Criteria for evaluating the solution of cases. Criteria for evaluating tasks Educational and educational literature
Introduction
Signs and goals of the case method. Case classification
Procedure and principles of using case methods
The advantages of the case method and the difficulties of using it
Conclusion
Bibliography
INTRODUCTION
Personnel assessment is an integral part of an organization's work. And for its effective functioning, achievement of its goals, growth and development, the organization should not forget about its employees and value each of them. Evaluation of the effectiveness of the achievements of employees must be balanced in order to increase the success of human resource management. Personnel assessment makes it possible to identify gaps in the competencies of each employee and provide measures to eliminate them. However, it is rather difficult to create an assessment system and select suitable methods for its implementation, so today there are several methods for assessing personnel. Each of which has its own advantages and disadvantages. This work will highlight such a personnel assessment method as a case method. The main features of the case method, advantages, difficulties in application, principles and purposes of use will be highlighted, issues such as sources of cases and stages of implementation will be touched upon.
The case method is considered one of the most modern and effective tools used to determine the characteristic skills and potential capabilities of specialists. The personnel officers of Russian companies are gradually moving from using tests and selection questionnaires to express assessments using projective methods. It helps not only to identify the employee's abilities, but also to predict his behavior in real business situations.
Thus, the purpose of the abstract is to identify the role of the case method in assessing personnel, the advantages of this method, as well as the difficulties associated with its use in the enterprise.
1. SIGNS AND OBJECTIVES OF THE CASE METHOD. CASE CLASSIFICATION
The case method, or the method of specific situations, is irreplaceable when it is necessary to understand whether a specialist is capable of solving analytical, strategic or managerial tasks. Cases allow predicting what role these abilities will play in a real business situation, while other assessment methods at best reveal the presence or absence of relevant professional data.
In order for the cases used for assessment when hiring or promoting to key positions make it possible to make truly reliable forecasts, it is necessary to learn how to choose them and correctly evaluate the proposed solutions.
The case method was first used in 1924.
at Harvard Business School. Gradually, he gained leading positions in training and today is considered one of the most effective ways to teach managers the skills to solve common problems. When choosing practical tasks, it is important to consider the following:
)the essence of the case should correspond to the content of the work;
)the level of decisions made - the corresponding position;
)the described situation should provide an opportunity for the employee to show the maximum of the necessary competencies;
)the assignment should contain information sufficient to analyze the situation and make a decision.
)verifiable qualities, knowledge and skills that the applicant must have;
The most important constituent features of the case method are:
)The presence of participants in a business game, its leader and a given situation. At the same time, the participants have certain roles (positions), they are offered tasks to analyze the problem situation and make appropriate decisions. The function of the leader is to introduce the participants to the course of the matter (familiarize the participants with the conditions, rules and goals of the game), analyze the actions of the trainees and develop a single solution, explain, if necessary, its application.
)Modeling a dynamic managerial, economic, administrative or other situation that may arise in a particular organization. A real or artificially constructed production situation appears in this case in the form of a game situation, which reproduces, according to the main parameters, real states of affairs. The game situation should, if possible, reproduce the object of reality.
)The problem of the situation, and often the conflict. Problematicness can either be specified by the conditions of the game, or generated by the need to control the object under the conditions of a change in the situation. In this case, a problem is understood as a situation that threatens the achievement of the subject's goals in the present or in the future.
)Incomplete formalization of the situation, as a result, the presence of uncertainty in it, requiring independent, unconventional decisions.
)The dynamism of the situation and its dependence on the previous decisions of the participants in the case.
)The presence of motivation that prompts the participants in the game to act as in real life.
It is most advisable to use the case method for assessing personnel for the following purposes:
)evaluate the effectiveness of actions;
)find out the ability to identify and solve problems of a certain type;
)assess the ability to make complex decisions, as well as the readiness to make them and take responsibility for themselves;
)evaluate the ability to work in a team;
)to determine the individual and collective abilities of the subjects, the degree of their preparedness for professional requirements;
)to study the ability of participants to identify the most important organizational problems, and the ability to solve them comprehensively and in stages;
)the ability to solve various, inherently, tasks is assessed;
8)evaluate analytical and critical thinking skills;
)evaluate the ability to combine theory and practice;
)assessment of alternatives in conditions of uncertainty.
Thus, using the method of a specific situation, the skills and abilities of the individual or group solution of the assigned tasks are assessed. This kind of ability is extremely necessary for a leader in real work, since he constantly has to make non-standard decisions caused by a change in the state of affairs. The case method makes it possible to reveal in candidates for a vacancy or already working personnel the breadth and flexibility of thinking, the ability to use information rationally, independently analyze the facts, feel the situation and evaluate it, critically consider various points of view, discuss them and defend their own position, be ready for use various means and methods, find optimal solutions in conditions of uncertainty.
There are several typologies of cases based on different characteristics (table 1).
In particular, cases can be classified by task.
Enterprise case. The assignment gives a description of the company and sets the task to analyze the situation according to certain parameters. As a rule, in such cases, the task of making a decision is not posed, therefore they are optimal for evaluating analysts of any specialization.
The use of cases of this category is possible to determine the skills of managers, for example, personnel, who can be invited to assess the compliance of the staffing table with the current problems of the company or the effectiveness of the system of material incentives used.
Table 1 - Classification of cases
Attribute Case type Case tasks - "enterprise case" - "case-situation" Volume and structure of information - complex cases - mini-cases Source of initial information - cases describing real situations - artificially constructed cases Themes - management cases - marketing cases - finance cases - cases on economic analysis - cases on personnel management - cases on jurisprudence - cases on information technology - cases on business consulting - cases on production technologies, etc. Game results - problem cases - project cases
"Case-situation". Information about the company, industry, persons is accompanied by a description of the problem situation. It is required to find the optimal way out of it. The choice of a solution must be justified, calculated and possible consequences and obstacles identified. Cases of this type are used to assess both managers of all levels and specialists from whom the company expects independence and initiative.
According to the volume and structure of information, cases can be divided into complex and "mini".
Complex strategic cases, the solution time of which exceeds two hours, can be given to applicants as a "homework". You should not be afraid that they will use information not included in the case or someone else's help: if they managed to find the necessary resources to successfully complete the task, they will find them for solving professional problems.
Complex cases are “classics of the genre”. They are quite voluminous (from 15 pages), contain a large amount of detailed information, primary data, opinions, document samples, often even in excess. The candidate (or employee) must independently figure out what information he needs and how to analyze it. The problem may contain several options for solving, from which it is proposed to choose the best, but in some cases the only optimal way is to offer your own algorithm of actions.
The advantage of this type of case is the ability to simultaneously evaluate most of the key parameters. However, it should be borne in mind that the search for answers in this case requires a significant investment of time, since here it is more important to assess not the speed, but the quality of the decision made.
Mini-cases are practical situations that describe a business problem in a short form (1-4 pages). The amount of information is sufficient for a person with the necessary knowledge and skills to make an informed decision. If there is not enough information to find a way out of the proposed difficult situation, you can limit yourself to describing the strategy for solving the problem. and do not waste time on obviously inappropriate candidates.
Another classification criterion is according to the source of the initial information. Most of the cases are developed based on information about real companies and events. Personnel evaluators can use data from their organization. This will make it easier for them to work and increase the reliability of the results. It is also permissible to use "simulations" describing the situation in a fictional company. However, such a case, as a rule, contains little specific data and lacks credibility. This option is usually used when developing mini-cases. Cases that include a large amount of additional information, numerical indicators, market dynamics, company history are best based on data from a real organization, which will make them reliable and avoid inconsistencies in content.
As for the subject matter, there are specialized cases: in management, marketing, finance, economic analysis, personnel management, jurisprudence, IT technologies, business consulting, production technologies and other areas of business. When using a specialized task, it is especially important that it is consistent with the content of specific job responsibilities.
From the point of view of the results of the game, they are divided into problem and project ones. In problem situations, the result of actions is the definition and formulation of the main problem and, most importantly, an assessment of the complexity of its solution.
The problem is usually posed in two ways.
First, when there is no information about one of the necessary elements of the situation (for example, about partners). In this case, the subject's task is to reconstruct the missing information, correlate it with the available information and establish the problem. Secondly, when the description of a situation contains an implicit contradiction between its elements (for example, when, in a situation to strengthen collective motivation, managers striving to form a homogeneous corporate culture use an authoritarian management style that negatively affects the solution of this problem).
2. PROCEDURE AND PRINCIPLES OF USING THE CASE METHODS
It is advisable to highlight the following main stages of case creation.
Step 1: development of the idea, structure and scenario of the case.
Step 2: create instructions for participants.
Step 3: creating the correct answers to the case.
Step 4: formulation of behavioral indicators (how competence manifests itself in the case).
Step 5: creating a list of clarifying questions for participants after completing the case.
Step 6: case validation (to what extent the created case measures what it should measure).
Step 7: upgrade the created case during use.
Ready-made cases are applied in practice in personnel assessment. The use of cases is a fairly long-term procedure with its own characteristics and nuances. Let's consider these features, the stages of passing the case and the criteria for evaluating the decisions of experts based on the results of the participants.
Cases can be used both in combination with other assessment procedures (in the assessment session), and separately, as an addition to an interview or competitive task for internal candidates for promotion.
You can limit yourself to the issuance of a written assignment or additionally explain what the solution of the case should include, what will be paid special attention to (for example, the non-standard or thorough elaboration of the algorithm of actions). This will provide an opportunity to assess whether the applicant is able to uphold the "rules of the game." The main thing is that all candidates for the same position should be given the task in the same form, otherwise the results obtained will be incomparable.
Individual cases included in the assessment session do not require the presence of a trained observer - the quality of assignments is assessed based on written materials provided by the participant. Solving group cases requires observation. This allows you to get additional information on such parameters as leadership, influence, communication competencies, process organization, idea generation.
Group cases involve the synthesis of an individual decision and discussion with other participants in the assessment session: in this case, each of them must not only prepare an informed decision, but also convince others of the validity of their arguments. This option is useful when assessing employees in positions where persuasion is no less important than the ability to find the best way out of difficult situations.
The group case solution is also effective for assessing the work of the department as a whole and revealing hidden difficulties. The problem described in it should be similar to the current or planned tasks of the department. By focusing on the solution process, and not on the result obtained, it is possible to identify the system of relationships in the team, hidden leaders, identify unused resources and the effectiveness of management as a whole.
The key criteria for choosing a case are:
-qualities, knowledge and skills that the applicant must have;
-the tasks that he will have to solve in this position, and the resources that he has to achieve his goals.
When using the case method, the participants in the analysis are presented with facts (events) related to a certain situation as of its state at a certain point in time in a particular socio-economic system. The task of the assessed is the need to make a rational decision, acting first individually, and then within the framework of a collective discussion of possible solutions, that is, game interaction.
In order to create the dynamism of the case and develop the ability to make decisions in the most important situations for practical activity, the case method uses a number of game techniques, combining a general orientation towards real professional activity with a game imitation of a real situation. The game features of this method can be visualized (table 2).
When the case method is used to test knowledge and abilities, it helps to develop the participants' ability to analyze available information, negotiate with other employees, lead people, make decisions on their own, publicly express and defend them. The case method gives the greatest effect when working with managers. When evaluating a candidate for a vacancy, general game situations typical for general professional activity can also be applied.
In the case method, the real position of the organization is displayed in the form of a business situation. A business situation is an imitation, an ideal display of a real situation from the life of an organization, or an artificially created situation that recreates typical problems that arise in organizational life. The business situation is expressed in the form of a specific set of parameters, variables that have a real impact on the organization at a given time.
Descriptions of situations mainly include information:
-about a subject - an individual, group or organization that takes center stage in a situation. The description of the subject can be carried out in various forms in the form of the goals and strategy of the subject, or in the form of factual information about his activities;
-about partners, competitors or other actors with whom the subject of the situation interacts;
-about the conditions within which the situation exists and changes.
Table 2 - The ratio of professional and gaming components of the case method
Professional activityPlaying activityThe object of imitation is a real situationIntroduction of "catastrophes", time compression, improvisationBusiness situation goalsFormulation of game goalsReal rules for parsing a business situationIntroduction of the rules of the gameThe set of rolesPersonal filling and distribution of roles, performance of dual roles, creation of a portrait of each role, gradation of assessments of the performance of a roleConflict roles with inconsistent goals, visual presentation of assessment results, creation of extreme situations, "catastrophes", construction of behavioral contradictions Assessment system System of penalties, rewards, bonuses, visual presentation of game results Documentary support Creation of identification marks for players and other symbols
Situational data is based on real information, since without this it is impossible to achieve the naturalness of the actions of the participants in the case, however, as a rule, when developing "cases", conventional names are used and the factual data can be changed. The content of a business situation can be conveyed in various ways: in writing, orally, as well as in the form of an information message - using a video film or tape recording. The situation, like the activities of a real organization, is dynamic, which requires new decisions and actions from the participants in the case. To save time, historical information is given in a concise form, and additional information is provided in a form convenient for discussion. Therefore, the case participant may have less information about the problem than the one who faced it in practice. However, this does not mean that during the discussion it is impossible to add facts and information to the available information that are necessary for making a decision. Situational tasks contain materials and facts that the participants in the case may consider irrelevant. But we must always remember that decision making in real life depends on the ability to separate the essential from the non-essential. Others may disagree with this understanding of the facts, but it is in these emerging differences in assessments and approaches that the value of the case method lies.
The application of the method of a specific situation in practice usually manifests itself in a detailed study of the same situation by many participants or entire groups of employees.
In the process of using this method, the following stages can be distinguished with their characteristic actions:
1)analysis: investigate a given practical situation and collect information that is essential for a solution;
2)identification of alternatives: to identify possible alternatives for solving existing problems;
)choice of alternatives: choose the best alternative for solving problems;
)development of solutions: to develop in all details specific solutions for the implementation of the selected alternative;
)presentation: the developed solutions are presented in a non-plenary session (lesson) and discussed collectively.
In the process of completing the task, the subjects are observed by experts. They enter their observations in the appropriate observation table, on the basis of which a total assessment is given to the participant of the method. Criteria for evaluating decisions. There is not a single “correct solution” for all cases. On the one hand, this is one of the advantages of the method, on the other hand, it complicates the processing of the results. The criteria for evaluating the case solution allow you to correlate it with the current needs and internal standards of the company.
The most common criteria for evaluating a case solution:
1)correspondence of the solution to the questions formulated in the task (adequacy to the problem and the market);
2)original approach (innovation, creativity);
3)the applicability of the solution in practice;
4)deep study of the problem (validity and complexity of the solution, the availability of alternative options, forecasting difficulties);
5)possibility of long-term use.
Let's give an example of working with a case. The candidate for the secretary position is invited to play real working or simulated situations (cases).
So, the candidate is offered a situation. You are a secretary in the office of a large commercial and industrial holding. You have received a call from a pass office (checkpoint) from a visitor who would like to enter your office. Your task is to respond to this call. The evaluator describes his behavior in this situation. How will you introduce yourself to the guest? How does he say hello? Will they let you into the office right away or will they consult with the executive director? The candidate answers a lot of questions that could be asked, "getting used to" the proposed role. At the same time, the candidate also demonstrates real competencies. These are communication skills and ethics of business communication, and compliance with the approval procedure, etc. The next situation: a guest enters the office, what will the secretary's actions be? The situation is predictable, but it still requires readjustment, flexibility of abstract thinking, which is also important for the secretary. As a rule, candidates are very focused on following certain procedures, for example, "Meeting a visitor", and therefore often do not control their facial expressions, slips, pauses, nervous laughter, gestures, intonation and timbre of voice, posture, etc. There are, of course, people who skillfully hide their non-verbal reactions and try to control themselves, this is also a diagnostic sign for the evaluator. When a person blocks himself in an interview, it seems that he is protecting his inner world from any intrusions. In working with people, such as a secretary, this position is unacceptable. If at work a person constantly blocks himself from others, his behavior may be unnatural, and subsequently aggressive. None of the staff or guests, I think, would like to meet with a secretary who communicates with dry and memorized phrases. The mass of information about the candidate obtained in the course of working with a business case, of course, must be correctly analyzed and interpreted. Sometimes candidates, for example, of a sanguine temperament, "flirting" with a case, separate it from reality. In this case, it is important for the eychara to note for himself at what moment it happened during the case. Is this a defensive reaction or a typical behavior pattern in the workplace? A given case is still a fairly specific model, and if a candidate is not able to think within a given framework in specific categories, this is again indicative. At the stage of analyzing the candidate's reaction to a simulated situation, it is important to understand, “see” that model of behavior, that way of thinking that has already been formed in the mind of the evaluated specialist. Eichar is an employee who, as a rule, must subtly perceive the principles of corporate culture in the company. And it is the HR, as an expert who constantly participates in the maintenance and formation of this culture, who is able to notice in the behavior of the candidate inconsistencies, inadequacy to that way of life, those ideals, traditions that have been taking shape in the organization over the years. If, for example, we propose to the candidate for secretaries a situation with a guest who brought a gift to the general director (some beautifully packaged rectangular object), then we can immediately determine by the candidate's reaction whether he is ready for a non-standard situation. Whether the candidate asks to get and show the gift, hand over the gift without opening it, pass it through the security guard, refuse to hand over the gift - these are far from all the behavioral models that I have heard from the candidate. And all these actions give out typical reactions in candidates. Someone closes, refusing to dialogue with the guest, someone, on the contrary, is too friendly, someone considers it most acceptable to laugh it off in this situation. Eichar or the person conducting the assessment should know exactly how he would like the candidate to behave in the given conditions. Must clearly understand the presence and expression of which qualities are critical. If a girl who came to us for an interview clearly described the procedure for meeting a guest (mentioning all the rules of business etiquette), then we can give a negative characterization when evaluating such actions. "Why did you refuse me?" - sometimes bewildered candidates ask. The answer can be very simple: because when working with a case, a person never smiled. Such qualities as hospitality, friendliness, politeness, thriftiness are difficult to develop within three months or a year. These qualities are brought up over the years, from childhood. And it is much easier and faster for an organization to teach a girl how to follow the required procedure than to make her smile or say “thank you” and “please”. Thus, the case method allows us to assess not only the presence and severity of the skills demonstrated by the candidate, but also provides an opportunity to measure his personal qualities. By comparing our view with that of the applicant, you can see how identical they are. As a result of analyzing the candidate's proposed solution to the case, we can also understand those areas, aspects of inconsistency of perceptions that need to be developed, what needs to be taught to a new employee.
Cases should be developed and implemented in the assessment process for training, retraining and assessing the qualifications of employees, taking into account a number of principles that ensure their effectiveness in assessment programs:
-the essence of the case should correspond to the content of the work;
-the case should be as close as possible to a real professional activity (a real event or an artificially created situation where part of the real material is compiled with a typical problem);
-the task should be selected in such a way that you can use different ways to find solutions;
-the situation described is to ensure that the employee demonstrates the maximum of the necessary competencies;
-the assignment should contain information sufficient to analyze the situation and make a decision;
-cases can differ in the level of generalization, in the amount of information presented in them, in the complexity of the problem;
-the case material should not be outdated, it should be updated in parallel with changes in real practice.
Under the current conditions, the selection of personnel has risen to a new level, the level of search for "talents". Even in times of crisis, qualified employees know their worth and can choose between companies. Feeling an attentive and trusting attitude towards his candidacy at the first interview, the candidate will already form a positive attitude towards the company. And to make this meeting as friendly and effective as possible, the projective interview technique - the case method - will help.
case method staff assessment
3. ADVANTAGES OF THE CASE METHOD AND DIFFICULTIES OF ITS USE
The important advantages of the case method are a high closeness to the real life of the organization, relatively small financial and time costs, the speed of the game, multivariance (various variants of the situation are possible and it is easy to change them) and the multi-purpose nature of use (the game can pursue several goals, in addition, changing the parameters of the situation can be set for the participants with different goals). The use of this method is especially effective in the process of career training and professional development of employees.
When using the case method in personnel assessment, its advantages can be noted:
1)the level of professional competence of the employee, his ability to solve a certain range of tasks is clearly manifested;
2)the consequences of the decisions and actions taken are directly visible;
3)the ability to notice the essential develops, to distinguish the main from the secondary;
4)the involvement and activity of the participants is growing, their identification with the tasks being solved is increasing;
5)experience is acquired, close to reality, by specific situations in the workplace;
6)rational ways of thinking and behavior, as well as collective interaction are developed;
7)the ability to effectively use the principle of trial and error in the future is formed, to correct mistakes made in a timely manner and draw useful lessons from them for the future;
8)the difficulties on the way of solving a complex organizational problem are identified, the optimal ways to overcome them are determined, and a general model of actions to achieve the goal is developed.
The listed opportunities that the organization receives when conducting the case method will be real if certain conditions are met:
1)The assessment system should be as objective as possible and perceived by employees as objective; the criteria used during the assessment should be open and understandable to employees.
2)The results of the assessment should be confidential, i.e. known only to the employee, his manager and the personnel department.
3)Employees must accept the assessment system and actively participate in the assessment process, which determines the effectiveness of its implementation.
Difficulties in using case methods. The case method as a specific assessment method is used to solve its inherent assessment tasks. The main problems of the case method are technologization and optimization, methodological saturation and application in the assessment of various types and forms.
Experience shows that there are certain difficulties in the dissemination of this, at first glance, an unusually promising tool. The first difficulty is associated with the insufficient operationality of the available cases, i.e. their methodological richness. Several years ago, the National Foundation for Management Training of Russia published a voluminous two-volume case study "Russian Management", based mainly on domestic experience. It would seem, take it and use it. However, not everything is so smooth. An analysis of the published cases showed that the two-volume book mainly presents two extremes: these are either very long, 15-20 pages, statements of production situations, the study of which requires more than one hour of hard work, or short, 1.5-3 pages educational tasks for group work, as a rule, having a distant resemblance to reality. Plus, long cases have one correct solution. Accordingly, the result of working with a long case is unambiguous - either the manager solves the case correctly, or not, despite several hours of study. There is no intermediate control and differentiated assessment of the logical steps taken and the skills shown. And therefore it is difficult to say what is the reason for the wrong decision.
The second difficulty is related to case optimization, which is that each case needs to be adapted to different cultures, taking into account their peculiarities. Also, when transferring cases from one organization to another, the specifics of the enterprise, its focus and the importance of a specific competence for the evaluated position should be taken into account.
Proceeding from the optimization problem, the problem of technologization arises, i.e. for each competence, you need to choose your own assessment technology, and the assessment technology becomes difficult when choosing experts, their preparation for this procedure.
Warnings and Limitations. Cases are a reliable but not a universal assessment tool, like other methods, by the way. Role-playing and business games and group discussions are more suitable for assessing behavior and interaction. It is important to remember that even if a person knows what to do, there is no guarantee that he will actually do so.
To experts who are not professionals in the field of personnel assessment, the best solution often seems to be the one that most closely matches their own. Clear evaluation criteria and the involvement of several experts can increase the objectivity of the results.
Solving a case (especially a complex one) requires a significant investment of time, as well as processing their results. Therefore, there is no point in striving to get as much information as possible "just in case", it is better to limit yourself to what is necessary and sufficient for making a decision.
The conclusion is obvious: the case method has its strengths and weaknesses, which must be taken into account when assessing personnel, depending on the goals of the procedure. These problems have arisen due to the fact that the case method is a relatively new method in various fields of application, including personnel assessment.
CONCLUSION
Business assessment of the quality of the organization's personnel is a purposeful process of establishing the compliance of the qualitative characteristics of personnel with the requirements of the position or workplace. Many managers of modern enterprises, and of any form of ownership, are already coming to the conclusion that without a preliminary assessment - testing, and in the future certification and an objective assessment of employees in all parameters, it will not be possible to achieve stable operation of the enterprise and, ultimately, to obtain positive results as the activities of the enterprise. and each of the employees. Therefore, it is very important to choose the right personnel assessment method. If you take the case method for evaluating employees, then it is very important to carry it out correctly and be sure that it will give exactly the result you want.
The case method is a miniature business game, as it combines professional activities with play. It is effective in assessing the research and creativity of employees, as well as their general competence. Important advantages of the case method are a high closeness to the real life of the organization, relatively small financial and time costs, the speed of the game, multivariance (various situations are possible and easy to change) and the multipurpose nature of use (the game can pursue several goals, in addition, changing the parameters situations, you can set different goals for the participants). However, the case analysis method, along with its advantages, has difficulties that should not be forgotten when using it. The main problems of the case method are technologization and optimization, methodological saturation and application in the assessment of various types and forms.
BIBLIOGRAPHY
1.Kleinmann, M. Assessment Center: modern technologies for personnel assessment / M. Kleinmann. - M .: Humanitarian center, 2009 .-- 128 p.
2.Kravchenko K.A. Organizational design and development management of large companies / K.A. Kravchenko, V.P. Meshalkin. - M .: Academic project, 2010 .-- 528 p.
.Magura M.I. Evaluation of the work of personnel: a practical guide for managers of different levels and specialists of personnel services / M. I. Magura, M. B. Kurbatova. - M .: Business school Intel-Sintez, 2009 .-- 20 p.
.Mintzberg, G. Structure in a fist: creating an effective organization / Per. from English ed. Yu.N. Kapturevsky. - SPb .: Peter, 2004 .-- 512 p.
.Skuratovskaya, NS Case-method in personnel assessment / NS Skuratovskaya Handbook of personnel management. - No. 4. - 2005.
.Shutov, I.A. Case-method as one of the methods of personnel assessment / I. A. Shutov Personnel management. - No. 11 - 2011.
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| Number of points | Evaluation criteria |
| the student exhaustively, logically and reasonably expounds the material on the topic of the assignment; justifies his own point of view when analyzing a specific problem on the topic of the report, freely answers additional questions posed, makes well-founded conclusions. | |
| the student demonstrates the consistency and evidence of the presentation of the material on the topic of the assignment, but allows some inaccuracies when using key concepts; there are minor errors in the answers to the supplementary questions. | |
| the student superficially reveals the material on the topic of the assignment, he has basic knowledge of special terminology on the issue under discussion, the material presented is not systematized; the conclusions are not reasoned enough, there are semantic and speech errors. | |
| the student did not disclose the material on the topic of the assignment |
Module 1. Concept and general characteristics of juvenile law
Modular unit 1. Juvenile justice and juvenile policy
Case task 1
Case-task 2
1. What is the significance of its norms on the formation of juvenile policy in modern Russia?
2. What is the significance of its norms on the formation of juvenile justice in modern Russia?
Case task 3
1. What is the significance of its norms on the formation of juvenile policy in modern Russia?
2. What is the significance of its norms on the formation of juvenile justice in modern Russia?
Case-task 4
1. What is the significance of its norms on the formation of juvenile policy in modern Russia?
2. What is the significance of its norms on the formation of juvenile justice in modern Russia?
Case task 5
1. What is the significance of its norms on the formation of juvenile policy in modern Russia?
2. What is the significance of its norms on the formation of juvenile justice in modern Russia?
Modular unit 2. Juvenile law: concept, subject, method, system
Case task 1
Analyze the provisions of Chapters 1 and 2 of the Constitution of the Russian Federation (Appendix 1).
1. Write out the norms that are the sources of juvenile law, indicating the numbering of articles.
Case-task 2
Analyze the provisions of Chapter 4 of the Constitution of the Russian Federation (Appendix 1).
2. Explain their influence on the formation and development of juvenile law. Give examples.
Case task 3
Analyze the provisions of Chapter 5 of the Constitution of the Russian Federation (Appendix 1).
1. Write out the rules related to the regulation of public relations that form the subject of juvenile law, indicating the numbering of articles.
2. Explain their influence on the formation and development of juvenile law. Give examples.
Case-task 4
Analyze the provisions of Chapter 6 of the Constitution of the Russian Federation (Appendix 1).
1. Write out the rules related to the regulation of public relations that form the subject of juvenile law, indicating the numbering of articles.
2. Explain their influence on the formation and development of juvenile law. Give examples.
Case task 5
Analyze the provisions of the UN Convention on the Rights of the Child (Appendix 2).
1. Write out the rules related to the regulation of public relations, which form the subject of juvenile law in the criminal law sphere, indicating the numbering of articles.
Case task 6
Analyze the provisions of the UN Convention on the Rights of the Child (Appendix 2).
2. Explain their influence on the formation and development of this area of juvenile law. Give examples.
Case task 7
Analyze the provisions of the UN Convention on the Rights of the Child (Appendix 2).
2. Explain their influence on the formation and development of this area of juvenile law. Give examples.
Case-task 8
1. Write out the norms related to the regulation of public relations, which form the subject of juvenile law in the criminal procedural sphere, indicating the numbering of articles.
2. Explain their influence on the formation and development of this area of juvenile law. Give examples.
Case task 9
Analyze the provisions of the UN Beijing Rules (Appendix 3).
1. Write out the rules related to the regulation of public relations, which form the subject of juvenile law in the penal sphere, indicating the numbering of articles.
2. Explain their influence on the formation and development of this area of juvenile law. Give examples.
(practical task)
· Completeness and correctness of the answer. Gross errors in knowledge about the principles of the criminal procedure, the procedural position of the participants, the timing and general conditions of the investigation and trial are unacceptable.
· Ability to analyze. Competent comparison of facts, understanding of the key problem and its elements.
· Ability to draw conclusions. Conclusions are based on fundamental facts in the case and must be substantiated.
· Expression of own position. Novelty and author's approach to solving the case. The decision should reflect the author's own opinion, an analysis of the state of existing normative legal acts and the influence of international norms related to the sphere of criminal procedure on the solution of problematic issues.
· Logic of research. It is assessed: the author's ability to identify cause-and-effect relationships; the ability to move from the particular to the general or from the general to the particular, a clear sequence should be traced.
· Possession of legal terminology. The degree of mastery of legal terminology, scientific correctness and accuracy of legal facts and their compliance with the theoretical provisions given in the assignment are assessed.
· Illustration of your thoughts. Theoretical arguments are supported by relevant facts from law enforcement practice.
· Scientific correctness (accuracy in the use of factual material) There are no factual errors, details are subdivided into significant and insignificant ones, identified as plausible, fictional, controversial, doubtful. Facts separate from opinion.
DISCIPLINE SUPPORT MAP
EDUCATIONAL AND EDUCATIONAL-METHODOLOGICAL LITERATURE
Academic discipline"Criminal Procedure Law of the Republic of Kazakhstan" - Criminal Procedure Module
Department Criminal Procedure Law and Criminalistics
Speciality 5В030100 "Jurisprudence"
Form of study: full-time, 3 course, 5 semester
Number of credits by discipline- 3 credits
| Literature on the curriculum (r / v) | Name of educational and educational-methodical literature, author, publisher | The year of publishing | Grif MES RK, UMS | Number of copies in the library of KazGUU | The number of students using the specified literature | Provision of students with literature,% (column 5 / column 6) * 100% |
| Educational: | % | |||||
| The main | Criminal Procedure Law of the Republic of Kazakhstan. The movement of the criminal case. / Ed. Doctor of Law, Professor M.Ch. Kogamov and Ph.D., Associate Professor A.A. Kasimov. - Almaty: "Zheti Zhargy", 2013. - 1016 p. | UMC "Right" | ||||
| Criminal Procedure Law of the Republic of Kazakhstan (General Part. Book 1). / Under the general editorship of Doctor of Law, Professor L. Sh. Bersugurova - Almaty, KazNU named after I. Al-Farabi, 2013. | No | |||||
| Kogamov M.Ch. What is criminal procedure law and criminal procedure of the Republic of Kazakhstan: Textbook. - Almaty: Zheti Zhargy, 2013. | No | |||||
| Khan V.V. Criminal proceedings in England and the USA: pre-trial proceedings. Tutorial. / Ed. Doctor of Law, Professor M.Ch. Kogamova. - Astana, 2012. | UMC "Pravo" The best textbook-2012 | |||||
| Additional | Zhursimbaev S.K. Criminal Procedure Law of the Republic of Kazakhstan. A common part. Pre-trial proceedings: Textbook. - Almaty: Publishing house "NURPRESS", 2011 | No | ||||
| Abdikanov N.A., Zenkovsky A.V. Proceedings in criminal cases in the court of appeal: Textbook / Under total. Ed. ON. Abdikanov. - Almaty: Norma-K Publishing House LLP, 2012. | No | |||||
| Buleuliev B.T. Domestic jury: history, theory and practice: Monograph. - Astana: Polygraph-world, 2012. | No | |||||
| Kasimov A.A. Measures of criminal procedure coercion in the Republic of Kazakhstan. Tutorial. - Astana, 2012. | No | |||||
| Ospanova G.T. Criminal procedural law of the Republic of Kazakhstan (General and Special parts): Collection of test tasks - Almaty, 2012. | No | |||||
| Shaukharov K.A. Theoretical and practical issues of the appointment of the main trial under the Criminal Procedure Code of the Republic of Kazakhstan. - Almaty: Zheti zhargy, 2012. | No | |||||
| Kasimov A.A. Criminal justice in the Republic of Kazakhstan: constitutional and procedural foundations. Monograph. Almaty: Zheti Zhargy, 2013. | No | |||||
| Educational-methodical: | % | |||||
| 1. | Kim K.V. Guidelines for writing and defending graduate works in jurisprudence (in the disciplines of the Department of Criminal Procedure Law and Criminalistics) - 40 p. UDC (574) BBK 67.03 (5 KAZ) | No | Uploaded to "Platonus" | |||
| 2. | Pen S.G. Methodical recommendations for preparation for seminars (practical) classes. | No | Uploaded to "Platonus" | |||
| 3. | Pen S.G. Methodical recommendations for the design of term papers | No | Uploaded to "Platonus" | |||
| 4. | Instructions for checking the independence of the performance of written work by students of JSC "Kazakh Humanitarian and Law University" | No | Uploaded to "Platonus" | |||
| 5. | Pen S.G. Instructions for students on how to complete the online SRSP | No | Uploaded to "Platonus" | |||
| 6. | Methodical recommendations for the compilation and examination of test items for monitoring students' knowledge. Compiled by: Ph.D., Associate Professor L.A. Umirzakova, Ph.D., Senior Lecturer Zhumadilova A.B. - Astana: KazGUU, 2012 .-- 24 p. | No | Uploaded to "Platonus" | |||
| 7. | Methodological recommendations for the development and conduct of classes using the case-study method. Compiled by: working group, leaders of the working group, first vice-rector of KazGUU, professor Zhirenchin K.A., head of the department of criminal, criminal-executive law and criminology, doctor of law, professor Chukmaitov D.S. - Astana: KazGUU, 2011. | No | Uploaded to "Platonus" | |||
| TOTAL |
The total percentage of the discipline's provision with educational and educational-methodical literature - 100%
INFORMATION SUPPLY OF THE EDUCATIONAL DISCIPLINE
Indicate electronic educational publications, software and Internet resources
| № | Name of the electronic resource (electronic educational publication, software, Internet resources) | The number of students using this resource |
| 1. | Case "The intricacies of the invasion", 2013, DVD (library) | |
| 2. | Case "Kokkozov", 2013, DVD (library) | |
| 3. | Case "Sutyaginsky", 2013, DVD (library) | |
| 4. | Case "Investigation of a fight", 2013, DVD (library) | |
| 5. | Case "Investigative Experiment", 2013, DVD (library) | |
| 6. | Online presentation in Prezi.com format: Respect for human rights in the investigation process. http://prezi.com/qikpusohb7hr/?utm_campaign=share&utm_medium=copy&rc=ex0share | |
| 7. | Online presentation in Prezi.com format: Topic 1-2 Lectures on SCP RK (Criminal Procedure: Concept and Objectives) http://prezi.com/xievmfskgnlb/?utm_campaign=share&utm_medium=copy&rc=ex0share | |
| 8. | Online presentation in Prezi.com format: Fundamentals of Criminal Procedural Evidence http://prezi.com/t78-lggku-0x/?utm_campaign=share&utm_medium=copy&rc=ex0share | |
| 9. | Online presentation in Prezi.com format: Case management http://prezi.com/mj7dyebwtsyd/?utm_campaign=share&utm_medium=copy&rc=ex0share | |
| 10. | Online presentation in Prezi.com format: Investigative actions http://prezi.com/-kd28kbj5zbf/?utm_campaign=share&utm_medium=copy&rc=ex0share | |
| 11. | Online presentation in Prezi.com format: Jurisdiction of criminal cases http://prezi.com/rhxplxafnl0l/?utm_campaign=share&utm_medium=copy&rc=ex0share | |
| 12. | Online presentation in Prezi.com format: Applying security measures http://prezi.com/zjrhjbmugyr4/?utm_campaign=share&utm_medium=copy&rc=ex0share | |
| 13. | Video lecture of the UPP RK (Ensuring the safety of participants in criminal proceedings). Lecturer - Pen Sergey Gennadievich, Candidate of Law, Associate Professor, Head of the Department of Criminal Procedure Law and Criminalistics of KazGUU. Available for online viewing at the link: http://vk.com/video188350758_164100569 |
Head of the Department ______________________ Candidate of Law, Associate Professor Pen S.G.
"___" ___________ 2013
Agreed:
Director of GSNP ______________________ Doctor of Law, Professor Shapak U.Sh.
"___" ___________ 2013
Explanations for filling out the card:
1. In the main literature, indicate no more than 5 titles of educational literature
2. In additional literature, indicate no more than 10 titles of educational literature
4. Electronic resources (Internet resources, lecture courses, electronic teaching aids developed at the departments and available to library users)
5. The supply map should be updated annually, taking into account new receipts of literature and changes in the contingent
Evaluation Criteria for Written Works
Requirements for students during the defense
§ Compliance of the content with the declared topic, the absence of deviations from the topic in the text 1 point;
§ compliance with the goals and objectives of the discipline 1 point;
§ statement of the problem, correct presentation of the meaning of the main scientific ideas, their theoretical justification and explanation 0.5 points;
§ consistency and consistency in the presentation of the material 0.5 points;
§ ability to work with legislative acts, Internet resources, reference and encyclopedic literature 0.5 points;
§ volume of the studied literature and other sources of information 0.25 points;
§ use of foreign sources 0.25 points;
§ the ability to analyze and generalize information material, the degree of completeness of the review of the state of the issue 0.25 points;
§ the validity of the conclusions is 0.25 points;
§ correctness of design (compliance with the standard, structural ordering, links, quotes, tables, etc.), compliance with the volume, fonts, spacing (compliance with the rules of computer typing) 0.5 points.
| Number of points | Criteria for evaluation |
| 5 (five) | The question is fully disclosed and without errors, the essay is written in the correct literary language without grammatical errors in legal terminology, references to sources of law are skillfully used |
| 4 (four) | · The question has been disclosed more than half, but without errors · There are minor and / or single errors · Links to less than half of the recommended sources of law on this issue have been used · 1-2 factual errors were made |
| 3 (three) | · The question has been partially solved · The essay is written carelessly, inaccurately, unacceptable abbreviations are used that make it difficult to read · 3-4 factual errors were made |
| 2 (two) | A general idea of the essence of the question is revealed |
| 0 (zero) | The task was not completed (the answer is missing or the question is not disclosed) |
| Grade | Criteria for evaluation |
| Great | Case was solved correctly, a detailed explanation and justification of the conclusion made were given. The student demonstrates methodological and theoretical knowledge, is fluent in scientific terminology. When analyzing the proposed situation, he shows creativity, knowledge of additional literature. Demonstrates good analytical skills, is able, when substantiating his opinion, to freely draw analogies between the topics of the course. |
| OK | Case was solved correctly, an explanation and justification of the conclusion made were given. The student demonstrates methodological and theoretical knowledge, is fluent in scientific terminology. Demonstrates good analytical skills, however, allows some inaccuracies when operating with scientific terminology. |
| satisfactorily | Case was solved correctly, explanation and justification of the conclusion was given with the active help of the teacher. Has limited theoretical knowledge, makes significant mistakes when establishing logical relationships, makes mistakes when using scientific terminology. |
| unsatisfactory | Case was solved incorrectly, discussion and help of the teacher did not lead to the correct conclusion. Discovers an inability to draw independent conclusions. Has poor theoretical knowledge, does not use scientific terminology. |
Criteria for assessing students' answers in the test
| Grade | Criteria for evaluation |
| credited | The student demonstrates sufficient, somewhat superficial knowledge within the framework of the curriculum, the answer is logically correct, but some flaws and inaccuracies may be allowed in it, which are easily corrected by the student himself; owns the necessary scientific terminology; analyzes the facts, making a number of minor mistakes; in case of leading questions, sufficiently reveals the ticket issues. |
| not credited | The student demonstrates a lack of knowledge; did not answer or refused to answer the ticket's questions; did not complete the practical task. The student demonstrates highly fragmented knowledge within the curriculum; does not realize the connection of this concept, theory, phenomenon with other objects of the discipline; does not know the minimum required terminology; makes gross logical mistakes, answering the teacher's questions, which he cannot correct on his own. |
Criteria for assessing students' answers on the exam
The knowledge, skills and abilities of students during intermediate certification in the form of an exam are determined by grades "excellent," good "," satisfactory "," unsatisfactory ".
1. "Excellent" - if the student has deeply and firmly mastered all the program material, expresses it exhaustively, consistently, competently and logically harmoniously, closely links it with the tasks of legal practice, does not find it difficult to answer when changing the assignment, freely copes with the tasks and practical tasks, correctly justifies the decisions made, is able to independently generalize and present the material, avoiding mistakes.
2. “Good” - if the student knows the program material well, expresses it competently and to the point, does not allow significant inaccuracies in answering the question, can correctly apply theoretical provisions and has the necessary skills and abilities when performing practical tasks.
3. "Satisfactory" - if the student has mastered only the basic material, but does not know individual details, makes inaccuracies, insufficiently correct formulations, violates the sequence in the presentation of the program material and has difficulty in performing practical tasks.
4. "Unsatisfactory" - if the student does not know a significant part of the program material, makes significant mistakes, with great difficulty performs practical tasks and tasks.
From clause 1 of Art. 531 of the Civil Code of the Russian Federation, it follows that this instruction is a shipping order. The rules on the content, timing of sending and the consequences of failure to submit the shipping order are provided for in clauses 2 and 3 of Art. 509 of the Civil Code of the Russian Federation.
When assessing answers to questions for a case task and a business game, first of all, the level of theoretical training of the student (possession of the categorical apparatus), the ability to apply existing knowledge in practice (to explain this or that position with an example), as well as the ability to express one's opinion, defend their position, listen to and evaluate different points of view, constructively polemize, find common ground for different positions.
Test assignments for intermediate and current monitoring of student progress Test for checking final knowledge
Questions number 1, 2, 11, 13, 17, 20, 23, 24, 32, 34. Difficulty level - easy (1 point).
Questions 6, 8, 9, 12, 14, 15, 16, 18, 19, 21, 22, 26, 29, 31, 35 -40. Difficulty level - medium (2 points).
Questions 3, 4, 5, 7, 10, 25, 27, 28, 30, 33... Difficulty level - difficult (3 points).
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1. Exchange of information between people is A) the communicative side of communication, B) the interactive side of communication, C) the perceptual side of communication |
2. Non-verbal communication does NOT include: A) gestures, facial expressions, postures, C) touching, shaking hands, hugging |
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3. The mechanism of self-knowledge in the process of communication, which is based on a person's ability to imagine how he is perceived by a communication partner is A) empathy, B) reflection, C) identification |
4. The term "communication" appeared in scientific literature A) at the beginning of the twentieth century., B) at the beginning of the XXI century, C) at the end of the 19th century. |
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5. A member of the community who is in constant contact with people and speaks an intermediary between the media and the communicant: A) public relations manager, B) Influencer (key communicator), C) Image maker |
6. Arouse certain feelings in the business partner and form value orientations and attitudes; convince of the legitimacy of interaction strategies; to make it a like-minded person - this is the goal: A) persuasive communication, B) more expressive communication, C) more informative communication |
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7. To provide an inspirational influence on a business partner to change motivation, value orientations and attitudes, behavior and attitudes is the goal: A) ritual communication, B) expressive communication, C) suggestive communication |
8. Obstacles created by the peculiarities of the speaker's speech (diction, intonation, logical stress, etc.). It is necessary to speak clearly, distinctly, loudly enough: A) phonetic barrier, B) logical barrier, C) semantic barrier |
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9. A meaningful statement, verification and clarification of understanding, clarification of the degree of its adequacy to what was said. This type of hearing is most effective in business communication: A) active reflective listening, B) non-reflective listening, C) empathic listening |
10. Who is the founder of the "theory of roles"? A) E. Bern, B) A. Adler, C) G. Bloomer |
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11. Speech calling for action: new, to continue or stop the old: A) epidemictic B) informational C) propaganda |
12. A language game is ... A) deliberate violation of the norms of speech behavior, B) the names of well-known events, names or texts that speak (write) reproduce in their speech, C) texts containing quotations |
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13. Non-verbal signals indicating the readiness of your interlocutor to communicate: A) closed posture, narrowed pupils of the eyes, B) open posture, turning the body and toe in your direction, C) turning the body and toes away from you |
14. Accepting the personality of the interlocutor, showing respect for him, regardless of his merits and demerits - one of the attitudes ... communication tactics: A) directive, B) understanding, C) derogatory - compliant |
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15. Psychological structural components of the act of speech communication: A) intention, purpose, C) context |
16. The interactive side of communication consists of: A) in the exchange of information between people, B) in organizing interaction between people, C) includes the process of perception of each other by communication partners |
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17. Interferences and distortions in the communication process that prevent the achievement of a given result are called A) destruction, B) dissonance, B) noise, D) disharmony |
18. The creator of messages is A) the recipient, B) source, |
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19. Communication style based on the search for mutual agreement of the parties to communication about the resulting actions A) accusatory style; B) directive style; C) problem-solving style |
20. Of all the distances in communication, it is the most important and protected by man; the closest people are allowed to enter this zone: A) intimate, B) social, C) personal |
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21. The process of two-way exchange of information leading to mutual understanding is A) communication, B) conflict C) lecture |
22. What barrier of misunderstanding is NOT enough on the list: phonetic misunderstanding, semantic misunderstanding, stylistic misunderstanding ... a) logical barrier b) psychological barrier c) physical barrier |
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23. The transfer of specific modes of activity is a function of business communication: A) integrative, B) broadcast, C) self-presentation |
24. In the best way to show your professionally important business and personal qualities - this is the main task: A) self-presentation, B) socialization, C) social control |
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25. A specific feature of business communication is ... A) unlimited time, B) regulation, C) lack of norms and rules, D) heart-to-heart conversation |
26. What words can a letter of request begin with: A) We send information ... B) We remind you that ... C) Please send to our address |
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27. Written types of business communication are ... A) report, certificate, B) memo, act, C) explanatory notes, D) numerous official documents |
28. To whom is the invitation letter with a proposal to take part in seminars, meetings addressed: A) the head of the organization, B) the deputy head of the organization, C) the head of the structural unit in which the employee works, D) the personnel department of the organization |
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29. Which letter can have the following text: "We inform you that your company cannot act as a buyer in accordance with article of the law ...": A) message letter B) letter of notification C) letter of refusal |
30. What words can a letter of request begin with: A) We send information ... B) We remind you that ... C) Please send it to our address ... D) In accordance with your letter |
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31. What service letters are stamped: A) covering letters, B) letters of inquiry, C) letters of guarantee, D) informational letters, E) on all service letters |
32. For what purpose in the letter indicate the surname and telephone number of the performer: A) for operational communication, B) to give the document legal force |
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33. The outgoing number of the service letter is: A) the registration number provided by the addressee, B) the registration number provided by the author of the letter |
34.What case is the derivative preposition used with? according to: A) with a dative, B) genitive, B) accusative, D) prepositional. |
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35. The main requirement of the culture of communication on the phone is ... A) brevity (conciseness) of presentation, B) duration of communication, C) clarity of presentation, D) rigidity in conversation |
36. The first stage of the negotiation process can be ... A) an ultimatum, B) an introductory meeting (business conversation), C) discussion of claims, D) a meeting of experts |
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37. Professional communication of a manager depends on ... A) the nature of relationships and relationships with subordinates, B) the attitudes and values of the leader, C) the nature of relationships and relationships with colleagues, D) all answers are correct |
38. Business conversations in the field of management activities are purposeful communication ... A) with a pre-planned effect and result, B) occurring randomly with an unplanned effect and result, C) having an informative character |
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39. Business conversation ... A) is characterized by a frequent transition from one topic to another, B) is aimed at solving certain production tasks and problems, C) allows you to choose appropriate solutions and implement them, D) differs in a variety of topics discussed |
40. Indicate the correct continuation of the sentence: Following these guidelines, A) the administration of the district has carried out certain work. B) the district administration has done some work. C) some work has been done. |
Assessment system: After completing the testing, each student receives a personal result.
Number of tests- 1, time - 45 min.
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