Returning to the main topic of the community, it is necessary to dwell separately on several fundamental, fundamental competencies on which business efficiency directly depends.
These are the competencies:
1. The ability to find sources of information.
2. Ability to analyze information.
3. The ability to make a decision based on the analysis of information.
The possession of these skills, multiplied by the systematic thinking of the leader (and the systematic thinking is, in fact, a quality of a higher level than the 3 key skills listed above), in high degree determines long-term business performance.
It is no secret that most of the managers have certain difficulties with the implementation of a systematic approach to management, which is why the efficiency of the enterprise suffers very significantly. The lack of consistency manifests itself ultimately in the form of lost profits.
But let's return to the description of the key skills of a systems leader, and go in reverse order.
Making decisions is the main function of a leader. Competent leader for quality implementation management functions should be aware of the organization as a system, a set of working mechanisms (processes). To do this, it is necessary to use as much as possible a rational approach in decision-making. In reality, decision-making, due to non-ideal conditions (eg, limited time for decision-making, lack of information), is a combination of processes of rational and irrational choice of alternatives.
According to decision theory, the choice of alternatives consists of the following steps:
1. Situational analysis;
2. Problem identification and goal setting;
3. Search for the necessary information;
4. Formation of alternatives;
5. Formation of criteria for evaluating alternatives;
6. Conducting an assessment;
7. Choosing the best alternative;
8. Implementation (execution);
9. Development of criteria (indicators) for monitoring;
10. Performance monitoring;
11. Evaluation of the result.
As can be seen, all these stages can be attributed to one of two groups: the search (selection, formation) of information sources and the analysis of information obtained from these sources.
Information analysis is a necessary step before making a decision. A responsible approach and a deep comprehensive analysis of information is the basis for making the right decisions, i.e. decisions leading to the implementation of the company's strategy. The decision to be made must be realized by the leader, which means that the irrational component should be minimized (the irrational component means the loss of a causal relationship between the decision-making stages).
Well, in order to conduct an analysis, it is necessary to identify sources of information and collect it. Search, selection and formation of information sources is also the most important task in the implementation of the management function. For high-quality diagnostics of the enterprise, various data sources are required, related to both external and internal environment companies. In the process of selecting sources of information, it is necessary to determine the amount of data that will need to be analyzed later, in particular, the frequency of data receipt, to select the most reliable sources. In the process of forming a pool of data sources, one should not forget about the assessment of the resources that will be required to obtain and process this data. Will the capabilities of the leader be enough, or will it be necessary to allocate additional forces in the form of an individual employee, or the organization of a special service? How much additional investment will be required?
In conclusion, I note that, of course, leaders do not always have enough time and other resources to implement a rational approach to decision making. However, the fundamental point must always be an overall systems approach to management.
I'll probably end mine with this. short note in which I am only in in general terms described the fundamental components of the already mentioned systems approach to management.
In subsequent publications, I will analyze examples of information sources, as well as describe systems for automated data collection and analysis.
Answers to the most frequently asked questions.
Campbell's work (1990) played an important role in the development of competencies in the 1990s. Not only was the concept of behavior in the workplace formulated, but also a separation of this indicator and performance results.
Competencies are behavior in the workplace. It is what people do and what is reflected in their actions, i.e. quality level of activity. The accomplishment of tasks is not the consequences or results of actions, it is the actions themselves.
Using the definition of competencies as a set of behavioral patterns (lines of behavior) that are necessary to achieve results, the model offers a list of criteria that determine successful performance and can be widely applied. The model distinguishes four main sets of variables.
Competences in themselves are a set of necessary behaviors, where “necessity” is determined in accordance with the results to which such behavior leads. Competencies reflect various options behavior of people with the goal of achieving certain business goals. These goals can be aimed at both achieving business results and actions to support the overall operations of the organization.
Abilities (competence potential) are personal characteristics necessary for an employee to maintain the desired line of behavior. These qualities are not always reflected in a specific line of behavior, since certain lines of behavior depend on the situation. For example, an employee may be able to work more efficiently and increase the number of products produced, but will not do this, since there are no rewards for this (recognition, gratitude or an increase in salary) for him. The employee establishes, based on personal characteristics, a "comfort zone" for lines of behavior, although he can work outside these zones. And work the best way an employee will become only when the desired lines of behavior are well correlated with their personal characteristics.
Outcomes: outcomes or goals of lines of conduct determined by the employee himself, his line manager or the HR department. The distinction between competencies and outcomes is significant and serves as a reminder that sometimes people can show many of the required competencies, but things still don't go right (perhaps due to external contingencies).
What is "competence" and its difference from competence?
There are a number of definitions:
- vague:
“Competences are the basic characteristics of a person” (Boyatzis)
“Competence is the knowledge, skills and qualities of an effective manager/leader” (Hornby and Thomas)
“Competences are clusters of behaviors” (Dulevich)
- critical:
"competence is just a 'fashion name' for nothing more than explicit human skills" (Randell)
- substitutes:
“competence is a basic quality of an individual that is causally related to effective and/or best performance based on criteria in work or other situations” (Spencer and Spencer)
COMPETENCE is a working behavior that is significant for the effective performance of the work of the organization as a whole, in which the individual (candidate, performer) must demonstrate certain knowledge, skills, behavioral skills, flexible abilities and professionally important personality traits. Competence is an area of responsibility and a certain area of authority. Often the concept of competence in practice is confused with the concept of COMPETENCE. In terms of testology, "competence" is conveniently interpreted as the name of the scale, and "competence" - as the level on the scale or the scope of competence in the work activity. The term “specialization” clearly demonstrates the differences, for example, the specialty “General Medicine” (area of responsibility), and the specialization is surgery (area of authority - competence).
The assessment of the level of competence is set as follows.
1 Superficial knowledge
2 Knows general principles
3 Capable of using
4 Deep knowledge
5 Expert
Being attached to specific person, they ensure that he is capable of fulfilling a specific role in the company. In the competency model is considered (level 3-5 and corresponds to level 1-3 in competency model A). For example, the Economist skill set ensures that a given person is able to perform all the activities that are required according to job description"Economist". It is also reasonable to supplement general knowledge with the quality of behavior in a work situation. It should be taken into account that the richness of the Russian language provides us with the opportunity to formulate fairly clear and distinct differences in the interpretation of the meanings of such words as, for example, "height" (the vertical dimension of an object), and "altitude" (the degree of expression of an already expressed quality). But there are also adjectives "high" and "high-altitude" ...
It is worth noting that the meaning of the term is refracted through a different culture and is closer in spirit to the domestic “fitness for the position” or professionalism, and the determination of the level of professionalism was carried out in the form of certification, and was documented by class, category and rank, which was reflected in the level of additional payment.
Let us explain the definition with an example. I set the profile of an economist (a list of competencies that he should have, and the level of possession of these skills, which I consider sufficient for successful activity from the developed competency model).
Criterion - Working with people.
1. 1. Relationship Management: Builds relationships within the group
1 (level - the quality of working behavior). For example, Adjusts personal style to develop relationships with colleagues. Adapts the form of presentation of information to the needs of the audience. Adheres to the etiquette of business communication and subordination in e. Establishes and maintains constant contact with people on whom he depends and who influence his own work.
1.1. Teamwork: Member of a team - 1
1.3 Influence: Creates a positive image -1
Criterion - Working with information.
2.1. Collection and analysis of information: Collects and stores information -1
2.2. Decision Making: Daily Decisions - 1
2.3. positive thinking: Knows how to find positive moments in the current situation - 1.
Cratery - Business Development
3.1. Business communication: Decently represents the employee A-1
3.2. Personal development: Develops itself - 1
Achieving results
4.1 Planning: Participates in the generation of ideas - 1.
There are professional (nuclear or root in the literature) and personal competencies. It is important to key competencies conform to corporate culture and declare work behavior that leads to effective performance or professional success. Competence is often understood as core or core competencies. Professional competencies are easy to check and determine the level, they are regulated in job descriptions.
What to do with the professional competencies of a specialist?
The level of professional knowledge and skills (often referred to as competence) is determined by the results of activities (solving a special range of issues) and is determined by an expert (usually a manager or a narrow specialist). The value of professional competence correlates with the term "specialization" and is documented by a document on education or advanced training courses (retraining). Improving the level of professional qualifications is decided by the immediate supervisor.
Regarding our example, the position of an economist, this can be:
- competence in matters of investment, the use of investment instruments, the development and justification of investment projects, the use of specialized software etc.
A person with a set of such skills at a level not lower than a given level can definitely be an effective economist in the operating room. If not all skills are at the right level (for example, he has not worked with people before or a low level of software use, then there is no doubt that he can develop business communication skills and become a confident user of the SCROOGE program), then he can still be taken, stipulating that he must acquire these skills during the adaptation program (or probationary period).
Why allocate competencies in activities if there are job descriptions?
Job descriptions describe the requirement for the candidate, his experience, rights, duties and the list of work performed - in terms of content, they perform a guiding and instructing function. Competences - originally created as a tool for managing employee activities for a line manager, which, in the form of a template for "success" (standard) of work behavior, act as criteria for selecting, evaluating the effectiveness of activities, its control and planning the development of employees. After all, the success of the unit, which directly depends on the employees, is one of the criteria for the effectiveness of the manager's activities for a certain period.
Why is the level of skills not directly measured, because it is more accurate?
The answer is simple - no skill alone is sufficient. An economist should not only be able to draw up documents, be proficient in software at the user level, but at the same time, he should also be able to sell products, and it is highly desirable that he carry out his activities at a certain level. As a matter of fact, in each case, we hire a person to play the role (follow desired line work behaviour). And competencies are a set of lines of behavior in the performance of activities that ensure its success (sometimes such performance is assessed as professionalism).
When are the standards and competencies applied?
The use is justified in a corporate culture of a semi-open type (which reacts quickly to market changes and at the same time strictly regulates internal processes). In addition, when using strategic management personnel: Knowledge management (KNOWLEDGE management), Management by objectives (MBO), Quality management - as a working management tool: activity planning, capacity assessment, performance evaluation for a certain period, personnel development, as well as plan adaptation measures and motivational programs for staff.
How to choose the right criteria for competencies?
It is very important to define performance criteria - and correct criteria efficiency - work. A competency model based on top performers cannot be better criteria for which these people were selected. If the wrong criteria are used (for example, personal popularity instead of performance), then the model will determine the wrong competencies. Sometimes the most correct solution complex situation, in our situation, the correct behavior of the economist can provide a starting point for calibrating the criterion. In a "stalemate" situation, resort to rating score criteria among executives or clients.
When developing competencies, the maximum task is to build a competency model that would permeate the entire organization. The specific competency model should reflect the culture of the company. The competency model is structured according to the following principles:
- formation of competencies in important lines of behavior at all levels of the organizational structure;
- allocation of behavioral criteria and behavioral indicators for determining the level of competence (quality);
How can it be used? On our example.
Our economist, whom we hire, does not know how to sell and communicate with clients, in addition, he demonstrates poor skills in using software. Then he must receive them during the adaptation program (usually takes about three weeks).
In addition to "pulling up" the level during this program, he learns the following things:
1. Overview - information about the company, corporate culture, area of responsibility and authority.
2. Specifically, customer service standards and competencies and service recommendations. The division of work within the group and its responsibilities.
3. The order of interaction, in case of an emergency situation.
Adaptation.
For the entire time of adaptation, he has a mentor (usually a direct supervisor). The mentor provides guidance and individual training, gives assignments for consolidation and advises in daily work. At the end of the probationary period, the level of competencies is assessed and professional and personal development in this case - Training " business conversation”, “Sale Technique” (training groups are completed according to the levels of staff competencies).
At the end of the year, a current assessment is carried out according to the 360-degree method (the activities of each employee for a certain period will be evaluated by him, his manager, colleagues and subordinates). Personal rating will consist of several groups of indicators (each indicator will have its own assessment weight):
- Objective (volume and quality of completed tasks);
- Professional competence (knowledge, skills and abilities);
- Competences;
- Personal qualities
Motivation.
The results of the performance evaluation and its rating can show the level of the expert, which allows recommending a transfer to a higher position - in our case, a senior economist. This and much more is the basis for awarding points in the Leadership Advancement Program (Staff Pool).
Performance appraisal is related to performance appraisal. Differences in performance measurement are affected not only by employee actions and mistakes, but also by productivity (the ratio of efficiency to resources expended). On the usefulness of "lines of conduct" - (an indicator of the subjective attitude of the employee to the level of performance) the employee comes on the basis of self-assessment according to the proposed scales, or according to feedback about the level of his activity from colleagues and immediate supervisor.
For successive competencies, a certain competency corresponds to a certain level of the salary grid.
Level Competence Rate and additional payments
Level 1 Economist X
Level 2 Lead Economist X+y
Level 3 Chief Economist X+y+z
resource planning.
A separate wonderful thing that takes on exceptional meaning in the presence of competencies is resource planning. Having on hand the total availability of people with a certain competence and data on its use (based on the manager’s assessments and the estimates for the Mystery Shopper project), it is possible to track the dynamics of personnel development along 2 curves: the level of competence and the quality of service (the dynamics of these trends will allow workforce planning).
Dmitry Bezugly - systems engineer, business coach, organizational development and design consultant. He has long and fruitfully worked in the field of advanced training of system analysts. What competencies are required from systems analysts today? To what extent do analysts possess these competencies? This is what our conversation will be about.
itWeek: What could you say about the training and competencies of system analysts? Are there any changes in this area?
Dmitry Bezugly: Changes are happening, and quite noticeable. Many software development companies today are faced with the need to rapidly develop their products in a highly competitive environment. The market has moved, the customer is becoming more demanding, companies must move from supporting a system once sold to its comprehensive development. And here, many people face a problem in full growth: the competence of specialists is no longer enough to solve today's problems. First of all, there are not enough system analysts. Development of competencies in business system analysis- the question is very difficult. Universities do not produce qualified specialists of the required level. Participation experience in real projects by itself does not guarantee that the analyst will acquire the necessary skills in practice. Additional education? In many companies, we are faced with the fact that people who have completed individual trainings and online schools show very high results when testing knowledge of the conceptual apparatus. But the application of the knowledge they have acquired does not occur. The knowledge that people get at trainings or from books often remains a souvenir and is not transferred to activities.
itWeek: This does not apply to any training, does it?
D.B.: Simple skills and concepts are conveyed well through training and can often be applied the very next day. For example, sales scripts or customer typing. But the competencies of systems analysts cannot be formed through the training of individual employees in individual skills. Real complex tasks do not fit into the format of the practice of two or three days of training. And if cases and skills are too simplified, then people do not link them to real situations and cannot apply them in a “combat” situation. It is useless to teach the design of ships by the example of tightening screws.
itWeek: What is useful?
D.B.: Experience shows that in order to develop a complex complex competence, it is necessary to A complex approach to advanced training and accurate “interlacing” of production and learning objectives. Quite long, about a year, training programs bring real results. They include diagnosing the current level of analysts and the problems that arise in their work. Then - self-training, intensive group training, homework, sessions on working with real cases and general sessions aimed at sharing experience with other participants in the product development and management process.
itWeek: You are talking about training formats for systems analysts. What should they be taught?
D.B.: Our experience in diagnostics and training shows that there are at least four areas in which the thinking of systems analysts often does not reach the level of today's tasks. It all starts with the art of translating the various wishes, complaints, concerns, and demands of the customer's employees into a truly professional software development task. Or for revision, for development information system. Or the development of a separate component of the information system. Already at this, the very initial stage of the analyst's work, real, practical knowledge of the conceptual apparatus of systemic thinking is required.
The basis of success in systems analysis is the determination of the boundaries and context of the system with which the analyst begins to work. How to define these boundaries? How far do you need to go in your research to solve the problem of the customer, not to lose important nuances, but at the same time not to get entangled in networks of interconnected problems and not waste time? Of course, at this stage, it is important for the analyst to master the tools of systems thinking and the theory of constraints, such as stakeholder analysis, the current reality tree, the diagram of cause-and-effect relationships (casual-loop analysis), etc. Such methods create a support for the analyst's thinking. However, they do not cancel or replace the need to think. Drawing the boundaries of the object of your work, determining the area of your responsibility is a non-trivial task. It is not solved by mastering algorithms or memorizing instructions, in each situation it is different and requires systemic thinking.
itWeek: Is it possible to say that the art of drawing a boundary is the main thing in the work of an analyst?
D.B.: The ability to work with boundaries is, of course, one of the basic competencies. This is the inclusion of everything necessary and sufficient within the boundaries of one’s work to resolve the situation, find out and eliminate not only the symptoms, but also the causes of the customer’s problems.
One of the principles of the system approach: the whole is irreducible to the sum of the parts. Therefore, if we cling to one part, then another, but do not consider the object of our work as a whole, then it turns out “we wanted the best, but it turned out as always.” In addition, the object may be included in different systems, and the operation of each system as a result of changes in the object should not be disturbed. It is important that the analyst thinks systematically and understands in each context what whole a particular object is a part of and where this whole has boundaries.
itWeek: Can you explain with an example how the inability to isolate a complete system leads to failures in work?
D.B.: In my personal experience The clearest example of unsystematic thinking is when the CIO of a large outsourcing company optimized the workload of IT administrators, half of whom were students. CIO wanted to organize their work so that everyone was busy 100% of the time. Organized and implemented the task queue. Reduced the staff from ten to six people. Well done? They even gave him an award. And then it turned out that as a result, some tasks during peak periods could wait three to five days for a solution. In anticipation of a 15-minute slot of a student with administrator rights, entire project teams of 15-25 highly qualified specialists began to stand idle.
itWeek: The ability to isolate complete systems in relation to the problem being solved is one of several necessary competencies of a systems analyst. What else should he be able to do?
D.B.: The second important and often overlooked aspect of the analyst's work is the creation of a customer-oriented solution concept.
itWeek: What is a "solution" in this context?
D.B.: The term "solution" is a tracing paper from the English solution. In the context of IT, this term refers to a set of changes in IT systems that must be made to achieve a result. Suppose there is a large operating system - the entire enterprise. This system consists of many different subsystems, including IT systems. And these IT systems interact with each other. And when a problem arises at an enterprise - something starts to fail and does not work, a system analysis is needed. Someone should analyze the problem that has arisen and offer a solution, that is, a set of changes that need to be made in one, second, third IT system.
itWeek: And what does customer-oriented solution concept mean?
D.B.: Working on a solution to a problem, not every system analyst sees the situation through the eyes of the customer. If the problem has already been formulated, then one or another algorithm, one or another technology can be chosen as the basis for the solution. But if you do not correlate them with the living situation in which the customer is located, then it is absolutely impossible to understand under what conditions one or another solution will bring the maximum benefit to the business.
In each situation, it is important for an analyst to see the problem being solved as if from within the company with which he works. It is important to be able to stand on the point of view of the future user created tool. On the point of view of the head of this user. In the limit - on the point of view of the business customer. It is important to see the future solution through the eyes of who will use this solution. And answer the question: what value will the solution create?
itWeek: Should a systems analyst learn to view the situation he is working with from the point of view of the customer's business as a whole?
D.B.: Understanding the business as a whole is very high level system analyst competencies. In order to advance the analyst in his professionalism, it is often enough to teach him to expand his understanding to the minimum necessary context. So that he singles out and understands the supersystem or ecosystem in which the results he receives will be used. This is a further development of the skill of identifying the boundaries of the system. And this is also a possible extension of the boundaries of responsibility that the analyst is able to take on.
In specific projects, the object of work of system analytics, i.e. the system with which it works, depends on the level of its task. Accordingly, from the powers that he has. For a business architect, the boundaries of responsibility will be the entire enterprise. And for a novice analyst designing a report or a form, the responsibility will be a small IT subsystem. Expanding the boundaries of the object of analysis is one of the main vectors of the analyst's professional growth. Remember the parable of the temple? "What are you doing? I carry bricks. This is the first level of perception of the situation. And this is, as it were, an analogue of a function for a system designed by an analyst. "What are you doing? I earn money for my family." This is the second level, these are the possibilities that open up when using functions. Here we have moved one step closer to the meaning of activity. "What are you doing? And I'm building a temple." This is the third level: the purpose of developing a solution and the final effect of using the opportunities.
In the context of software development, the function for a user, say a salesperson, is to create a record of a meeting with a potential customer. A function is simply a transformation of what comes in as input into what we have as output. We are creating a convenient interface for this function, for making an entry.
What opportunity does such a function create? It allows you to manage the efficiency of transactions. Here the person concerned is already the head of the sales department. And an even more distant goal of creating such a solution is to increase sales efficiency, which in turn determines the final value for the customer. The person concerned here is the head of the company.
itWeek: Should an analyst, in order to single out his area of responsibility, understand the entire IT component that the company has? Should he understand the operation of all IT subsystems and the relationships between them?
D.B.: He cannot and should not understand everything thoroughly. His task is, faced with a problem, to collect the minimum necessary amount of context in order to solve this problem. There are basic level problems that require knowledge of only one small subsystem. And there are problems of scale of the enterprise. But then not one analyst is already working, but a whole project group. The task of the analyst is to first determine the area that needs to be studied in order to solve the problem. And to identify those experts who need to be involved in the work both from the business side and from the IT side. Creating an idea about the entire IT component of the company is already the task of various kinds of IT architects.
itWeek: Probably, focus on the customer, the ability to see problems and solutions "from the inside" greatly facilitate the interaction of the analyst with customers and users of the future solution?
D.B.: Certainly! Learning to take the standpoint of those who will use the solution also means learning to speak the language of the possibilities and goals of creating the solution. The analyst must stop speaking in the bird language of hardware, buttons, programs, and functions of transforming something into something. He must begin to speak in a language understandable to the customer of the opportunities that he will receive from the solution.
Take, say, an update release in software product or module. The list of new system features usually says little even to experienced users of the system. And to receive an update, which clearly states how it will be useful for me to use new functions - this user will always be happy.
In practical terms, the ability to think in terms of usefulness for the customer allows you to create solutions that are valuable and in demand for business. Do not carry out blind automation, do not duplicate in “digital execution” the ways of performing work that have developed in the company, but offer new opportunities to business. The terms of reference answers the question “What are we going to do?”, and the concept of the solution answers the question “Why, for what purpose are we going to do this?”
itWeek: What other competencies do modern analysts need to develop?
D.B.: Today, systems analysts need to master the product level of thinking. The product approach to working with a solution takes into account at least two contexts in which this solution enters. On the one hand, the solution must work for a specific customer. On the other hand, it is necessary to create not just a personalized solution, but a solution that will satisfy many customers.
This second circuit, in fact, the product one, is connected with the need to take into account the commercial significance of a particular problem being solved. In most cases, the analyst does not perform the work of a product manager, but an understanding of this area is necessary for him.
itWeek: Does the fact that the analyst has other customers in mind also apply to a specific customer?
D.B.: This also applies to specific customers. It is important to convey to him the validity of the proposed solution. And show him in numbers: if this is an individual tailoring and only for you, then it will cost so much and this money may not cover the benefits that you will receive.
Today, very few companies in the world can afford development exclusively for themselves. If the quality is very expensive! A high-quality solution requires a large number of specialists and technologies. We, as users, are used to the fact that a really good quality solution is cheap. Facebook office suite operating system- thousands of years of programmers' work have been invested there, but we get them almost for free. We can buy a year of Microsoft Office for less than one hour of programming. The ability to offer high-quality solutions at a low cost is enabled by products whose production costs are shared among many customers. Only in this case, products can be made of better quality and with a much greater commercial effect for both the performer and the customer.
itWeek: When we realize that we are creating a solution for twenty customers, then this is no longer the cost of one project, but our investment in future projects?
D.B.: Or the costs of several parallel projects. Yes, this is the essence of the product approach. But it works even within the same organization. Let's say there are ten thousand employees in a bank who work with the same functionality. We physically cannot interrogate all of them and form an agreed opinion. Even the choice of individual experts does not allow the analyst to act according to the scheme "let's go, ask and do as we are asked." Asking is something the analyst asks, but the responsibility for the decision rests with the product team. The task is to first find an effective common decision. And then convince users, with all the difference in their tastes and preferences, that this offer will be more effective and better than what they are doing now.
itWeek: Product approach - is it also about the economics of the project?
D.B.: Yes, economic side decisions are very important. We sell this solution, the customer pays us for it. Therefore, the product containing the proposed solution must be formed in such a way that there is a whole range of services necessary for its use. Informing about the creation of the solution, user training, support, pricing and everything else. If only a solution is created, the product cannot be successful. We also need to consider how we will support this solution, how we will offer it, how much it will cost and how we will develop it. If we incorrectly formed the price for the solution, then we will not earn money for its support and, accordingly, the customers of this product will lose it sooner or later. But when a balance is found, within which both the value of the solution and how we can offer it, sell it, and then support and develop it are commensurate, this is about the product.
itWeek: You talked about the three most problematic and most requested aspects of the systems analyst mindset. What is the fourth?
D.B.: The fourth of the most important components concerns the process understanding of what the systems analyst is working with. This is the ability to identify and see processes, to model processes, to think in processes. The ability to identify, design and redesign those chains of tasks and functions, as a result of which the customer receives a business result. You asked about understanding the customer's business as a whole. Process thinking is just about understanding the whole business. For a systems analyst, this is the next level of thinking. Aerobatics. And, as it were, the junction of the competencies of a business analyst and an IT architect. For a highly qualified system analyst, it is important to understand how the solution he creates is involved in the formation of the final value of the customer's company.
Today, in the field of creating B2B products, there is a rethinking of the relationship between the customer and the contractor. And more and more often the customer is no longer satisfied with the role of the contractor as a simple performer. The customer begins to choose a contractor who understands and can demonstrate how the system he proposes helps to achieve the company's business results. Process thinking just allows you to move on to a holistic vision of how the proposed solution enters the value chain.
itWeekQ: How would you like to end our conversation?
D.B.: Classical automation is familiar to all of us and is still widely practiced. But this is already a past stage in use. information technologies. But in order to carry out a real digital transformation of a business, it is necessary to move from the idea of automating existing jobs to analyzing the customer's value chains for his customer. This can lead to a completely different configuration of processes, some of which are executed by the machine. Especially in banking or management, where the entire value chain can be redesigned as a whole. Process modeling coupled with the competence to create solutions is the basis for real digital transformation of companies. Yes, it requires a different level of thinking of systems analysts. But if we talk about my personal experience of working with analysts, then in general I consider the hypothesis that it is possible to develop their real competencies and bring them to new levels of thinking, proven.
itWeek: Thanks for the conversation.
emphasizes system competencies necessary for modern man:
- understands and knows how to use environmental strategies based on the participation of many participants, and not on centralized management
- able to participate in group activities aimed at achieving a common result
- is able to observe and evaluate the participation of other people in joint activities
- able to understand the interconnectedness of the behavior of several people
J. Raven describes the constructed conceptual model of the system dynamics of the educational system as follows: “This network of complementary forces consists of many components (subnets) that are usually overlooked.
IS HE. Yarygin considers systems thinking as a necessary component of managerial competence and pays attention to mental models that would reflect the properties of the system.
Mental models are knowledge and ideas about reality in the form of systems of interrelated facts and cause-and-effect relationships. In psychology, this component corresponds to mental representations, understood as “an actual mental image of a particular event (that is, how a person perceives, understands and explains what is happening)”. In modern terminology, we can say that mental models (mental representations, intellectual models) are products of a person’s analytical activity as a component of his practical activities. But when meeting new real or abstract objects a person finds himself in a situation where analytical activity is impossible due to the lack of a mental model, and then the goal of analytical activity becomes the creation of new models
In a number of works, mental maps are considered as the basis for the formation and evaluation of systemic competencies. In our opinion, a map or a diagram of connections is a fundamental educational object, the activity with which helps the development of systemic competencies and the formation of systemic competence.
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