Modern approaches to diagnosing personnel competencies in the context of change and knowledge

Abstract

The article aims to develop and substantiate a modern approach to diagnosing the professional competencies of academic staff in higher education institutions (HEIs) amidst dynamic changes in the higher education system. The study addresses the challenge of enhancing the quality of the educational process by improving methods for assessing the competencies of academic staff, aligning with contemporary demands of globalization, digitalization, and increasing expectations for educational service quality. The article emphasizes the need to transition from traditional attestation procedures to diagnostic methodologies that foster professional development and shape individualized growth trajectories for educators. The research employs a comprehensive approach, encompassing a literature review on competency assessment, comparative analysis of existing diagnostic systems, and modeling of professional competencies for academic staff. Based on theoretical analysis, the study proposes the use of Sylvester J.J.’s matrix as a tool for structuring and evaluating competencies. The methodology includes stages for constructing the matrix, such as identifying key competencies, developing a system of indicators, and designing an evaluation scale. A regression model was applied to predict the development of targeted competencies, grounded in statistical analysis of data collected during methodology testing. Systems analysis methods were used to identify interrelationships among various competency groups. The study resulted in the development of a competency diagnostic methodology for academic staff, incorporating a Sylvester J.J. matrix tailored to the needs of HEIs. The matrix enables the assessment of competency proficiency levels, identification of gaps, and prioritization of development areas. The proposed system of indicators and evaluation scale ensures objectivity and transparency in the diagnostic process. The findings confirm that diagnostics, unlike traditional attestation, supports the creation of individualized professional development trajectories, thereby enhancing educators’ motivation. Implementing the proposed competency diagnostic methodology, based on the Sylvester J.J. matrix and regression modeling, is deemed effective for improving the quality of the educational process in HEIs. The methodology not only assesses the current level of competencies but also directs efforts toward their development, aligning with modern educational requirements. The distinction between evaluation and diagnostics underscores the need for a future-oriented approach rather than merely documenting past achievements.