planning and implementing a holiday
   2. the ability to be a shining example of activity, zeal and initiative in the implementation of orders
   3. +ability to manage, purposefully regulate the course of events
   4. ability to motivate employees to be socially active
   5. the ability to independently conduct ceremonial events

1. Situation. For the most coordinated work of the department, the management plans to elect a leader, a responsible head of the department. What personal quality should the leadership be guided by when choosing a leader?
   1. ability to control your work and colleagues
   2. ability to positively influence colleagues
   3. ability to inspire colleagues
   4. the ability to clearly express your thoughts and plans to colleagues
   5. +the ability to see the consequences of teamwork events and be ready to be independently responsible for them

1. Situation. Among the employees of the department, the management is looking for a leader with the following qualities: self-exactingness, commitment, responsibility, results of work. In what activities can the employee's leadership qualities be tracked?
   1. tasks in which it is necessary to take into account the interests of all participants
   2. tasks, the result of which depends entirely on the ability to influence people
   3. tasks in which it is necessary to be objective and be able to criticize
   4. +assignments related to incremental responsibility
   5. tasks in which it is necessary to be able to express and defend beliefs

1. Situation. You noticed that your colleague, in a situation of urgent decision-making, always takes responsibility and tries to explain the actions of colleagues. How do you assess the employee's behavior, why does he do this?
   1. he is dedication to his work, by behavior makes sure that he did everything he could
   2. +he skillfully concentrates and navigates in a situation of urgent decision-making
   3. he is a good performer, knows what he wants and knows what to do
   4. he understands that he is responsible for the result of work
   5. he worries about the consequences of work

1. Question. In your opinion, what is the most often expressed indicator of a person's ethics in the professional sphere?
   1. in your constant support of a positive image
   2. in recognition of you as colleagues and associates
   3. +in your lack of tolerance for wrongdoing
   4. in constant professionalism
   5. in the exact implementation of professional tasks and assignments

1. Situation. Your coworker is out of vacation and is unable to enter a work rut. During his absence, some staff members have mastered the new work program. A colleague refuses to do the current job and requires training in a new program. Choose one of the reasons for his behavior?
   1. the employee does not plan to stay in the department
   2. the employee is incorrectly assessed by the management (spoiled by the management)
   3. the employee is not interested in mastering new technologies
   4. +the employee strives to be visible and significant
   5. employee has free time from work

1. Situation. Your management, clarifying the goals of the department, has set a new, more complex task for you, which will lead to the modernization of the department's functions. What actions will you take first?
   1. put the results of actions in perspective
   2. +optimize actions, use the minimum number of operations
   3. perform only effective actions
   4. promptly respond to the instructions of the management
   5. act deliberately, rationally and systematically

1. Situation. If in a work environment you are faced with a service recipient who requires special treatment and attention to himself, expresses dissatisfaction with his life and society as a whole. How will you behave?
   1. I will not give in to emotions, I will be stable and balanced
   2. I will emotionally support the service recipient, I will calm him down
   3. +I will demonstrate to the service recipient all my diligence and commitment
   4. I will demonstrate my reliability, professional literacy
   5. give the service recipient a sense of trust and safety

1. Question. What assessment of your activity do you think is the highest?
   1. +this work is what the department needs
   2. it can be seen that the soul is invested in this work
   3. very satisfied with the results of the work
   4. no complaints, everything is fine
   5. work done in good faith

1. Question. In a situation where you are faced with an aggressive and angry person who is loudly indignant and does not want to understand you, how do you act?
   1. +I will show composure, and I will not evaluate this person
   2. I will anticipate the conflict, I will avoid meeting with it even at a distance
   3. I will do as others advised (parents, friends)
   4. I ignore this person, pretend that he is not
   5. I will win this person to myself, I will evoke a sense of trust

1. Situation. You own confidential information that interests many people, including those close to you. What will you do?
   1. it is necessary to share everything with loved ones
   2. I will refuse to violate confidentiality, including those close to you
   3. + I will explain that I have been warned about liability, including criminal
   4. I will inform law enforcement agencies about interested persons
   5. avoid talking about confidential information and work

1. Situation. You noticed that one of the colleagues began to talk often about visiting a religious organization, moreover, he offered to attend a presentation of the ideas and beliefs of this religious organization. What will you do?
   1. give him a negative opinion
   2. listen to the person with understanding
   3. + explain to him that there are designated areas for distribution
   4. ignore the person
   5. take the address of the presentation

1. Situation. The head of the department insists (both directly and indirectly) that you compromise, while violating the code of ethics. What will you do?
   1. I will discuss the terms of a compromise with the management
   2. I ignore the leader who provokes the situation
   3. for further work I will compromise
   4. + I will inform my colleagues about the actions of the management, I will ask for support
   5. I will inform about the actions of the administration leadership or law enforcement agencies

1. Question. What advice can you give to someone who is anxious and anxious because they don't know their roots? He can't trust anyone, doesn't trust anyone and nothing?
   1. +take part in social events
   2. live as it is written in the constitution and sacred books, which he himself can choose
   3. work on yourself, developing trust in people, find people who can support it
   4. live the way the people around him lived and live at home and at work
   5. advise not to become limp, set a goal and go towards it